Building Coherence: P. S Building Coherence: P.S. 162Q Professional Learning Plan (Cycle 1) Teacher Team Norms & Protocols October 19, 2015

Building Coherence: Professional Learning Plan (Cycle 1) Teacher Team Norms & Protocols October 12, 2015 AGENDA Instructional Focus Professional Learning Plan (Cycle 1) Teacher Team Norms & Protocols (Grade 1 & 5 Presentation)

Intended Outcomes Understand our Instructional Focus; how and why it was selected and decide on our timeline Understand the vision and theory of action for our Professional Learning Plan (PLP). Understand the 2 structures for our PLP (Part 1: Now until January 4th). Decide on the teacher team norms & protocols.

Instructional Focus (IF) GUIDING QUESTIONS What is our IF? What is its purpose? How was the IF created at P.S. 162Q? What do faculty, parents, and students have to do in order to achieve our IF? What is our timeline for our IF this year? (What do we want to be able to accomplish by when?) To determine our IF for 2015-2106, we have examined the following: State exam data Advance Teacher rating results per component 2014-2015 IPC teacher professional goals Our IF: We will strengthen student accountability and autonomy of learning. In order to do so, we will focus on our questioning and discussion techniques and also planning supports for each subgroup, so that all students can achieve this goal. (3b, 3c, 1e) Purpose of our IF: Develop teacher pedagogy around a coherent set of beliefs about how students learn best that is informed by the CCLS instructional shifts and the Danielson Framework for Teaching that meets the needs of all learners

Vision for “PL” The vision of our PL Plan for 2015-2016 is to build capacity in instruction while building on our strong culture of collaboration and trust. Our theory of action is a cohesive team of teachers engaged in collaborative learning that will strengthen student learning and achievement.

P.S. 162Q Professional Learning Plan (Part 1: Now until January 4th) Our PLP will consistently communicate high expectations to the entire staff and provide training that results in a culture for learning that ensures that all students will be prepared for the next level. Structure 1: Share Sessions Structure 2: Teacher Teams Thinking Maps for ELLs (3b) Student-led discourse (3b) Explicit teaching versus HOT (3b) Tiered planning (3c) Analyzing Data (1e) Team building (4e) Analyzing Data (1e) Revisiting CCLS (1a)

Structure 1: Share Sessions Facilitator shares & dialogues with colleagues. Share 1 Share 1 Follow-up Colleagues share student work to debrief the strategy.

Share Session Structure 11/9 2:30-3:00p.m. 11/9 3:05-3:35p.m. Topic 1 Topic 2 Topic 3 Topic 4 Topic 5 Topic 6 Study Group P1 P2 P2: ME P3: ME P3 P4 P5 11/23 2:30-3:00p.m. 11/23 3:05-3:35p.m. 12/7 2:30-3:00p.m. 12/7 3:05-3:35p.m. P4: ME 1/4 2:30-3:00p.m. 1/4 3:05-3:35p.m.

Structure 2: Teacher Teams 10/26 & 11/2: Model the process & guide staff in following the norms and protocols. 11/16, 11/30, 12/14: Teachers continue the process. 12/21: Look at bigger curriculum documents Grades present teacher team findings Celebrate work!

Teacher Team Norms & Protocols PURPOSE: Engage in structured professional collaborations using an inquiry approach that promotes shared leadership and focuses on improved student learning ACTION PLAN: Teacher team “inquiry/common planning” Mondays (~16 sessions) Teacher team “inquiry/common planning” Tuesdays (as needed) (optional) weekly teacher team work during common planning times Inter-visitations based on teacher goals (during school day) Data Student Learning Teacher Practice