None of us is as smart as all of us when we decide to be smart together APPR Think Tank

APPR THINK TANK

True or False APPR stands for Accountability, Professionalism, and Program Reform There are no changes worth noting in the APPR revisions NYSED has clarified all issues that APPR suggests 60 / 20 /20 is a new News show on CBS TIP and PIP were on Saturday Night Live this past weekend There is only one way to implement the new APPR revisions

True or False APPR stands for Accountability, Professionalism, and Program Reform – FALSE ?? There are no changes worth noting in the APPR revisions – FALSE! NYSED has clarified all issues that APPR suggests – FALSE! 60 / 20 /20 is a new News show on CBS – FALSE! TIP and PIP were on Saturday Night Live this past weekend - FALSE There is only one way to implement the new APPR revisions FALSE!

The APPR Think Tank Rich Bernato Ed.D. Assistant Dean Dowling College School of Education (opportunity to engage school change) You?

Begin With the Ends in Mind After our four think tank sessions together, at minimum we will have; A consistent understanding of all APPR expectations Recognition of the implementation issues associated with both the letter of the APPR expectations and more importantly, its spirit Developed short term action plans to effectively put the APPR in place ???

Possible End Product in May Goal Identify How Local 20% may best Be developed StrategiesPersons Responsible TimetableObstaclesResourcesCriteria For Compeletion BenchmarkPrincipalJune ‘11Inconsistent Expectations Time Develop standards for local exams Chair

Session I Goals Organization Communication Information Collaboration Prioritization Cross Pollinating

Organization Meeting Dates February 7 March 7 April4 May 2 ROLES ME and WE Who is / are the experts? Facilitative Role! MUTUAL EMPOWERMENT so WE can all do the right thing Contribute, brainstorm, Carry premises back to the farm Replicate kinds of think tank activities that best apply

Communication addresses please forward yours to me for list serve ! This will be the ongoing “construction base”

Information APPR Questions and Answers: Performance Evaluations for Teachers and Principals New York State Teaching Standards Education Law 3012c "Building a Better Teacher", New York Times Magazine, March 2, 2010Building a Better Teacher Northwest Evaluation Association Charlotte Danielson Framework for Teaching Richard Elmore - Harvard Graduate School of Education Richard Elmore Instructional Rounds Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders 2008 Interstate School Leaders Licensure Consortium New York State Common Core Standards THIS IS WHERE WE CAN ADD INFORMATION TO THE WIKI!

INFORMATION:Changes to APPR Criteria for evaluating teachers must include but not be limited to Content knowledge Preparation Instructional delivery Classroom management Student development Student assessment Collaboration Reflective and responsive practices AND A NEW CRITERION IS …

Student Growth “Student growth is a positive change in student achievement between at least two points in time, taking into consideration of the unique abilities or disabilities of each student including English Language Learners.”

Information: Principal / Teacher Rating System 4 – Highly Effective 3 – Effective 2 – Developing 1 – Ineffective Via a 60 % 20 % 20 % formula

INFORMATION:60 Per Cent i.e. locally selected measures developed through collective bargaining concerning teacher evaluation systems. An observation model such as Danielson’s Frameworks for Teaching is often cited but is not necessarily the appropriate measure.

INFORMATION: This will require Supervisors will need to be trained in a model prior to this system’s implementation!

INFORMATION: 20 Per Cent Based on locally selected measures of student achievement determined to be rigorous and comparable …

INFORMATION: 20 Per Cent Based on student GROWTH data on state assessments …. This is called the value-added growth model A set of guidelines is expected for implementation in September 2014

INFORMATION: Evaluations “shall be a significant factor for: employment decisions including but not limited to Promotion Retention Tenure determination termination Compensation …”

INFORMATION: Therefore the process will involve Requires that school districts Identify needed areas of improvement

INFORMATION: The new system “expedites” teacher removal processes (but not necessarily ) Also specifies an appeals process where teachers

INFORMATION: The new system “expedites” teacher removal processes (but not necessarily ) Also specifies an appeals process where teachers

INFORMATION: Evaluations “shall be a significant factor for: employment decisions including but not limited to Promotion Retention Tenure determination Termination Compensation …”

INFORMATION:  Requires that school districts  Identify needed areas of improvementneeded areas of improvement  Provide a timeline for achieving improvement  Identify the manner in which improvement will be assessed  Classroom observation  Videotape observation  Self review  Peer review  Portfolio review  Provide differentiated activities to support the improved area(s)

INFORMATION: Includes Identification of multiple resources to help the teacher; e.g. MENTORS

INFORMATION:  The new system “expedites” teacher removal processes (but not necessarily )  Also specifies an appeals process where teachers may challenge the evaluation process  To be negotiated locally  Substance of evaluation  Adherence to standards and methodologies for review  Adherence to Commissioner’s Regulations  Compliance with applicable locally negotiated procedures  Issuance and / or implementation of terms of a TIP or PIP

INFORMATION: What ifs generate..  Provisions must be made for among other issues  Student composition e.g.  Would a teacher in an Inclusion class be held to the same yardstick as an Advanced Placement teacher for student growth?  English Language Learners?  Socioeconomic factors?  ??? This will require sophisticated assessment techniques that take such variables into account

GROUP WORK I CROSS-POLLINATE School / District Choice “stay internal” for special needs or Cross School / District Groups Exchange assess points of view and ideas from near and far This is where the ideas will grow Regroup with your own school Decisions about local actions and Follow through

Group I - Tasks Isolate the issues you perceive Project their consequences Prioritize their importance

Re-Collect / Synthesize Develop Consensus re issues for resolution / implementation Develop Consensus re priorities

Generate Action Groups Data Usage Legal Issues Supervisory Models (T) (P) IP Plans ???

Homework! Visit and contribute to the Wiki Post up comments Post up additional information Communicate with your action group Develop strategies for sharing these developments with your school and District

See You Real Soon Thank you.