Great Expectations Citywide Instructional Expectations 2011 2012 These

Great Expectations

Citywide Instructional Expectations 2011 -2012 These are the Chancellor’s “ 3” ASKS: • Strengthening teacher practice by examining and refining the feedback teachers receive. • Strengthening student work by examining and refining curriculum, assessment and classroom instruction. • ELA & Math task / Curriculum Mapping : Engaging all students in at least one literacy task and one math task aligned to strategically selected Common Core standards

Citywide Instructional Expectations Fall 2011 In the Fall, schools will: • • Establish regular cycles of teacher observation Establish regular meeting times for teacher teams Engage in a protocol to look at current student work Analyze the selected Common Core standards to identify gaps between what students currently know and are able to do, and what the CC asks them to know and be able to do Teacher teams begin to plan for selection/adaptation/design of CC-aligned, curriculum-embedded tasks Familiarize teachers with task bundles available on the Common Core Library Plan for professional learning opportunities to deepen understanding of Universal Design for Learning

1 2 2 3 3 3 E B D B C D

1 EVERY 2 B 2 D 3 B 3 C 3 D

1 EVERY 2 BODY 2 D 3 B 3 C 3 D

1 EVERY 2 BODY 2 DOES 3 B 3 C 3 D

1 EVERY 2 BODY 2 DOES 3 BLOOMING 3 C 3 D

1 EVERY 2 BODY 2 DOES 3 BLOOMING 3 CHARLOTTE 3 D

1 EVERY 2 BODY 2 DOES 3 BLOOMING 3 CHARLOTTE 3 DANIELSON

1 EVERY 2 BODY 2 DOES 3 BLOOMING 3 CHARLOTTE 3 DANIELSON

EVERY BODY DOES BLOOMING CHARLOTTE DANIELSON

Danielson…old and new.

QUALITY REVIEW

2 b Reflection Questions • How do you make sure that all students in your class value their learning and treat it as important? • How do you make sure that all students in your class understand that they are capable of achieving success? • What do you do in your classroom that encourages students to take pride in their work and value what they produce? • What evidence in your classroom and in your teaching shows that you have high expectations for all students? • What evidence in your classroom or your teaching displays high energy learning, and encourages your students that it is cool to be smart and take risks?