Presentation on theme: "When the State Hands You Lemons: Making Lemonade Out Of the New APPR"— Presentation transcript:
1When the State Hands You Lemons: Making Lemonade Out Of the New APPR Erin Gilrein, National Board Certified English TeacherJennifer Wolfe, National Board Certified Social Studies Teacher
2Agenda Elements of Effective Teaching Increase Teacher Effectiveness & Student LearningUsing DataUsing ObservationsCommunicating EffectivelyQ & AJen will intro the agenda
3The 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 ArchitectureD1: Plan & Prep blueD2: Class Environ yellowD3: Instruction orangeD4: Prof Resp green
4New NY Teaching Standards Knowledge of Students & Student LearningKnowledge of Content & Instructional PlanningInstructional PracticeLearning EnvironmentAssessment for Student LearningProfessional Responsibilities & CollaborationProfessional GrowthEach Standard links with a corresponding DomainJen
5NYSED Teaching Standards and The Framework for Teaching Standard 1:Knowledge of Students and StudentFFT-Based RubricsDomain 1Planning and PreparationElement: B Knowledge of StudentsStandard 2: Knowledge of Content and Instructional PlanningPlanning and Preparation - Element: A, C-DStandard 3: Instructional PracticeDomain 3Instructional Elements - Elements A-FStandard 4: Learning EnvironmentDomain 2Classroom Environment - Elements A-EStandard 5: Assessment for Student LearningDomain 1 and Domain 3Element 1F, 3 A-EStandard 6: Professional Responsibilities and CollaborationDomain 4 Professional ResponsibilitiesElements 4B, 4C, 4FStandard 7: Professional GrowthDomain 4Professional ResponsibilitiesElements 4A, 4C, 4EJen (talk about data and its role in this chart.)
6Erin so how do we use data responsibly to increase student learning? How not to raise anxiety for the teacher.
7Using 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 ScoresYearly Pre-tests, Post-testsSLO Progress MonitoringStudent Exam HistoriesMy Gradebook- track students’ progressInform instructional strategiesMeasure growth over timeIdentify misunderstandings & measure masteryUse 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?DataDrivenCulture7
8New Oceanside APPR* For teachers instructing Math & ELA Grades 4-8
9Oceanside School District’s 60 Points: Other Measures DomainPercentage of 60 Points60 Point BreakdownDomain 1: Teacher Evidence/Summative Conference24%14.4Domain 2 & 3: Observations52%31.2Domain 4: Teacher Evidence/Summative Conference100%60
10Domain 1: Planning & Preparation Component 1a: Demonstrating Knowledge of Content & PedagogyKnowledge of content and the structure of disciplineKnowledge of prerequisite relationshipsKnowledge of content-related pedagogyComponent 1b: Demonstrating Knowledge of StudentsKnowledge of child and adolescent developmentKnowledge of the learning processKnowledge of students’ skills, knowledge, and language proficiencyKnowledge of students’ interests and cultural heritageKnowledge of students’ special needsComponent 1c: Setting Instructional OutcomesValue, sequence, and alignmentClarityBalanceSuitability for diverse learnersConsiderations: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?
11Domain 1: Planning & Preparation Component 1d: Demonstrating Knowledge of ResourcesResources for classroom useResources to extend content knowledge and pedagogyResources for studentsComponent 1e: Designing Coherent InstructionLearning activitiesInstructional materials and resourcesInstructional groupsLesson and unit structureComponent 1f: Designing Student AssessmentsCongruence with instructional outcomesCriteria and standardsDesign of formative assessmentsUse for planningConsiderations: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?
12Domain 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 LearningComponent 2c: Managing Classroom ProceduresComponent 2d: Managing Student BehaviorComponent 2e: Organizing Physical SpaceComponent 2a: Creating an Environment of Respect and Rapport
13Domain 3: Instruction Considerations: Component 3a: Communicating with StudentsComponent 3b: Using Questioning and Discussion TechniquesComponent 3c: Engaging Students in LearningComponent 3d: Using Assessment in InstructionComponent 3e: Demonstrating Flexibility and ResponsivenessConsiderations: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?
14Domain 4: Professional Responsibilities Component 4a: Reflecting on TeachingAccuracyUse in future teachingComponent 4b: Maintaining Accurate RecordStudent completion of assignmentStudent progress in learningNon-instructional recordsComponent 4c: Communicating with FamiliesInformation about the instructional programInformation about individual studentsEngagement of families in the instructional programConsiderations: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?
15Domain 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 CommunityRelationships with colleaguesInvolvement in a culture of professional inquiryService to the schoolParticipation in school and district projectsComponent 4e: Growing and Developing ProfessionallyEnhancement of content knowledge and pedagogical skillReceptivity to feedback from colleaguesService to the professionComponent 4f: Showing ProfessionalismIntegrity and ethical conductService to studentsAdvocacyDecision makingCompliance with school and district regulations
16Use APPR’s Data for Effective Teaching & Increased Student Learning Danielson’s DomainsSpecific Evidence from VideoDomain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities
17Video Observation Program Video ClipVideo Observation Program
18Use APPR’s Data for Effective Teaching & Increased Student Learning Danielson’s DomainsSpecific Evidence from VideoDomain 1: Planning & PreparationDomain 2: Classroom EnvironmentDomain 3: InstructionDomain 4: Professional Responsibilities
19Communication Effectively: Warm Feedback Specifically name what is effectiveName what is workingPoint out where the teacher successfully met his/her goal and provide specific evidenceDon’t criticize or compliment
20Communicating 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 improvementAsk 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
21Hints 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…?
22APPR 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 WordsStandardDomain
23Evidence 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 artifactsIs aligned to the domainsActivity:Brainstorm potential artifacts to collect as evidence for each domain.How could you organize these artifacts?
24Artifact Examples Domain 1: Planning & Preparation PDPs to increase content knowledgeDemonstrating knowledge regarding student needs, development (IEP, ESL, 504)Utilizes engaging strategies, materialsStrong lesson, unit structureUsing data to inform instructionEffective use of resourcesDomain 4: Professional ResponsibilitiesParticipates in school & community eventsKeeps accurate recordsReflects on instructionCommunicates effectively with parents & stakeholders- 2 way communication (contact log with outcomes, phone, s)Takes a leadership role in the schoolCommunity photos
25How to Speak About Artifacts DescriptionAccurate and precise explanationClear & logical ordering of elements or features of the activity, concept, or strategy describedIncludes supporting features/elements that would allow one to ‘see’ what is describedAnalysisInvolves interpretation & examination of why the elements or events described are the way they areThe focus is not what happened, but why it happenedReflectionAlways suggests self-analysis or retrospective consideration of one’s teaching practiceConsiders possible changes and reasons whyFocuses on how this information will influence future instruction
26Table 4 – Determining SLO Target Example 1Student 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 2Student 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.