PEER REVIEW PRESENTATIONThe New York State Academy for Teaching and LearningDaemen College
MODULE #1: History and Background of NYSATL’S Statewide Peer Review
“Working the Diamond”Where State Standards & Teacher Practice Come Together Creating Communities of Reflective Practitioners STATE STANDARDS NYSATL Faculty NYSATL Products Internalize meaning of Learning Standards Prepare standards-based Learning Experiences Design & use effective assessment tools Look at student work Statewide Peer Review Event Engage in peer reviews NYSATL Website Teacher Practice
“Working the Diamond”Where State Standards & Teacher Practice Come Together Creating Communities of Reflective Practitioners • NYSATL Products • Learning Experience Outline • Criteria for Review • Statewide Pee Review Protocol • History & Background of Statewide Peer Review • Looking at Student Work Protocols • NYSATL Faculty • Consultants • National Experts • Teacher Members Internalize meaning of Learning Standards Internalize meaning of Learning Standards Prepare standards-based Learning Experiences Design & use effective assessment tools Look at student work • NYSATL Website • Brings standards to life • Sharing validated learning experiences which include samples of student work • Professional development tool • Interactive and ever-changing • Connection to supporting activities • Statewide Peer Review Event • Hear nationally recognized speakers • Work with diverse groups of practitioners • Discover new websites • Validate Learning Experiences • Look at student work Engage in peer reviews
Professional development works best, according to recent research, when it is… • Organized around real problems of practice, • Content-based, • Focused on actual student work and learning, • Conducted in a “professional community of practice”- with norms that acknowledge diverse expertise and encourage “critical friendship,” • Extended over time, with opportunities to incorporate new ideas into practice, and to reflect on the results www.nysatl.nysed.gov OT6
History and Background of NYSATL’s Statewide Peer Review THREE QUESTIONS • How do you know a good standards-based teaching plan when you see it? • What if the teacher were there? • How does statewide peer review fit within the overall efforts of New York State to ensure high learning standards for all students?
New York State Academy for Teaching Learning (NYSATL) Statewide Peer Review Statewide Peer Review Event Participants Academy Members Teacher Presenters NYSATL Teachers NYSATL SubmitLearning Experiences Using NYSATL Learning Experience Outline Reviews Learning Experiences Selects Learning Experiences for Statewide Peer Review Event Coaches Teachers to Prepare for Statewide Peer Review Look At Student Work Identify Evidence of the Learning Standards Validate Learning Experiences, Using Statewide Peer Review Protocol Revise Learning Experiences Based on Evidence Identified in the Statewide Peer Review Event Issues Annual Press Release of NYSATL Members Issues Certificates for Members of NYSATL Posts Membership on NYSATL Website Submit Learning Experiences for Consideration for Publication on NYSATL Website
MODULE #2: NYSATL’S CRITERIA FOR REVIEW
NYSATL STATEWIDE PEER REVIEW CRITERIA FOR REVIEW • Relation to Learning Standards • Intellectual Challenge • Assessment Plan • Engagement • Adaptability • Technology Integration OH 3A
The Criteria for Review Reporting Form is used to document the conversation about a learning experience using the Statewide Peer Review protocol for the New York State Academy for Teaching and Learning (NYSATL). For the purpose of the Statewide Peer Review, a learning experience is defined as an instructional strategy used by the teacher which demonstrates at least one NYS learning standard and one per- formance indicator embedded in the assessment plan. It must be discussed within the 75 minute protocol established by the Academy. During this time, the teacher receives feed- back on his or her experience in relation to the criteria established by the Academy. The review panel is responsible for making one of three recommendations. These recommendations are: read for the Academy as is, ready for the Academy with these revisions, or revise and resubmit. • The purpose of this form is to: • provide the Reviewers with a place to document evidence from the peer review, in relation to each of the six criteria established by the NYSATL; • provide the Recorder a place to record specific evidence from the student work and the learning experience. This evidence is the basis for the warm (“W”) and cool (“C”) feedback in relation to each of the Academy’s criteria; • allow for official documentation of the peer review. • AS YOU LISTEN TO THE TEACHER PRESENTER AND AS YOU READ THE LEARNING EXPERIENCE, PLEASE DOCUMENT EVIDENCE RELATED TO EACH OF THE ESTABLISHED CRITERIA. • Title of Learning Experience: • Standard Area(s): • Teacher(s): • Facilitator: • Recorder: • Reviewer: • Recommendation: • Please check one of the three boxes shown below: • Ready for Academy as is: • Ready for Academy with these minor revisions: • Not Ready for Academy – requires major re-working (for example, revisions to assessment plan will require collection of new student work) • For updates on the NYS Academy for Teaching and Learning visit: • www. nysatl.nysed.gov Criteria for Review Reporting Form
Directions: For each criterion, please note specific evidence from the student work and the learning experience. • (1) RELATION TO LEARNING STANDARD • This learning experience: • lists specific NYS learning standards • lists performance indicators for each standard • links to an existing NYS core curriculum • requires students to demonstrate the use of ideas, perspectives, tools, skills, and/or methods that are central to the learning standard • (2) INTELLECTUAL CHALLENGE • grow intellectually • move beyond rote application, e.g., interpret, predict, analyze, synthesize • build on prior knowledge and skills • wherever possible, connect with real-world contexts • use a variety of talents, skills, and strategies • (4) ENGAGEMENT • This learning experience: • holds the attention of students • motivates students to become intellectually, emotionally, and/or physically involved in ways that result in higher achievement
Experience noted here provides basis for warm and cool feedback to Teacher Presenter. • (3) ASSESSMENT PLAN • The assessment plan: • provides a description of the assessment tools, techniques, and/or strategies to measure student performance relative to each performance indicator • clearly defines the various levels of student performance (e.g., developing, proficient, distinguished) in order for students to understand what is expected of them • incorporates elements of good assessment; clear criteria to guide work, feedback on work in progress, reflection on work completed • includes graded samples of a range of student work illustrating the use of each assessment tool • (5) ADAPTABILITY • This learning experience is adaptable to the range of student abilities in the classroom: • (6) TECHNOLOGY INTEGRATION • Instructional technology, when appropriate: • is used to enhance instruction • assists students in achieving the learning standard(s) addressed in the assessment plan
MODULE #3: NYSATL’S STATEWIDE PEER REVIEW PROTOCOL
PURPOSE OF STATEWIDE PEER REVIEW To provide a forum for teachers to share with diverse groups of colleagues learning activities in order to: • Promote meaningful conversation among teachers about a learning experience with the focus on student work guided by established criteria • Encourage the use of standards-based instruction embedded in the assessment of student work • Facilitate the use of innovative and challenging standards-based learning activities in order to attain higher levels of learning for all students OH1
THE STATWIDE PEER REVIEW PARTICIPANTS Teacher Presenter Facilitator Recorder F Reviewer P Reviewer Reviewer Reviewer Reviewer Reviewer Reviewer Reviewer 7 –9 Participants OH2
REVIEWER’S RESPONSIBILITIES • Be familiar with the Criteria • Be active listeners and note takers in order to begin to analyze the learning experience in relation to the established criteria • Read learning experience and examine student work to determine its alignment to the performance indicators identified and the assessment tools used • Document evidence on the Criteria for Review Reporting Form • Give feedback – “Warm and Cool” – on the Learning Experience, including student work • Engage in conversation about the Learning Experience, including student work • Support the Recorder during the summary segment • Return all materials distributed OH3
TEACHER PRESENTER’S RESPONSIBILITIES • Briefly gives the instructional context of the learning experience. • Shares a range of student work and describes its relationship to the identified performance indicators and the assessment tools. • Gives reasons for selecting these pieces of student work and explains why they were judged as developing, proficient, or distinguished. • Actively listens and takes notes during “Warm and Cool Feedback.” • Responds to warm and cool feedback. • Engages with reviewers in conversation. • After session, meets in a private conference with Facilitator and Recorder. OH8
FACILITATOR’S RESPONSIBILITIES • Sets the Tone; Make Introductions; Gives the Charge; Manages Time; Explains “Warm and Cool Feedback” • Appoints a Recorder (Recorder and Teacher Presenter sit to right and left of facilitator) • Distributes the Criteria for Review Reporting Form for note taking. • Distributes the learning experience at the end of the Teacher Presentation segment. • Insures a balance of warm/cool feedback. • Models warm/cool feedback and gently “pushes’ reviewers for more specific evidence for warm/cool feedback. • Insures that each criterion is addressed. • Collects all materials distributed. • Meets in a private conference with Teacher • Presenter and Recorder after the session. OH9
RECORDER’S RESPONSIBILITIES • During the Quiet Time, the Recorder becomes familiar with the Criteria for Review Reporting Form. • Records evidence of “Warm and Cool Feedback” as it relates to each criterion. • Records Teacher Presenter’s responses. • Writes summary on last pages in the “Notes” section. The summary is a compilation of the Reviewer’s feedback, Teacher Presenter’s response and the open conversation with emphasis on all suggested revisions. • Presents summary to the Reviewers. • After session, meets in a private conference with Facilitator and Teacher Presenter. OH11
Modified Statewide Peer Review Protocol Introduction Facilitator 5 Mins. Teacher Presenter Presentation 15 Mins. Everyone Quiet Time 15 Mins. 10 Mins. Peer Reviewers Feedback Teacher Presenter 10 Mins. Response 10 Mins. Conversation Everyone Reviewers & Recorder Reflection 5 Mins. 5 Mins. Summary Recorder 15 Mins. Facilitator. Recorder, Teacher Follow Up OH10
MODULE #4: NYSATL’S LEARNING EXPERIENCE OUTLINE
Permission to Use Student Work SAMPLE DO NOT SEND TONEW YORK STATE EDUCATION DEPARTMENT Dear Parent or Guardian: The State Education Department is developing and maintaining an internet website supporting the learning standards approved by the Board of Regents for all students. The website includes a collection of instructional practices which promote student achievement of the learning standards. Your child’s teacher has designed a learning activity that is geared toward these higher standards. This lesson, along with samples of student work related to the lesson, is being submitted to the State Education Department for possible publication on the State’s website. We ask you that you complete and sign the form below to allow the State Education Department to use your child’s work, should it be selected, for purposes of teacher training and public education. The work would appear without the student’s name or other identifying information. Please return the form to your child’s teacher. Thank you for your assistance in this important period. Date: I give permission to the State Education Department to use the work of (student’s name)______________________________________ with educators and the public for the purposes of teacher training and public education, with the understanding that the student’s name or other identifiable information will not be discussed. Signature:__________________________________________________________ Relationship to student:_______________________________________________ OH1
New York State Academy for Teaching and Learning LEARNING EXPERIENCE OUTLINE Personal Information: Name:___________________________________________________________________ Address:_________________________________________________________________ Street City State Zip Home Phone: (____)_______________________Home FAX:(____)_________________ E-mail:_______________________________________ Title of Learning Experience:_____________________________________________________ Standard area(s): Only list those standard area(s) addressed through your learning experience’s assessment plan. _______________________________________________________________________________________________________________________________________________________________________________________________________________ Circle the performance indicator level being assessed through this learning experience. Elementary/Beginning Level Intermediate Commencement/Advanced Alternate/Students with Disabilities
TITLEOF LEARNING EXPERIENCE:__________________ LEARNING CONTEXT Describe the context by including: 1 • a brief statement of the purpose,objective, or focus of the learning experience; • the entire wording of the learning standard(s) and the specific performance indicator(s) being assessed; • how the learning experience addresses an existing New York State core curriculum; and • what students need to know and/or be able to do to succeed with this learning experience.
Assessment Plan Describe the: 2 • levels of student performance (e.g., developing, proficient, distinguished); • strategies or techniques used to collect evidence of student progress toward meeting the learning standards’ performance indicators (e.g., observation, group discussions, journal writing); • tools used to document student progress (e.g., scoring guides rating scales, checklists, teacher made tests, observation forms). Please submit blank copies of these tools; and • manner in which students are involved in developing assessment criteria, maintaining an awareness of their progress, and reflecting on their work.
STUDENT WORK Studentwork may be submitted on video cassette, audio cassette, or diskette. Each format must be clearly labeled with teacher’s name and title of learning experience. When submitting diskettes, add to the label the format used. (Windows or Macintosh) and the name of the software program. Please do not send student work projects that cannot fit in an envelope. Photographs, including digitals, are acceptable for this type of student work. Send three or four samples of graded student work which is legible and: 3 • demonstrates a range of student performance (e.g., developing, proficient, distinguished); • includes, for each student, a completed set of all assessment tools described in the assessment plan (e.g., rubric, checklist, narrative comments); • includes the teacher assigned grade/points/score/level; and • for each sample of student work, states the basis for your “grade(s)” by citing evidence from the student work.
PROCEDUREDescribe, in sequential manner, the actions that take place during this learning experience, including: 4 • what teacher(s) does; • what student do individually and/or in groups; and • how technology (when used) enhances learning and helps to assess student performance.
Resources Please note the unique resources (human or material) needed to successfully complete this learning experience, including the titles of texts, reference books, software, and website addresses, etc: 5 • for the student, and • for the teacher.
INSTRUCTIONAL/Environmental Modifications Please note the unique resources (human or material) needed to successfully complete this learning experience, including the titles of texts, reference books, software, and website addresses, etc: 6 • instructional modifications made; and • physical modifications of the classroom setting.
TIME REQUIRED For each aspect of the learning experience, state the amount of time for: 7 • planning; • implementation (note length of your class period, where appropriate, and the number of days to implement the experience); • assessment.
REFLECTION Please offer personal comments on the learning experience, including: 8 • why this lesson was developed for the specific learning standard(s), performance indicator(s), and core curriculum; • what you learned from implementing this lesson; • how the lesson was reviewed by peer(s) prior to submission and what you learned from the review; • how it reflects current scholarship in your field and “best” classroom practice; • how the lesson prepares students for life outside of school; • a quote from a student, parent, or educator (optional), and • a specific question relating to the student work that you would like the reviewers to focus on during the Statewide Peer Review.
Break The need for rules and procedures