P S 162 Q Professional Learning Session Building

P. S. 162 Q Professional Learning Session “Building Coherence” September 21, 2015 Pamela Lee Principal

Professional Learning Session “Building Coherence” September 21, 2015 AGENDA Team Building Clear Expectations Building Coherence: Scope and Sequence Building Coherence: Literacy Block and Math Block Handbook/Walkthrough Reflections (Optional) Handbook Q & A

Team Building: “Yes, and…”

Clear Expectations • Parent Grade/Content Newsletter 9/22, Website • Principal’s Weekly Newsletter: when? • Punctuality (in consultation w/ UFT) o o Late: Clock in 8: 00 a. m. at post Pick up from lunch and preps on time Administrative Protocol

Building Coherence: Scope and Sequence st Due: October 1 FLEX TIME: Remember to build in 2 -3 days of review or preview (based on assessment results) prior to beginning the next unit

Building Coherence Literacy Block: Reading Time is a guideline; order of the flow may be adjusted. • Content vocabulary • Read-aloud/Shared Reading/Interactive Reading • Close read lesson 30 minutes (The ENTIRE chapter book does NOT need to be read as a class) • Independent Work Time (K/1 -10 minutes September, K/1 15 minutes June, 20 minutes in grade 2) o Independent Reading o Conferences o Guided Reading • Small group work/centers • Word work (phonics/vocabulary/grammar) 30 minutes beginner ELLs and lower • Closure/Transition 5 minutes maximum

Building Coherence: Literacy Block: Writing Time is a guideline; order of the flow may be adjusted. • Mini lesson 10 minutes • Independent Work Time (K/1 -15 minutes September) o Independent Writing o Conferences o Guided writing o Small group work • Writing share 10 minutes maximum

Building Coherence: Math Block Time is a guideline; order of the flow may be adjusted. • Math mini lesson (with approximated learning and student discourse) + Quick Check 10 minutes • Independent/Group Work Time: 30 minutes o Independent Work o Group Work/Centers • Share 10 minutes maximum

Walkthrough Reflections: Goal of ALL teachers rated effective or highly effective • • 1 a content and process knowledge 1 e Implementation over “lesson plan”, purpose of objective 2 a “Caring” environment 2 d No misbehavior is highly effective in OR visible/displayed expectations and system for rewards/consequences 3 b students asking questions or talking to EACH OTHER about the topic at hand w/ limited teacher participation 3 c UDL (charts) versus differentiation and modification for INDIVIDUALS 3 d peer feedback, student reflection, goal setting, teacher feedback & documentation 4 e receptive to feedback and recommendations, committees, intervisitations, UFTTC/teacher initiated professional learning (PL), facilitate/turnkey PL, “outside of school time”: MUST support school/colleagues or be a practice implemented in your classroom to be H. E.

(Optional) Handbook Q & A