THE NEW YORK CITY DEPARTMENT OF EDUCATION

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THE NEW YORK CITY DEPARTMENT OF EDUCATION JOEL I.
KLEIN, Chancellor PQS R0328 Professiona
l Development for School Leaders and Teachers
Integrated Curriculum Instruction
Judith Chin Chief Executive Officer
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Agenda

• Welcome
• Overview
• Scope of Services
• PQS Process
• Proposal Requirements
• Timeline
• Cost Breakdown Worksheet
• Questions Answers
• Appendix

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Overview

• The Integrated Curriculum Instruction Learning
  Support Organization (ICILSO) is looking for
  professional development partners who can assist
  in delivering services in
• A standards-based, 21st Century thinking
  curriculum for every child from pre-kindergarten
  through high school
• Daily quality instruction that is
  brain-compatible and differentiated
• Student centered academic counseling services
• Sustainable school leadership and leadership
  practices
• Quality teaching and learning tools
• Data analysis and decision making processes to
  improve student achievement in NYC schools

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Overview
EFFECTIVE PROFESSIONAL DEVELOPMENT
To what extent does our plan develop the school
into a learning community? How does the
leadership plan to guide continuous
improvement? What resources have we committed to
professional development?
Does our plan set high expectations for all
students? Does our plan address the individual
needs of student learners? Does the plan focus on
teacher quality that is, developing expertise in
content knowledge and in pedagogy? Does our plan
provide for educators to learn how to involve
families and community improve student learning?
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Scope of Services

• Provide professional development experiences for
  all educators
• Principals
• Assistant Principals
• Teacher Coaches and Mentors
• Classroom Teachers
• Network Leaders
• Instructional Support Staff
• Customize professional development to the
  Integrated Curriculum and Instruction Learning
  Support Organization principles and/or the NYS
  Learning Standards, NYC Learning and Performance
  Standards, or NSDC Professional Development
  Standards
• Provide follow-up school and classroom visits to
  support education in applying their learning
• Evaluate and report the result of your services
  including recommendations to improve those
  results
• Model research-based methods of instruction and
  of adult learning
• Co-construct learning experiences with the
  clients (SSO, principal)

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PQS Process

• The Pre-Qualification Solicitation (PQS) is an
  ongoing open enrollment process is intended to
  create a qualified pool of vendors eligible to
  deliver specific services for the NYCDOE.
• Proposals will be accepted on an ongoing basis
• Vendors who do not make it through the evaluation
  process are allowed to resubmit proposals (may
  resubmit once during a 6-month period)
• Once approved, a vendor is awarded a contract to
  deliver their proposed services.
• The Multiple Task Award Contract (MTAC) process
  is the mechanism through which schools draw down
  services against PQS awarded contracts
• Under 25,000 standard procurement procedures
  apply
• Above 25,000, the MTAC process (a mini-RFP
  procedure) allows clients to draw services from a
  pool of pre-qualified vendors identified via the
  PQS process.
• Vendors will receive a request to propose
  directly from the client (school or DOE office),
  and will indicate his/her organizations intent
  to submit a proposal.
• Submitted proposals will be reviewed and scored
  by the client
• A purchase order will be issued to the most
  cost-effective and capable vendor as determined
  by the clients selection committee.

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Proposal Requirements

• Minimum Qualifications
• Minimum of two (2) years providing professional
  development services targeted to schools (grades
  Pre-K through 12) in urban school districts
  and/or New York City.
• Demonstrate evidence of the programs success
  (i.e. sponsorship by professional organization,
  positive evaluations, and change in
  organizational and/or teacher practices leading
  to improved student achievement.
• Citation of research by a peer-reviewed journal
  or scientifically conducted study used for the
  design and delivery of the proposed adult
  learning experiences.
• Membership and/or participation in Association of
  Supervision and Curriculum Development (ASCD),
  National Staff Development Council (NSDC),
  National Association of Secondary School
  Principals (NASSP), National Association of
  Elementary School Principals (NAESP), or other
  professional development organization
  sponsorship.
• Terms and Conditions
• All contracts awarded as a result of this PQS
  will be subject to the standard Terms and
  Conditions (Appendix B)
• Though it is preferable to not entertain any
  exceptions to our Standard Terms and Conditions
  please note that all exceptions must be with your
  proposal submission

Urban schools and/or districts in central
cities as defined by the U.S. Census Bureau
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Timeline
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Cost Breakdown Worksheet
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Questions Answers
Question and Answer Session
PLEASE IDENTIFY NAME, ORGANIZATION, AND POSITION
WHEN ASKING A QUESTION
Answers to todays and future QA will be posted
at http//schools.nyc.gov/Offices/DCP Additional
questions may be submitted to instructionalservi
ces_at_schools.nyc.gov
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Appendix

• Revised NSDC Standards for Staff Development
• Staff development that improves the learning of
  all students
• Context Standards
• Organizes adults into learning communities whose
  goals are aligned with those of school and
  district (Learning Communities)
• Requires skillful school and district leaders who
  guide continuous instructional improvement
  (Leadership)
• Requires resources to support adult learning and
  collaboration (Resources)
• Process Standards
• Uses disaggregated student data to determine
  adult learning priorities, monitor progress, and
  help sustain continuous improvement (Data-Driven)
• Uses multiple sources of information to guide
  improvement and demonstrate its impact
  (Evaluation)
• Prepares educators to apply research to decision
  making (Research-based)
• Uses learning strategies appropriate to the
  intended goal (Design)
• Applies knowledge about human learning and
  change. (Learning)
• Provides educators with the knowledge and skills
  to collaborate (Collaboration)
• Content Standards
• Prepares educators to understand and appreciate
  all students create safe, orderly, and
  supportive learning environments and hold high
  expectations for their academic achievement
  (Equity)
• Deepens educators content knowledge, provides
  them with research-based instructional strategies
  to assist students in meeting rigorous academic
  standards, and prepares them to appropriately use
  various types of classroom assessments (Quality
  Teaching)
• Provides educators with knowledge and skills to
  involve families and other stakeholders
  appropriately (Family Involvement)

Source National Staff Development Council,
Oxford Ohio (2001)