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When the State Hands You Lemons: Making Lemonade Out Of the New APPR

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Presentation on theme: "When the State Hands You Lemons: Making Lemonade Out Of the New APPR"— Presentation transcript:

1 When the State Hands You Lemons: Making Lemonade Out Of the New APPR
Erin Gilrein, National Board Certified English Teacher Jennifer Wolfe, National Board Certified Social Studies Teacher

2 Agenda Elements of Effective Teaching
Increase Teacher Effectiveness & Student Learning Using Data Using Observations Communicating Effectively Q & A Jen will intro the agenda

3 The New York State Teaching Standards,
Adopted January 2011: Knowledge of Students & Student Learning (D1) Knowledge of Content & Instructional Planning (D1) Instructional Practice (D3) Learning Environment (D2) Assessment for Student Learning (D1/3) Professional Responsibilities (D4) Professional Growth (D4) Erin will do the Architecture D1: Plan & Prep blue D2: Class Environ yellow D3: Instruction orange D4: Prof Resp green

4 New NY Teaching Standards
Knowledge of Students & Student Learning Knowledge of Content & Instructional Planning Instructional Practice Learning Environment Assessment for Student Learning Professional Responsibilities & Collaboration Professional Growth Each Standard links with a corresponding Domain Jen

5 NYSED Teaching Standards and The Framework for Teaching
Standard 1:Knowledge of Students and Student FFT-Based Rubrics Domain 1 Planning and Preparation Element: B Knowledge of Students Standard 2: Knowledge of Content and Instructional Planning Planning and Preparation - Element: A, C-D Standard 3: Instructional Practice Domain 3 Instructional Elements - Elements A-F Standard 4: Learning Environment Domain 2 Classroom Environment - Elements A-E Standard 5: Assessment for Student Learning Domain 1 and Domain 3 Element 1F, 3 A-E Standard 6: Professional Responsibilities and Collaboration Domain 4 Professional Responsibilities Elements 4B, 4C, 4F Standard 7: Professional Growth Domain 4Professional Responsibilities Elements 4A, 4C, 4E Jen (talk about data and its role in this chart.)

6 Erin so how do we use data responsibly to increase student learning?
How not to raise anxiety for the teacher.

7 Using Data to Drive Instruction
What data can I access? How do I use this to inform instruction? State-wide/School-wide/My Class State Test Scores Yearly Pre-tests, Post-tests SLO Progress Monitoring Student Exam Histories My Gradebook- track students’ progress Inform instructional strategies Measure growth over time Identify misunderstandings & measure mastery Use Implementation Rubric to spur discussion. Use Increasing Rigor as a checklist- what do you do? What can you try tomorrow? How can data make your APPR plan more meaningful to you, your teachers and the students? Data Driven Culture 7

8 New Oceanside APPR * For teachers instructing Math & ELA Grades 4-8

9 Oceanside School District’s 60 Points: Other Measures
Domain Percentage of 60 Points 60 Point Breakdown Domain 1: Teacher Evidence/Summative Conference 24% 14.4 Domain 2 & 3: Observations 52% 31.2 Domain 4: Teacher Evidence/Summative Conference 100% 60

10 Domain 1: Planning & Preparation
Component 1a: Demonstrating Knowledge of Content & Pedagogy Knowledge of content and the structure of discipline Knowledge of prerequisite relationships Knowledge of content-related pedagogy Component 1b: Demonstrating Knowledge of Students Knowledge of child and adolescent development Knowledge of the learning process Knowledge of students’ skills, knowledge, and language proficiency Knowledge of students’ interests and cultural heritage Knowledge of students’ special needs Component 1c: Setting Instructional Outcomes Value, sequence, and alignment Clarity Balance Suitability for diverse learners Considerations: What are the number, ages, and grades of the students in the class?  What are the relevant characteristics of this class that influenced your instructional strategies for this lesson: ethnic, cultural, and linguistic diversity; the range of abilities of the students; the personality of the class? What are the instructional challenges represented by these particular students?   How does the information about this particular class influence what happens day-to-day?

11 Domain 1: Planning & Preparation
Component 1d: Demonstrating Knowledge of Resources Resources for classroom use Resources to extend content knowledge and pedagogy Resources for students Component 1e: Designing Coherent Instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure Component 1f: Designing Student Assessments Congruence with instructional outcomes Criteria and standards Design of formative assessments Use for planning Considerations: What texts, assignments, and strategies did you use to accomplish your instructional goals? What are the instructional goals for this particular lesson, how did they fit into your long-term goals and any thematic connections, and what is your rationale for for selecting this sequence of activities? To what extent did you achieve the goals you set? 

12 Domain 2: The Classroom Environment
Considerations: What are the relevant features of your teaching context that influenced the selection of this instruction? (e.g., available resources such as technology, scheduling of classes, room allocation—own classroom or shared space) What were the specific procedures and teaching strategies you used in this lesson, including those used to foster student participation in the whole-class interaction or small group discussion? What were your reasons for those choices? How do you ensure fairness, equity, and access for all students in your class? Component 2b: Establishing a Culture for Learning Component 2c: Managing Classroom Procedures Component 2d: Managing Student Behavior Component 2e: Organizing Physical Space Component 2a: Creating an Environment of Respect and Rapport

13 Domain 3: Instruction Considerations:
Component 3a: Communicating with Students Component 3b: Using Questioning and Discussion Techniques Component 3c: Engaging Students in Learning Component 3d: Using Assessment in Instruction Component 3e: Demonstrating Flexibility and Responsiveness Considerations: How did your assessment and feedback to the student promote growth? How do your assessment approach(es) and feedback connect with your instructional goals? Given this student’s responses, what will you do as a teacher to build on what the student has already accomplished at any given point?

14 Domain 4: Professional Responsibilities
Component 4a: Reflecting on Teaching Accuracy Use in future teaching Component 4b: Maintaining Accurate Record Student completion of assignment Student progress in learning Non-instructional records Component 4c: Communicating with Families Information about the instructional program Information about individual students Engagement of families in the instructional program Considerations: To what extent did you achieve the lesson’s goal or goals? How do you know? What was a successful moment in the class? Why? What would you do differently, if anything, if you were to re-teach this particular lesson? What was the influence of the lesson’s outcome on future instruction of this class or members of this class? How do you maintain two-way communication with families and interested adults?

15 Domain 4: Professional Responsibilities
Considerations: Can you demonstrate: -your work with students’ families -your work with the community -your development as a learner and/or collaborator and/or leader -your efforts to establish and maintain partnerships with students’ families and the community -your growth as a learner -your work that you do with other teachers at a local, state, or national level; -what you do outside of the classroom (or beyond explicit student instruction) And how this impacts student learning? Component 4d: Participating in a Professional Community Relationships with colleagues Involvement in a culture of professional inquiry Service to the school Participation in school and district projects Component 4e: Growing and Developing Professionally Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession Component 4f: Showing Professionalism Integrity and ethical conduct Service to students Advocacy Decision making Compliance with school and district regulations

16 Use APPR’s Data for Effective Teaching & Increased Student Learning
Danielson’s Domains Specific Evidence from Video Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

17 Video Observation Program
Video Clip Video Observation Program

18 Use APPR’s Data for Effective Teaching & Increased Student Learning
Danielson’s Domains Specific Evidence from Video Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

19 Communication Effectively: Warm Feedback
Specifically name what is effective Name what is working Point out where the teacher successfully met his/her goal and provide specific evidence Don’t criticize or compliment

20 Communicating Effectively: Cool Feedback
Rather than telling the teacher what needs more thought or consideration, ask him/her questions to prompt him/her to think more about what needs improvement Ask the teacher to consider “What if…” or “I wonder what would happen if…” Provide statements or questions that tune the teacher into areas of disconnects, gaps, dilemmas, or other areas that need improvement

21 Hints for Probing Questions
Why do you think this is the case? What sort of an impact do you think…? How was… different from…? What might you see happening in your classroom if…? What would have to change in order for…? How did you decide/determine/conclude? What’s another way you might…? What would it look like if…? What do you think would happen if…? What criteria did you use to…?

22 APPR Scenarios Take a Look at the APPR Scenarios in your packet.
How could you encourage a teacher to think about the steps he/she could take to improve effectiveness? Tuning Words Standard Domain

23 Evidence Binders: The Teaching Portfolio
For each artifact, remember: Why is this important? What impact did this have on my students? On student learning? How do I know this was successful in impacting my students’ learning? Contains student work & teacher artifacts Is aligned to the domains Activity: Brainstorm potential artifacts to collect as evidence for each domain. How could you organize these artifacts?

24 Artifact Examples Domain 1: Planning & Preparation
PDPs to increase content knowledge Demonstrating knowledge regarding student needs, development (IEP, ESL, 504) Utilizes engaging strategies, materials Strong lesson, unit structure Using data to inform instruction Effective use of resources Domain 4: Professional Responsibilities Participates in school & community events Keeps accurate records Reflects on instruction Communicates effectively with parents & stakeholders- 2 way communication (contact log with outcomes, phone, s) Takes a leadership role in the school Community photos

25 How to Speak About Artifacts
Description Accurate and precise explanation Clear & logical ordering of elements or features of the activity, concept, or strategy described Includes supporting features/elements that would allow one to ‘see’ what is described Analysis Involves interpretation & examination of why the elements or events described are the way they are The focus is not what happened, but why it happened Reflection Always suggests self-analysis or retrospective consideration of one’s teaching practice Considers possible changes and reasons why Focuses on how this information will influence future instruction

26 Table 4 – Determining SLO Target
Example 1 Student A receives a score of 12/100 on the pre-test in Spanish 3, a class for which you will be measured. His target score for the final exam, based on table 4, is 35/100. This means that student A must achieve at least a 35 on his final exam in order to count towards the teacher’s success on the SLO. Example 2 Student B is a student taking Chemistry. You administer the pre-test in Chemistry and the student receives an 80/100 on this pre-test, indicating that he/she is a strong Science student (and probably that your pretest was too easy) Utilizing table 4 you see that this student is in the 61 and above category, which means she must achieve an 85 or higher on the final exam to meet her target score.

27 What are your goals?

28 Recommended Websites Engage NY
LiveBinders: Search APPR on LiveBinders for Gilrein & Wolfe’s collection of APPR documents from Engage NY Tuning Protocols Looking at Student Work



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