Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Meeting the CIE 2013-2014
Transcript of Meeting the CIE 2013-2014
Teachers shift classroom practice through deep understanding of the CCLS.
Teachers are responsible for students' content knowledge and share responsibility for students' literacy skills.
School leaders actively support teacher growth through a differentiatied PD plan and school structures that support collaboration as teachers take an active role in their own development.
All stakeholders work diligently to ensure both rigor and access. Share information about school policies and student performance with families.
Create systems to look for evidence of growth and gaps and make adjustments.
Use inquiry to reflect, deepen teacher learning, and impact instruction.
Review teacher and student work products, as well as classroom observation, to make decisions aligned to the Framework for Teaching and the new teacher evaluation and development system.
Use evidence, testing data, and the Quality Review to inform school-based decision-making. Understanding of academic policy that informs appropriate and efficient programming, providing access to advanced schoolwork and indicated interventions for special populations.
Time for teachers to work in teams.
Articulated and differentiated teacher professional development plan.
Comprehensive approach to developing student academic and personal behaviors.
Plan for ongoing periodic, formative assessment. Prepare Set up to meet higher standards Implement Assess Our goal... How will our work reflect in the
Quality Review? Ensure curricula are aligned to standards in all content areas.
Prepare to implement a new system of teacher evaluation and development.
Organize the school to meet the needs of all students.
- Establish an instructional focus.
- Ensure school time is used strategically.
- Plan for both short-term and sustained
professional learning experiences. Creates coherence among multiple initiatives.
Clearly frames the work teachers and school leaders will prioritize to narrow the gap between what the standards describe and what students currently know and are able to do.
Allows for strategic use of resources. A strong instructional focus... ...directly impacts classroom practice.
...is evident across classrooms, in teacher feedback, and in the school’s year-long professional development plan.
...is developed collaboratively based on multiple types of data and rooted in the needs of the school.
...is worthy of study and can be assessed repeatedly over time.
...allows for multiple teaching strategies that are supported through professional development. Most importantly... ...a strong instructional focus reflects a coherent set of beliefs about how students learn best. Teacher performance and progress in the key components of Danielson's Framework for Teaching represent the heart of the new teacher evaluation system.
These components are interrelated and interconnected, and should inform teacher goal-setting. Teacher effectiveness data around the key components will also determine the school's professional development plan and the ways in which it is differentiated to meet individual teacher needs.
Moreover, a reciprocal relationship exists between Danielson's Framework for Teaching and the Common Core Learning Standards. Curricular alignment occurs across multiple
Scope and sequence
Curriculum map in each subject at each grade level
Daily lesson plan These elements of the CIE are aligned to Quality Review indicators.
Key Quality Review Rubric changes for 2013-2014 include:
Instructional core across classrooms
- 1.1 Shift in language from “state standards” to “Common Core Learning Standards (CCLS) and/or
content standards” and inclusion of “access to curricula and tasks” to reflect Universal Design
for Learning (UDL)
- 1.2 Inclusion of “instructional shifts” to reflect the connection between CCLS implementation and
classroom instruction to align with the CIE as well as incorporating native language scaffolds
into teaching strategies
- 1.4 Inclusion of “personal behaviors” to emphasize alignment to college and
career readiness benchmarks
- 1.3 Revision of language to underscore conscious
efforts to focus teacher time on instructional
work and inclusion of language that aligns to the
outcomes of A Shared Path to Success initiative
- 4.1 Shift in language from “research based
common teaching framework” to “teacher
practice rubric” pending the implementation of the
new teacher evaluation law These components of the CIE work
together to ensure positive student
outcomes and school growth.
School organized for success
FfT proficiency Scope and Sequence Represents the depth and breadth of a curriculum in each content area.
Directly connected to the CCLS with skills/content that spiral with increasing complexity, infused with literacy and critical thinking skills.
Articulates what each student should know and be able to do at the end of each academic year.
Determined by 12th grade exit task. Curriculum Map Unit Plan Daily Lesson Plan Housed within scope and sequence, with designated time for baseline, periodic formative, and summative assessment.
Features an appropriate sequence and balance of texts, skills, and/or concepts, including literacy and critical thinking in all content areas.
Each grade map is rigorous, coherent, and focused.
Provides opportunities for students to practice the range of tasks demanded by the CCLS.
Ensures students produce work that demonstrates deep content knowledge. Features instruction defined by a culminating task that demonstrate desired student outcomes in both content and skills.
Planned materials and instruction support the focus, rigor, and coherence of the CCLS.
Infuses instruction with literacy and thinking routines.
Uses planned formative assessment to determine instruction.
Provides access to skills and content for all students. Features multiple access points.
Provides opportunities for students to collaboratively construct knowledge.
Uses material (text, problems, exercises, labs, etc.) that is rigorous and relevant in ways that make it central to learning.
Develops fluency and conceptual understanding, as well as opportunities to apply learning and practice metacognition.
Requires student to support thinking (arguments, solutions, conclusions, etc.) with evidence. Our
Network Support Network Leadership
- Human Resources
- Youth Development
- Food and Transportation
- Leadership Development Facilitators
- Principal Coaches
- Achievement Coaches New Visions Initiatives CCLS PD Series in all core subjects for Teacher Liaisons and Assistant Principals
Literacy Design Collaborative (LDC)
Fund for Teachers Brooklyn Academy for Social Justice:
A school organized for success At the conclusion of the 2012-2013 academic year, BASJ school leaders and stakeholders meet to examine data and determine the instructional focus.
During spring and summer 2013, and into the school year, BASJ teachers receive training in CLLS and FfT, building on what they learned during 2012-2013.
Carefully selected teacher leaders, with a reduced teaching load, facilitate grade-level and content-area teams to plan curriculum, strengthen classroom teaching, and practice inquiry in service of the instructional agenda and school community.
Using data, the school determines course offerings that provide advanced work as well as indicated interventions, with network support.
School leaders make decisions about the allocation of resources, time, and manpower based on evidence of student needs and desired outcomes aligned with the instructional focus, with network operations support. Brooklyn Academy for Social Justice:
A school with a clear instructional focus Because BASJ serves a large immigrant population, teachers have struggled to engage students in learning. The school already infuses a service learning program, aligned with the school theme, into its curriculum. The CCLS-aligned units and performance tasks successfully delivered to students in fall 2012 and spring 2013 were closely aligned to this program.
Based on this evidence, school leaders identify the following instructional focus:
- Teachers will ensure that texts and experiences enhance
each other to strengthen students’ background knowledge and
engagement with learning. Text-based activities will take
place in addition to rich, shared experiential learning through
hands-on projects, activities, and trips. Students will reflect
on their experiences and understanding of new content. Brooklyn Academy for Social Justice:
A school with CCLS-aligned curriculum Teachers convene in teams to develop a senior exit task that demands students demonstrate capacity in the full range of CCLS standards and work backwards to develop a scope and sequence.
Teachers at each grade level within each content area craft curriculum maps, using
- the scope and sequence,
- CCLS-aligned units and performance tasks taught in 2012-2013,
- planned service, experiential learning, and rigorous texts,
- exemplars from EngageNY and the Common Core Library,
- adaptations of DOE-vetted curricula,
- takeaways from inquiry,
- planned periodic formative assessment,
- desired personal, academic, literacy and critical thinking outcomes,
- and past student assessment data.
In teams, teachers practice inquiry around their work to review curriculum maps based on content and the needs of students at each grade level.
Teachers develop units that feature a wide array of CCLS- aligned learning activities, and require students to engage deeply with rigorous content as a means to practice skills.
Daily lesson plans support CCLS standards, and teachers build their practice around the instructional focus through inquiry and intervisitations.
Teacher leaders attend PSO CCLS PD and turnkey new learning.
BASJ participates in PSO initiatives such as A2i and Paideia to further develop practice. Brooklyn Academy for Social Justice:
A school building FfT proficiency School leaders actively engage BASJ teachers in a dialogue about their FfT trajectory.
Teacher leaders work with team members to develop classroom practice at point of intersection between FfT and CCLS.
School leaders have used data to tier their teachers and differentiate the PD plan for each.
BASJ teachers set goals based on their progress within FfT, and school leaders hold them accountable for meeting these goals.
BASJ uses network coaches to facilitate teacher development at the points of connection between FfT and CCLS. Differentiating PD Teachers at different points in their development and with different needs should participate in tailored activities. PD Timeline School leaders should calendar their observation cycle and the overall professional development plan.