This PowerPoint presentation served as the framework for the first Newly Assigned session on September 20, 2012.

2.  These sessions are brought to you by the NYC
School Library System which also functions as
the NYC Department of Education, Office of
Library Services. Your presenters are . . .

3.  The school library is
an instructional
space

4.  How will these sessions . . .

6.  . . . And help you cope with and conquer this?

7. 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)

8.  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.

9. 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.

10. The Elements of this Component are:
 Learning activities
 Instructional materials and resources
 Instructional groups
 Lesson and unit structure

11.  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

12. 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.

13.  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.”

14. NYC Citywide Instructional Expectations (CIE)
2011-2012 deeper focus 2012-2013 focus
Grade
Literacy Focus -- Reading, Writing, Speaking/Listening and
Band
Language
Reading Informational Text Standards 1 & 10; Writing Standard 2
PK-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

15.  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

16. 1. Find the Mini Alignment 4. Teach the lessons
for the grade you are 5. Select a variety of
working with student work and reflect
2. 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 your
3. Reach out to plan portfolio
lessons around the
assessments

17.  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

18.  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.

19.  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.

20.  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…

21.  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

22. Enjoy Your Lunch!

24.  The completed lesson plan
 The completed IFC Assessment 6.3 to model
thinking for students
Let’s discuss…
Then…

25.  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

26.  Link to Livebinders
 Checklist on what to include
 Reflective Practice: Goals for Professional
Growth

27.  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