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Educational Administrator Years in Education Dr. Carl BonusoMany, many years Fred CohenMany, many, many years Dr. Harriet CopelMany, many years Dr. Valerie.

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Presentation on theme: "Educational Administrator Years in Education Dr. Carl BonusoMany, many years Fred CohenMany, many, many years Dr. Harriet CopelMany, many years Dr. Valerie."— Presentation transcript:

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2 Educational Administrator Years in Education Dr. Carl BonusoMany, many years Fred CohenMany, many, many years Dr. Harriet CopelMany, many years Dr. Valerie D’AguannoMany years Dr. Ronald FriedmanMany, many, many years Dr. Robert GreenbergToo many, many years Patricia KoehlerMany, many years Solve for X 2

3  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

4 CohortTeam ADrs. D’Aguanno/Greenberg BCohen/Dr. Copel CDrs. D’Aguanno/Bonuso DTBD-working out the schedule E SDr. Greenberg 4

5  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 5

6 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 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 Review Common Core State Standards, Teaching Standards and the rubrics by which the teaching standards are assessed Use observation skills to focus on Use observation skills to focus on Evidence Collection Evidence Collection Alignment of evidence with Standards Alignment of evidence with Standards Collaboration with colleagues Collaboration with colleagues 6

7 Introductions Introductions Objectives and Agenda Review Objectives and Agenda Review Brief Review of the CCSS in ELA & Mathematics Brief Review of the CCSS in ELA & Mathematics What do administrators need to know? What do administrators need to know? How will instruction be changing in the classroom? How will instruction be changing in the classroom? Shifts in Instruction Shifts in Instruction What does the Commissioner say about the CC? What does the Commissioner say about the CC? Talking w/teachers about data and instruction Talking w/teachers about data and instruction The Wisdom of Practice The Wisdom of Practice 7

8 8  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.  Fred Cohen asked to “tweet” the essence of this presentation.  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!!!!!

9  In Flight 9

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11  The Saber Tooth Curriculum › Table Talk 11

12 Brief overview of the CCLS in ELA and Mathematics 12

13 3 part model for measuring text complexity 13

14 Grade Band Old Lexile Level Lexile Aligned to the CCR Expectations K-1N/A CCR

15 PK-5 Balancing Info & Lit Text 6-12 Building Knowledge in Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary 15

16 1.Balancing informational & Literacy Text 2.Building Knowledge In the Disciplines 3.Staircase of Complexity 4.Text-based Answers 5.Writing from sources 6.Academic Vocabulary 1&2Non-fiction Texts Authentic Texts 3Higher Level of Text Complexity Paired Passages 4&5Focus on command of evidence from text: rubrics and prompts 6Academic Vocabulary Common Core AssessmentsCommon Core Implications 16

17 engageNY – Commissioner King 17

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19 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 19

20 K Actively engage in group reading activities w/purpose & understanding 1 W/prompting & support, read prose & poetry of appropriate complexity 2 By EOY, read & comprehend literature in grades 2-3 text complexity band proficiently w/ scaffolding 20

21 4 By EOY, read & comprehend literature in grades 4- 5 text complexity band proficiently w/scaffolding 5 By EOY, read & comprehend literature at the high end of grades 4-5 band independently and proficiently 6 By EOY, read & comprehend literature, history/social studies texts, science/technical tests, in grades 6-8 band proficiently w/ scaffolding 21

22 7 By EOY, read & comprehend literature,, history/social studies texts, science/technical tests, in grades 6-8 band proficiently w/ scaffolding at the high end of range 8 By EOY, read & comprehend literature, history/social studies texts, science/technical texts, at the high end in grades 6-8 band independently and proficiently 9-10 By the end of grade 9, read and comprehend literature, history/social studies, science/technical texts in grades 9-10 band proficiently w/scaffolding at the high end of range By the end of grade 10, read and comprehend literature, history/social studies, science/technical texts at the high end of grades 9-10 band independently and proficiently 22

23 11-12 By the end of grade 11, read and comprehend literature, history/social studies, science/technical texts in grades 11-CCR band proficiently w/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 23

24 GradesLiteratureInformational K-250% 3-550% % -fiction -poetry -drama -Shakespeare 70% “substantially more literary non-fiction” -essays -speeches -opinion pieces -biographies -journalism -historical -scientific -contemporary events -nature -the arts -Founding Documents 24

25  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 25

26  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 26

27 LevelArgueExplain/InformNarrative Elementary30%35% Middle School35% 30% High School40% 20% These forms are not independent. Informing and arguing rely on using information or evidence drawn from texts. 27

28 Listening and Reading Comprehension by Age 28

29  Gettysburg Activity › Table Talk: From an administrative viewpoint, how will the classroom look different? 29

30 Changes in the CCLS for Mathematics 30

31 Shifts in Mathematics 1.Focus 2.Coherence 3.Fluency 4.Deep Understanding 5.Application 6.Dual Intensity 1Intense Focus 2Linking Back 4, 5, 6 Mathematical Modeling Common Core Assessments Common Core Implications 31

32 32 Grade KK.OA.5 - Add/subtract fact families within 5 11.N.28 - Add/subtract fluency to 101.OA.6 - Add/subtract fact families within N.17 - Fluency to 18 2.N.16 - Add/subtract two-digit numbers, emphasis to A.2 - Add/subtract within 20, mentally Add/subtract within 100, pencil and paper 3 3.N.18 - Add/subtract three-digit numbers, emphasis to Add/subtract within OA.7 - Multiply/divide within N.14 - Add/subtract up to 10,000 4.N.18 - Multiply two-digit by one-digit numbers, 4.N.19 - Multiply two-digit by two digit Add/subtract within 1,000, Multiply four digits by one-digit, multiply two two-digit numbers 5 5.N.16 - Multiply three-digit by three-digit numbers 5.N.17 - Divide one three-digit by one-digit numbers 5.N.23 - Add/subtract/multiply/divide decimals to thousandths Multi-digit multiplication Find quotients up to four-digit dividends and two-digit divisors Add/subtract/multiply/divide decimals to hundredths 66.N.3 - Distributive property 6.NS.2 - Multi-digit division 6.NS.3 - Multi-digit decimal operations 6.NS.4 - Use distribute property with whole numbers 7 7.A.4 - Solve multi-step equations … use distributive 7.EE.4 - Solve equations of the form px + q = r and p(x + q) = r where p, q, and r are rational numbers 8 8.EE.8 - Solve pairs of simultaneous linear equations

33 33 Concept / Skill 2005 NYS Core Curriculum 2010 Common Core Number Systems: Decimals - Comparing & Ordering 4.N.11- Decimal notation to hundredths 4.A.2 - Compare decimals to hundredths using, =; using visual models is part of the process strands (4.R.3) 5.N.8 - Read, write and order decimals to thousandths 5.N.10 - Compare decimals using, or = 4.NF.6 - Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.3 4.NF.7 - Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model a –Read and write decimals to thousandths. 5..3b - Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols Number Systems: Percents - Meaning of 5.N.11 - Understand that percent means part of 100, and write percents as fractions and decimals Not addressed 6.RP.3c - Find a percent of a quantity

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35  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. 35

36 Standard 7 Professional Growth New York State Teaching Standards New York State Teaching Standards 36

37  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 37

38  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 38

39  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” 39

40 Standard 6: Professional Responsibilities Upholds standards and policies Collaborate withcolleagues Communicate & collaborate with families Perform non-instructional duties Complies withlaws and polices 40

41  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 41

42  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 42

43 Performance Indicators Knowledge of Students & Student Learning Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels. A) Describes developmental characteristics of students Knowledge of Students & Student Learning Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels. A) Describes developmental characteristics of students Standards Summary statements Elements 43

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45 1.Danielson's Framework for Teaching - ASCD Model 2.Danielson's Framework for Teaching - Teachscape 3.Marzano's Causal Teacher Evaluation Model 4.NYSTCE Framework for the Observation of Effective Teaching - Pearson 5.NYSUT - Teacher Practice Rubric Approved rubrics: 45

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47 Equity Cultural competence High expectations Developmental appropriateness A focus on individuals, including those with special needs Appropriate use of technology Student assumption of responsibility 47

48 The students should be working harder than the teacher. 48

49 Cognitive Engagement Constructivist Learning 21 st Century Skills 49

50  Discuss the Reading with your colleagues 1. Conley, D. (2011). “Building on the Common Core.” Educational Leadership. Alexandria, VA: ASCD. (pages 16-20) 2. An excerpt from: Tharp, R. G., P. Estrada, S. S. Dalton, and L. A. Yamauchi. (2000). Teaching Transformed. Achieving Excellence, Fairness, Inclusion, and Harmony. Boulder, CO: Westview Press (Pages 30-31) 3. Excerpts from: Donald G. Hackmann “Constructivism and Block Scheduling. Making the Connection.” Phi Delta Kappan: , May ; and “Constructivist Processes and Education” From William F. Brewer, on- line at Education Encyclopedia, Learning Theory: Constructivist Approaches.  Discussion question: How do these texts inform your understanding of the Learner?  Whole group debrief 50

51 Priorities of the Frameworks  Cognitive Engagement › “Effective” = students must be cognitively engaged › “Highly Effective” = cognition, meta-cognition, and student ownership of their learning  Constructivist Learning › Effective and Highly Effective practice must have evidence of learning experiences designed to facilitate students’ construction of knowledge.  21 st Century Skills › Effective and Highly Effective practice must plan for and have evidence of application of college career-readiness skills and dispositions 51

52 LevelState AssessmentsLocal Measures60% Other Measures IneffectiveResults are well- below State average for similar students (or district goals if no State test). Results are well- below district or BOCES-adopted expectations for growth or achievement of student learning for grade/subject Overall performance and results are well below standards. DevelopingResults are below State average for similar students (or district goals if no State test). Results are below district or BOCES- adopted expectations for growth or achievement of student learning standards for grade/subject. Overall performance and results need improvement in order to meet standards. 52

53 LevelState AssessmentsLocal Measures60% Other Measures EffectiveResults meet State average for similar students (or district goals if no State test). Results meet district or BOCES- adopted expectations for growth or achievement of student learning for grade/subject Overall performance and meet standards. Highly Effective Results are well- above State average for similar students (or district goals if no State test). Results are well- above district or BOCES-adopted expectations for growth or achievement of student learning standards for grade/subject. Overall performance and results exceeds expectations. 53

54 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 54

55 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 55

56 Research Findings from Cincinnati (National Bureau of Economic Research, 2010) Teachers have substantial effect on student achievement Correlation between FFT based evaluation and student achievement Evaluation using the FFT found: – Unsatisfactory and Basic: students had lower gains than expected – Proficient: students made expected gains – Distinguished: students made positive, and greater than expected gains 56

57  Read the descriptors for Element III.4 of the rubric  Highlight the words / phrases that distinguish the differences among the levels of performance 57

58 Engagement in Action Video observation: Observe what students are doing that shows evidence of cognitive engagement, constructing meaning, or college-readiness. Collect evidence from the video, be prepared to share your evidence later. 58

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60 Observing and Evaluating Practice The dos and don’ts… 60

61  Quality Assurance  Professional Learning – Improving teacher quality 61

62  What’s wrong with teacher evaluation?  Why hasn’t it traditionally resulted in professional growth?  What conditions support professional growth? 62

63  Fairness  Reliability  Validity 63

64 Observers must understand the Criteria Observers must have a focus on constructing meaning through cognitive engagement Observers must be able to identify appropriate data (evidence) to paint an accurate picture of educators’ work Observer must understand the process including it’s intent or purpose. Observer must follow process with fidelity, engaging the educator in discussion along the way Observer must maintain consistency and fairness from educator to educator Observer must align evidence to appropriate component Observer must level evidence accurately Observer must have sufficient evidence to support rating Observer must have skill in engaging educator in conversation around level and direction for future Basis for observation– Knowledge of the criteria Plan for gathering data – Fidelity to process and procedures End result – Quality of the product 64

65 Quality of work – rubric based criteria Student progress State Assessment Benchmark assessments Common assessments Teacher-made assessments Processes and procedures for gathering information about quality of work Procedures for gathering information about student progress Student learning Teacher rating Direction for professional growth Determination of employment Compensation Career ladder Basis for evaluation Plan for gathering data End result 65

66 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 analysis/teacher-evaluation-2.0/ 66

67  Questions?  Plus/Delta › What worked? › What could be improved? 67

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69  Man on Fire – Data informs practice 69

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72  Man on Fire – Data informs practice  Table Talk – What made Creasy’s analysis effective? 72

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74  Man on Fire – Data informs practice  Table Talk – What made Creasy’s analysis effective? 74

75  Evidence is a factual reporting of events. › It may include teacher and student actions and/or behaviors. › It may also include artifacts prepared by the teacher, students, or others. › It is not clouded with personal opinion or biases. › It is selected using professional judgment by the observer and / or the teacher. 75

76  Verbatim scripting of teacher or student comments: “Bring your white boards, markers and erasers to the carpet and sit on your square.”  Non-evaluative statements of observed teacher or student behavior : Teacher presented the content from the front of room.  Numeric information about time, student participation, resource use, etc.: [9:14 – 9:29] Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29  An observed aspect of the environment: Desks were arranged in groups of four with room to walk between each group. 76

77 Actions, by teacher or students Statements or questions, by teacher or students Observable features of the classroom Review the evidence collected previously – is it evidence? Or opinion? 77

78 Today’s activities are an extension of the math unit. The pacing of the lesson was slow, allowing for student restlessness, disengagement, and disruptive behavior. The new table arrangement encourages concentration and controlled interaction with students. The teacher clearly has planned and organized for maximum effect. As the activity progressed students started calling out, “What should we do next?” The last activity discussed on the key scene was rushed. The teacher said the Civil War was a tragedy for the U.S. civilization. 78

79 Definition: Attaching positive or negative meaning to elements in our environment based on personal or societal influences that shape our thinking. A biased judgment is based on outside influences and is not necessarily related to a teacher’s effectiveness. Example: “Mrs. T does so much for the school, she is an excellent teacher. “ The actual classroom evidence may not support the rating of the teacher as “excellent.” 79

80 Imagine that you are the parent of a school age child. You are walking down the hall of your child’s school while classes are in session. The doors to several rooms are open and you have the opportunity to look in on teachers. What would cause you to think favorably about what you saw and what would cause you to think negatively? Write your response. 80

81  Assessor bias  Leniency  Central Tendency  “Halo” or “Horns” Effect 81

82 Reflection:  As your reflect upon your individual and group responses to these activities, make your own personal list of biases to be aware of when you assess teaching performance.  List your biases in or around the yield sign to remind you not to yield to them when evaluating performance.  Determine if the bias leads you to assign a higher or lower rating when evaluating teacher performance. 82

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84 COLLECT DATA (Evidence) SORT TO ALIGN WITH YOUR RUBRIC Interpret: Clarify Conclusions Impact on learning… Support needed… Impact on learning… Support needed… NO! 84

85  Priorities of the rubrics › Cognitive Engagement › Constructivist Learning › 21 st Century Skills  Review: › What evidence must be collected to assess the priorities listed above? 85

86 Script the lesson in your style Hold conclusions Beware of bias 86

87 Observe the video Collect evidence of Standard 3 Instruction or use your district’s rubric: With a partner, sort your evidence so that it aligns with the appropriate criteria in your rubric for instruction Be prepared to share your evidence 87

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89  Use the self-check questions to review your evidence collection Have I recorded only facts? Is my evidence relevant to the criteria being examined? Whenever possible, have I quantified words such as few, some, and most? Have I used quotation marks when quoting a teacher or student? Does my selection or documentation of evidence indicate any personal or professional preferences? Have I included any opinion (in the guise of fact)? 89

90  With your partner, develop questions you have about the lesson you observed that must be answered before you rate the teacher’s performance?  Be prepared to share your questions 90

91 Please count off 1-4 at your table. 1’s – “Promoting Professional Learning Through Conversation” 2’s – “Assumptions Underlying Professional Conversation and The Demands of Teaching” 3’s – “The Contextual Nature of Teaching” 4’s – “The Role of Feedback” All – “Summary” Danielson, C. (2009). Talk About Teaching. Thousand Oaks, CA: Corwin Press 91

92  Individually › Read the assigned text › Be prepared to share and overview of the text you read with the whole group  Group discussion › Discuss the important concepts and ideas › How do the concepts and ideas in the text relate to teacher observation, evaluation, and professional growth? 92

93 “After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented...The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.” Lee Shulman, The Wisdom of Practice 93

94  Professional learning never ends.  It is every teacher’s responsibility to engage in professional development.  Teaching is so complex that it is never done perfectly.  Every educator can always become more skilled. Making a commitment to do so is part of the essential work of teaching. Charlotte Danielson The Handbook for Enhancing Professional Practice 94

95  Infuse a school’s practices related to professional development;  Be reflected in the school’s practices surrounding mentoring and teacher evaluation; and  Regard mentoring and evaluation as ongoing learning. Charlotte Danielson The Handbook for Enhancing Professional Practice 95

96 “Teacher evaluation can be an opportunity for genuine professional learning. When organized around clearly established and accepted standards of practice, teacher evaluation offers an opportunity for educators to reflect seriously on their practice, and promote learning.” Charlotte Danielson The Handbook for Enhancing Professional Practice 96

97 Discuss the content of the previous four slides with your colleagues. How do you create a culture of professional inquiry in the current climate of teacher accountability? In what ways does the type of questions observers ask of teachers promote – or inhibit – such a climate? Be prepared to share your discussion. 97

98  Return to the questions you and your partner created after observing the math lesson › Reframe your questions to ensure that they are designed to promote a climate of professional inquiry  Work with another pair and try out your questions on one another. Consider the following: › How does the question make you feel? › How might the teacher respond to the question?  Revise your questions as necessary based on feedback. 98

99 Evidence & feedback 99

100  Questions?  Complete the survey Thank you for your participation! 100


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