Superintendent’s DayAPPR

Objectives

APPR OverviewDive into the Danielson Rubric!Reflect on practiceSLO Review

Reflecting on Your Current State

How would you characterize your familiarity with the Danielson Rubric? When preparing and planning you lessons? Establishing and maintaining a student centered

environment? Using assessment to create meaningful learning

experiences? Reflecting on teaching and professional

responsibilities?

Current State Self-Assessment

1. Getting started

2. Hitting some hurdles

3. You’ve found your pace

4. You’re a champion!

Elements

Framework Vocabulary Review

Planning and Preparation

Component 1a. Demonstrating knowledge of content and pedagogy

A) Knowledge of content and structure of the disciplineB) Knowledge of prerequisite relationshipsC) Knowledge of content-related pedagogy

Domains

Components

Warm-up

Read the cards given to your group.Use a sticky note to write the component, and if

possible, the component and the level of performance represented on the card.

Put the sticky note on the BACK of the card.

***HINT***Yellow cards are domain 2 Pink cards are domain 3

Warm-up

Pass your cards to the next table group. Read each new card and determine the

component, element and, if possible the performance level indicated by the scenario on the card.

Look at the sticky note on the back of the card. Do you agree with the previous group?

Evidence on Stage: Just the Facts!

Evidence is a factual reporting of events. It may include: verbal comments from teacher or student teacher and student actions and behaviors artifacts prepared by the teacher, students

or others. It is not clouded with personal opinion or

bias.

Types of Evidence

There are typically

four types ofevidence

you can collectduring an

observation

1. Verbatim scripting of teacher or student comments“Can the person in the two position at each group collect materials?”

2. Non-evaluative statements of observed teacher of student behaviorThe teacher stated the learning outcome at the beginning of the lesson.

3. Numeric information about time, student participation, resource use, etcEight minutes were spent taking attendance.

4. An observed aspect of the learning environmentSample questions based on Bloom’s taxonomy are posted on a chart at the front of the room

Is this evidence?

is this evidence.pdf

A Framework for Teaching:Components of Professional Practice

Domain 4: Professional Responsibilities

a. Reflecting on teachingb. Maintaining accurate recordsc. Communicating with familiesd. Participating in a professional

Communitye. Growing and developing professionallyf. Demonstrating professionalism

Domain 3: Instructiona. Communicating with studentsb. Using questioning and discussion

techniquesc. Engaging students in learningd. Using assessment in instructione. Demonstrating flexibility and

responsiveness

Domain 1: Planning and Preparationa. Demonstrating knowledge of content

and pedagogy b. Demonstrating knowledge of studentsc. Setting instructional outcomesd. Demonstrating knowledge of resourcese. Designing coherent instructionf. Designing student assessments

Domain 2: The Classroom Environmenta. Creating an environment of respect

and rapportb. Establishing a culture for learningc. Managing classroom proceduresd. Managing student behaviore. Organizing physical space

Domain 1: Planning and Preparation

Formal Observation- Pre-conference form that contains questions that cover all components of domain 1.

Domain 2: Classroom Environment

ACTIVITY: Evidence Idea Exchange

PART I:Study your assigned component using the

rubrics. Generate a list of 3 examples of evidence

(statements, actions, artifacts, strategies) teachers or students might provide for this component.

ACTIVITY: Evidence Idea Exchange

PART II Assign a “runner” to take your chart to another

table to gather one more evidence example to add to your list. Continue as directed by facilitator.

Domain 2: Classroom Environment

ACTIVITY: Evidence Idea Exchange

PART III Each runner returns to original group and shares

new ideas. Choose 3 “best of the bunch” examples to share

with the whole group. Explain what criteria makes this piece of evidence proficient or distinguished.Domain 2:

Classroom Environment

Domain 3: Instruction

ACTIVITY: Digging Deeper into Domain 3

Read from available rubric then: Identify essential understandings an observer needs to know about

this componentDescribe any possible misconceptions an observer or teacher may

haveDescribe:

What would students be doing/saying?What would teachers be doing/saying to support students?

Jigsaw Share

ACTIVITY: Jigsaw Share of Digging Deeper into Domain 3

In your new groups, shareEssential understandings

Possible misconceptions

Specific examples of evidence from teacher or students

Domain 4: Reflection and Professional Responsibilities

New APPR Document to keep track of domain 4 items

Reflections

How will knowledge of the rubric impact planning and instruction?

Switching Gears… from Teacher Observationto SLOs

A student learning objective is an academic goal for a teacher’s students that is set at the start of a course.

It represents the most important learning for the year (or, semester, where applicable).

It must be specific and measurable, based on available prior student learning data, and aligned to Common Core, State, or national standards, as well as any other school and district priorities.

Teachers’ scores are based upon the degree to which their goals were attained.

NYSED SLO FrameworkSource: Page 4 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

NYSED SLO Framework

All SLOs MUST include the following basic components:

Student Population Which students are being addressed?

Learning ContentWhat is being taught? CCSS/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?

Interval of Instructional Time

What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?

EvidenceWhat assessment(s) or student work product(s) will be used to measure this goal?

BaselineWhat is the starting level of learning for students covered by this SLO?..\CRCS SLOs\SLO Sample Roster.xlsx

Target(s)What is the expected outcome (target) by the end of the instructional period?

HEDI CriteriaHow will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?

Rationale Why choose this learning content, evidence and target?

Setting Targets

Things to consider when setting targets: Pretest scores Prior academic history Absenteeism rate IEP/504 status How have students in this teachers course performed in the

past? How similar students performed on the same assessment in

the past can also help you to predict target scores for current students

New York SLO Development Guide

The Quality Rating Rubric

Additional Resources can be found at :http://engageny.org/resource/student-learning-

objectives/

Sample SLOs: http://www.engageny.org/resource/student-learning-objective-samples-from-new-york-state-teachers-2012-13

Additional Resources