Successful Practices Network Annual Professional Performance Review and CTE Carol Ann Zygo, Field Team Associate of Central And Northern New York Edward A. Shafer, Director

Successful Practices Network Recruiting, developing, retaining, and rewarding effective teachers and principals-Regents Goal Curriculum and Professional Development – Provide every student with a world-class, rigorous curriculum and train teachers to use it effectively- Regents RTTT priority Implications of “Value Added” research and political and public interest in it Focus on Improvement of Professional Practice

Successful Practices Network Questions surrounding Teacher Leader Effectiveness What are the assessments of student performance to determine “value added” growth model? –Academic assessment? –Technical assessment? What are the models, tools and measures? What are the pedagogical rubrics used to assess teacher/leader performance? What is the role of your organization in determining these?

Successful Practices Network TEACHER LEADER EFFECTIVENESS Growth Using Comparable Measure on State Assessment and points [ when no State assessment with an approved growth/VA model ] Locally Selected Measures of Student Achievement 20 points(15 points after approval of VA model) Or Comparable Growth Measure on State Assessment 40 points Menu of state-approved choices for rubrics to assess performance based on standards. Also district variance process available for district or BOCES that seeks to use a rubric not on State-approved list. 60 points

Successful Practices Network Ineffective - Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention Developing - Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance. LEVELS OF PERFORMANCE

Successful Practices Network 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. Highly Effective - Classroom functions as a community of learners with student assumption of responsibility for learning.

Successful Practices Network RUBRICS Rubric for the Rubrics 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 NYS Teaching Standards and Elements

Successful Practices Network Conduct of the Evaluation Evaluation - trained evaluator or person supervised by a trained evaluator Observations (trained) –Superintendent, Assistant Superintendent, Principal or Assistant Principal –Department Chair or lead teacher –Peers –Others (independent observers, team, etc.)

Successful Practices Network Instructional Shifts for the Common Core Six Shifts in ELA/Literacy Balancing informational and literacy text Building knowledge in the disciplines Staircase of Complexity Text based answers Writing from sources Academic vocabulary Six Shifts in Math Focus Coherence Fluency Deep understanding Applications Dual intensity

Successful Practices Network Teacher Evaluation Road Map:

Successful Practices Network Step 1: Select a teacher practice rubric from the State-approved list or apply for a variance Choose one of the following rubrics: 1.Danielson’s Framework for Teaching 2.Marzano’s Causal Teacher Evaluation Model 3.NYSTCE (Pearson) Framework for the Observation of Effective Teaching 4.NYSUT Teacher Practice Rubric

Successful Practices Network Step 2: Agree on classroom observations and any additional measures in the 60 point other category. Choose one or more of the following other measures of teacher practice: 1. A portfolio or evidence binder (student work or teacher artifacts) 2. Feedback from students, parents, and/or other teachers using a survey 3. Professional growth goals using self reflection (maximum of 5 points)

Successful Practices Network Step 3: Select local measures of student achievement Choose one of the following options that ensures comparability and rigor: 1.Pick an assessment from the list of State-approved 3 rd party, State or Regents-equivalents 2.Use a district or BOCES-developed assessment 3.Set a school-wide, group or team metric based on the State or an allowable local assessment; 4.Use a district-wide goal-setting process with the State, local or school assessment.

Successful Practices Network Training for evaluators and those evaluated Six Best Practices –Annual –Clear rigorous expectations –Multiple measures –Multiple ratings –Regular feedback –Significance For all teachers and leaders

Successful Practices Network Your Charge Identify implications for CTE. Recommend strategies to address the implications. Implementation of strategies by organizations