Race To The Top

20 th Century Education vs. 21 st Century Education

Deliverable #1

NYS Common Core Learning Standards

NYS ELA Common Core Learning Standards

Summarized Objectives in ELA for the Next Six Months are: Materials: Shift in what students are reading – within existing materials Reading lists include a balance of literature and informational text Teachers: Shift in student questions Shift to 80% of questions asked as text-dependent Students: Evidence of close reading Close encounters with sufficiently complex text demonstrated through writing to inform or argue using evidence from text.

NYS Mathematics Common Core Learning Standards

Summarized Objectives in Mathematics for the Next Six Months are: Materials: Focus Clear indication of fewer concepts at each grade level represented by curriculum documents, district formative assessments Teachers: Identify focus areas and fluencies of grade level Shift in time spent on areas of in-depth instruction Students: Demonstrated fluency and understanding Display fluencies for the grade level and understand focus areas

Deliverable #2

Marching Band Theme

What is Data-Driven Instruction

T HE F OUR K EYS Data-Driven Instruction at its Essence: Assessments Analysis Action in a Data-Driven Culture

A SSESSMENT B IG I DEAS : Standards (and objectives) are meaningless until you define how to assess them. Because of this, assessments are the starting point for instruction, not the end.

A SSESSMENTS : P RINCIPLES FOR E FFECTIVE A SSESSMENTS C OMMON I NTERIM : At least quarterly Common across all teacher of the same grade level T RANSPARENT S TARTING POINT Teachers see the assessments in advance The assessment define roadmap for teaching

A SSESSMENTS : P RINCIPLES FOR E FFECTIVE A SSESSMENTS A LIGNED T O : To state test (format, content & length) To instructional sequence (curriculum) To college –ready expectations R E - ASSESSES Standards that appear on the first interim assessment appear again on subsequent interim assessments.

T HE F OUR K EYS Assessments (Interim, Transparent, Aligned, Re-Assess) Analysis Action in a Data-Driven Culture

A NALYSIS : I MMEDIATE : Ideal 48 hours, max 1 week turnaround U SER -F RIENDLY : data reports are short but include analysis at question level, standards level and overall T EACHER -O WNED analysis T EST - IN -H AND analysis: teacher & instructional leader together D EEP : moves beyond “what” to “why”

Unit and Lesson Planning Aligned with state standards curriculum materials Delivery of Instruction Teachers orchestrate learning experiences for students Formative Assessments: Teachers check for student understanding minute by minute, day by day Interim Assessments More formal testing, usually quarterly to check for student proficiency Data Analysis Teachers look at interim assessment results, plan improvements, and identify struggling students Follow-Up Teachers re-think, re-teach and get extra help for student who need it Summative Assessments Unit tests, grades, and high-stakes state tests

T HE F OUR K EYS Assessments (Interim, Transparent, Aligned, Re-Assess) Analysis (Quick, User-friendly, Teacher-owned, Test-in-hand, Deep) Action in a Data-Driven Culture

A CTION : P LAN : new lessons based on data analysis A CTION P LAN : implement what you plan (dates, times, standards & specific strategies O NGOING A SSESSMENT : in-the-moment checks for understanding to ensure progress A CCOUNTABILITY : observe changes in lesson plans, classroom observations, in-class assessment E NGAGED S TUDENTS : know end goal, how they did, and what actions they’re taking to improve

T HE F OUR K EYS Assessments (Interim, Transparent, Aligned, Re-Assess) Analysis (Quick, User-friendly, Teacher-owned, Test-in-hand, Deep) Action (Action Plan, Ongoing, Accountability, Engaged) in a Data-Driven Culture

B IG P ICTURE Data drives good teaching. The name of the game is to … Match the right strategy… At the right time… With the right student … And to repeat this process for all students all the time.

D ATA -D RIVEN C ULTURE : A CTIVE L EADERSHIP TEAM : teacher-leader data analysis meetings; maintain focus I NTRODUCTORY PD: what (assessments) and how (analysis and action) C ALENDAR : done in advance with built-in time for assessment, analysis, and action (flexible)

D ATA -D RIVEN C ULTURE : O NGOING PD: aligned with data-driven calendar: flexible to adapt to student learning needs B UILD BY B ORROWING : Identify and implement best practices from high-achieving teachers and schools

T HE F OUR K EYS Assessments (Interim, Transparent, Aligned, Re-Assess) Analysis (Quick, User-friendly, Teacher-owned, Test-in-hand, Deep) Action (Action Plan, Ongoing, Accountability, Engaged) in a Data-Driven Culture (Leadership, PD, Calendar, Build by Borrowing)

Implementation Rubric Data-Driven Instruction & Assessment

Lou Finds the Beat

EngageNY.org

Questions

Deliverable #3

Teacher Evaluation Road Map:

W ISDOM OF P RACTICE Imagine you are in the classroom of a highly effective teacher o What would you see? o What would you hear? o What would the students be doing or saying? Individually, write one idea per post-it note. NYSUT Rubrics

NY S TATE S TANDARDS OF V OCABULARY NYSUT Rubrics

P LANNING AND P REPARATION (P RE - OBSERVATION ) Standard 1: Knowledge of Students & Student Learning o Knowledge of child development o Knowledge of research… o Knowledge of diverse learning needs o Knowledge of individual students o Knowledge of economic, social o Knowledge of technological literacy… Standard 2: Knowledge of Content & Instructional Planning o Knowledge of content… o Connect concepts across disciplines… o Uses a broad range of instructional strategies o Establishes goals & expectations o Designs instruction o Evaluate / utilize resources NYSUT Rubrics

I NSTRUCTION (O BSERVATION ) Standard 3: Instructional Practice o Research-based practices o Communicates clearly… o High expectations… o Variety of instructional… to engage student o Engage students in multi-disciplinary skills o Monitor and assess progress NYSUT Rubrics

C LASSROOM E NVIRONMENT (O BSERVATION ) Standard 4: The Learning Environment o Creates a respectful, safe and supportive environment o Creates an intellectually stimulating environment o Manages the learning environment o Organize and utilize available resources (e.g. physical space, time, technology…) Standard 5: Assessment for Student Learning o Range of assessment tools o Understand, analyze, use data for differentiation* o Communicates assessment system* o Reflect upon assessment system and adjust* o Prepare students for assessments * - assessed through “multiple measures” NYSUT Rubrics

P ROFESSIONAL R ESPONSIBILITIES (P OST -O BSERVATION ) Standard 6: Professional Responsibilities o Upholds standards and policies o Collaborate with colleagues o Communicate & collaborate with families o Perform non-instructional duties o Complies with laws and polices NYSUT Rubrics

P ROFESSIONAL G ROWTH (P OST -O BSERVATION & O NGOING ) Standard 7: Professional Growth o Reflect on practice o Set goals for professional development o Communicate and collaborate to improve practice o Remain current in knowledge of content and pedagogy NYSUT Rubrics

A LIGNING E VIDENCE TO THE NYSED T EACHING F RAMEWORK Using the placemat for the NYSED Teaching Framework, re-sort your table’s post-it notes as appropriate to the standard, element and indicator NYSUT Rubrics

Paired Verbal Fluency

Building the Plane

R EVIEWING THE L EVELS OF P ERFORMANCE : Read the descriptors for the elements in Standard 3 of the rubric Highlight the verbs/phrases that distinguish the differences among the levels of performance.

Charlotte Danielson A Framework for Teaching

P RIORITIES OF THE F F T-B ASED R UBRICS Cognitive Engagement Constructivist Learning 21st Century Skills The LEARNING is done by the LEARNER! NYSUT Rubrics

L EVELS OF P ERFORMANCE AND S TUDENT A CHIEVEMENT – R ESEARCH Research Findings from Cincinnati (National Bureau of Economic Research, 2010) Teachers have substantial effect on student achievement Correlation between FFT based evaluation and student achievement Evaluation using the FFT found:Unsatisfactory and Basic: students had lower gains than expected Proficient: students made expected gains Distinguished: students made positive, and greater than expected gains id= NYSUT Rubrics

P RIORITIES OF THE F RAMEWORK Cognitive Engagement “Effective” = students must be cognitively engaged “Highly Effective” = cognition, meta-cognition, and student ownership of their learning Constructivist Learning Effective and Highly Effective practice must have evidence of learning experiences designed to facilitate students’ construction of knowledge. 21st Century Skills Effective and Highly Effective practice must plan for and have evidence of application of college career-readiness skills and dispositions NYSUT Rubrics

L EVELS OF P ERFORMANCE Unsatisfactory / Ineffective – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention Basic / Developing– Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance NYSUT Rubrics

L EVELS OF P ERFORMANCE Proficient / 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. Distinguished / Highly Effective – Classroom functions as a community of learners with student assumption of responsibility for learning. NYSUT Rubrics

C OMPARISON OF HEDI L EVELS Compare III.2 from the NYSUT Rubric to 3a of the Framework for Teaching Rubric Are there common themes? Are there differences?

C OMMON T HEMES Equity Cultural competence High expectations Developmental appropriateness A focus on individuals, including those with special needs Appropriate use of technology Student assumption of responsibility NYSUT Rubrics

E NGAGEMENT IN A CTION Video observation: Observe what students are doing that shows evidence of cognitive engagement, constructing meaning, or college-readiness. Collect evidence from the video, be prepared to share your evidence later. NYSUT Rubrics

7 th Grade Language Arts

O BSERVING E VALUATION IN P RACTICE The dos and don’ts NYSUT Rubrics

T EACHER E VALUATION P ROPOSES Quality Assurance Professional Learning – Improving teacher quality NYSUT Rubrics

T HREE “G ATES ” FOR E FFECTIVE T EACHER E VALUATION Fairness Reliability Validity NYSUT Rubrics

B EST P RACTICES IN O BSERVING NYSUT Rubrics

E VIDENCE Evidence is a factual reporting of events. It may include teacher and student actions and/or behaviors. It may also include artifacts prepared by the teacher, students, or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and / or the teacher. NYSUT Rubrics

T YPES OF O BSERVATION E VIDENCE Verbatim scripting of teacher or student comments: “Bring your white boards, markers and erasers to the carpet and sit on your square.” Non-evaluative statements of observed teacher or student behavior: Teacher presented the content from the front of room. Numeric information about time, student participation, resource use, etc.: [9:14 – 9:29] Warm-up. 8 of 22 Ss finished at 9:20, sat still until 9:29 An observed aspect of the environment: Desks were arranged in groups of four with room to walk between each group. NYSUT Rubrics

E VIDENCE VS. O PINION Read each statement. Decide – is it evidence or opinion? Discuss your answer with your elbow partner. If you agree that the statement is an opinion, reword the statement so that it is an evidence statement. When finished, determine the domain and standard for each statement. Be prepared to discuss some of the statements, or statements about which you have questions. NYSUT Rubrics

W HAT IS E VIDENCE ? R EVIEW Actions, by teacher or students Statements or questions, by teacher or students Observable features of the classroom Review the evidence collected previously – is it evidence? Or opinion? NYSUT Rubrics

B IAS Definition: Attaching positive or negative meaning to elements in our environment based on personal or societal influences that shape our thinking. A biased judgment is based on outside influences and is not necessarily related to a teacher’s effectiveness. Example: “Mrs. T does so much for the school, she is an excellent teacher. “ The actual classroom evidence may not support the rating of the teacher as “excellent.” NYSUT Rubrics

B IAS IN AN E DUCATIONAL S ETTING Imagine that you are the parent of a school age child. You are walking down the hall of your child’s school while classes are in session. The doors to several rooms are open and you have the opportunity to look in on teachers. What would cause you to think favorably about what you saw and what would cause you to think negatively? Use the space provided in your materials to write your response. NYSUT Rubrics

O THER T HREATS TO O BSERVER A CCURACY Assessor bias Leniency Central Tendency “Halo” or “Horns” Effect NYSUT Rubrics

I NDIVIDUAL P ROFESSIONAL B IAS Reflection: As your reflect upon your individual and group responses to these activities, make your own personal list of biases to be aware of when you assess teaching performance. List your biases in or around the yield sign to remind you not to yield to them when evaluating performance. Determine if the bias leads you to assign a higher or lower rating when evaluating teacher performance. NYSUT Rubrics

U NDERSTANDING Y OUR O WN B IAS NYSUT Rubrics

T HE E VIDENCE C YCLE NYSUT Rubrics

O BSERVING P RACTICE Observe the video Collect evidence of Standard 3: Instruction With a partner, sort your evidence so that it aligns with the appropriate criteria in your rubric for instruction Be prepared to share your evidence NYSUT Rubrics

2 nd Grade Mathematics

C HECKING E VIDENCE Use the self-check questions to review your evidence collection Have I recorded only facts? Is my evidence relevant to the criteria being examined? Whenever possible, have I quantified words such as few, some, and most? Have I used quotation marks when quoting a teacher or student? Does my selection or documentation of evidence indicate any personal or professional preferences? Have I included any opinion (in the guise of fact)? NYSUT Rubrics

T HE C OMPLEXITY OF T EACHING “After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented...The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.” Lee Shulman, The Wisdom of Practice NYSUT Rubrics

A C ULTURE OF P ROFESSIONAL I NQUIRY Professional learning never ends. It is every teacher’s responsibility to engage in professional development. Teaching is so complex that it is never done perfectly. Every educator can always become more skilled. Making a commitment to do so is part of the essential work of teaching. Charlotte Danielson The Handbook for Enhancing Professional Practice NYSUT Rubrics

A C ULTURE OF P ROFESSIONAL I NQUIRY S HOULD Infuse a school’s practices related to professional development; Be reflected in the school’s practices surrounding mentoring and teacher evaluation; and Regard mentoring and evaluation as ongoing learning. Charlotte Danielson The Handbook for Enhancing Professional Practice NYSUT Rubrics

T EACHER E VALUATION … “Teacher evaluation can be an opportunity for genuine professional learning. When organized around clearly established and accepted standards of practice, teacher evaluation offers an opportunity for educators to reflect seriously on their practice, and promote learning.” Charlotte Danielson The Handbook for Enhancing Professional Practice NYSUT Rubrics

Back to School Reflection

Questions & Conclusions RTTT o Common Core o Data Driven Instruction o APPR