2013 NYCTF Pre-Service Training Scope & Sequence
Date
Session Name
Key Component
Techniques
Facilitated by
6/18
Introduction to PST
Fellow Advisors
 Identify the history, structures and goals of the NYC Teaching Fellows Program
 Define the elements of our Culture of Practice and connect them to practice as an essential learning tool for new Fellows.
 Explore the Key Components of the Instructional Framework and explain how regular evaluation and support will help us grow as new
Fellows.
 Learn, practice and routinize the common structures of practice.
C-2: Maintains High Behavioral Expectations
6/19
What to Do
What to Do, SLANT
Fellow Advisors
C-3: Maximizes Instructional Time
 Recognize the four primary characteristics of effective What to Do directions during instruction
 Describe how effective directions support student achievement and why it is important to avoid rhetorical questions and contingencies
 Revise insufficient directions to meet all of the criteria for effective directions and practice delivering the revised directions
 Practice providing effective directions (What to Do) for your classroom
6/20
Entry Routines
C-3 Maximizes Instructional Time
Do Now, Entry Routine, Threshold
Fellow Advisors
 Articulate the importance of planning and incorporating systems and routines to maximize instructional time and create a culture of
achievement
 Describe the importance of creating and implementing a consistent system to start your lessons that establishes a Threshold and Manages
the After through an Entry Routine and Do Now
 Establish a personal connection and reinforce classroom expectations at the start of class by scripting and practicing Threshold, Entry
Routine, and Do Now
6/24
100%, Part I
C-2 Maintains High Behavioral Expectations
100%
Fellow Advisors
 Articulate the importance of the 100% concept for creating a culture of achievement
 Describe how to achieve full compliance by identifying how the six forms of interventions are applied during instruction and understand
why effective teachers choose to use the Least Invasive Form of Intervention
 Achieve 100% compliance by practicing using Non-Verbal interventions at the start of a lesson
 Script and practice using effective Positive Group Corrections and Anonymous Individual Corrections when Managing the After
6/25
Strong Voice
C-2 Maintains High Behavioral Expectations
Strong Voice
Fellow Advisors
 Explain how the five principles of Strong Voice increase the teacher’s ability to maintain authority in the classroom without the excessive
use of consequences
 Recognize differences between formal and casual register and how they can be used to influence student behavior
 Revise teacher responses within a Strong Voice case study to include more effective usage of Economy of Language and practice using
Economy of Language when introducing the Entry Routine
 Ensure student attentiveness by practicing Self-Interrupt (Do Not Talk Over) when discussing the Do Now responses
 Minimize disruptions by applying the principle of Do Not Engage when transitioning from the Do Now to the introduction to new material
Page 1
2013 NYCTF Pre-Service Training Scope & Sequence
Date
6/26
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6/27
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7/1
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7/1
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7/1
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7/2
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7/2
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7/2
Session Name
Key Component
Techniques
Facilitated by
Positive Framing, Part I
C-2 Maintains High Behavioral Expectations
Positive Framing, Strong Voice
Fellow Advisors
Describe how Positive Framing provides a way for teachers to effectively correct and guide behavior
Plan and practice Live in the Now behavioral statements
Practice Assuming the Best when a student walks in late to class and forgets to pick up the Do Now
Tight Transitions, Part I
C-3 Maximizes Instructional Time
Tight Transitions
Fellow Advisors
Identify criteria for effective Tight Transitions and how they contribute to student learning
Describe how to transform complex procedures into automated routines
Script and practice at least three Tight Transitions to implement in the Field Experience classroom
Field Experience
I-1 Delivers Lessons; P-1 Planning &
Coaches
Expectations and Logistics Preparation
Receive Field Experience placement information
Analyze and practice Field Development structures to use over the summer
Identify resources for improving content understanding prior to lesson planning and delivery
Review lesson planning submission expectations and deadlines
Begin with the End, Part I P-1 Planning & Preparation
Begin with the End
Coaches
Review the principles of Begin with the End and backwards planning and discuss why this approach supports student achievement
Build on Enrollment pre-work to create a shared vision for student success during Field Experience
Observe how teachers use the Common Core and state standards to establish appropriate grade level expectations for students
100%, Part II
C-2 Maintains High Behavioral Expectations
100%
Fellow Advisors
Describe the characteristics of Private Individual Corrections and Lightning-Quick Public Corrections
Achieve 100% compliance by practicing using Private Individual Corrections and Lightning-Quick Public Corrections during the introduction
to new material
Team Building
Coaches
Learn to work together as a team
Develop a mutual sense of trust and support
Learn about each member of their team
Begin with the End, Part II P-1 Planning & Preparation
Begin with the End, 4Ms
Coaches
Observe how a teacher breaks down a standard into discrete learning goals for students
Observe how a teacher writes 4M objectives
Analyze summer school objectives using the 4M criteria
Practice revising and/or writing 4M objectives
Tight Transitions, Part II
C-2 Maintains High Behavioral Expectations
Tight Transitions, Do it Again, Positive
Fellow Advisors
Page 2
2013 NYCTF Pre-Service Training Scope & Sequence
Date
Session Name
Key Component
Techniques
Facilitated by
Framing
 Describe why Do it Again is an effective technique for maintaining high behavioral expectations and how it can be effectively used to
reinforce procedures and routines
 Revise a Tight Transition that has already been implemented to make it more efficient and practice implementing the revised version
 Write at least three Do it Again statements and apply the four “tricks of the trade” for the revised Tight Transition
 Set and maintain a standard for excellence by integrating Do It Again and Positive Framing while implementing the revised Tight Transitions
through practice
C-1 Maintains High Academic Expectations
Preparing for Field
7/3
C-2 Maintains High Behavioral Expectations
100%
Coaches
Experience
C-3 Maximizes Instructional Time
 Identify appropriate grade level consequences and determine a hierarchy of consequences for your Field Experience classroom, as part of
an overall classroom management system
 Analyze exemplars of roll-out speeches used when introducing a grade-level appropriate behavior management system
 Script and practice a roll-out speech for introducing your management system that you will use on the first day of Field Experience
 Script and practice “pretend practice” to establish procedures for how students should react to being given a consequence
7/3
Diversity Session, Part I
Coaches
 Articulate group norms for the diversity discussions and what they will look like in action
 Establish a sufficient level of comfort with one another to allow the diversity discussions to flow freely and productively
 Articulate how their identity may influence their students’ perception of them.
 Articulate how their first impressions of their students might subtly influence their expectations for students’ performance
 Plan for using their introductory speech on the first day of Field Experience to ensure they make their desired first impression on students
and communicate their high expectations to them
 Articulate how the reality of students’ lives (including gaps in performance, disabilities, and home lives) could influence Fellows’ academic
and behavioral expectations for students.
 Develop strategies for maintaining high academic expectations in spite of the challenges facing their students.
Technique Integration
7/3
C-3 Maximizes Instructional Time
Entry Routine, Tight Transitions
Fellow Advisors
Practice #1
 Demonstrate proficiency for the following techniques by integrating them within a modeled lesson segment from the start of class:
o Entry Routines
o Tight Transitions
Page 3
2013 NYCTF Pre-Service Training Scope & Sequence
Date
Session Name
Key Component
Techniques
Facilitated by
7/8
Name the Steps, Part I
I-1 Delivers Lessons
Name the Steps
Fellow Advisors
 Break down an objective into Key Points that articulate what students need to know and be able to do by the end of the lesson
 Analyze how teachers use Name the Steps to teach skills in video models and in a sample lesson plan
 Practice using Name the Steps as a technique for teaching Key Points for a skill during an introduction to new material using a provided
lesson plan and visual
 Identify a skill taught in Field Experience that would lend itself to Name the Steps
P-1 Planning & Preparation
7/9
Name the Steps, Part II
Name the Steps
Fellow Advisors
I-1 Delivers Lessons
 Practice using Name the Steps as a technique for teaching Key Points for a skill during an introduction to new material using a provided
lesson plan and visual
 Plan to use Name the Steps as a technique for teaching Key Points for skills during an introduction to new material
 Create appropriate visuals and/or note taking templates to scaffold student understanding of Key Points for a skill
7/10
Name the Steps, Part III
I-1 Delivers Lessons
Name the Steps
Fellow Advisors
 Practice using Name the Steps as a technique for teaching Key Points for a skill during a Fellow-planned introduction to new material.
 Practice using appropriate visuals and/or note taking templates to scaffold student understanding of Key Points
7/11
100%, Part III
C-2 Maintains High Behavioral Expectations
100%
Fellow Advisors
 Describe the characteristics of effective Consequences
 Analyze and describe how to prevent escalating student behavior when giving a Consequence
 Practice revising and implementing consequence statements to include a Bounce Back Statement, Tag the Behavior, and Purpose Not Power
7/12
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7/12
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Begin with the End, Part III P-1 Planning & Preparation
Begin with the End, Exit Ticket
Coaches
Begin with the End in mind by developing a clear vision for how students will demonstrate mastery of an objective at the end of the lesson
Analyze sample Exit Tickets and their aligned objectives
Write objective-aligned Exit Tickets that assess mastery of lesson content at the end of a lesson
Begin with the End, Part IV P-1 Planning & Preparation
Begin with the End, Double Plan
Coaches
Analyze sample lesson plans in order to understand how teachers set students up for mastery of an objective by planning lessons that use
an “I Do, We Do, You Do” structure
Analyze how teachers use specific strategies that support student mastery of the objective at various points in a lesson in sample lesson
plans and in classroom videos
Practice writing an aligned and accurate sequence of learning activities using the “I Do, We Do, You Do” lesson structure
Practice Double Planning a lesson to account for what both teachers and students will be doing throughout the entire lesson
Page 4
2013 NYCTF Pre-Service Training Scope & Sequence
Date
7/15
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7/16
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7/17
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7/18
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7/19
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7/19
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Session Name
Key Component
Techniques
Facilitated by
Cold Call
C-1 Maintains High Academic Expectations
Cold Call
Fellow Advisors
Describe how Cold Call contributes to a culture of high expectations and increases student engagement
Analyze and evaluate Cold Call prompts to determine when it is appropriate and effective to use Cold Call during guided practice
Practice using Cold Call when leading students in guided practice
No Opt Out
C-1 Maintains High Academic Expectations
No Opt Out
Fellow Advisors
Articulate the importance of maintaining high expectations to hold students accountable for responding to questions
Identify four formats for No Opt Out
Develop questions to use in response to “I don’t knows”
Practice using No Opt Out when reviewing material completed by students during independent practice
C-1 Maintains High Academic Expectations
Positive Framing, Part II
Positive Framing, Strong Voice
Fellow Advisors
C-2 Maintains High Behavioral Expectations
Describe how Positive Framing provides a way for teachers to effectively correct and guide behavior
Explain how students are respected and challenged through the six basic rules of Positive Framing
Build Momentum and increase participation by Narrating the Positive when transitioning from guided practice to independent practice
Use Challenge and Talk Aspirations to engage students in academic work during independent practice
Technique Integration
C-1 Maintains High Academic Expectations
No Opt Out, Cold Call, Name the Steps
Fellow Advisors
Practice #2
Demonstrate proficiency for the following techniques by integrating them within a lesson segment:
o No Opt Out
o Cold Call
o Name the Steps
Board = Paper, Part I
I-1 Delivers Lessons
Board = Paper
Coaches
Analyze how teachers use Board=Paper to explain concepts clearly and completely
Practice using Board = Paper during a provided introduction to new material
Plan to use Board = Paper to explain concepts clearly and completely in Field Experience
Communicating the 4Ms I-1 Delivers Lessons
4Ms
Coaches
Analyze how teachers share 4M Objectives to frame their lessons
Analyze how teachers revisit 4M Objectives to maintain the focus of their lessons
Practice four ways to share or reinforce a student friendly, 4M objective in a provided lesson plan
Plan to incorporate strategies for sharing or reinforcing student friendly, 4M objectives in Field Experience
Page 5
2013 NYCTF Pre-Service Training Scope & Sequence
Date
Session Name
Key Component
Techniques
Facilitated by
7/22
100%, Part IV
C-2 Maintains High Behavioral Expectations
100%
Fellow Advisors
 Describe how Firm, Calm Finesse and emphasizing Compliance You Can See help teachers to achieve 100% compliance and create a culture
of achievement
 Influence students to follow directions completely by planning and practicing Firm, Calm Finesse
 Practice Be Seen Looking while transitioning from guided practice to independent practice
 Practice how to Emphasize Compliance You Can See when leading guided practice
Anchor Techniques
Strong Voice, What to Do, Positive
7/23
C-2 Maintains High Behavioral Expectations
Fellow Advisors
Application Session #1
Framing, 100%
 Identify and describe how Strong Voice, What to Do, Positive Framing, and 100% together complement each other during instruction
 Practice determining and implementing the appropriate Anchor Technique when presented with misbehaviors within prepared scenarios
Anchor Techniques
Strong Voice, What to Do, Positive
7/24
C-2 Maintains High Behavioral Expectations
Fellow Advisors
Application Session #2
Framing, 100%
 Identify when to use different components of the Anchor Techniques to manage behavior
 Practice integrating Anchor Techniques to manage student behavior within classroom situations
Begin with the End, Double Plan, Name
7/25
I Do / We Do / You Do
I-1 Delivers Lessons
Fellow Advisors
the Steps, Board=Paper
 Analyze model lesson plans to determine how teachers release responsibility to students using an “I Do, We Do, You Do” lesson structure
 Practice writing aligned and accurate “I Do, We Do, and You Do” Lesson components for provided objectives
 Apply relevant instructional techniques to the planning process, such as Double Plan, Name the Steps and Board= Paper as needed
 Practice writing aligned and accurate “I Do, We Do, and You Do” lesson components for Field Experience objectives
 Apply relevant instructional techniques to the planning process, such as Double Plan, Name the Steps and Board= Paper as needed
7/26
Diversity Session, Part II
Coaches
 Analyze the concept of a “Culture of Power” and how it affects teachers’ actions.
 Identify classroom actions to take to address the culture of power with their students and establish credibility with their students and other
stakeholders.
7/26
Differentiation
P-1 Planning & Preparation
Coaches
 Explain the uses and structures of Differentiation
 Learn and practice writing Multiple Modalities into the Direct Instruction of a lesson
 Learn and practice writing Scaffolding into the Independent Practice of a lesson
Page 6
2013 NYCTF Pre-Service Training Scope & Sequence
Date
7/29
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7/30
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7/31
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8/1
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8/2
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Session Name
Key Component
Techniques
Facilitated by
Introduction to New
Material Practice,
I-1 Delivers Lessons
Board=Paper
Fellow Advisors
Part I and II
Analyze a sample written introduction to new material that clearly and accurately addresses the Key Points of a lesson, uses concise,
student friendly language, and employs Board = Paper
Observe an instructor or video model of the sample introduction to new material
Practice executing the sample introduction to new material, focusing on accurate Key Points, student-friendly language, and Board= Paper
Practice executing an upcoming Field Experience introduction to new material which explains content using more concise, student-friendly
language without sacrificing rigor
Special Education Session C-2 Maintains High Behavioral Expectations
Fellow Advisors
Explain the difference between accommodations and modifications, and why accommodations should be used whenever possible.
Identify barriers common to learning and common accommodations.
Plan accommodations to support students in the Direct Instruction and Independent Practice of a lesson.
Create a script for their initial phone call home to parents.
Create systems to support students with completing homework, truancy and behavior.
Content Specific Plans
C-2 Maintains High Behavioral Expectations
Fellow Advisors
Learn structures and routines that are specific to your content area.
P-1: Planning and Preparation
Preparing for the School
C-2: Maintains High Behavioral Expectations
Fellow Advisors
Year
C-3: Maximizes Instructional Time
Create structures, routines and work products to prepare for the school year.
P-1: Planning and Preparation
Preparing for the School
C-2: Maintains High Behavioral Expectations
Coaches
Year
C-3: Maximizes Instructional Time
Create structures, routines and work products to prepare for the school year.
Page 7