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Www.engageNY.org Network Team Institute Training on Teacher and Leader Effectiveness From Theory To Action through the Network Team Approach NTI Monday,

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Presentation on theme: "Www.engageNY.org Network Team Institute Training on Teacher and Leader Effectiveness From Theory To Action through the Network Team Approach NTI Monday,"— Presentation transcript:

1 www.engageNY.org Network Team Institute Training on Teacher and Leader Effectiveness From Theory To Action through the Network Team Approach NTI Monday, March 12, 2012

2 www.engageNY.org 2 Regents Reform Agenda College and Career Ready Students Highly Effective School Leaders Highly Effective Teachers Implementing Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice in real time Recruiting, developing, retaining, and rewarding effective teachers and principals Turning around the lowest-achieving schools

3 www.engageNY.org 3 Instructional Shifts Demanded by the Core 6 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity 6 Shifts in ELA/Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary 3 What is the Work? Implementing the Common Core

4 www.engageNY.org 4 Shifts in Assessments 4

5 www.engageNY.org 5 The District’s Role Implementing the Common Core Align supports and accountabilities to the 12 “Shifts” in instruction Use the Common Core Video Series on EngageNY.org and provide the recommended PD Ask all teachers to conduct one CCSS aligned unit this semester Ask all principals to focus their observations of teachers around the shifts Focus observation of principals around the shifts

6 www.engageNY.org Common Core Resources on EngageNY

7 www.engageNY.org Tri-State Rubrics – Math & ELA/ Literacy 7 collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials

8 www.engageNY.org 8 as of 3/5/12; subject to revision NYSED is delivering Curricular Modules Aligned to the Core in ELA & Math Scope and Sequence available in July 2012 P-8 Modules begin arriving in quarter-length chunks beginning in August. 9-12 Modules begin arriving in quarter-length chunks beginning in October. Modules: ELA & Math

9 www.engageNY.org 9 Video Exemplars 9 MaterialsJuly 2012Fall/Winter 2012 Spring/Summer 2013 Winter 2013/14 Common Core Shifts 2 7 11100 Videos Total Teacher Practice Videos 45 114227 Videos Total Principal Practice Videos 2768135 Videos Total Data Driven Instruction 261530 Videos Total Studio Videos24 Videos Total NYSED is delivering more than 500 videos to:  Exemplify CCSS aligned instruction from NYS teachers  Use for calibration of teacher and principal evaluation  Model data driven instruction cycles  Instruct and Inform regarding CCSS, DDI, TLE Videos delivery begins Summer 2012, Continues in Fall 2012 as of 3/5/12; subject to revision

10 www.engageNY.org 10 What is the Work? Implementing Data Driven Instruction Data Driven Culture AssessmentsAnalysisAction “ Tito ate one fourth of a cheese pizza. Tito ate three eighths of a pepperoni pizza… All pizzas were the same size. Luis thinks he ate more than Tito because h didn’t eat any pepperoni pizza…Luis thinks he ate more. Who is correct? Show your mathematical thinking…” 10

11 www.engageNY.org DDI for Impact Common Assessments Transparent Starting Point for Teachers Immediate Turnaround of Interim Results Deep, Concept by Concept Assessment-in-Hand Data Analysis Teacher Action Plans/ Revised Lesson Plans built on Data Analysis Principals facilitate effective Data Analysis Meetings Principals hold teachers accountable for changes in practice 11

12 www.engageNY.org 12 The DDI Implementation Rubric Informs & Supports The DDI Implementation Rubric Informs & Supports

13 www.engageNY.org 13 The District’s Role Implementing Data Driven Instruction Ensure the use of district-wide, common interim assessments aligned to the Common Core Demand that principals foster systems for assessment-in-hand analysis of interim assessment data to drive changes in teacher practice Demand that all principals launch or improve this data driven system. This is not “data” as usual. Support Principal Skill Development in running effective data meetings, creating risk-taking opportunities for teacher reflection, using interim assessment informed lens to observe teachers and give feedback

14 www.engageNY.org 14 What is the Work? Principals Driving Teacher Effectiveness 1.The Principal Collects Objective Evidence 2.The Principal Gives “Evidence-based Feedback” to the Teacher 3.The Reflective Teacher Shifts her practice so that more students learn more.

15 www.engageNY.org 15 The District’s Role Implementing Teacher/ Leader Effectiveness Push the culture of the district to focus on high quality, evidence-based observation and continuous improvement. Establish systems and environments where principals and teachers feel safe to take risks, to use data, to name where they need to improve and to set about doing so. Demand that principals and other teacher supervisors are in classrooms

16 www.engageNY.org 16 NYSED provided training Teacher / Leader Effectiveness Standards-based (ISLLC & NYS Teaching Standards) Structured Goal Setting process using Student Learning Objectives Targeted towards inter-rater reliability for all evaluators Focused on the central/ critical skill of evidence- based observation of practice Built on teacher/principal video and use of case studies/ role play Inclusive of manuals, resources, and guidance on effective scaffolding and interventions of ELLS and Students with Disabilities 16

17 www.engageNY.org as of 3/5/12; subject to revision 20-25% State-provided growth measures or Student Learning Objectives (SLO) 15-20% Locally-selected measures of student growth or achievement 60% Other Measures - Majority of Points from multiple Observations (teachers) or visits plus surveys and records for principals. 17 State-test based measures if they are different from growth measures List of state- approved 3 rd party tests District, regional or BOCES-developed assessments School-wide measures Student Learning Objectives (for State non-tested subjects) Teacher: Other points: Ind/ Peer Observation*, Student/ Parent Feedback*, Student Work*, Teacher Artifacts* Principal: Other options include goals around teacher effectiveness, learning environment or academic 20 25% 20 15% Teacher: Other points: Individual/Peer Observation*, Student/Parent Feedback*, Student Work*, Teacher Artifacts* * Please refer to the Summary of Revised APPR Revisions 2012-13: http://engageny.org/wp-content/uploads/2012/03/nys-evaluation-plans-guidance-memo.pdfhttp://engageny.org/wp-content/uploads/2012/03/nys-evaluation-plans-guidance-memo.pdf Components of the New APPR

18 www.engageNY.org Additional APPR Highlights Scoring bands established in legislation Ineffective on growth and local leads to ineffective overall Timely and expeditious appeals provision APPRs, in prescribed form, must be approved by Commissioner for rigorous adherence to law and regulation Preserves district discretion around probationary teachers and tenure Scoring bands established in legislation Ineffective on growth and local leads to ineffective overall Timely and expeditious appeals provision APPRs, in prescribed form, must be approved by Commissioner for rigorous adherence to law and regulation Preserves district discretion around probationary teachers and tenure

19 www.engageNY.org What is the Process for the Statute and the Regulations? Step 1 Agreement between NYSED and Teachers’ Unions Step 2 Statute to be presented to as part of the Governor’s budget and approved by April 1 Step 3 Regulations presented to the State Regents for the April 23 & 24 meetings Step 4 Implementation of the law September 1?

20 www.engageNY.org 20 APPR Decisions: (Teachers and Principals) Who needs SLOs for growth Which assessment options Determine HEDI categories and points 20 Choose local assessment options Determine HEDI categories and points Pick practice rubric Determine observation and other procedures Determine HEDI categories and points : :

21 www.engageNY.org Setting the day Statute/agreement is about the 100 points 40 points are based on student growth 60 points are based on driving toward the goals ISLLC Standard 1 Mission Vision Goal Setting Action planning

22 www.engageNY.org What does the Statute Endorse? Multiple visits- one unannounced- by various observers Ambitious and measurable goals which drive student growth Quantifiable and verifiable goals which measure academic achievement and or school climate

23 www.engageNY.org Where is it in the Statute? Page 21, lines 4-13 “ (4) A majority of the sixty points for building principals shall be based on a broad assessment of the principal’s leadership and management actions based on a principal practice rubric by the building principal’s supervisor….such assessment must incorporate multiple school visits….with at least one visit conducted by the supervisor and at least one unannounced visit.”

24 www.engageNY.org Where is it in the Statute? Page 21, lines 21-25 “…at least two other sources of evidence from the following options: feedback from teachers, students and/or families using state-approved instruments; school visits by other trained evaluators; and/or review of school documents, records, and/or state accountability processes. “

25 www.engageNY.org Where is it in the Statute? Page 21, lines 21-28 “Any such remaining points shall be assigned based on the results of one or more ambitious and measurable goals set collaboratively with the principals and their superintendents or district superintendents…”

26 www.engageNY.org Where is it in the Statute? Page 22, lines 1-10 “(i) at least one goal must address the principal’s contribution to improving teacher effectiveness…” “(ii) any other goals shall address quantifiable and verifiable improvements in academic results or the school’s learning environment such as student or teacher attendance.”

27 www.engageNY.org ISLLC Standard 1 ISLLC standard 1- An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. The functions are: 1.Collaboratively develop and implement a shared vision and mission. 2.Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning 3.Create and implement plans to achieve goals 4.Promote continuous and sustainable improvement 5.Monitor and evaluate progress and revise plans

28 www.engageNY.org Ron Heifetz – Framework for Change The seven stages of the Change Cycle are: – Stage One: Choosing the Target – Stage Two: Setting Goals – Stage Three: Initiating Action – Stage Four: Making Connections – Stage Five: Rebalancing to Integrate the Change – Stage Six: Consolidating the Learning – Stage Seven: Moving to the Next Cycle

29 www.engageNY.org Jon Kotter – 8 Step Change Model Step One: Create Urgency Step Two: Form a Powerful Coalition Step Three: Create a Vision for Change Step Four: Communicate the Vision Step Five: Remove Obstacles Step Six: Create Short-term Wins Step Seven: Build on the Change

30 www.engageNY.org Practice Leads to Results 60 points 40 points Practice Results

31 www.engageNY.org Changing Teacher and Leader Practice Compliance without quality assurance cannot bring about change…..


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