Great Oaks NYU Teacher Residency

Great Oaks – NYU Teacher Residency

Required Readings:

 Esme Raji Codell, Educating Esme  Doug Lemov, Teach Like a Champion Field Guide  John Saphier, The Skillful Teacher  Other readings as assigned

Integrity The NYU policy is published at http :// steinhardt . nyu . edu / policies / academic _ integrity . Our personal philosophy is that we stand on the shoulders of giants (and peers!) all the time, but giving credit is easy and ethically required. If in doubt, give credit! If you need help citing the work of others, let us know. In general, the APA citation system works well. If you don’t know it, check out the citations in text and reference list tabs at the following tutorial: http :// flash 1 r . apa . org / apastyle / basics / index . htm ? __ utma =185732729.1128450448.1342206010.1342206010.1342206010.1&__ utmb =185732729.2.10.1342206010&__ utmc =185 732729&__ utmx =-&__ utmz =185732729.1342206010.1.1. utmcsr =( direct )| utmccn =( direct )| utmcmd =( none )&__ utmv =- &__ utmk =44675492

Working Together The residency courses are designed to be highly collaborative, and the format requires maximal activation of our power to learn from each other. Thus we will be writing together, discussing and debating ideas, sharing reflections, and generally supporting one another to improve your professional practice. It is important that we foster a collegial atmosphere where everyone feels supported and comfortable sharing their ideas. Please let me know if you are ever uncomfortable with class-related interactions, statements, or other behavior, so that we can address your concerns.

Attendance & Lateness Attendance at all sessions is required, unless there are extenuating circumstances that have been discussed with me in advance. One category of your evaluation for the Teacher Residency program is Professional Responsibility and Collaboration, and attendance and lateness fall in that category. Additionally, absence from 4 or more sessions is tantamount to a withdrawal. Lateness and early departures are to be avoided. Your residency course work will take place at the Great Oaks Charter School on Friday’s and Saturday’s, although there may be instances where our learning will be off-campus.

New York University Harassment Policy New York University is committed to maintaining a learning and working environment that is free of bias, prejudice, and harassment - an environment that supports, nurtures, and rewards career and educational advancement on the basis of ability and performance. Harassment based upon race, gender and/or gender identity or expression, color, creed, religion, age, national origin, ethnicity, disability, veteran or military status, sex, sexual orientation, marital status, citizenship status, or any other legally protected basis is prohibited by law and undermines the character and purpose of the University. Such harassment is illegal and against University policy, and will not be tolerated. Students in the Steinhardt School may refer instances of harassment to the Associate Dean for Student Affairs, Pless Hall, 2nd Floor, 212 998 5065. To learn more, visit www.nyu.edu/eo/anti- harass-policy.pdf Accommodations Any student attending NYU who needs an accommodation due to a chronic, psychological, visual, hearing, mobility and/or learning disability should register with the Moses Center for Students with Disabilities at 212 998-4980, 726 Broadway, Second Floor.

Materials and tools Bring to class those materials you need for the class - including a laptop, assignment notes, copies of readings, books, etc. Great Oaks – NYU Teacher Residency

Assignments and Grading The amount you learn is directly related to the amount of work you invest in the course. This is an intense program designed to give you a practical background for advancing your teaching skills. As such, the expectations are high and workload for the course is heavy.

The following table provides a brief overview of the instructional approach and the grading policy. More complete assignment descriptions, performance benchmarks, and evaluation rubrics will be provided.

All assignments must be done using a word processing program. General writing standards, in addition to standards for specific assignments, will be considered in each evaluation. Assignment dates are found on the syllabus.

Grading Scale A+ X B+ 88-89 C+ 78-79 D+ 68-69 A 95-100 B 82-87 C 72-77 D 60-67 A- 90-94 B- 80-81 C- 70-71 D- X

Learning Experiences

Whole-Group Work The facilitator will present for 10-15 minutes on the key concepts residents should understand from the reading. Residents will analyze videos of instruction that demonstrate the concept in order to observe effective teacher behaviors.

The next 15-20 minutes will be used for whole-group discussion and questions and answers. Small- Residents will work in small groups to independently read and then Group/Independent engage in small group discussions about the weekly academic reading’. Work The reading will relate to the objective (e.g. Residents will learn how experienced English teachers devise and implement classroom management systems) and the related sub-skill (e.g. Strategies for communicating expectations and giving clear, coherent directions). Observation and In addition to your tutor responsibilities, all matriculated Teacher Feedback Residents will be required to function as TA’s with a collaborating teacher. This will give you opportunities to apply your learning in a realistic setting. Embracing and acting on feedback is a characteristic of a great teacher. Thus, a significant part of your learning will happen “on- the-job” in real time. Expect to be observed and participate in a debrief session at least once a week. Self-Reflection We believe that teacher reflection improves teacher pedagogical skill. As research has demonstrated, a teacher’s pedagogical skill is causally linked to student achievement. Reflective practice will be a critical part of your professional development. As such, several opportunities for self- reflection have been incorporated into each Residency in the form of individual reflection, reflection with a partner, and reflection in our Residency group. The expectation is that your reflections are directly related to your instruction, demonstrate an awareness of essential aspects of how to improve your instruction, and present an alternative method of action. Simulations and Role- Great athletes or great speakers are great because they practice. During Play this course, you will read about some very concrete techniques for being a truly talented teacher. Reading about and understanding them is not enough. Of course, you will have an opportunity to practice and apply Great Oaks – NYU Teacher Residency those techniques daily in your work as a tutor, but in order to make them “sticky”, we will practice them. Research and Writing A requirement of each residency is that you produce a piece of research- based writing that can be included in your end-of-year portfolio. Through the writing, you will demonstrate your knowledge and understanding of the theory behind your instructional decisions.

Day/Date(s) Session Content Day 1 Launch and Book Review

Saturday, September 8, Objectives: 2012  Residents will be able to articulate the expectations of the Residency program.  Residents will reflect on their beliefs and how it impacts their behaviors.  Residents will make conclusions about the mindset and behaviors necessary to be a successful teacher.  Residents will come to conclusions about the behaviors necessary to be successful residents.  Residents will discuss how coaching and practice impact skill. Activities: 1. Read and Sign Residency Contracts 2. Read and Discuss: Chapter 2 “Teacher Beliefs” in The Skillful Teacher 3. Read and Discuss: Chapter 1 ‘Research and Theory” in Becoming a Reflective Teacher 4. Review evaluation rubrics and protocols 5. Task: What can we learn from Esme about the mindset and behaviors needed to be a successful teacher? a. List some concrete behaviors and beliefs b. Choose one behavior and one belief you will practice and reflect on next week.

Work Product: Due Electronically on 9/14 (e-mail [email protected]) Write a 1-2 page paper on your educational philosophy. In other words, what do you believe is the purpose of education and how do students learn best? Point to 1-2 specific incidents in your background that have shaped your educational philosophy. How do you think your background will contribute to or serve as a barrier to your success as a secondary English teacher in an urban school system?

Read and Reflect: Due on 9/21  No Excuses Chapters 3-4  With All Due Respect Chapters 9-13

Reading Focus/Purpose – 1. Do these excerpts support your discipline philosophy? 2. With what aspects do you agree or disagree? 3. As you read, make connections to your tutorial experiences so far.

Day 2 Objectives:  identify and present free online resources that will help improve their Friday, September 21, practice 2012  reflect on the impact of professional collaboration on their practice  demonstrate an understanding of the readings Strand: Professionalism &  discuss the use of protocols as a way to collaborate with and learn from Growth Mindset colleagues  discuss the use of protocols as a way to engage middle and high school students Great Oaks – NYU Teacher Residency Day/Date(s) Session Content

Activities: 1. Discuss No Excuses, With All Due Respect, and other assigned reading 2. Identify professional organizations, web sites, and journals that contribute to growth in teaching 3. Introduce teachers to the online teacher diary as a way to promote reflective practice. 4. Read: excerpt from The Power of Protocols

Day 3 Objectives:  Residents will devise and implement effective small-group management Saturday, September 22, systems. 2012  The resident reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and Strand: learning differences to build stronger relationships and create more Classroom Management relevant learning experiences. Activities: 1. Read & Reflect: Teach Like a Champion Field Guide – “The Importance of Routines” and Technique 28: Routines 2. Read & Reflect: Chapter 7 “Routines” in The Skillful Teacher 3. Review the Five Principles of Classroom Culture 4. View Clip: TLC #13 5. View Clip: TFA Classroom Management Video Library (TBD) 6. Script the steps and expectations for the five most critical routines in your tutorial. 7. Make a list of the three most common requests students make while you are teaching. Determine an appropriate nonverbal signal they can give you to request each of them. Make a poster showing each. 8. Practice and role-play routines

Work Product (Due 9/27/12 by 5pm): 1. Submit an entry into your teacher diary 2. Compile an electronic portfolio of the following: a. Script of the steps and expectations for the five most critical routines in your tutorial. b. The poster of nonverbal signals you will teach students when they have requests. c. Behavioral expectations for your tutorial group. Feel free to work as a larger group to establish the expectations. Ideally, you want to set expectations that can be implemented in all tutorials.

Day 4 Objectives:  Residents will devise and implement effective small-group management Friday, September 28, systems. 2012  Residents will develop positive relationships with their students by getting to know each student as individuals. Strands:  The resident reflects on his/her personal biases and accesses resources Classroom Management to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more Building Relationships relevant learning experiences. Activities: 1. View Video Clip from The Blind Side- http://www.youtube.com/watch? v=76nhIfp9gr0 2. Reflect: “Complete Element 36 Self-Reflection Rubric for “Lesson Segments Enacted on the Spot.” 3. Read “Having a Model of Effective Teaching” Chapter 2 of Becoming a Reflective Teacher by Marzano 4. Complete survey for students 5. Choose Survey for Reflective Practice to administer to students Great Oaks – NYU Teacher Residency Day/Date(s) Session Content

Work Product Due by End of Session (Implement on Monday, October 1st, and bring reflections on 10/5): 1. Design and administer a survey that you can use to gather relevant information about your students’ interests and backgrounds. It should be something they can complete in 3 minutes. 2. Exit Ticket: How are you hoping to use the results of your survey in your tutorial?

Work Product (Due by Thursday, October 4th) 3. Submit entry to the teacher diary.

Work Product (Due October 5th): Make a deliberate effort to have individual conversations with each of the students in your tutorial group. Write a summary of what you learned about the student’s interest and background. Be prepared to discuss ways you can incorporate what you learned about the student into your tutorial.

Day 5 Objectives: 1. Residents will use knowledge of students to motivate students and design Saturday culturally responsive lessons September 29, 2012 2. The resident reflects on his/her personal biases and accesses resources to deepen his/her own understanding of cultural, ethnic, gender, and Strand(s): learning differences to build stronger relationships and create more relevant learning experiences. Professionalism & Growth 3. Residents will participate actively as part of a professional learning Mindset community to improve professional practice. 4. Residents will participate in professional learning communities and use Classroom Management protocols to interact effectively with colleagues. 5. Residents will attend to feedback, and monitor their own standards-based Building Relationships progress as developing teachers. Activities: 1. Read & Reflect: Excerpt from Getting Classroom Management RIGHT – pp. 89-98 (Lieber) 2. Read & Reflect: Excerpts from The Skillful Teacher 3. Review of content and strategies learned 4. Role-play classroom management scenarios 5. Respond to feedback about role-play

Work Product (Due by next class): 1. Prepare a 250 – 500 word reflection on the following: What insights into urban education and urban students have you gained from the readings, activities, and your work as a tutor in the first four weeks of your residency? Please discuss any modifications you will make to your current behavior management practice as a result of the insight you have gained.

Day 6 Objectives: 1. Residents will use knowledge of students to motivate students and design Friday, October 5, 2012 culturally responsive lessons 2. The resident reflects on his/her personal biases and accesses resources Strand(s): to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more Professionalism and relevant learning experiences. Growth Mindset 3. Residents will participate actively as part of a professional learning community to improve professional practice. Classroom Management 4. Residents will participate in professional learning communities and use protocols to interact effectively with colleagues. Building Relationships 5. Residents will attend to feedback, and monitor their own standards-based progress as developing teachers. Activities: Great Oaks – NYU Teacher Residency Day/Date(s) Session Content 1. Task: Using your survey data, identify 3 concrete ideas to incorporate your students’ interests and backgrounds into your English tutorial. 2. View & Discuss: Animal School 3. Read and Discuss: Excerpt from Pedagogy of the Oppressed – Friere 4. Read and Discuss: Excerpt from Effects of Poverty on the Brain – Jensen 5. Read and Discuss: “But That’s Just Good Teaching” – Ladson-Billings 6. Identify and share ELA materials and methods that will increase the cultural responsiveness of lessons

Work Product: 7. Submit an Entry to Your teacher Diary (in class) 8. Consultancy Protocol

Day 6 (REVISED) Objectives: 1. Residents will use knowledge of students to motivate students and design Friday, October 5, 2012 culturally responsive lessons 2. The resident reflects on his/her personal biases and accesses resources Strand(s): to deepen his/her own understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more Professionalism and relevant learning experiences. Growth Mindset 3. Residents will participate actively as part of a professional learning community to improve professional practice. Building Relationships 4. Residents will participate in professional learning communities and use protocols to interact effectively with colleagues. 5. Residents will attend to feedback, and monitor their own standards-based progress as developing teachers. Race, Equity, and Student Achievement: The Culturally Competent Teacher

Activities: 1. Define: Social Justice, Cultural Competence, Cultural Capital, Systemic Racism 2. Whole Class – Read and Discuss: Excerpt from Pedagogy of the Oppressed – Friere 3. Whole Class – Read and Discuss: “Unequal Opportunity” – Darling- Hammond 4. Watch: Discrimination Based on Appearance – Racism in Schools (http://www.youtube.com/watch?v=kOmaDCSv9yw) 5. Task: Using your survey data, identify 3 concrete ideas to incorporate your students’ interests and backgrounds into your English tutorial. 6. Activity: 7. Watch: Racism in Education - http://www.youtube.com/watch? v=BTPaXSefp7g

Work Product: Due October 12 1. Teacher Diary Entry: How do you see your role in the classroom as it relates to promoting equity and social justice?

Work Product: Due October 19 1. Complete an annotated bibliography of 6-8 articles, books, or research studies about an issue of race, culture, and diversity (gender, race, sexual orientation, ability) in the classroom. Your annotations should include a description of the article, etc. and your reactions to it. Use the “4 A’s” discussion protocol questions to guide your response: a. Question 1—Agreement: Which parts of the text do you agree with in terms of our work? b. Question 2—Aspiration: Which parts of the text do you aspire to or want to work toward? c. Question 3—Alignment: What is the current reality, and what is the gap between where you are and your aspirations?” d. Question 4—Adjustments: What needs to be done for you to Great Oaks – NYU Teacher Residency Day/Date(s) Session Content succeed?

Day 7 Objectives:  Residents will be able to develop new knowledge and skills by observing Friday, October 12, 2012 teachers during instructional rounds  Residents will be able to reflect on their own practice while debriefing Instructional Rounds observations with colleagues

Strand(s): Activities: Professionalism and Rounds Protocol Growth Mindset

Day 8 Objectives:  Residents will develop and implement a strategy to communicate with Saturday, October 13, students’ families for positive referrals and growth areas. 2012  Residents will model and encourage effective interpersonal communication skills to build student capacity for collaboration Strand(s):  Residents will participate actively as part of a professional learning Building Relationships community to improve professional practice.  Residents will participate in professional learning communities and use Classroom Management protocols to interact effectively with colleagues.  Residents will attend to feedback, and monitor their own standards-based Professionalism and progress as developing teachers. Growth Mindset Activities: 1. Read & Reflect: Excerpts from The Skillful Teacher 2. Practice difficult conversations with parents 3. Read: “Fostering Latino Parent Involvement” 4.

Work Product: 1. Submit an Entry to Your teacher Diary (in class) 2.

Day 9 (REVISED) Objectives:  Residents will reflect on their learning by writing a “Dear Self…” Letter and Friday, October 19, 2012 completing a questionnaire Professionalism and Growth Mindset

Day 10 Objectives:  Residents will organize successful lessons based on the Common Core October 27, 2012 Standards.  Residents will be able to explain how skills progress over the 6-12 Strand(s): continuum of the Common Core Standards Lesson Planning and  Residents will be able to evaluate student writing using a rubric Lesson Execution  Residents will discuss how to distinguish quality student writing  Residents will be able to describe elements of curriculum Classroom Management  Residents will be able to explain the relationship Lessons, Units, and Courses Activities: 1. Read Common Core State Standards for 6-12 ELA 2. Read CCSS skills progression chart for grades 6-12 ELA 3. Discuss how the skills progress 4. View PARCC web site 5. Use exemplar student writing to discuss how practice has to change in order to help students produce similar work 6. Unpack a group of standards to identify prerequisite skills needed to achieve mastery Great Oaks – NYU Teacher Residency Day/Date(s) Session Content 7. Read The Skillful Teacher pp. 355-384

Work Product (Due November 2): 1. Teacher Diary Entry – Using the CCSS as your reference point, identify the gaps in your own knowledge of English-Language Arts. In other words, what ELA skills do you need to work on in order to effectively teach your students to master the standards?

Day 11 (REVISED Due to Objectives: Hurricane)  Residents will create tutorial lessons based on the Common Core Standards. Saturday, November 10,  Residents will plan lessons that are responsive to the diverse learning 2012 needs, strengths, interests, and experiences of all students.  Residents will plan lessons that engage students in real-world problem Strand(s): solving Lesson Planning and  Residents will provide opportunities for students to develop 21st Century Lesson Execution Learning skills, such as communication, collaboration, creativity, critical thinking, problem solving, and technology. Classroom Management  RWBAT Identify and write mastery objectives  RWBAT Articulate the connection between objectives and planning Activities:

1. Read excerpt from The Skillful Teacher – “Objectives” & “Planning” 2. Create or Revise a tutorial packet to ensure rigor and relevance 3. Design learning experiences using a learning styles and readiness planning grid 4. Homework: Read Chapter 9 “Vocabulary” of When Kids Can’t Read: What Teachers Can Do by Kylene Beers

Day 12 Objectives:  Residents will organize successful lessons based on the Common Core Saturday, November 17, Standards. 2012  Residents will integrate Web 2.0 and other current technologies into planning. Strand(s):  Residents will plan lessons that are responsive to the diverse learning Lesson Planning and needs, strengths, interests, and experiences of all students. Lesson Execution  Residents will plan lessons that engage students in real-world problem solving Classroom Management  Residents will integrate Web 2.0 and other current technologies into teaching.  Residents will communicate clearly and accurately with students to maximize their understanding and learning  Residents will provide opportunities for students to develop 21st Century Learning skills, such as communication, collaboration, creativity, critical thinking, problem solving, and technology. Activities: 1. Read: excerpt from The Skillful Teacher – “Learning Experiences” 2. Read: Jigsaw excerpt from Teach Like a Champion – Chapter 2 “Planning that Ensures Academic Achievement” 3. Complete Activities in Teach Like a Champion Field Guide – Section 2 4. Plan upcoming tutorial packets for 6-8 ELA 5. Read: excerpt from The Skillful Teacher – “Clarity” 6. Add directions for tutor to packets 7. Review sample Novel Guide to complete work product

Work Product due November 29th: 1. Novel Guide for upcoming novel Great Oaks – NYU Teacher Residency Day/Date(s) Session Content Day 13 Objectives: 1. The resident engages in ongoing learning opportunities to develop Friday, November 30, knowledge and skills in order to provide all learners with engaging 2012 curriculum and learning experiences based on local and state standards. 2. Residents will participate actively as part of a professional learning Instructional Rounds community to improve professional practice. Activities: Strand(s):  Rounds Protocol Professionalism and  Instructional Rounds Visit to North Star Academy Charter School – HS Growth Mindset Campus

Day 13 

Day 14 Objectives:  The resident engages in ongoing learning opportunities to develop Monday, November 12, knowledge and skills in order to provide all learners with engaging 2012 curriculum and learning experiences based on local and state standards.  Residents will participate actively as part of a professional learning community to improve professional practice. Strand(s): Activities: Lesson Planning and  Meet and greet with NYU Deans, Faculty, and Staff Lesson Execution  Library tour Classroom Management

Day 15 Objectives:  Residents will tutor students successfully and monitor their development Friday, November 30, as learners – including the analysis of test and other student data. 2012  Residents utilize various types of formative assessment during instruction to monitor and check for student understanding and assess progress. Strand(s): Activities: Lesson Planning and 1. Read: excerpt from The Skillful Teacher – “Assessments” Lesson Execution 2. Practice designing formative assessments 3. Read “Formative Assessment Techniques to Support Student Motivation Classroom Management and Achievement” 4. Activity from Teach Like a Champion Field Guide

Work Product: 1.

Day 16 Objectives: 1. The resident engages in ongoing learning opportunities to develop Friday, December 7, 2012 knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards. Instructional Rounds 2. Residents will participate actively as part of a professional learning community to improve professional practice. Strand(s): Activities: Professionalism and  Instructional Round to People’s Prep Charter School & Newark Bridges Growth Mindset  Rounds Protocol

Day 17 Objectives:  Residents will plan lessons that are responsive to the diverse learning Saturday, December 8, needs, strengths, interests, and experiences of all students. 2012  Residents will implement differentiated instruction, small group learning, and other strategies for working with students with varying levels of ability Strand(s): and language development Lesson Planning and  Residents will communicate clearly and accurately with students to Great Oaks – NYU Teacher Residency Day/Date(s) Session Content Lesson Execution maximize their understanding and learning  Residents will provide opportunities for students to develop 21st Century Classroom Management Learning skills, such as communication, collaboration, creativity, critical thinking, problem solving, and technology.

Activities:

1. Jigsaw Teaching on literacy instruction for ELL or SPED students 2. Read one of three articles: “Double the Work”, “Practical Guidelines for the Instruction of English Language Learners”, “Effective Instruction for Middle School Students with Reading Difficulties” 3. Read: Culturally Responsive Teaching 4. Revise an existing lesson plan to address students’ diverse needs (cultural and ability)

Work Product Due : 1. Revised Lesson Plan 2.

Day 18 Objectives:  Residents will organize successful lessons based on the Common Core Friday, December 14, Standards. 2012  Residents will integrate Web 2.0 and other current technologies into planning.  Residents will plan lessons that are responsive to the diverse learning needs, strengths, interests, and experiences of all students.  Residents will plan lessons that engage students in real-world problem solving  Residents will implement differentiated instruction, small group learning, and other strategies for working with students with varying levels of ability and language development  Residents will communicate clearly and accurately with students to maximize their understanding and learning  Residents will provide opportunities for students to develop 21st Century Learning skills, such as communication, collaboration, creativity, critical thinking, problem solving, and technology. Activities: 1. Reading Comprehension strategies 2. The Writing Workshop 3. Effective Questioning Strategies 4. Instructional strategies that increase comprehension (stop and jot, turn and talk, etc.) 5. Jigsaw Teaching (articles on strategies for teaching reading and writing)

Day 19 Objectives:  Residents will organize successful lessons based on the Common Core Standards. Strand(s):  Residents will integrate Web 2.0 and other current technologies into Lesson Planning and planning. Lesson Execution  Residents will plan lessons that are responsive to the diverse learning needs, strengths, interests, and experiences of all students. Classroom Management  Residents will plan lessons that engage students in real-world problem solving  Residents will integrate Web 2.0 and other current technologies into Great Oaks – NYU Teacher Residency Day/Date(s) Session Content teaching.  Residents will implement differentiated instruction, small group learning, and other strategies for working with students with varying levels of ability and language development  Residents will communicate clearly and accurately with students to maximize their understanding and learning  Residents will provide opportunities for students to develop 21st Century Learning skills, such as communication, collaboration, creativity, critical thinking, problem solving, and technology. Activities: 1. Plan a lesson that a. Is Differentiated for ELL and SPED b. Is Culturally Relevant c. Is developmentally appropriate d. Is Rigorous and standards based e. Is Engaging f. Incorporates an instructional strategy and comprehension strategy discussed in class g. Incorporates a 21st Century Learning Skill 2. Plan lessons for Saturday Academy