Resources for Teacher Teams

Below are several relevant, high-leverage activities that tie directly to the 2012-13 citywide instructional expectations. Feel free to adapt any or all of these activities to meet your school community's needs. Network team members have engaged in versions of these activities in their own professional learning sessions so please reach out to your Network for support in using these activities. You can find more PD activities in ARIS Connect and on the PD and Student Opportunities page.

Have you used any of the activities or resources on this page? Please take a few minutes to give us some feedback on how well they worked for you and your team!

NEW! Implications of the Citywide Instructional Expectations for Classroom Instruction

Activity Description

The citywide instructional expectations (CIE) have implications for classroom practice as teachers work to shift their instruction.

In this 55-minute activity, participants will:

Read and respond to the CIE
Focus on the section of the CIE that highlights teacher practice and consider the implications for their work

Linked Resources

NEW! Closing Curriculum Gaps with Close Reading

Activity Description

Not all texts call for close reading, but understanding close reading is essential to implementing any curriculum intended to be aligned to the CCLS.

In this 75-minute activity, participants will:

Define close reading for themselves
Engage in close reading
Participate in an activity they can take back to their classrooms

Linked Resources

NEW! Looking at Students’ Current Thinking and Surfacing Gaps

Activity Description

Teachers need to identify gaps between what students actually know and are able to do and what the CCLS articulate they should be able to know and do.

In this 90-minute activity, participants will:

Analyze student work produced by existing strong instructional tasks/assignments
Examine the CCLS to identify points of alignment and surface gaps between current knowledge and performance, and what the CCLS expect
Discuss implications for teacher planning and preparation

Linked Resources

Facilitation Guide

Note: Student work in response to strong instructional tasks/assignments is necessary for this activity.

NEW! Closing Curriculum Gaps by Focusing on the Important Mathematics in the CCLS

Activity Description

In order to align curricula, shift classroom practice, and identify gaps, we need to have a deep understanding of the mathematical content expectations of students in the CCLSM. This activity focuses on Ratio and Proportionality in 6th and 7th grade because this topic provides a good example of the significant change in expectations for students and is accessible to teachers of middle school, elementary school (through a connection with multiplicative relationships) and high school (through a connection with algebraic thinking and functions).

In this 90-minute activity, participants will:

Explore what is meant by focusing instruction
Compare how the CCLSM and the NYS 2005 standards describe ratio and proportionality in 6th and 7th grades
Work through, and compare how two math tasks align to the mathematics described in the CCLSM
Reflect and discuss implications for themselves, students, and their work as a group

Linked Resources

NEW! Identifying the Relationship Between the CCLS Instructional Shifts and Danielson’s Framework for Teaching (competency 1e)

Activity Description

The citywide instructional expectations expect teachers to shift their practice to create more rigorous and accessible learning environments for students. The CCLS Instructional Shifts help define rigor for all students, informing planning and preparation.

In this 90-minute activity, participants will:

Predict where they would see the CCLS Instructional Shifts in lesson (and unit) plans
Review a sample lesson plan for evidence of the Instructional Shifts
Compare expectations of the shifts with expectations of Danielson’s Framework for Teaching, competency 1e
Use the language of the shifts to enhance understanding of Danielson’s Framework for Teaching’s competency 1e

Linked Resources

Planning for Continued CIE Implementation

Activity Description

These 3 activities provide 3 hours and 50 minutes of professional development. If you have 2 hours and 30 minutes, it is strongly recommended that you use the activities entitled “Gallery Walk of Key Documents and Expectations” and “Looking at Students’ Thinking and Surfacing the Gaps,” in that order. Note that this requires at least one assignment and the student work it generated. If you have only 1 hour and 30 minutes, we recommend that you use the activity entitled “Calibrating on Teacher Practice on Competencies 3b and 3d.” Note that this requires access to ARIS Learn to view the video of teacher practice.

In “Gallery Walk of Key Documents and Expectations,” participants will:

Deepen their understanding of key citywide documents, expectations of teaching planning, and representative samples of student work/thinking.
Engage in a mid-year “check-in” regarding the alignment of teaching and learning to citywide expectations in order to inform their planning for future CCLS-aligned units.

In “Looking at Students’ Thinking and Surfacing the Gaps,”participants will:

Analyze what student work reveals about student thinking, surface gaps between current student work/thinking and the skills/content knowledge targeted in the keys documents and expectations utilized in the “Gallery Walk of Key Documents and Expectations.”
Consider the implications of these gap for planning their next CCLS-aligned unit.

In “Calibrating on Teacher Practice on Competencies 3b and 3d,” participants will:

Be able to accurately align evidence of teacher practice to the language of the Danielson rubric.

Linked Resources

Gallery Walk of Key Documents and Expectations

Looking at Students' Thinking and Surfacing the Gaps

Calibrating on Teacher Practice on Competencies 3b and 3d

Revising a Common Core-aligned Unit

Activity Description

In this 120-minute activity, participants will:

Deepen their understanding of the selected instructional shifts as a teacher team plans and revises its first Common Core-aligned unit through an analysis of teacher and student work
Understand and be able to explain the specific elements that are a part of competency 1e and how to use this competency as they revise/plan their first Common Core-aligned unit

Linked Resources

Interpreting Danielson’s Framework in Your School

Activity Description

In this 120-minute activity, participants will:

Deepen their understanding of their school’s targeted Danielson competencies
Develop specific examples of what effective and highly effective teaching practice looks like

Linked Resources

Introduction to Depth of Knowledge

Activity Description

In this 50-minute activity, participants will:

Gain a better understanding of what constitutes rigorous questions by exploring Norman Webb's Depth of Knowledge (DOK) levels and Karin Hess' Cognitive Rigor Matrix
Practice using the Cognitive Rigor Matrix to evaluate and adjust the rigor of particular questions

Linked Resources

Exploring the Instructional Shift of Rigor in Math

Activity Description

In this 90-minute activity, participants will:

review the instructional shifts required by the CCLS in math
examine and compare two activities using the rigor shift as a lens
consider implications of this shift on math planning and instruction

Linked Resources

Note: Although the activities are from grade 2, analysis of these activities can serve as a valuable learning tool for all teachers, Pre-K to 12.

Introduction to Math Guidance Documents

Activity Description

In this 75-minute activity, participants will:

review guidance documents designed to support schools in the transition to CCLS-aligned curriculum
consider how this guidance can help educators ensure a focus on the "major work of the grade"

Linked Resources

Note: Schools may choose to download and print the grade-specific document most relevant to their populations, so that teachers can look at the guidance for their specific grade levels.

Supporting Students in Accessing Complex Texts

Activity Description

In this 60-minute activity, participants will:

read and discuss The Patterned Way of Reading, Writing and Talking (Institute for Learning), a framework for structuring readings and questions
identify open-ended, text-dependent questions
reflect on how they can use the strategies in The Patterned Way in their classrooms

Linked Resources

Facilitation Guide
The Patterned Way of Reading, Writing and Talking (ARIS login required)
Elementary (4th grade) materials: Gasp! The Benefits of Child Labor in the Developing World (text, note-taking guide and answer key)
Secondary (9th grade) materials: Ain't I a Woman? (text, note-taking guide and answer key)

Current vs. Common Core-aligned 3-8 Assessments

Activity Description

In this 60-minute activity, participants will:

compare actual items from the 2009-10 NY State tests with sample items from the new Common Core-aligned 2012-13 tests
discuss what makes the new tests more rigorous
analyze implications for classroom practice

Linked Resources

Unpacking the 2012-13 Citywide Instructional Expectations

Activity Description

In this 90-minute activity, participants will:

read and discuss the 2012-13 Citywide Instructional Expectations
review excerpts from the Implementation Guidance, including the suggested timeline
consider implications for their work over the course of the year

Linked Resources

Making Connections in Math: Selected Common Core Standards and Instructional Shifts

Activity Description

In this 60-minute activity, participants will:

examine the DOE-selected Common Core standards and instructional shifts for mathematics
consider the implications of these shifts for students and teachers

Linked Resources

Making Connections in Literacy: Selected Common Core Standards and Instructional Shifts

Activity Description

In this 60-minute activity, participants will:

examine the DOE-selected Common Core standards and instructional shifts for literacy
consider the implications of these shifts for students and teachers

Linked Resources

Common Core-aligned Pedagogy for Literacy

Activity Description

In this 60-minute activity, participants will:

trace the trajectory of Writing Standard 1 for grades 5 through 7
analyze what the standard requires students to know and be able to do
identify pedagogical moves that support learning
create "look-fors" of CC-aligned pedagogy by competency

Linked Resources

Introduction to Universal Design for Learning (UDL)

Activity Description

In this 105-minute activity, participants will:

identify barriers to student access and strategies to remove those barriers
watch a webinar presentation and short videos to gain a deeper understanding of UDL
do a deep dive into once principle and share expertise with colleagues

Linked Resources

Facilitation Guide
Webinar (Note: You must complete a simple registration before you are able to view the webinar.)
UDL Webinar Slides and Script (to accompany or replace webinar)
Guidelines, Version 2.0 (excerpts)
Note-Taking Guide

Understanding and Interpreting Where Are They Now? Reports

Activity Description

In this 60-minute activity, participants will:

become familiar with the purpose and organization of the Where Are They Now? reports
follow a data protocol to interpret and analyze the report for their school
consider postsecondary planning implications for their school community

Linked Resources

Facilitation Guide
Where Are They Now? Overview slides as handout
School-specific Where Are They Now? report
Click here to access your school's report. (Note: Principal's login and password required.)

Introducing Staff to Danielson's Framework for Teaching

Activity Description

In this 60-minute activity, participants will:

brainstorm aspects of effective teaching
be introduced to Danielson's Framework for Teaching as a tool to support improved practice

Linked Resources

Using Danielson's Framework for Teaching to Norm on Classroom Practice - 7th Grade Math

Activity Description

In this 90-minute activity, participants will:

watch a video of a 7th grade math classroom practice, record low-inference observations, and use Danielson's Framework for Teaching to rate the teacher's effectiveness in key competencies based on evidence from their observations
engage in a norming activity in order to develop shared understanding and expectations for evidence of effective teacher practice in key competencies.

It is important to note that ratings are used in this activity for formative and norming purposes only, and apply only to the observed practice in this lesson, not to the teacher's overall effectiveness.

Linked Resources

Facilitation Guide
Danielson's Framework for Teaching Rubric for Competencies 3b and 3d
Low-Inference Observation Tool
HEDI Rating Cards
Light Bulbs Task Handout
Ratings and Evidence for Video Observation
Video Transcript
Video of Classroom Practice in ARIS Learn - to access the video
- Log in to https://www.arisnyc.org
- Click on the Learn tab
- Click on Learning Opportunities
- Under Search for Learning Opportunities, search for "Looking at Teacher Practice" and press search
- Select Looking at Teaching Practice - CFI Central (October 2011)

Using Danielson's Framework for Teaching to Norm on Classroom Practice - 12th Grade Social Studies

Activity Description

In this 60-minute activity, participants will:

watch a video of 12th grade social studies classroom practice, record low-inference observations, and use Danielson's Framework for Teaching to rate the teacher's effectiveness in competency 3c based on evidence from their observations
engage in a norming activity in order to develop shared understanding and expectations for evidence of effective teacher practice in this competency

It is important to note that ratings are used in this activity for formative and norming purposes only, and apply only to the observed practice in this lesson, not to the teacher's effectiveness overall.

Linked Resources

Facilitation Guide
Danielson's Framework for Teaching Rubric for Competency 3c
Low-Inference Observation Tool
HEDI Rating Cards
Transcript of Kyoto Protocol Lesson
Rating and Evidence for Kyoto Protocol Lesson Observation
Annotated Transcript of Kyoto Protocol Lesson
Video of Classroom Practice in ARIS Learn - to access the video use this link or:
- Log in to https://www.arisnyc.org/
- Click on the Learn tab
- Click on the Learning Opportunities tab
- Under Search for Learning Opportunities, enter "530" and click Search

Examining Common Core-Aligned Tasks with Instructional Supports

Activity Description

In this 90-minute activity, participants will:

examine a Common Core-aligned Task provided by central to support schools in their implementation of the Citywide Instructional Expectations for 2012-13
evaluate the student work that resulted from the task
compare their evaluations to those offered by "expert" evaluators
discuss how they might adapt the task to meet the needs of their own students

Linked Resources

Student Work without Annotations