Principal Feedback Session May CITYWIDE INSTRUCTIONAL EXPECTATIONS EXCELLENT STUDENT WORK THROUGH HIGHLY EFFECTIVE TEACHING

2 INSTRUCTIONAL EXPECTATIONS Principal Feedback Session Agenda Welcome and Introduction Presentation: Instructional Expectations , including available supports Feedback: Questions, concerns, suggestions, and supports needed Concluding Remarks

A NEW TRAJECTORY FOR COLLEGE AND CAREER READINESS FOR ALL STUDENTS Today’s students live and will work in a different world Students need to know how to think critically and apply their knowledge to solve non-routine problems The Common Core standards outline a new definition and trajectory of college and career readiness that reflect the demands of the 21st century The Common Core standards provide an opportunity to raise the bar and help us prepare our students to be more globally competitive 3

WHAT DOES THIS MEAN? 4 Students Engage in rigorous work aligned with new standards Teachers Work in teams to review student work and align curriculum & teacher practice with the Common Core Create entry points into the curriculum for all students School Leaders Provide teachers with meaningful feedback tied to a clear standard of excellence Networks Provide ongoing support to school-based educators

Schools analyze student work samples in relation to selected Common Core standards through existing teacher teams engaged in collaborative inquiry As a result, schools understand the current state of teacher and student work and determine how to strengthen teacher and student work in relation to the Common Core Fall 2011Winter / Spring Schools engage all students in working toward college and career readiness by giving them the opportunity to try at least one literacy culminating task and one math culminating task Tasks embedded in curricula aligned to the Common Core Curricula are made accessible to ALL students through the use of Universal Design for Learning 5 STRENGTHENING STUDENT WORK ~ EXPECTATIONS

WINTER/SPRING ~ LITERACY AND MATH Every student engages in a rigorous, Common Core-aligned literacy and math task embedded within a well-sequenced curricular unit. Specific expectation varies based on grade level, but generally, students will: Read and analyze informational texts and write opinions and arguments in response to these texts. Use modeling (Mathematical Practice #4) to solve a cognitively demanding math task in a given domain of focus at each grade level. 6 Expectations

When teachers thrive, students thrive. In support of teachers’ efforts to integrate the Common Core into their planning and instruction, principals and school leaders will Set clear, research-based expectations for pedagogy articulated in a rubric of practice (e.g., Danielson) 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 As a result, teachers have a deeper understanding of what they are trying to achieve with students, engage in ongoing reflection of their practice, and receive support to continually develop their effectiveness to increase students’ college and career readiness STRENGTHENING TEACHER PRACTICE ~ EXPECTATIONS

Professional skills, behavior, and knowledge that have the greatest impact on student learning Observations, walkthroughs, reviews of lesson and unit plans, teacher reflection Potentially includes student feedback Multiple Measures of Teacher Effectiveness Measures of Teacher Competencies (60%) Local Measures of Student Learning (20%) State Measures of Student Learning (20%) Assessments that provide instructionally useful information about student progress on key skills, potentially including: Performance tasks Teacher/department- created assessments Computer adaptive assessments Group measures Teacher growth measures in grades 4-8 ELA & Math Teacher growth measures in additional grades & subjects with existing state tests TEACHER EVALUATION SYSTEM ~ MULTIPLE MEASURES

New teacher evaluation system operational statewide* IMPLEMENTATION TIMELINE Design of Common Core-aligned summative and formative assessments Common Core & Teacher Effectiveness Pilots 125 schools  PARCC assessments available for pilot use SY 09-10SY 10-11SY 11-12SY 12-13SY 13-14SY  NYS integrates Common Core into State tests New York State New York City  NYS adopts Common Core standards in literacy and math Periodic Assessment portfolio integrates principles of PARCC  Common Core Library launches for resource sharing  NYS wins $170M RTTT assessment grant through PARCC consortium 9 *pending collective bargaining agreements reached with each LEA and local bargaining unit statewide, and with UFT for NYC.  NYS adopts EdLaw 3012-c  3012-c begins to phase in Talent Management Pilot 5 networks PARCC summative assessments operational Ongoing capacity-building for clusters, networks and schools

RESOURCES TO SUPPORT IMPLEMENTATION Central will provide schools with Sample Common Core-aligned tasks and units, with student work exemplars, and guidance for development including points of entry for SWDs and ELLs Protocols for reviewing student work in teams Case studies illustrating what strengthening teacher and student work looks like in action Videos of exemplary teaching practice Templates, samples, protocols for giving effective feedback Financial supports for implementation Networks and clusters will provide schools with Structured professional learning opportunities to build capacity within each school to strengthen the instructional core Structured professional learning opportunities to understand and apply Charlotte Danielson’s Framework for Teaching Ongoing push-in support to practice and refine the implementation of these processes Additional network instructional support staff to work with school leaders 10

TIME AS A RESOURCE In a climate of budget challenges and/or contract parameters, one of our greatest assets is time. Schools can Create an innovative school schedule* that allows teacher teams to meet regularly during the school day to Share/plan curriculum Review student work Engage in professional development conversations Structure Circular 6 activities to provide teacher teams with additional time for professional collaboration* Use the SBO process to allow for longer extended time sessions (i.e. 50 minutes versus 37.5 minutes) Use the SBO process to allow use of one extended time session a week for collaborative inquiry meetings *This may require an SBO. 11

Network teams help coach school leaders to facilitate this process. 12 Examine teacher work (including classroom visits) Revise and repeat inquiry cycle Examine student work/ data Monitor student progress with common assessments Take action: implement instructional strategy Define gaps, instructional strategy and set goals Engage external resources Principals and School Administrators: Look at student work, curriculum, assessments in the context of teacher practice Regularly visit classrooms Provide timely, specific, evidence-based feedback for teachers to assist teachers in improving their practice Teachers and Teacher Teams: Look at student work, curriculum and assessments. Assess gaps and strengths represented in that work Reflect, learn and plan how to strengthen their practice to help students better meet the standards (curriculum, assessment, and pedagogy) EXTENDING COLLABORATIVE INQUIRY TO INCLUDE A FOCUS ON INSTRUCTION FOR ALL LEARNERS COLLABORATIVE INQUIRY AS A PROCESS TO STRENGTHEN STUDENT WORK AND TEACHER PRACTICE

NEXT STEPS EVENTMAYJUNESUMMER and beyond Principal Feedback Sessions to solicit feedback on draft expectations Chancellor’s Principal Conference Intensive training for clusters, networks and schools Ongoing training and implementation support for clusters, networks and schools 13

1.1 million students engaging in rigorous, Common Core-aligned, curriculum-embedded tasks Nearly 50,000 of our teachers implementing these new tasks in classrooms 10,000+ educators trained and either leading or ready to lead instructional change at the school level 1,700 principals ready to support and hold their teachers accountable towards a higher standard for student work A significant portion of our Race to the Top dollars deployed strategically to support the vision A city organized and engaged around the pursuit of a common goal: College and career readiness for all our students AS A RESULT OF THESE EFFORTS, BY JUNE 2012, WE WILL HAVE… 14

FEEDBACK/DISCUSSION Connections How are these expectations connected to the work your school has done in ? How are these expectations connected to your plans for ? Warm and cool feedback What are you excited about? What are you concerned about? Challenges and support What challenges do you foresee in implementation of the expectations? What additional supports might you need? 15

IF YOU HAVE QUESTIONS OR ADDITIONAL FEEDBACK Contact For Common Core resources, visit the Common Core Library For Teacher Effectiveness resources, visit ARIS Learn 16

APPENDIX 17

WHICHEVER WAY YOU MEASURE IT, GRADUATION RATES HAVE GONE UP BY NYC MEASUREMENTS, 33% SINCE 2002 Percent of Students in a Cohort Graduating from High School in 4 Years Class of : + 0% : + 33% : + 9% Notes: NYC traditional calculation includes Local and Regents Diplomas, GEDs, Special Education diplomas, and August graduates. It does not include disabled students in self-contained classrooms or District 75 students. The NYS calculation, used since 2005, includes Local and Regents Diplomas and all disabled students. It does not include GEDs and Special Education diplomas. Discharge rate does not include dropouts (includes August graduates) NYC Calculation Method NY State Calculation Method (Including August Grads)

HOW THE DEMAND FOR SKILLS HAS CHANGED Economy-wide measures of routine and non-routine task input (U.S.) (Levy and Murnane) 19 Mean task input as percentiles of the 1960 task distribution

XXX Sample Math Task*Sample Literacy Task 20 RIGOROUS AND ENGAGING STUDENT WORK Grades 9-10 students will: a.Read and comprehend informational texts in the grades 9-10 text complexity band proficiently AND b.Write arguments to support claims in an analysis of substantive texts, using valid reasoning and relevant and sufficient evidence, including the development of claims and counterclaims. 1.Draw and describe Stage 5 of the pattern in terms of its shape & number of unit squares needed to construct the fir tree. 2.How many unit squares are needed to build a Stage 10 Aussie Fir Tree? Show your work. 3.Given any stage number, n, determine a closed-form equation to determine the number of unit squares needed to build the tree. * MARS University of Nottingham, 2011 Grade 8 example: The Aussie Fir Tree

21 CYCLE OF TEACHER IMPROVEMENT ~ A CASE STUDY