when the state hands you lemons: making lemonade out of the new appr

When 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

Agenda Elements of Effective Teaching Increase Teacher Effectiveness & Student

Learning Using Data Using Observations

Communicating Effectively Q & A

The New York State Teaching Standards,Adopted January 2011:

1. Knowledge of Students & Student Learning (D1)2. Knowledge of Content & Instructional Planning (D1)3. Instructional Practice (D3)4. Learning Environment (D2)5. Assessment for Student Learning (D1/3)6. Professional Responsibilities (D4)7. Professional Growth (D4)

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

NYSED Teaching Standards and The Framework for TeachingNYSED Teaching Standards Standard 1:Knowledge of Students and Student

FFT-Based Rubrics Domain 1Planning and PreparationElement: B Knowledge of Students

Standard 2: Knowledge of Content and Instructional Planning

Domain 1Planning and Preparation - Element: A, C-D

Standard 3: Instructional Practice Domain 3Instructional Elements - Elements A-F

Standard 4: Learning Environment

Domain 2Classroom Environment - Elements A-E

Standard 5: Assessment for Student Learning

Domain 1 and Domain 3Element 1F, 3 A-E

Standard 6: Professional Responsibilities and Collaboration

Domain 4 Professional ResponsibilitiesElements 4B, 4C, 4F

Standard 7: Professional Growth Domain 4Professional ResponsibilitiesElements 4A, 4C, 4E

Using Data to Drive InstructionWhat 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

Analysis

Action

Assessment DataDriven Culture

New Oceanside APPR

* For teachers instructing Math & ELA Grades 4-8

Oceanside School District’s60 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

24% 14.4

100% 60

Domain 1: Planning & Preparation

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?

Domain 1: Planning & Preparation

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? 

Domain 2: The Classroom EnvironmentConsiderations:•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?

Domain 3: Instruction

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?

Domain 4: Professional Responsibilities

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?

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?

Use APPR’s Data for Effective Teaching & Increased Student Learning

Video Clip

Video Observation Program

Use APPR’s Data for Effective Teaching & Increased Student Learning

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

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

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…?

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

Evidence Binders: The Teaching Portfolio

Contains student work & teacher artifacts

Is aligned to the domains

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?

Activity: •Brainstorm potential artifacts to collect as evidence for each domain.•How could you organize these artifacts?

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, emails)

Takes a leadership role in the school

Community photos

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

How to Speak About Artifacts

Table 4 – Determining SLO Target

What are your goals?

Recommended Websites Engage NY

http://engageny.org/

LiveBinders: Search APPR on LiveBinders for Gilrein & Wolfe’s collection of APPR documents from Engage NY http://www.livebinders.com/

Tuning Protocols Looking at Student Work

http://www.lasw.org/