+ Opening PD Michel Vespe Instructional Coach CFN 535

+ Our Professional Norms 2 One person speaks a time at your tables and when someone is addressing the whole group Equal air time Cell phones to vibrate Two fingers in the air—kindly end your conversations and put your fingers in the air to spread the message Respect the integrity of protocols Maintain an open and positive stance towards professional learning Have faith in the process

+ Our Agenda Unpack the DOE instructional expectations for teacher teams within collaborative inquiry framework Discuss the impact of the instructional expectations for teacher planning, preparation and teacher teams 3

+ Professional Learning Activity 1 Focused Reading of the NYCDOE Instructional Expectations 4

DOE Expectations Independently read the citywide instructional expectations for (10-15 minutes) While reading, highlight or underline important sentences, phrases and/or words that carry weight In groups, conduct a “Write Around” share (10-15 minutes) Write your name on your “Write Around” slip Pass the your “write around” slip to the right. Once you receive another participant’s slip, read what’s written and write down a sentence, phrase or word that resonated for you during your focused reading avoiding repetitions and then pass to the next person on the right. Continue this protocol until the time allowed expires 5

+ You have Now been Charged with Delivering the Message! Reread what other participants identified as important Synthesize this information with what you deemed as important Craft a one paragraph response that best communicates the DOE’s CCLS instructional expectations 6

+ Professional Reflection 7

+ Implications for Planning, Preparation and Teacher Teams 1. What are the implications of the instructional expectations for unit and lesson planning and preparation? 1. Unit development? 2. Common rigorous performance tasks/assessments aligned to the NYC targeted CCLS? 2. What are the implications of the instructional expectations for teacher teams? 1. Meeting times? 2. How to work collaboratively?

+ Supporting the Instructional Expectations: Locating the Curriculum Units/Bundles 9 NYC DOE Common Core Library

+ Accessing the Curriculum Bundle 10

+ Examine ELOs for Alignment Locate the ELOs that address reading informational texts and writing arguments Look at the CCLS RI.1, RI.10 and W.1 for your grade levels Unwrap these standards Look back to the ELO that most closely aligns if you have one Conduct a gap analysis between the standards that the ELO addresses and the targeted CCLS RI.1, RI.10 and W.1 If there is perfect alignment—you may use this ELO If there are gaps, you should revise the ELOs

+ The End…a perfect opportunity for a new beginning!