2011-12 CITYWIDE INSTRUCTIONAL EXPECTATIONS
EXCELLENT STUDENT WORK THROUGH
HIGHLY EFFECTIVE TEACHING
June 2011
2011-12 NYC DOE EXPECTATIONS FOR…
• All Students
• Engage in rigorous tasks, embedded in well-sequenced units, aligned with
CCSS, at least once in each math and literacy
• Most Teachers
• Work in teams to review student work and curriculum (fall 2011) in order to
integrate and implement CCSS-aligned tasks/unit (winter/spring 2011-12)
• Create entry points into the curriculum for all students (UDL)
• All School Leaders
• Organize their school for success: teacher team time, principal time, etc.
• Provide teachers with meaningful feedback tied to a clear standard of
excellence
• All Networks
• Provide ongoing support to school-based educators, with Central partnership
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STRENGTHEN STUDENT WORK: LITERACY
GRADE
BAND
PreK-2
3-8
9-12
LITERACY FOCUS
Written response to informational texts through group activities
and with prompting and support (Reading Informational Text
Standards 1 and 10; Writing Standard 2)
Written analysis of informational texts (Reading Informational
Text Standards 1 and 10)
…or…
Written opinion or argument based on an analysis of
informational texts (Reading Informational Text Standards 1
and 10; Writing Standard 1)
Written opinion or argument based on an analysis of
informational texts (Reading Informational Text Standards 1
and 10; Writing Standard 1)
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STRENGTHEN STUDENT WORK: MATH
GRADE BAND
DOMAIN OF FOCUS
PreK-K
Operations and Algebraic Thinking
1-2
Number and Operations in Base Ten
3
Operations and Algebraic Thinking
4-5
Number and Operations—Fractions
6-7
Ratios and Proportional Relationships
8
Expressions and Equations
Algebra
Reasoning with Equations and Inequalities
Geometry
Congruence
PLUS…
Choice of
Standards of
Practice:
Model with
Mathematics
and/or
Construct
Viable
Arguments
and Critique
the Reasoning
of Others
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STRENGTHEN TEACHER PRACTICE
In support of teachers’ efforts to integrate the
Common Core into their planning and instruction,
principals and school leaders will:
1. Set clear, research-based expectations for pedagogy by
adopting a framework or rubric of teaching practice (e.g.,
Danielson)
2. Engage in short, frequent cycles of classroom
observations & collaborative examination of student work,
followed by timely, specific, evidence-based feedback that
teachers can act on to increase the effectiveness of their
instruction
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RESOURCES TO SUPPORT SCHOOLS & NETWORKS
• Online resources through the NYCDOE’s Common Core Library:
http://schools.nyc.gov/Academics/CommonCoreLibrary
• Excerpts of tasks and student work in CCSS literacy appendices as a place
to get started surfacing gaps in curriculum and student performance
• An array of “Instructional bundles” aligned to selected CCSS: tasks and unit
outlines, annotated student work, and guidance for development including
points of entry for SwDs and ELLs
• Children First Intensive (CFI) professional learning structure:
• Models for organizing school, principal, and teacher time and other resources
• Structured professional learning opportunities to understand and apply
elements of Charlotte Danielson’s Framework for Teaching
• Protocols for reviewing student work in teams
• Case studies illustrating the strengthening teacher and student work
• Videos of exemplary teaching practice
• Templates, samples, protocols for giving effective feedback
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STAFFING & PILOT PROGRAMS
• Instructional Coaches: Each network (~60) of 25 schools will receive two
additional instructional coaches, one “generalist” and one specific to
supporting schools with their students with disabilities.
• Assessment Pilots: in 2010-11, 5 pilots programs, focused on performance
assessment, curriculum mapping, and secondary literacy, were created in
approximately 100 schools; some pilots will continue in 2011-12.
• Lab sites: in 2011-12, some assessment pilot schools will become lab sites
for other schools to visit and learn from.
• Teacher Effectiveness Pilot: in 2010-11, 20 schools in two networks
received additional talent management and coach supports to work with
principals and network teams to implement effective practices for teachers
to receive high quality feedback aligned to the Danielson Framework for
Teaching.
• Teacher Effectiveness Intensive: in 2011-12, the teacher effectiveness
pilot will grow to125 schools in five networks.
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