Developing Ourselves as Multicultural Practitioners (Grades K-12) I have defined culturally relevant teaching as a pedagogy of opposition (1992c) not

unlike critical pedagogy but specifically committed to collective, not merely individual, empowerment. Culturally relevant pedagogy rests on three criteria or propositions: (a) Students must experience academic success; (b) students must develop and/or maintain cultural competence; and (c) students must develop a critical consciousness through which they challenge the status quo of the current social order. ~ Gloria Ladson-Billings Throughout this strand, we will explore and define what culturally relevant pedagogy is, explain why it is necessary in terms of its impact on our students, and plan how to incorporate this into our daily practice as educators and support staff. Additionally, we hope to keep the conversations going between each of our PD Days by challenging ourselves to incorporate this work into our instruction and then sharing those successes with each other. Professional Development Days 9/14: Building a framework for culturally relevant pedagogy. We will begin by building analysis and framing the work as we develop skills in mindful practice. How does one approach this type of pedagogy? (power analysis and anti-oppression framework) 12/14: Why is culturally relevant pedagogy important? Well focus on development. Where are students at different stages and how do aspects of social identity impact them socially, emotionally, academically and spiritually? 3/15: How do we apply culturally relevant pedagogy to our practice? What does critical inquiry look like in my classroom? (small grade-based working groups using case study scenarios) Connective Tissue Opportunities between PD Days Take on challenges to have pedagogy guide your planning Videotape those lessons and share them with other strand participants Reflect on practice and share with participants Gather virtually with TLF and other participants three other times during the year Partner up with a colleague and collaborate on culturally relevant practices

Tami Farber brings you more than twenty five years of experience in the fields of child/youth development, education, organizational leadership and community organizing for the education, nonprofit and private sectors globally. As a white antiracist activist, she has spent the last decade organizing, training, speaking and providing leadership development to organizations, academic institutions, communities and grassroots initiatives specifically focused on equity, justice and the elimination of institutional oppression.

Academic Rigor (Grades 5-12) What does it mean to have a rigorous classroom? How do we ensure that our level of classroom rigor is going put students on the path to and through college? How do we support our students to succeed in rigorous environments? Over the course of this year, well work to set a rigorous bar for our students and cultivate a culture of rigor in our classrooms that invests and supports students as they do increasingly rigorous work. This strand, designed for secondary teachers of all subjects areas, will begin with the end in mind with a focus on rigorous assessment and then shift to an exploration of tools and strategies for fostering critical thinking, and supporting and investing students . The session overview is as follows, but may change slightly due to participants needs or requests: 9/14- Setting the bar high with rigorous assessment & Cultivating a culture of rigor 12/14- Fostering critical thinking skills and dispositions & Scaffolding and Investment in a rigorous classroom culture 3/15- Supporting students in a rigorous classroom & Finishing the year strong

Between PD dates, well keep the conversation going through email. Ill send an e-blast twice a month with rigorous best practices to try and ask that participants jump in to share their own. Ill also be stopping by classrooms to watch for and give feedback on the great rigorous instruction that I see and email the participant group with notes about what Im seeing. Im looking forward to getting out into classrooms to see folks making things happen with their kids! Sarah Tuttle is an Assistant Professor of Practice and Curriculum Designer at Relay Graduate School of Education. During her time at Teacher U and Relay, shes specialized in content related to academic rigor, fostering critical thinking skills, and Understanding by Design unit planning. Before coming to New York and Relay, she was a founding faculty member at KIPP Pride High School in Gaston, North Carolina where she taught 9th grade English and Social Justice and served as the 9th Grade Chair and an Instructional Coach for the English Department. During her KIPP tenure, she worked with the KIPP Writing and Thinking Project to develop network-wide writing benchmarks and facilitate PD on fostering independence and critical thought at KIPP content retreats and KIPP Summit.

Leadership Development Cohort: Expanding your Coaching Toolbox (General Audience) This strand will focus on the management trinity: one-on-ones, feedback and coaching. Each session will develop you as a manager by giving you strategies to improve your management skills. In the first session on one-on-ones we will focus on basic foundations of O3s and create necessary accountability steps to ensure effectiveness. In December, we will dive into giving feedback with clarity. And in our final session, we will explore effective methods to coach your direct reports. By the end of these three sessions, you will have a more comprehensive set of strategies to effectively manage others. 9/14: Using O3s to Ensure Accountability and Effectiveness 12/14: Giving Feedback with Clarity 3/15: Effective Coaching Methods

Deans of Students, Deans of Teaching and Learning, and Directors of Operations will have the opportunity to continue developing and practicing these skills between PD Days at monthly leadership meetings. Blanca Ruiz-Williams began her love of education in Brooklyn, NY, where she was born and raised. After graduating from Georgetown University, she began her career in education as a TFA Corps Member across the Hudson. After two years of teaching in Paterson, NJ, Blanca returned to NY in 2001. She spent ten years at KIPP Academy as a student and teacher. The Fall of 2011 brought about a few transitions for Blanca; she became the Director of Leadership Development for KIPP NYC. And in October 2011, Blanca became a mommy. On her quest for balance, Blanca soaks up Brooklyn with her loving familia.

Character Development: Self-Control and Grit (Grades K-16) We welcome Angela Duckworth back to our KIPP NYC days to help us dive further into our character education work. Throughout the year, our sessions will focus on strategies to help our children develop self-control as well as deepen our understanding of grit and the role it plays in the success of our KIPPsters. 9/14- Self-Control/ MCII (Mental Contrasting and Implementation Intentions) o What is self-control, and how does it develop during childhood and adolescence? How can teachers use MCII, a goal setting and planning strategy that facilitates self-control? 12/14- MCII/Distancing o Review of MCII - what worked and what didn't work since our September meeting. Introduction of psychological distancing as a second self-control strategy more appropriate for self-control in interpersonal situations (e.g., controlling a temper). 3/15- GRIT o How grit and self-control differ and why grit is important for long-term achievements. What is known about grit and talent, relations to optimism and mindset (Dweck).

Dr. Angela Lee Duckworth is an assistant professor of psychology at the University of Pennsylvania. Angela studies non-IQ competencies, including self-control and grit, that predict success both academically and professionally. Her research populations have included West Point cadets, National Spelling Bee finalists, novice teachers, salespeople, and students. Angela received a BA in Neurobiology from Harvard in 1992 and, as a Marshall Scholar, a Masters in Neuroscience from Oxford. She completed her PhD in psychology at the University of Pennsylvania. Prior to her career in research, Angela founded a non-profit summer school for low-income children which won the Better Government Award for the state of Massachusetts and was profiled as a Harvard Kennedy School case study. Angela has also been a McKinsey management consultant and, for five years, a math teacher in the public schools of San Francisco, Philadelphia, and New York City.

Data Baby! Best Day(ta) of Your Life (Grades 9-12) Learn how to use KIPPs awesome tools to support data driven culture at the High School. Spend time analyzing actual Regents and Mock Regents results, and using data to inform instruction. Explore other key high school data points to ensure college readiness. 9/14: Best Day(ta) of Your Life, Part I o Use Pathfinder to explore Regents and Mock Regents results (item level analysis, student trends, etc) and take away valuable findings to build a foundation for the year to come. 12/14: Best Day(ta) of Your Life, Part II o This will be a mid-year data and KIPPNYC data tools checkpoint. 3/15: Best Day(ta) of Your Life, Part III o Well prepare for the final Regents push.

Carlo Schmidt, Instructional Data and Assessment Manager, comes to KIPP NYC after working for three years as an Assistant Principal for a charter school in Brooklyn. During his time there he systematized grading and disciplinary structures at the school, while coaching a running club after school hours. He has a passion for youth development and supporting those in similar positions. Outside of the school building he is an avid baker and runner, and enjoys bringing his dog (Rayo) along with him wherever he goes. Carlo received his BA from Trinity University and Masters from Harvard Roseann Sheehan, Senior Director of Data and Assessment, joined the KIPP NYC Shared Services Team in 2010 as the Senior Director of Data and Assessment. Prior to joining KIPP, Roseann worked for 10 years in consulting with Accenture, a business and systems consulting company located in Manhattan. She entered education through the NYC Teaching Fellows program and taught at IS 162K in Bushwick, Brooklyn for three years. She also taught reading and writing as a founding teacher with Achievement First where she became the Academic Dean and then Co-Principal. Roseann received her BA from Boston College and her Masters from PACE University.

Differentiation: Reaching All Learners (Grades K-6) Differentiation. What is it? What does it look like? Oftentimes the term differentiation is reserved solely for Special Education and students who require remedial support. However, as teachers who seek to address the needs of all learners within the classroom, and help them reach their highest potential we must be able to differentiate on various levels. In these sessions, we aim to demystify the illusive differentiation. We will identify practices that all teachers can use to meet the needs of all learners in the classroom, determine which data we need to identify the needs of each our students, and then match effective practices to the needs of all of our students within the general classroom setting. 9/14 Defining Differentiation and Setting Ourselves Up to Do It Gathering the data that will help us strategically plan and effectively group our students 12/14 Extension and Remediation Incorporating practices that help us challenge or scaffold during our lessons 3/15 Incorporating Multiple Intelligences Developing lessons that tap into the numerous ways our students learn and express themselves Between each of our PD days we will continue to collaborate and share best practices as they pertain to differentiation. Using email and other virtual forums we will work together and discuss areas of celebration, growth, and questions. Active participation, questions, and insights are strongly encouraged in order to help create a session that is beneficial to the participants. Feedback will be solicited regularly. Lauren Ellis is a Special Education Coordinator for the KIPP DC network at KIPP DC: Discover Academy, a primary school serving Preschool through Kindergarten. Before joining KIPP DC in 2009 as one of Discover Academys founding teachers, Lauren taught in a fourth grade general education inclusion classroom, wrote elementary science curriculum, and worked both domestically and internationally with relief and development organizations.

Teachings A Project (Grades K-8) How do we prepare students for life beyond school? Project Based Learning is one method to accomplish this goal. Fortunately, its core tenets of critical thinking, collaboration and communication easily align with the spirit of the Common Core Standards. Join us and explore how this research-based model can make learning come alive! 9/14 Participants will be able to: Define Project Based Learning. Connect the Common Core Standards to the tenets of PBL. Identify learning objectives in a sample project. Compare Project Based Learning skills to their current pedagogy. Identify a problem their students can solve. 12/14 Participants will: Create a multi-disciplinary rubric to measure a Project Based Learning unit. Use various collaboration methods when planning a Project Based Learning unit. Include speaking, writing, and technology components in a Project Based Learning unit. 3/15 Participants will: Present student work and instructional activities from a Project Based Learning unit. Critique peers Project Based Learning units. Opportunities to stay connected between PD Days After the first session, participants will use Google Docs to share the problem on which they will base a Project Based Learning unit and a list materials/resource they will need to collect. After the second session, participants will use Google Docs to request peer feedback and to publish a working draft of their unit. After the third session, participants will use KIPP Share to publish the Project Based Learning unit plus sample work. Jimi Cannon has been in education for 30 years, most of that time as a classroom teacher. Over the last 5 years, Jimi has travelled the country supporting charter school at the elementary, middle, and high school levels in their efforts to strengthen students literacy skills.