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Newly Assigned Session 1
   These sessions are brought to you by the NYC
    School Library System which also functions as
    the NYC Department of Education, Office of
    Library Services. Your presenters are . . .
   The school library is
    an instructional
    space
   How will these sessions . . .
Newly Assigned Session 1
   . . . And help you cope with and conquer this?
The Newly Assigned sessions are focused on two
  domains from Danielson’s Framework for
  Teaching, the rubric that the NYC DOE is
  considering for its annual professional
  performance review (APPR) instrument.
The two domains (as they apply in the library)
  are:
     The library is an instructional space (Session 1)
     The library space is physically different from the
      classroom space (Session 2)
   The Framework for Teaching is focused on
    classroom teachers and although Danielson
    created a separate (but similar) rubric for
    library media specialists, we chose to use the
    teacher rubric because librarians are teachers
    and the Framework rubric is the tool that is
    being used throughout NYC.
Demonstrating knowledge of content, students
 and resources; setting instructional outcomes,
 coherent instruction, designing assessments

  This workshop will provide you with a
     process to do this systematically.
The Elements of this Component are:
 Learning activities
 Instructional materials and resources
 Instructional groups
 Lesson and unit structure
   In order for students to be able to engage
    deeply with content, the classroom
    environment must be orderly; the atmosphere
    must feel business-like and productive, without
    being authoritarian.

    The library specific elements of this domain will
                 be covered in Session 2
1) The school librar y is an instructional
  space (Domain 1)
 The school library is first and foremost an
  instructional space and the teaching and learning
  that takes place there is guided by the Information
  Fluency Continuum (IFC) (inquiry and process
  skills), the Common Core Learning Standards
  (CCLS)(critical thinking skills) and the content
  provided by the teacher via the school’s
  curriculum.
   NYC DOE has targeted specific Common Core
    Learning Standards (CCLS). Building on the
    last year’s Citywide Instructional Expectations
    (CIE) “one of each teacher’s Common Core-
    aligned units of study in 2012-13 should focus
    on the standards below. The other unit may
    focus on the same standards or other key
    concepts within the literacy standards.”
NYC Citywide Instructional Expectations (CIE)

              2011-2012 deeper focus                 2012-2013 focus
Grade
        Literacy Focus -- Reading, Writing, Speaking/Listening and
Band
        Language
        Reading Informational Text Standards 1 & 10; Writing Standard 2
PK-2
        Speaking/Listening Standard 1; Language Standard 6

        Reading Informational Text Standards 1 & 10; Writing Standard 1
 3-5
        Speaking/Listening Standard 1; Language Standard 6

                                              ELA-specific Focus –
        Literacy Focus – Reading and
                                              Speaking/Listening and
        Writing
                                              Language

        Reading Informational Text Standards Speaking/Listening Standard 1;
6-12
        1 & 10; Writing Standard 1           Language Standard 6
   The reading and writing standards are the
    same ones that were part of the CIE last year
   The expectation is that the standards from last
    year will be “done” more deeply this year
   New this year are Listening and Speaking 1 and
    Language 6
   Our focus here will be the reading and writing
    standards
1. Find the Mini Alignment 4. Teach the lessons
   for the grade you are   5. Select a variety of
   working with               student work and reflect
2. Locate the IFC             on the effectiveness of
   Assessments, THINK         instruction by
   about why the skills       annotating the work
   were aligned as they    6. Include lesson,
   were & verbalize your      annotated student work
   thinking                   and reflection in your
3. Reach out to plan          portfolio
   lessons around the
   assessments
   Look at the 6th grade Mini Alignment
   Locate the skills with IFC assessments
   Locate the assessments
   Verbalize WHY you think the skill identified
    meets some part of the common core standard

             Let’s review our thinking
   Our office has aligned the IFC skills embedded
    in the CIE and made them available on our
    website. Becoming familiar with the mini-
    alignments for the grades you teach is the first
    step in constructing a CCLS-aligned lesson.

PD offering:
  Be on the lookout for Common Core State Standards and the School Librarian: A Process for
   Implementation – a PD series to be offered by OLS.
   Collaboration with the content area
    teacher is a critical part of instruction in
    the library – the librarian teaches the
    process skills, the teachers contribute the
    content. Each part is essential,
    collaboration is a must.
   Read: Lost Childhoods (Sample content a
    teacher might provide)
   The Lesson Plan Template
   IFC Assessment 6.3 – Drawing Conclusions
    from Information


     Before you begin to plan the
               lesson…
   The Essential Understanding is rooted in
    process
   Your lesson may only meet par t of a CCS,
    highlight only that par t
   Only one IFC skill per lesson
   Independent Practice MUST match Guided
    Practice
   Follow up = the same skill with dif ferent
    content
   Extension = builds on the skill introduced by
    “pushing” it to the next level/introducing
    another skill that is connected
Enjoy Your Lunch!
Newly Assigned Session 1
   The completed lesson plan

   The completed IFC Assessment 6.3 to model
    thinking for students

                 Let’s discuss…
                     Then…
   All educators in NYC are being asked to
    document how they impact student learning
    and grow. The best way to document your
    contributions is to compile and maintain a
    portfolio.
   After teaching a lesson designed around an IFC
    assessment, collect a sampling of student
    work, annotate and add to your portfolio
   Link to Livebinders
   Checklist on what to include
   Reflective Practice: Goals for Professional
    Growth
   The school librar y is a community
    space
   Each school librar y collection is
    tailored to the students it ser ves
   See you on Wednesday, October 17,
    2012
Newly Assigned Session 1

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Newly Assigned Session 1

  • 2. These sessions are brought to you by the NYC School Library System which also functions as the NYC Department of Education, Office of Library Services. Your presenters are . . .
  • 3. The school library is an instructional space
  • 4. How will these sessions . . .
  • 6. . . . And help you cope with and conquer this?
  • 7. The Newly Assigned sessions are focused on two domains from Danielson’s Framework for Teaching, the rubric that the NYC DOE is considering for its annual professional performance review (APPR) instrument. The two domains (as they apply in the library) are:  The library is an instructional space (Session 1)  The library space is physically different from the classroom space (Session 2)
  • 8. The Framework for Teaching is focused on classroom teachers and although Danielson created a separate (but similar) rubric for library media specialists, we chose to use the teacher rubric because librarians are teachers and the Framework rubric is the tool that is being used throughout NYC.
  • 9. Demonstrating knowledge of content, students and resources; setting instructional outcomes, coherent instruction, designing assessments This workshop will provide you with a process to do this systematically.
  • 10. The Elements of this Component are:  Learning activities  Instructional materials and resources  Instructional groups  Lesson and unit structure
  • 11. In order for students to be able to engage deeply with content, the classroom environment must be orderly; the atmosphere must feel business-like and productive, without being authoritarian. The library specific elements of this domain will be covered in Session 2
  • 12. 1) The school librar y is an instructional space (Domain 1)  The school library is first and foremost an instructional space and the teaching and learning that takes place there is guided by the Information Fluency Continuum (IFC) (inquiry and process skills), the Common Core Learning Standards (CCLS)(critical thinking skills) and the content provided by the teacher via the school’s curriculum.
  • 13. NYC DOE has targeted specific Common Core Learning Standards (CCLS). Building on the last year’s Citywide Instructional Expectations (CIE) “one of each teacher’s Common Core- aligned units of study in 2012-13 should focus on the standards below. The other unit may focus on the same standards or other key concepts within the literacy standards.”
  • 14. NYC Citywide Instructional Expectations (CIE) 2011-2012 deeper focus 2012-2013 focus Grade Literacy Focus -- Reading, Writing, Speaking/Listening and Band Language Reading Informational Text Standards 1 & 10; Writing Standard 2 PK-2 Speaking/Listening Standard 1; Language Standard 6 Reading Informational Text Standards 1 & 10; Writing Standard 1 3-5 Speaking/Listening Standard 1; Language Standard 6 ELA-specific Focus – Literacy Focus – Reading and Speaking/Listening and Writing Language Reading Informational Text Standards Speaking/Listening Standard 1; 6-12 1 & 10; Writing Standard 1 Language Standard 6
  • 15. The reading and writing standards are the same ones that were part of the CIE last year  The expectation is that the standards from last year will be “done” more deeply this year  New this year are Listening and Speaking 1 and Language 6  Our focus here will be the reading and writing standards
  • 16. 1. Find the Mini Alignment 4. Teach the lessons for the grade you are 5. Select a variety of working with student work and reflect 2. Locate the IFC on the effectiveness of Assessments, THINK instruction by about why the skills annotating the work were aligned as they 6. Include lesson, were & verbalize your annotated student work thinking and reflection in your 3. Reach out to plan portfolio lessons around the assessments
  • 17. Look at the 6th grade Mini Alignment  Locate the skills with IFC assessments  Locate the assessments  Verbalize WHY you think the skill identified meets some part of the common core standard Let’s review our thinking
  • 18. Our office has aligned the IFC skills embedded in the CIE and made them available on our website. Becoming familiar with the mini- alignments for the grades you teach is the first step in constructing a CCLS-aligned lesson. PD offering:  Be on the lookout for Common Core State Standards and the School Librarian: A Process for Implementation – a PD series to be offered by OLS.
  • 19. Collaboration with the content area teacher is a critical part of instruction in the library – the librarian teaches the process skills, the teachers contribute the content. Each part is essential, collaboration is a must.
  • 20. Read: Lost Childhoods (Sample content a teacher might provide)  The Lesson Plan Template  IFC Assessment 6.3 – Drawing Conclusions from Information Before you begin to plan the lesson…
  • 21. The Essential Understanding is rooted in process  Your lesson may only meet par t of a CCS, highlight only that par t  Only one IFC skill per lesson  Independent Practice MUST match Guided Practice  Follow up = the same skill with dif ferent content  Extension = builds on the skill introduced by “pushing” it to the next level/introducing another skill that is connected
  • 24. The completed lesson plan  The completed IFC Assessment 6.3 to model thinking for students Let’s discuss… Then…
  • 25. All educators in NYC are being asked to document how they impact student learning and grow. The best way to document your contributions is to compile and maintain a portfolio.  After teaching a lesson designed around an IFC assessment, collect a sampling of student work, annotate and add to your portfolio
  • 26. Link to Livebinders  Checklist on what to include  Reflective Practice: Goals for Professional Growth
  • 27. The school librar y is a community space  Each school librar y collection is tailored to the students it ser ves  See you on Wednesday, October 17, 2012

Hinweis der Redaktion

  1. We have designed these two sessions around “essential understandings” which bridge the APPR and distinguished practice in the library.
  2. For example, students can write an “opinion or argument based on an analysis of informational texts” in a variety of subject areas: health, science, global studies, economics, etc.