LCSD APPR Introduction: NYS Teaching Standards and the Framework 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

 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

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 21 st 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 Change Increase College and Career Readiness

60 EBOP, etc Growth Local 100

Standards for Rating Categories HEDI DefinitionsPoints Bands Highly Effective Overall performance and results exceed standards Effective Overall performance and results meet standards Developing Overall performance and results need improvement in order to meet standards Ineffective Overall performance and results do not meet standards. 0-64

ELA Scale Score 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 This tells us whether the change in scores between two years is average or above or below average. 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 This tells us whether the change in scores between two years is average or above or below average. Above Average Below Average Average

8 Student2010 Score2011 ScoreSGP Student2010 Score2011 ScoreSGP

 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 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 )  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)

 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.

 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

 Create a display describing what teachers and students would “look like and sound like” while effectively meeting this standard element. Possible Layout 2.5 – Designs relevant instruction that connects students’ prior understanding and experiences to new knowledge Teacher ActionsStudent 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)

NYSED Teaching StandardsFFT-Based Rubrics Standard 1: Knowledge of Students and Student Learning Elements Domain 1: Planning and Preparation Component 1B: Knowledge of Students Standard 2: Knowledge of Content and Instructional Planning Elements Domain 1: Planning and Preparation Components 1A, 1C-1E Standard 3: Instructional Practice Elements Domain 3: Instruction Components: 3A-3F Standard 4: Learning Environment Elements Domain 2: Classroom Environment Components: 2A-2E Standard 5: Assessment for Student Learning Elements Domains 1,3,4,5 Components 1F, 3D, 4A, 5C Standard 6: Professional Responsibilities and Collaboration Elements Domain 4: Professional Responsibilities Components 4B, 4C, 4F Standard 7: Professional Growth Elements Domain 4: Professional Responsibilities Components 4A, 4C, 4E

 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

 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!