P.S. 162Q Professional Learning Session “Building Coherence” September 21, 2015 Pamela Lee Principal

Professional Learning Session “Building Coherence” September 21, 2015 AGENDA Team Building Clear Expectations Building Coherence: Scope and Sequence Building Coherence: Literacy Block and Math Block Handbook/Walkthrough Reflections (Optional) Handbook Q & A

Team Building: “Yes, and…”

Clear Expectations Parent Grade/Content Newsletter 9/22, Website Principal’s Weekly Newsletter: when? Punctuality (in consultation w/ UFT) o Late: Clock in o 8:00a.m. at post o Pick up from lunch and preps on time o Administrative Protocol

Building Coherence: Scope and Sequence Due: October 1 st FLEX TIME: Remember to build in 2-3 days of review or preview (based on assessment results) prior to beginning the next unit

Building Coherence Literacy Block: Reading Time is a guideline; order of the flow may be adjusted. Content vocabulary Read-aloud/Shared Reading/Interactive Reading Close read lesson 30 minutes (The ENTIRE chapter book does NOT need to be read as a class) Independent Work Time (K/1-10 minutes September, K/1 15 minutes June, 20 minutes in grade 2) o Independent Reading o Conferences o Guided Reading Small group work/centers Word work (phonics/vocabulary/grammar) 30 minutes beginner ELLs and lower Closure/Transition 5 minutes maximum

Building Coherence: Literacy Block: Writing Time is a guideline; order of the flow may be adjusted. Mini lesson 10 minutes Independent Work Time (K/1-15 minutes September) o Independent Writing o Conferences o Guided writing o Small group work Writing share 10 minutes maximum

Building Coherence: Math Block Time is a guideline; order of the flow may be adjusted. Math mini lesson (with approximated learning and student discourse) + Quick Check 10 minutes Independent/Group Work Time: 30 minutes o Independent Work o Group Work/Centers Share 10 minutes maximum

Walkthrough Reflections: Goal of ALL teachers rated effective or highly effective 1a content and process knowledge 1e Implementation over “lesson plan”, purpose of objective 2a “Caring” environment 2d No misbehavior is highly effective in OR visible/displayed expectations and system for rewards/consequences 3b students asking questions or talking to EACH OTHER about the topic at hand w/ limited teacher participation 3c UDL (charts) versus differentiation and modification for INDIVIDUALS 3d peer feedback, student reflection, goal setting, teacher feedback & documentation 4e receptive to feedback and recommendations, committees, inter-visitations, UFTTC/teacher initiated professional learning (PL), facilitate/turnkey PL, “outside of school time”: MUST support school/colleagues or be a practice implemented in your classroom to be H.E.

(Optional) Handbook Q & A