APPR: Ready or Not

Joan Townley & Andy GreeneOctober 20 and 21, 2011

A brief summary

Airplane in the sky

3 “Gates” -Effective Teacher Evaluation

FAIRNESS

VALIDITY

RELIABILITY

OBSERVATIONVS.

EVALUATION

A little history…. 2000: 8 NYCRR Section 100.2 (o)

Established the requirement for the annual professional performance review of teachers based on the following criteria:

Content knowledge Preparation of instruction Instructional delivery Classroom management Knowledge of student development Student assessment Collaboration Reflective and responsive practice

A little history - continued

It also called for districts to adopt an annual or multi-year professional performance review plan

And then came Race to the Top

Focused on four reform areas Enhancing standards and assessments Improving data systems to support

instruction Recruiting, developing, rewarding and

retaining effective teachers and principals

Turning around the lowest-achieving schools

Race to the Top January 2010: Round One – New York

did not score high enough In preparation for Round Two the

Regents passed emergency measures to 100.2(o) in April 2010

Added student growth as criteria for teacher evaluation under 100.2

Required four rating categories: “HEDI” (highly effective, effective, developing and ineffective)

Education Law 3012-c (May 2010)

Calls for performance reviews of classroom teachers and building principals Student performance data must be

included in these evaluations Evaluations must be based on multiple

measures, including student achievement

Education Law 3012-c - continued Composite effectiveness score (range: 1 –

100) Four rating categories – HEDI Requires evaluator training New requirements for improvement plans Requires districts to establish an appeals

process 2 ineffective ratings = a pattern of

ineffective teaching or performance – subject to expedited disciplinary proceedings

Levels of Performance – “HEDI” –Who is she?

Highly Effective –

Classroom functions as a community of learners with student assumption of responsibility for learning

Levels of Performance

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.

Levels of Performance

Developing –

Teaching shows evidence of knowledge and skills related to teaching – but inconsistent performance

Levels of Performance

Ineffective –

Teaching shows evidence of not understanding the concepts underlying the component

May represent practice that is harmful Requires intervention

Effectiveness Score

Evaluations must result in a single, composite score that incorporates multiple measures of effectiveness related to the criteria included in the regulations of the Commissioner

Effectiveness Score 20% - student growth data on state assessments 20% - other “locally selected measures of student

achievement” determined to be rigorous and comparable across classrooms

60% - other “locally developed measures” through collective bargaining and consistent with standards Including multiple classroom observation by trained

evaluators – could be peer reviewers or video-taped lessons

Might include evidence binders, a review of student work, self-reflection, individual professional growth plan, or surveys of parents and/or students

WHO?

2 Phases: Phase 1: on or after July 1, 2011

Teachers of Common Branch subjects Teachers of ELA (Grades 4 – 8) Teachers of Math (Grades 4 – 8) Principals of the above teachers

Phase 2: for ALL classroom teachers’ and principals’ evaluations done on or after July 1, 2012

“Safe Harbor”

Applies if there is a conflicting provision in a collective bargaining agreement that was in effect 7/1/2010 If so, the agreement controls until a

successor agreement is in place Contracts negotiated after 7/1/2010

must be consistent with 3012-c

NYSUT Lawsuit

June 2011: NYSUT filed lawsuit challenging certain provisions

August 2011: Albany County Supreme Court Justice ruled that part of the regulations are invalid

SED has appealed

Evaluator Training Each individual responsible for

conducting teacher & principal evaluations must receive appropriate training

Only “lead evaluators” must be certified-must be trained and calibrated

All evaluators must be appropriately trained

9 Elements for Evaluator Training New York State Teaching Standards & related

elements Evidence-based observation techniques Use of Student growth percentile model and value

added growth model Application & use of State-approved rubrics Application & use of any assessment tools Application & use of any locally selected measures of

student achievement Use of the Statewide Instructional Reporting System

(SIRS) Scoring Methodology for evaluation –including sub-

components Specific considerations for teachers of ELL and SWD

Rubrics

Used to assess 60% “other measures” List of approved rubrics for teacher

and principal evaluations Variance process for use of existing

and/or new, innovative rubrics

NYS Teaching Standards:

1. Knowledge of students & student learning2. Knowledge of content and instructional

planning3. Instructional practice4. Learning environment5. Assessment for student learning6. Professional responsibilities and

collaboration7. Professional growth

PRIORITIES – NYS TEACHING STANDARDS

Cognitive Engagement – intellectual involvement with content is required

Constructivist Learning – students making meaning & connections – related to outside world & personal future

21st Century Skills – collaboration, communication, critical thinking/problem solving,creativity

How do you evaluate the Standards????

The rubrics – which ever one that is selected – are to be used to evaluate the degree to which teachers are meeting the standards

Standard 3: Instructional Practice

What would make a teacher “highly effective” in this area? What would it like? What would you hear in the classroom? What would the students be doing or

saying?

Common Language

The use of a common language across a district ensures that everyone understands expectations

All evaluators will be using the same template for all teachers

Approved rubrics are aligned to NYS standards

Resources