Council Member Narcisse asks how DOE supports school-level curriculum design

Thank you, Chair, and thank you, Madam Deputy, and all your leadership here with you.

One of the things that got me excited as a parent, I had to go through four kids, I think from...

Doctorate from this and that and the third.

I'm so appreciative in the time of AI that our children is not really can solve their own problem, their own disagreement.

Effective communicators.

I know we don't have that with the journalism here.

Where are the young folks?

They're gone probably.

Anyways, I'm so happy that we're incorporating all that right now to make sure our kids are successful.

Coming to the teaching, to the teachers'training and professional development, I want to know, so how is DOE supporting the curriculum we design at the school level?

Is that support mandatory or volunteer?

So right now there's no reason to necessarily do like a curriculum redesign.

We are not bringing in new curriculum.

What is exciting for our teachers as they move into the, like the, what are we in year four of New York City Reads for some of our schools, year three or in solves.

And our social studies and science, all of it is to think about, here's our core curriculum, here's our high quality instruction materials, and with our professional learning partners,

thinking more about the pedagogy, the delivery of this content, what opportunities in our curriculum

and in the standards our students need, can we deliver this maybe differently so that students have more opportunities to effectively communicate or demonstrate their learning than just even an end-of-unit exam?

Those are next steps.

For us to tackle.

We have so many professional learning partners in our schools that are both external through Reads and Solves, but internal by way of district teams, by our lead teachers and our

masterful principals that we can tap into the knowledge base that exists across New York City to help them rethink how they're delivering.

You know, in Reads,

alone, the modules are, regardless of the three different curricular choices, they are centered around these essential questions.

And we want to help our teachers think about how we can bring these units to life more dynamically.

That is what New York Inspires and Portrait of a Graduate is giving us permission to do, and that will be

some of the ways we think about the supports our teachers need in the delivery and how students are experiencing the curriculum as an exit.