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 . . .

The school library is an instructional space

How will these sessions . . .

. . . 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 library 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.”

GradeBand

Literacy Focus -- Reading, Writing, Speaking/Listening and Language

PK-2Reading Informational Text Standards 1 & 10; Writing Standard 2

Speaking/Listening Standard 1; Language Standard 6

3-5Reading Informational Text Standards 1 & 10; Writing Standard 1

Speaking/Listening Standard 1; Language Standard 6

Literacy Focus – Reading and Writing

ELA-specific Focus – Speaking/Listening and Language

6-12 Reading Informational Text Standards 1 & 10; Writing Standard 1

Speaking/Listening Standard 1; Language Standard 6

2011-2012 deeper focus 2012-2013 focus

NYC Citywide Instructional Expectations (CIE)

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 for the grade you are working with

2. Locate the IFC Assessments, THINK about why the skills were aligned as they were & verbalize your thinking

3. Reach out to plan lessons around the assessments

4. Teach the lessons5. Select a variety of

student work and reflect on the effectiveness of instruction by annotating the work

6. Include lesson, annotated student work and reflection in your portfolio

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 part of a CCS,

highlight only that part Only one IFC skill per lesson Independent Practice MUST match Guided

Practice Follow up = the same skill with different content Extension = builds on the skill introduced by

“pushing” it to the next level/introducing another skill that is connected

Enjoy Your Lunch!

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 library is a community space

Each school library collection is tailored to the students it serves

See you on Wednesday, October 17, 2012