APPR Teacher Evaluation Training

1. APPRTeacher Evaluation Training Robert Greenberg Regina Cohn December, 2012

2. Working Agreement • Be present: minds and hands-on all day • Respect time boundaries • Recognize the need for quiet while working • Use electronics respectfully and appropriately when prompted • Return to large group attention when signaled

3. Why are we here? • Mission • Chapter 103 of the laws of 2010 • Implementation • Connecting legal changes to practice and learning • Approach • Collegial understanding of adapting regulations to good classroom practice

4. Overarching Workshop ObjectivesDays 1 & 2 • Understand the legal and policy context for the changes in teacher evaluation • Understand how a common language creates and supports professionalism and a culture for learning • Understanding the relationship between research and the rubric criteria • Review Common Core State Standards, Teaching Standards and the rubrics by which the teaching standards are assessed • Use observation skills to focus on • Evidence Collection • Alignment of evidence with Standards • Collaboration with colleagues

5. DAY 1 AGENDA • Introductions • Objectives and Agenda Review • Brief Review of the CCSS in ELA & Mathematics • What do administrators need to know? • How will instruction be changing in the classroom? • Shifts in Instruction • What does the Commissioner say about the CC? • Talking w/teachers about data and instruction • The Wisdom of Practice

6. What’s the Big Idea? • Biblical scholar Hillel asked to give the essence of the Old Testament while standing on one foot. • Do not do unto others that which is hateful to you. • All the rest is commentary. • SED has adopted a deeper, richer curriculum, wants teachers to use evidence (data) to assure it is learned, and administrators and supervisors to use evidence to assure that teachers are teaching it effectively. • All the rest is our legal obligation to incorporate this complexity into our daily administrative and supervisory practice!!!!!

7. Analogies & Mental Models • The Saber Tooth Curriculum • Table Talk

8. Shift Happens! Brief overview of the CCLS in ELA and Mathematics

9. Measuring Text Complexity:Three Factors

10. Reading

11. 6 Shifts in ELA

12. Six Shifts in ELA Common Core Implications Common Core Assessments • Balancing informational & Literacy Text • Building Knowledge In the Disciplines • Staircase of Complexity • Text-based Answers • Writing from sources • Academic Vocabulary

13. Commissioner King, Literacy and Practice TABLE TALK Q – What does “starting” look like in your district? Q – How can districts “find the time” to develop one CC aligned unit each semester? Q – What is the best way to disseminate messages about the new teacher evaluation system? engageNY – Commissioner King

14. Standard 10 Read and comprehend complex literary and informational texts independently and proficiently.

15. Reading - Standard 10 as noted in Appendix A

16. Reading - Standard 10

17. Reading – Standard 10

18. By the end of grade 11, read and comprehend literature, history/social studies, science/technical texts in grades 11-CCR band proficiently with scaffolding at the high end of range • By the end of grade 12, read and comprehend literature, history/social studies, science/technical texts at the high end of grades 11-CCR band independently and proficiently Reading – Standard 10 11-12

19. Reading Types

20. Writing • Argument – persuasion • Defend with evidence from text • History/social studies – interpretation & judgments with evidence from multiple sources • Science – claims and conclusions that answer questions or address problems • K-5 – opinion = argument

21. Writing • Informational/Explanatory • Information to provide data • Explanatory – clarification • Wide array of genres including academic genres (scientific/historical reports/summaries) • Narrative • Experience – real, imaginary – to inform, instruct, persuade, or entertain

22. Focus on Writing These forms are not independent. Informing and arguing rely on using information or evidence drawn from texts.

23. Shift Happens - Mathematics Changes in the CCLS for Mathematics

24. What does it all mean? Shifts in Mathematics Common Core Implications • Focus • Coherence • Fluency • Deep Understanding • Application • Dual Intensity Common Core Assessments

25. Fluency Shifts in Mathematics

26. Gaps & Overlaps

27. Shifting to the Classroom

28. Wisdom of Practice • Imagine you are in the classroom of a highly effective teacher: • What would you see? • What would you hear? • What would the students be doing or saying? • Individually, write one idea per post-it note.

29. New York State Teaching Standards Standard 7 Professional Growth

30. Planning and Preparation(Pre-observation) • Standard 1: Knowledge of Students & Student Learning • Knowledge of child development • Knowledge of research… • Knowledge of diverse learning needs • Knowledge of individual students • Knowledge of economic, social • Knowledge of technological literacy… • Standard 2: Knowledge of Content & Instructional Planning • Knowledge of content… • Connect concepts across disciplines… • Uses a broad range of instructional strategies • Establishes goals & expectations • Designs instruction • Evaluate / utilize resources

31. Instruction (Observation) • Standard 3: Instructional Practice • Research-based practices • Communicates clearly… • High expectations… • Variety of instructional… to engage student • Engage students in multi-disciplinary skills • Monitor and assess progress

32. Classroom Environment(Observation) • Standard 4: The Learning Environment • Creates a respectful, safe and supportive environment • Creates an intellectually stimulating environment • Manages the learning environment • Organize and utilize available resources (e.g. physical space, time, technology…) • Standard 5: Assessment for Student Learning • Range of assessment tools • Understand, analyze, use data for differentiation* • Communicates assessment system* • Reflect upon assessment system and adjust* • Prepare students for assessments * - assessed through “multiple measures”

33. Professional Responsibilities(Post-observation) • Standard 6: Professional Responsibilities • Upholds standards and policies • Collaborate with colleagues • Communicate & collaborate with families • Perform non-instructional duties • Complies with laws and polices

34. Professional Growth(Post-observation & ongoing) • Standard 7: Professional Growth • Reflect on practice • Set goals for professional development • Communicate and collaborate to improve practice • Remain current in knowledge of content and pedagogy

35. Aligning Evidence to the NYSED Teaching Framework • Table Talk: Using knowledge of the Teaching Standards, when you observe a lesson, what evidence do you see of learning? • Re-sort your table’s post-it notes as appropriate to the standard, element and indicator

36. How Do We Observe and Evaluate Teacher Performance Relative to the Seven NYS Teaching Standards?

37. Pete the Cat

38. State Approved Rubrics Danielson's Framework for Teaching - ASCD Model Danielson's Framework for Teaching - Teachscape Marzano's Causal Teacher Evaluation Model NYSTCE Framework for the Observation of Effective Teaching - Pearson NYSUT - Teacher Practice Rubric Approved rubrics: http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/home.html

39. Sample Rubric

40. The students should be working harder than the teacher. 40

41. HEDI

42. HEDI

43. Ineffective– Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention Developing– Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance Levels of Performance

44. Effective- Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching. Highly Effective– Classroom functions as a community of learners with student assumption of responsibility for learning. Levels of Performance

45. Reviewing the Levels of Performance • Read the descriptors for Element III.4 of the NYSUT rubric or Domain 3C of the Danielson Framework. • Highlight the words / phrases that distinguish the differences among the levels of performance

46. Engagement in Action Video observation: • Observe what students are doing that shows evidence of cognitive engagement, constructing meaning, or critical thinking. • Collect evidence from the video, be prepared to share your evidence later. 46

47. Observing and Evaluating Practice The dos and don’ts… 47

48. Teacher Evaluation • What’s wrong with teacher evaluation? • Why hasn’t it traditionally resulted in professional growth? • What conditions support professional growth?

49. Three “Gates” for Effective Teacher Evaluation • Fairness • Reliability • Validity

50. Effective Teacher Evaluation - Research Six Best Practices • 1) Annual Processes, 2) Clear, rigorous expectations, 3) Multiple measures. 4) Multiple ratings, 5) Regular feedback, 6) Significance • From Teacher Evaluation 2.0 http://www.tntp.org/index.php/publications/issue-analysis/teacher-evaluation-2.0/ 50