. . . And help you cope with and conquer this?
The Newly Assigned sessions are focused on two domains from Danielson’s Framework for Teaching, the rubric that the NYC DOE is considering for its annual professional performance review (APPR) instrument.The two domains (as they apply in the library) are: The library is an instructional space (Session 1) The library space is physically different from the classroom space (Session 2)
The Framework for Teaching is focused on classroom teachers and although Danielson created a separate (but similar) rubric for library media specialists, we chose to use the teacher rubric because librarians are teachers and the Framework rubric is the tool that is being used throughout NYC.
Demonstrating knowledge of content, students and resources; setting instructional outcomes, coherent instruction, designing assessments This workshop will provide you with a process to do this systematically.
The Elements of this Component are: Learning activities Instructional materials and resources Instructional groups Lesson and unit structure
In order for students to be able to engage deeply with content, the classroom environment must be orderly; the atmosphere must feel business-like and productive, without being authoritarian. The library specific elements of this domain will be covered in Session 2
1) The school librar y is an instructional space (Domain 1) The school library is first and foremost an instructional space and the teaching and learning that takes place there is guided by the Information Fluency Continuum (IFC) (inquiry and process skills), the Common Core Learning Standards (CCLS)(critical thinking skills) and the content provided by the teacher via the school’s curriculum.
NYC DOE has targeted specific Common Core Learning Standards (CCLS). Building on the last year’s Citywide Instructional Expectations (CIE) “one of each teacher’s Common Core- aligned units of study in 2012-13 should focus on the standards below. The other unit may focus on the same standards or other key concepts within the literacy standards.”
NYC Citywide Instructional Expectations (CIE) 2011-2012 deeper focus 2012-2013 focusGrade Literacy Focus -- Reading, Writing, Speaking/Listening andBand Language Reading Informational Text Standards 1 & 10; Writing Standard 2PK-2 Speaking/Listening Standard 1; Language Standard 6 Reading Informational Text Standards 1 & 10; Writing Standard 1 3-5 Speaking/Listening Standard 1; Language Standard 6 ELA-specific Focus – Literacy Focus – Reading and Speaking/Listening and Writing Language Reading Informational Text Standards Speaking/Listening Standard 1;6-12 1 & 10; Writing Standard 1 Language Standard 6
The reading and writing standards are the same ones that were part of the CIE last year The expectation is that the standards from last year will be “done” more deeply this year New this year are Listening and Speaking 1 and Language 6 Our focus here will be the reading and writing standards
1. Find the Mini Alignment 4. Teach the lessons for the grade you are 5. Select a variety of working with student work and reflect2. Locate the IFC on the effectiveness of Assessments, THINK instruction by about why the skills annotating the work were aligned as they 6. Include lesson, were & verbalize your annotated student work thinking and reflection in your3. Reach out to plan portfolio lessons around the assessments
Look at the 6th grade Mini Alignment Locate the skills with IFC assessments Locate the assessments Verbalize WHY you think the skill identified meets some part of the common core standard Let’s review our thinking
Our office has aligned the IFC skills embedded in the CIE and made them available on our website. Becoming familiar with the mini- alignments for the grades you teach is the first step in constructing a CCLS-aligned lesson.PD offering: Be on the lookout for Common Core State Standards and the School Librarian: A Process for Implementation – a PD series to be offered by OLS.
Collaboration with the content area teacher is a critical part of instruction in the library – the librarian teaches the process skills, the teachers contribute the content. Each part is essential, collaboration is a must.
Read: Lost Childhoods (Sample content a teacher might provide) The Lesson Plan Template IFC Assessment 6.3 – Drawing Conclusions from Information Before you begin to plan the lesson…
The Essential Understanding is rooted in process Your lesson may only meet par t of a CCS, highlight only that par t Only one IFC skill per lesson Independent Practice MUST match Guided Practice Follow up = the same skill with dif ferent content Extension = builds on the skill introduced by “pushing” it to the next level/introducing another skill that is connected
The completed lesson plan The completed IFC Assessment 6.3 to model thinking for students Let’s discuss… Then…
All educators in NYC are being asked to document how they impact student learning and grow. The best way to document your contributions is to compile and maintain a portfolio. After teaching a lesson designed around an IFC assessment, collect a sampling of student work, annotate and add to your portfolio
Link to Livebinders Checklist on what to include Reflective Practice: Goals for Professional Growth
The school librar y is a community space Each school librar y collection is tailored to the students it ser ves See you on Wednesday, October 17, 2012