Access online and blended learning opportunities for registered program participants
WeTeachNYC Classes & Communities provide NYC teachers and school leaders with an online space where they can engage in online classes and blended learning communities with their colleagues.
Currently, access to communities is limited to participants in specific NYCDOE programs.
The Danielson 2013 Framework for Teaching is the rubric used as a formative tool for teacher development as well as for evaluating teacher practice. This set of Professional Learning Activities inlcudes six 30-minute sessions aimed at building teachers’ and school leaders’ familiarity with the Framework for Teaching. Please see the document titled ...
Effective teachers plan and prepare to ensure lessons engage all students in thinking, have clear instructional outcomes, monitor learning, and provide relevant knowledge. This set of resources supports teachers in developing their practice in this domain.
Effective classrooms have respectful, organized, and productive environments that enable students to take intellectual risks and maximize learning time. This set of resources supports teachers in developing their practice in this domain.
Questioning and discussion techniques deepen student understanding and logical reasoning skills and bring all students into the learning. This set of resources supports teachers in developing their practice in this component.
Effective teachers monitor and assess student learning during the lesson to ensure all students are engaged throughout the teaching. This set of resources supports teachers in developing their practice in this component.
The Teacher Development WeTeachNYC Resource Catalogue provides an overview of all of the collections and resources from the Teacher Development team, Division of Teaching and Learning, available on WeTeachNYC.
Collaborative Learning Through Peer Inter-visitation: A Toolkit for Educators contains protocols, planning tools, and professional learning activities to support schools in implementing inter-visitation structures that support the needs of their teachers and students. Teachers can use these tools to develop their instructional knowledge and skills by learning from successful practices of their colleagues and supporting one another in reflective teaching practice through peer mentoring.
Updates to the Second Edition
Strategies for Implementing Inter-visitations has been updated with additional strategies that school teams in New York City have used to initiate and schedule inter-visitations as part of their professional learning.
A new resource, Choosing an Inter-visitation Protocol, outlines considerations and possible uses for both of the protocols.
The Inter-visitation Protocol for Studying Peer Practice has been updated to include tips for focusing inter-visitations.
The Inter-visitation Protocol for Reciprocal Peer Mentoring has been updated to include steps for participating teachers to focus on student learning outcomes in the observed lesson.
A new activity, Reflecting on Student Learning Outcomes at the Lesson Level, introduces a tool to support both the host and visiting teachers in compiling and reflecting on evidence of student learning after an inter-visitation visit.
A new Sample Professional Learning Team Cycle Planning Guide shows how a team of teachers might introduce inter-visitations to their colleagues.
Access a version compatible with assistive technology and screen-readers.
The Office of Curriculum, Instruction and Professional Learning (CIPL) and the Office of Library Services/New York City School Library System (OLS) are providing free access to 70 Association for Supervision and Curriculum Development (ASCD) eBook titles, with topics ranging from differentiation to strategies for formative assessment. Every New York City Department of Education teacher, coach, and school leader has unlimited simultaneous access to these resources in school-wide professional development and independent study.
This guide is designed to support educators, coaches, and school leaders in quickly identifying titles connected to their interests and needs. In addition, this guide outlines connections between the titles and the Danielson Framework for Teaching and Quality Review Rubric, as well as grade levels and content areas. School communities are encouraged to use this resource to identify titles to support both their own individual learning and cycles of professional learning for teachers. Teachers can use this guide to find titles that will support their own professional development. Coaches may use this resource to identify titles that align to their goals to deepen both their own and others’ professional growth.
All eBooks are accessible without a password from DOE networked buildings. For remote access, please use the password: books123.