Dinowitz asks DOE what work has been done to plan Portrait implementation

Thank you.

We've also been joined by Councilmember Krishnan.

So, First Deputy Chancellor, keep getting that seat, the Chancellor, First Deputy Chancellor.

I think you spoke in broad strokes about some of the ideas about Portrait of a Graduate, and so I want to dig into, I guess, what it looks like in practice.

I'm going to share some general concerns.

I'll ask a question, but just to share the concerns I'm hearing from principals, they haven't gotten much guidance about what it actually looks like.

Though principals say, well, I have these great programs and I think it fits into these categories.

Teachers who need to be trained on how to shift their curriculum or include or exclude things that they would have otherwise done don't know where they're going because they don't know how they'll be assessed, how the students will be assessed, what guidance.

And parents often have no idea what we're talking about when we say the portrait of a graduate.

So when I hear you say families deserve clear information about what these changes mean, educators deserve, I agree with you, and that's why I think the hearing is important today.

Let's really dig down on this information.

So what work has the DOE done to date to plan for implementing the portrait of the graduate framework?

Thank you for that question.

We have, we've been engaging in a lot of work around Portrait of a Graduate.

It started with Sharon Renter's membership and partnership with the state and the Blue Ribbon Commission on which so many of our folks participated.

And then as it came into New York City schools, we worked with Katie's team in the Office of Policy and Evaluation to

put together trainings for our superintendents, their deputies, their senior cabinets, and every principal across the system.