APPR Next Steps NYSUT WNYRO Winter Leadership Conference 2 March 2013 Elizabeth Vignaux SLOs 60 pts TIPs Appeals Best Practices to Survive APPR

What we need to do O Make sure teachers understand the process O Make sure teachers are an integral part of the process O Make sure there is ongoing evaluation of the APPR process

O Make sure that teachers are maintaining contemporaneous records of their APPR experience O Make sure that teachers and the union play a role in the ongoing review of the APPR O Make ourselves indispensible to the success of the APPR process

APPR Framework O There is a committee to review the plan and any related district policies/procedures O There is a mechanism to identify and/or create assessments O The district has identified teachers covered by APPR O There is a process to notify teachers of their APPR obligations O Procedures are in place to address unique/unexpected issues as they arise

APPR: Environment O Teachers are viewed as the experts in their content area O All participants are free to share ideas, express concerns, make recommendations and provide feedback O APPR is an evolving process O There is a process in place to identify where the APPR works well and where there can/should be improvement O Teachers have the time to analyze data and solve problems O Professional development is available for everyone involved in APPR

APPR: Preparation O There is an ongoing training program for all affected teachers O The parties continually evaluate and revise (as necessary) the training program

APPR: Data O Student rosters are provided and confirmed in a timely manner O Data necessary for SLO development is available to the teachers O Data is shared between staff members with common student populations

APPR: Assessments O Assessments do not drive the SLO O Teachers are allowed/encouraged to use assessments that measure what they teach O Teachers can determine whether to administer a pre-assessment or use prior year data O There is a system in place to support the development of locally-created assessments O Selection of the type of assessment used is appropriate (paper vs. performance) and teacher-driven O Pre and post assessments are strongly aligned O Assessments do not unduly interfere with instruction (for both teachers and students)

APPR: Targets O Process is understood by teachers O Targets are population-specific O Targets are set by teachers O Teachers understand what they have to do to reach each HEDI category O Targets are based on available data

APPR: SLO Development O The process is transparent O Dates and expectations are clear O Procedures for review are known O There is a process for resolving disputes O Circumstances for changing learning content are identified O District policies governing population issues are clear to teachers O Approvals are timely O Teachers are well-informed of the status of their SLOs

APPR: SLOs as Evidence O Reflection on SLO creation and implementation is part of the teacher’s “60 points” O SLO documentation is used as evidence of teacher practice (artifact collection) O Teachers discuss SLOs on a professional basis (faculty meetings, team/department meetings etc.)

APPR: Observations O Dates are clear O Teachers know what to expect during an observation O Teachers are prepared for pre- observation meetings O Teachers know their rights in an unannounced observation O Teachers know who will be conducting observations O Teachers are provided with appropriate feedback O There is a process to resolve disputes

APPR: Other Evidence O Teachers know how to gather appropriate evidence for an artifact collection O Teachers know how to write a goal O Teachers know how to document self-reflection O Teachers can effectively discuss how their work aligns to the teaching standards O Teachers are prepared for their meeting(s) with evaluators

APPR: Math O HEDI points are calculated correctly O Rubric scores are correctly converted to the 60 point scale O Everything “adds up” O Teachers understand how the scores were established

APPR: TIPS O Teachers are comfortable having the union be part of the TIP development O Evaluators are clear about the reasons for the TIP O The professional development required in the TIP is appropriate O Professional development is differentiated O Teachers are encouraged to actively participate in the creation of the TIP O TIPs include a process for review and alteration

APPR: Appeals O Teachers are aware of their right to file an appeal O The “decider” on appeals is perceived to be objective O Members feel confident that the appeal process is fair