Presentation on theme: "Annual Professional Performance Reviews - An Overview -"— Presentation transcript:
1 Annual Professional Performance Reviews - An Overview - David RothfussNYSUT Research & Educational Services
2 Today’s Session Will Provide… An overview of the new teacher/principal evaluation law and regulationsInformation on NYSUT’s recent settlement with the State Education Department which clarified contested portions of the evaluation processA discussion of the three components of teacher evaluation with specific information on role, development and use of Student Learning Objectives (SLOs)An emphasis on the 80% of the evaluation process that MUST be collectively bargainedA forum for questions and conversation regarding the unique challenges of implementation in Special Act SDs
3 Teacher/Principal Evaluation Law Sections 3012-c and 3020 of Education Law (as amended)Annual Professional Performance Review (APPR) based on:20% student growth on state assessments20% locally-determined measures of student achievement60% other measures of teacher effectiveness4 rating categories of teacher effectiveness (HEDI)Highly EffectiveEffectiveDevelopingIneffectiveTeacher Improvement Plans (TIPs) for “Developing” and “Ineffective” teachersTraining for evaluatorsAppeals process for evaluationsExpedited discipline process when teacher receives two consecutive annual “Ineffective” ratings
4 NYSUT APPR LawsuitNYSUT sued SED and the Board of Regents over portions of the regulations that conflict with the APPR legislationThe NYS Supreme Court agreed with NYSUT stating…“The theme throughout 3012-c is that except for the first 20 percent category… the remaining 8o points must be established through collective bargaining”The Regents and SED appealed the decisionThe Governor intervened and threatened to impose a new evaluation system through the Executive Budget process if the parties did not reach an agreement by February 16, 2012!
5 The Settlement Remains based on the original law Expressly states collective bargaining required for 80% of the processEstablishes use of Student Learning Objectives (SLOs) for non- tested subjectsCreates specific options for using the state assessments for the 20% locally-selected measuresObservations to make up 31 of the 60 points of other measures of teacher effectivenessRequires at least two observations, one of which will be unannouncedEstablishes the HEDI scoring bandsRequires APPR to be “a significant factor” in tenure determination, retention and dismissalCreates an SED approval process for APPR plans
6 APPR PlanAdopt by July 1, 2012SED to approve or reject by September 1, 2012 or as soon as practicable“If all of the terms of the plan have not been finalized as a result of unresolved collective bargaining negotiations, the entire plan shall be submitted…upon resolution of all of its terms.”Plan must include information onCollection and reporting of dataAssessment development, security and scoringThe three components of teacher evaluationComposite scoreTimely and constructive feedback to teachersTraining of evaluators and ensuring inter-rater reliabilityAppeals ProcessTIP Process
7 SED Approval ProcessSED will implement a web-based review and approval processEach district will need to have its plan approved by SED by January 17, 2013 to qualify for any scheduled increase in aidSuperintendent and local president sign off indicating that the locally negotiated APPR conforms to lawShould a plan be rejected, and the rejection involves a provision requiring negotiations, it must be addressed through collective bargaining and resubmittedLocally-developed assessments do not need SED approval!
8 APPR & Collective Bargaining The following areas of the APPR must be collectively bargained:Collection and reporting of data20% locally-selected measures60% other measures of teacher effectivenessRubricObservationsEvidence collectionSubcomponent scoringTeacher Improvement Plans (TIPs)Appeals process
9 Collection and Reporting of Data APPR Plan must include a process for providing SED with Teacher/Student data on:EnrollmentAttendanceAny other student, teacher, school, course, and teacher/student linkage dataPlan must include an opportunity for teachers to verify subjects and student rosters assigned to them (Teacher of Record)Individual subcomponent and total composite scores for each teacher and principal reported to SED
10 Training of Evaluators District responsible to ensure evaluators have appropriate trainingPlan must describe:Duration and nature of trainingProcess for certificationProcess for ensuring inter-rater reliabilityProcess for re-certificationLead evaluators must be certified
11 Teacher Improvement Plans (TIPs) “Developing” or “Ineffective” rating must result in a TIPAs soon as practicableNo later than ten days after the opening of classes for the school yearTIP developed locally as bargained and must, at a minimum, include:Identification of needed areas of improvementTimeline for achieving improvementManner to assess improvementDifferentiated activities to support improvement, where appropriate
12 AppealsPlan must include information on the process for appealing an annual evaluationProcess for appeals is collectively bargainedProvides for timely and expeditious resolutionAppeals may challenge:Substance of the evaluationAdherence to standards and methodologies required in the reviewAdherence to regulations and compliance with locally- negotiated procedures including issuance and implementation of TIP
13 Monitoring/Consequences for Non-Compliance SED will monitor patterns of evaluation results to identify schools, districts and BOCES that may need more rigorous evaluation systemLow correlation results between student growth and other measuresLittle differentiation across educators in scoring/ratingsLack of differentiation not justified by consistent student achievementIdentified settings will be subject to:Public reporting; and/orCorrective action
15 20% Student GrowthThis is the only component of APPR that is not locally negotiated!Measured in one of two ways:Grades 4-8 ELA and Math Assessments – SED will generate a student growth percentile score (SGP)OR“State-determined, district or BOCES-wide student growth goal setting process”SLOs are the state-determined process!
16 20% Student Growth Regarding student growth on State assessments… A growth model will be adopted first, then a Value- Added Model (VAM) by , if availableContract awarded to American Institutes for Research (AIR)Regarding Student Learning ObjectivesSED has delegated the responsibility for the development of SLOs to school districts/BOCESDistricts/BOCES are not required to collectively bargain the establishment of SLOs that are used for the State 20 percent
17 What Are SLOs?SLOs are carefully planned academic goals for what a student will learn over a given time periodThey represent the most important learning for the year (or semester or quarter where applicable)SLOs directly link a teacher’s classroom instruction to specific measures of student achievement or growth in the relative content areaThe process leads to objectives that can be reliably measured for student growth
18 SED’s District SLO Implementation Decisions and Timeline Assess and identify district priorities and academic needsIdentify who will have state- provided growth measures and who must have SLOs as “comparable growth measures.”Determine district rules for how specific SLOs will get setEstablish expectations for scoring SLOs and for determining teacher ratings for the growth componentDetermine district-wide process for setting, reviewing, and assessing SLOs in schoolsCompleted By:March 1, 2012April 16, 2012May 31, 2012
19 Which Teachers Require SLOs? SituationRequirement1. If there is a State-provided growth measure for at least 50% of studentsSLOs not required2. If there is a State-provided growth measure for less than 50% of studentsState-provided growth measure and SLOs required3. If there is no State-provided growth measure for the courseOnly SLOs requiredNYS Education Department
20 Which teachers are required to have SLOs? 0-49% Students Covered by State-Provided Growth Measures50-100% Students Covered by State-Provided Growth MeasuresTeachers MUST have SLOs!1. If any course/section has State-provided growth measures, at least one SLO must use it.2. SLOs MUST cover the courses taught with largest number of students, combining sections with common assessments, until a majority of students are covered.3. If any of the largest courses have a State assessment (but do not have State-provided growth measures), the State assessment MUST be used as evidence in the SLO.These teachers will receive a Growth Score from the State – SLOs not required!20 points – Growth Model25 points when a value-added model is approvede.g., 4-8 ELA, Math, and Common Branch TeachersNYS Education Department
21 K-2 Teachers Must have: 1 SLO for Math 1 SLO for ELA (unless teacher focuses on a single subject area)Must use one of the following options:State approved 3rd party assessmentDistrict, regional or BOCES-developed assessmentSchool or BOCES-wide, group, or team results based on state assessmentsNYS Education Department
22 4-8 Common Branch, ELA & Math Teachers Grade 3 TeachersMust have:1 SLO for Math1 SLO for ELA(unless teacher focuseson single subject area)Must use 3rd grade State assessment (ELA and math)4-8 Common Branch, ELA & Math TeachersHas a State-provided growth measureSLOs not requiredNYS Education Department
23 4-8 Science & SS Teachers Must have: SLO for each subject/ assessment (SLOs must cover classes with largest number of students until a majority of students are covered)4 & 8 science must use State assessment as evidenceGrades 6-7 science and 6-8 social studies use one of the following options as evidence:State approved 3rd party assessmentsDistrict, regional or BOCES developed assessmentsNYS Education Department
24 4-8 Other Subject Teachers Must have:SLO for each subject/ assessment (SLOs must cover classes with largest number of students until a majority of students are covered)Must use one of the following as evidence:State approved 3rd party assessmentsDistrict, regional or BOCES developed assessmentsSchool or BOCES-wide, group, or team results based on state assessmentsNYS Education Department
25 9-12 Regents Teachers Must have: 1 SLO for each subject/ assessment (SLOs must cover classes with largest number of students until a majority of students are covered)Must use State assessment or Regents exam (or Regents equivalent) as evidenceNYS Education Department
26 9-12 Other Teachers Must have: 1 SLO for each subject/ assessment (SLOs must cover classes with largest number of students until a majority of students are covered)Must use one of the following as evidence:State approved 3rd party assessmentsDistrict, regional or BOCES developed assessmentsSchool or BOCES-wide, group, or team results based on State assessmentsNYS Education Department
27 Self-Contained Teachers (ESL/Bilingual, Students with Disabilities) Must use State assessment as evidence if availableIf not, must use one of the following as evidence:State approved 3rd party assessmentsDistrict, regional or BOCES developed assessmentsSchool or BOCES-wide, group, or team results based on state assessmentsIf less than 50% of students are covered by State growth measure: (unless teacher focuses on a single subject area)1 SLO for ELA1 SLO for mathNYS Education Department
28 Self-Contained Teachers (ESL/Bilingual, Students with Disabilities) If more than 50% of students are covered by State growth measure:SLOs are not requiredNYS Education Department
29 Push-In, Pull-Out Teachers/Resource Teachers (AIS, SWD, ESL, etc.) Must have:1 SLO for subject area focusConsider group/team growth on State AssessmentCollaborative goal setting with classroom teachersMust use State assessment as evidence if availableIf not, must use one of the following as evidence:State approved 3rd party assessmentsDistrict, regional or BOCES developed assessmentsSchool or BOCES-wide, group, or team results based on state assessmentsNYS Education Department
30 Co-Teachers If district cannot track multiple teachers of record, Common Branch Teachers:1 SLO for ELA1 SLO for MathOther subject area teachers:SLO for subject area focusMust use State assessment as evidence, if availableIf not, must use one of the following as evidence:State approved 3rd party assessmentsDistrict, regional or BOCES developed assessmentsSchool or BOCES-wide, group, or team results based on state assessmentsNYS Education Department
31 New York State English as a Second Language Achievement Test (NYSESLAT) Teachers If less than 50% of students take State ELA:1 SLO for ELA1 SLO using NYSESLAT (as applicable)Must use:ELA State assessment as evidence where applicableNYSESLAT as evidenceNYS Education Department
32 New York State Alternate Assessment (NYSAA) Teachers If less than 50% of students take State assessment:1 SLO using NYSAAAdditional SLOs based on subject area taughtMust use NYSAA performance assessment as evidenceAdditional evidence based on subject areas taught (i.e., ELA, math, Regents)NYS Education Department
33 All SLOs MUST include the following basic components: NYSED SLO ComponentsAll SLOs MUST include the following basic components:Student PopulationWhich students are being addressed?Learning ContentWhat is being taught? CCSS/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?Interval of Instructional TimeWhat is the instructional period covered (if not a year, rationale for semester/quarter/etc)?EvidenceWhat assessment(s) or student work product(s) will be used to measure this goal?BaselineWhat is the starting level of learning for students covered by this SLO?Target(s)What is the expected outcome (target) by the end of the instructional period?HEDI CriteriaHow will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective) , “below” (developing), and “well-above” (highly effective)?RationaleWhy choose this learning content, evidence and target?
34 Student PopulationThe student population must be defined. If there are multiple sections each must be included.Student names and/or identification numbers must be included.Guiding Questions:Within and across classes, how many and what types of identifiable subgroups exist?How will instruction be differentiated to meet specific student learning needs?
35 Learning Content Guiding Questions: Identify the course name and source of standards (NYS Learning Standards, Common Core, national, local) associated with this SLO.Specify the exact standards, performance indicators, etc., that will be taught, learned, and assessed.Guiding Questions:To what extent is the content central to this and future coursework, as well as college and career readiness?What instructional approaches are needed to achieve the identified goal for all students in mastering these standards?
36 Interval of Instructional Time Indicates a clear start and end date.Provides a rationale if the interval is less than one year (e.g., course length is less than one year).Guiding Question:Is the course a semester, quarter, or year long course?
37 EvidenceIdentify the specific pre-assessment(s) and summative assessment(s) that will be used for providing baseline and summative data for the SLO.Districts and BOCES must verify comparability and rigor for any assessments they develop.Pre-assessments for entering students are to be given throughout the year.Guiding Questions:Are you using the same assessment as the pre- and summative assessment?How will you measure progress?To what extent are the measures aligned to the learning content?
38 BaselineDescribe how students performed on the identified pre-assessment(s) for the learning content. (Actual baseline scores for each student are required.)Guiding Questions:In addition to the pre-assessment(s), what other data sources were reviewed to confirm student learning needs?Within and across classes, what are students’ current skill and knowledge levels which may impact the target and the learning content?
39 Target(s)Define numerical growth goals for student performance on identified summative assessment(s).Guiding Questions:Is the target rigorous enough to ensure that all students will achieve college and career readiness?Does the target align with school and district goals and expectations?Will the targets for this population prepare students for success in future progressions (next grade level or level of study) of the same content?Is the current knowledge and skill of the targeted students informing the target?What professional development, resources, and/or supports are required to meet the target?SED has not required a specific methodology for setting targets, but has presented several possibilities, including:Differentiated growth targets by student – example, 85% of students will meet or exceed their individualized target.Common growth target - example, 90% of students will grow by 60 percentage points or more on their summative assessment compared to their pre-test.Growth to mastery target - example, 85% of students will grow to score 75% or higher on the summative assessment.Growth target by bands – example:At least 50 percent of those students scoring level 1 on the benchmark will move to level 2 or higher on the final = 2 point valueAt least 70 percent of students scoring level 2 on the benchmark will move to level 3 or higher on the final = 11 point valueAt least 15 percent of those students scoring level 3 on the benchmark will move to level 4 or higher on the final = 5 point valueAt least 85 percent of those students scoring level 4 on the benchmark will remain on level 4 on the final = 2 point value
40 HEDIProvide specific descriptions of student learning for each rating category, aligned with the narrative description.Highly effective = exceeds district expectationsEffective = meets district expectationsDeveloping = is below district expectationsIneffective = is well below district expectationsGuiding Questions:Are the points/percentages defined for each category?Is it mathematically possible for the teacher to obtain every point value within a rating category?Are points clearly and objectively allocated within a HEDI rating category?Is it clear how the student’s performance will determine how the teacher will be rated?Notes:The scoring bands are set by SED.The district will determine what the expectations are for each of the rating bands (i.e. what does it mean to “meet district expectations?” This may be determined at the district level, or delegated to the principal and/or departments.What it means to achieve each of the scoring ranges for the 20% local measures and the 60% other measures must be collectively bargained – even if SLOs are selected as a local measure. (note – scoring bands are established for the local measures – not how a teacher reaches them. Both scoring bands and how a teacher reaches them must be bargained for the 60%).LRS can provide guidance on how to develop the rating.
41 RationaleThis describes the reasoning behind the choices regarding learning content, evidence, and target.Guiding Questions:How sufficient is the overall objective for increasing student achievement, and preparing students for future learning, as well as college and career readiness?What are the implications of these elements for the teacher in the planning and delivery of instruction, so that the targets are attained by all students?Is there alignment between the elements of the SLO (are the assessments aligned with the goals and the learning content)?
42 20% Locally-Selected Measures of Student Achievement Measures may include one or more of the following:State assessments (options provided by SED)Must be different from growth component!Commercially-developed student assessments approved by SED[http://usny.nysed.gov/rttt/teachers- leaders/assessments/]District, regional or BOCES-developed assessmentSchool-wide, group or team metricDistrict-wide student growth goal-setting process (ie: SLO) to be used with approved student assessment or teacher-created assessments
43 20% Locally-Selected Measures District, regional or BOCES-developed assessment or SLO must be rigorous and comparable across classroomsRigorous means the measure is aligned with NYS Learning StandardsComparable means the same measure is used across subject and/or grade levelsSuperintendent certifies that the measure is rigorous and comparableDoes not require SED approval!
44 20% Locally-Selected Measures Use multiple measures of student achievement to balance the component of the evaluation based on student growthReview your current practicesWhat assessments are already being used?How are they administered?Is the superintendent likely to certify the assessment as rigorous and comparable?Local measures can include:Performance-based measuresPortfoliosProjectsTeacher-developed assessments
45 60% Teacher PracticeMeasures must be aligned with the NYS Teaching StandardsDistrict and local select an approved Rubric or apply for a varianceProcess for observationRequire training, certification and re-certification of evaluatorsEnsure only certified evaluators will do observationsStandards not addressed through observation must be assessed annually (but not all elements or performance indicators)Other measures – Evidence CollectionEvidence of student development and performanceEvidence the teacher develops effective relationshipsEvidence the teacher sets professional growth goals
46 60% Teacher Practice continued… Student development and performance - How?Structured reviews of student work and/orArtifacts of teacher practice using portfolios or evidence binder processesEffective relationships with students, parents, caregivers and relevant stakeholders to maximize student growth, development and learning – How?Feedback from students and/or parents using state- approved survey toolsTeacher-set professional growth goals and continuous professional growth – How?Teacher self-reflectionsTeacher progress on professional growth goals
47 Rubrics for Teacher Practice (60%) Aligned with NYS Teaching StandardsKnowledge of each student and demonstrates knowledge of student development and learning to promote achievement for all studentsKnows content and plans instructionInstruction engages and challenges learnersCreates a dynamic learning environmentMultiple measures to assess and document student growth, evaluate instructional effectiveness and modify instructionDemonstrate professional responsibility and engages stakeholdersSets goals and strives for continuous professional development
48 Rubrics for 60% continued… Rubric must meet criteriaCover the teaching standardsGrounded in research about teacher practiceHave four rating categoriesDefine the expectations for each categoryRely on observable or measurable behaviorUse clear and precise language understood by teachers and administratorsDesigned to assess classroom effectivenessDescribe training needed for effective useApply to all grades and subjectsClassroom observationsDetermines at least 31 of the 60 pointsAt least two observations, with one as an unannounced observation, requiredCan occur in-person or by videoSome points may be based on observations by trained independent evaluators or in-school peer teachers
49 Approved RubricsThe NYSUT-developed Rubric is one of ten approved by SED and only one aligned with NY State Teaching Standards!NYSUT Teacher Practice Rubric (NYSUT) – developed by the Innovation InitiativeDanielson’s Framework for Teaching (ASCD)Danielson’s Framework for Teaching 2011 Revised Edition (Teachscape)Marzano’s Casual Teacher Evaluation Model (Learning Sciences International)NYSTCE Frameworks for the Observation of Effective Teaching (NCS Pearson Inc.)CLASSMarshall’s Teacher Evaluation RubricMarzano’s Teacher Practice RubricThoughtful Classroom Teacher Effectiveness FrameworkTeaching & Learning Framework[http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/]
50 SLOs and Teaching Standards Student PopulationStandard 1: Knowledge of Students1.3 b Plans for student strengths, interest and experiences1.3a Meets diverse learning needs of each student1.1b Creates developmentally appropriate lessonsLearning ContentStandard 2: Knowledge of Content and Instructional Planning2.1a Understands key concepts and themes in the discipline2.1b Understand key disciplinary language2.1d Understands learning standards2.3a Designs instruction to meet diverse learning needs of students2.4a and 3.1a Aligns learning standards2.4b Articulates learning objectives/goals with learning standardsTargetStandard 3: Instructional Practice3.3c Implements challenging learning experiences3.4a Differentiate instruction3.4c Implements strategies for mastery of learning outcomesStandard 4: Learning Environment4.2b Establishes high expectations for achievement4.4.c Establishes instructional groupsNYS Teaching Standards align with the SLO process.As teachers develop the SLO using the SLO elements they are articulating evidence for the Teaching Standards. For example in identifying the Student Population you are also providing evidence of meeting diverse learning needs of each students by specifying the assigned students who are included in the SLO. This is evidence for Standards 1 Knowledge of StudentsWhen teachers describe the Learning Content they are providing evidence of understanding of the learning standards and aligning the standards . This is evidence for Standard 2: Knowledge of ContentWhen teachers describe the Target they are showing evidence of challenging learning experiences and expectations for mastery of learning outcomes. This is part of Standard 3 InstructionSo the process of creating and approving SLO”s follows the evidence “presenting evidence” by the teacher and “collecting evidence” by the evaluator for assessing professional practice. – the 60 points portion of the evaluation.
51 SLOs and Teaching Standards BaselineStandard 5: Assessment5.2a Analyzes assessment data5.1b Measures and records student achievement5.3a Accesses and interprets assessments5.4a Understands assessment measures and grading proceduresEvidence5.1a Uses assessments to establish learning goals and inform instruction5.1c Aligns assessments to learning goals5.1d Implements testing accommodations5.2b Uses assessment data to set goals5.4b Establishes an assessment systemHEDI CriteriaStandard 3: Instructional Practice3.3a Establishes high expectations3.3b Articulates measures of success
52 Scoring Ranges for Composite Score points reflect a “Highly Effective” score75-90 points reflect an “Effective” score65-74 reflect a “Developing” score0-64 points reflect an “Ineffective” score
53 Scoring Ranges for Student Growth (20%) 18-20 points if results are well above state average“Highly Effective”9-17 points if results meet state average“Effective”3-8 points if results are below the state average“Developing”0-2 points if results are well below the state average“Ineffective”
54 Scoring Ranges for Local Measures (20%) 18-20 points if results are well above district- adopted expectations“Highly Effective”9-17 points if results meet district expectations“Effective”3-8 points if results below district expectations“Developing”0-2 points if results well below district expectations“Ineffective”
55 Scoring Ranges for Teacher Practice (60%) Scoring ranges set locally“Highly Effective” if performance and results exceed NYS Teaching Standards“Effective” if performance and results meet NYS Teaching Standards“Developing” if performance and results need improvement to meet NYS Teaching Standards“Ineffective” if performance and results do not meet NYS Teaching Standards
56 Thank you for your participation! firstname.lastname@example.org