LCSD APPR Introduction:

NYS Teaching Standards and theFramework for Teaching Rubric

Welcome!

Please be seated in the color-coded area (marked off by colored bows)

which is indicated on the cover of your packet.

Familiarity with ◦ Changes to NYS APPR Regulations◦ Evaluation criteria for the Multiple Measures

section of APPR (60 points)◦ The NYS Teaching Standards◦ The Framework for Teaching Rubric

Resources for more information

Goals for Today’s Work

Overview of NYS Reform Policies Introduction to APPR parts and rules NYS Teaching Standards and Elements

◦ See and Hear Framework for Teaching Rubric

◦ Proficient and Distinguished

AGENDA

NYS Reform Policies

Common Core Learning

Standards

Data Informed Instruction

Teacher/Leader

Effectiveness

► Evaluators know and look for the content of CCLS during observations►Leaders are knowledgeable and look for the ELA & math shifts during observation►Leaders look for text-based questioning►Leaders look for cognitive engagement, constructivist learning and 21st century skills

►Interim assessments reflect CCLS►Teacher and leaders analyze results within 48 hours►An action planned is calendared to address CCLS weaknesses►Leaders and teachers develop a culture around data

►State and local assessments are worth 40% of teacher evaluation►Evidence based observation and documentation of meeting NYS teaching standards ►The goal of APPR is to improve instruction through a team approach and individualized, focused Professional Development

School ChangeIncrease College and

Career Readiness

60EBOP, etc.

20 - 25Growth

20 - 15Local

100

Annual Professional Performance Review

Standards for

Rating Categorie

s

HEDI Definitions Points Bands

Highly Effective

Overall performance and results exceed standards. 91-100

EffectiveOverall performance and results meet standards. 75-90

Developing

Overall performance and results need improvement in order to meet standards.

65-74

Ineffective

Overall performance and results do not meet standards.

0-64

Composite Scores

EL

A S

cale

Sco

re

2011 2012

Proficiency

In a growth model, we look at how all students with similar scores in one year (or several years) do when compared to each other

In this example, we take one student from the previous slide and see how all students with that score in 2011 performed in 2012.

This tells us whether the change in scores between two years is average or above or below average.

Above Average

Below Average

Average

20-25 pts for Growth: NYS Growth Model

8

Growth Model: Student Growth Percentiles (SGP) Defined

Student 2010 Score 2011 Score SGP

5 600 650 98

6 650 650 42

7 675 650 20

8 700 650 3

Student 2010 Score 2011 Score SGP

1 625 600 10

2 625 625 40

3 625 650 70

4 625 675 95

More information to come Everyone except grades 4-8 ELA and Math

teachers will need these next year Status: determining SLO structures and

processes District will provide training, time, and

guidance to write these by mid-October Will be based on state test, if your course is

associated with one

20 pts for Growth: Student Learning Objectives

20 pts if no Value-Added Score available for your course

15 pts if a Value-Added Score is available for your course (model expected for grades 4-8 ELA and Math in 2012-13)

NYS planning to add assessments for core content areas: e.g., 6-8 SS, 6-8 Science, 9-10 ELA (budget prevented additions this year)

Local 20 – 15 pts. – Negotiated

Each teacher must be assessed for each NYS Teaching Standard every year.

A NYS-approved rubric (negotiated) must be used to assess teachers.

The rubric determines the criteria for Ineffective, Developing, Effective, and Highly Effective ratings.

The selected rubric is used to assess observations of practice and structured reviews of artifacts.

Multiple Measures 60 pts - Negotiated

Find the element that is written on the front of your packet near the color of your standard (We combined a few elements so some of you have multiples)

Locate the list of Standards and Elements in your packet to read your assigned element

Gather near the chart paper for your element to find your working group

Write the description of the element on the chart paper

NYS Teaching Standards

Create a display describing what teachers and students would “look like and sound like” while effectively meeting this standard element.

Possible Layout2.5 – Designs relevant instruction that connects students’

prior understanding and experiences to new knowledgeTeacher Actions Student Actions

Teaching Standards◦ Elements◦ Performance Indicators

Framework for Teaching◦ Domain◦ Component◦ Elements◦ Levels of Performance (Distinguished, Proficient,

Basic, Unsatisfactory) One to one correspondence with (Highly Effective,

Effective, Developing, Ineffective)

Some Helpful Vocabulary

NYSED Teaching Standards FFT-Based Rubrics

Standard 1: Knowledge of Students and Student LearningElements 1.1-1.6

Domain 1: Planning and PreparationComponent 1B: Knowledge of Students

Standard 2: Knowledge of Content and Instructional PlanningElements 2.1-2.6

Domain 1: Planning and PreparationComponents 1A, 1C-1E

Standard 3: Instructional Practice Elements 3.1-3.6

Domain 3: Instruction Components: 3A-3F

Standard 4: Learning Environment Elements 4.1-4.4

Domain 2: Classroom EnvironmentComponents: 2A-2E

Standard 5: Assessment for Student LearningElements 5.1-5.5

Domains 1,3,4,5Components 1F, 3D, 4A, 5C

Standard 6: Professional Responsibilities and CollaborationElements 6.1-6.5

Domain 4: Professional ResponsibilitiesComponents 4B, 4C, 4F

Standard 7: Professional Growth Elements 7.1-7.4

Domain 4: Professional ResponsibilitiesComponents 4A, 4C, 4E

Crosswalk Between NYSED Teaching Standards and the Framework for Teaching-Based Rubrics

Use the Crosswalk Between the NYSED Teaching Standards and the Rubric to find the criteria for Proficient (Effective) and Distinguished (Highly Effective) associated with your element.

On your new chart paper, detail the differences between Proficient and Distinguished as described in the rubric.

Now apply the rubric to your element description:o Add new descriptors or examples of Distinguished

teaching on the new chart paper

Framework for Teaching Rubric

Take the remaining time to read and take notes on other descriptions of Effective and Highly Effective teaching.

We provided note-taking sheets for each element in the back of your packet.

Please remember that you can leave sticky note questions on the back doors of the auditorium.

You will receive a feedback form electronically.

Thank you for your participation!

Gallery Walk