1. Principals’ Conference CFN 204 Diane Foley, Network Leader Mary Barton, SATIF October 12, 2012 1

2. Agenda for today’s session Welcome/Updates Data Action Planning Introduction to Teacher Effectiveness Work for 2012-13 Break The Observation Cycle A word from our sponsor—Scholastic Lunch is on your own. 1 hour Principals’ Performance Review 2

3. Data Action Planning Please take out the white sheets found on the right hand side of your folder. 3

4. Progress Report Results How do we use the PR results to organize ourselves and align our work to our efforts to increase student achievement? 4

5. Three Components Understanding the Data Communication Plan Action Plan 5

6. Understanding the Data Sheet Can be used during Charlie’s presentation to your school Can be used with a grade level Teacher Team Can be used to begin to develop school wide goals or goals for teams 6

7. Communication Plan Next step after completing “Understanding the Data” sheet Interpreting what the data said What story did it tell? Who will share the story and how will it be shared and who will be the intended audience. 7

8. Action Plan Next Steps The who what when and how! Monitoring and reflection 8

9. Teacher Effectiveness Overview for 2012-13 Norming and Calibration 9

10. Session Objectives To understand the work of teacher effectiveness, why it matters and what will be expected for the 2012-13 school year To deepen the understanding of Danielson’s Framework for Teaching and the calibration process to more accurately rate teacher practice 10

11. Overview 11

12. Guiding Questions for today’s session Why is teacher effectiveness work important? How is the observation and rating process made more accurate when we gather low-inference evidence and sort it before we interpret it? What is the process for coming to a rating using Danielson’s Framework for Teaching? 12

13. What is the Teacher Effectiveness Initiative? 13 The Teacher Effectiveness Program is a NYC DOE initiative designed to support a common goal: An effective teacher in every classroom for every student. 2010-2011 Teacher Effectiveness Pilot 20 schools 700+ teachers 2011-2012 Talent Management Pilot 106 schools 4.000+ teachers 2012-2013 Teacher Effectiveness Program ≈ 250 schools This year’s initiative builds on two years of experience and feedback from thousands of school leaders and teachers.

14. Our Vision: An Effective Teacher in Every Classroom for Every Student 14 Teacher Effectiveness (Student Outcomes, Instructional Practice) Boost effectiveness of all teachers Improve or exit persistently less effective educators Retain and leverage the most effective educators GOAL To achieve this vision, we must have an accurate understanding of which teachers are in which performance group.

15. Connecting the TE Theory of Change to Your Goals 1.My Students - I believe that all children can achieve, no matter their life circumstances. 2.My Teachers - I believe that my teachers are the key levers in influencing the achievement of my students. 3.Myself - I believe that I have the power to lead the change necessary to implement effective talent management practices in my school. 15 What do you hope to achieve through the TE initiative work this year? To what extent do the Core Beliefs of the TE initiative (below) resonate with your past experience? Reflect & Discuss

16. New York State Education Law 3012c 16 Passed in 2010, New York State Education Law 3012c introduced significant changes to the current Annual Professional Performance Review for teachers. The law is intended to foster clearer expectations for teaching practice aligned to improvements in student achievement.

17. New York State Education Law 3012c 17 Summary of State Policy on Teacher Evaluation Teachers will be evaluated annually on a 4-point rating scale (Highly Effective, Effective, Developing, Ineffective) 20 to 40% of a teacher’s evaluation will be based on an assessment of student growth All classroom teachers will be evaluated against uniform qualitative rating criteria through use of a state-approved research-based rubric of teacher practice Teachers will receive timely and constructive feedback, including use of improvement plans for tenured teachers who receive a Developing or Ineffective End-of-Year rating

18. Why Teacher Evaluation Matters 18 According to a 2011 study of Cincinnati Public Schools’ Teacher Evaluation System, Classroom observation-based evaluation improves teacher performance, as evidenced by student math achievement growth Improvement in teacher performance is lasting Frequent, thoughtful feedback strengthens performance – with least effective teachers benefitting most Teachers who see improvement are less likely to leave the system Taylor and Tyler, 2011

19. Research on Teacher Evaluation (Cont.) * Survey respondents who “somewhat agree,” “agree,” or “strongly agree.” of pilot school leaders net agree* that implementing the pilot model increased student achievement outcomes for all of their teachers. of pilot teachers net agree* that, if implemented well, the new evaluation and development system will enable them to develop in areas most needed to impact student achievement. 75%84% In pilot year 2011-2012, we saw firsthand how evaluation encourages schools and teachers to increase focus on student achievement.

20. Our Research: Feedback Impacts Performance 10 Midyear data from the 2011-2012 Talent Management Pilot suggests a connection between feedback from school leaders and improvements to teacher practice and student learning.

21. 12 2012-13 Teacher Effectiveness Initiative Approach Our goal: An effective teacher in every classroom for every student How do we get there? Apply six strategies to better understand teachers’ practice and its effects on student outcomes Norm to excellence Conduct frequent observations Deliver quality feedback and informed professional development Incorporate student voice via surveys Review and discuss student outcomes and use to improve teaching Use outcome measures to evaluate teaching where applicable

22. Focus on Teacher Practice 13 Norm to Excellence School Leaders will… Develop a shared anchor of what effective practice looks like Work to refine their ability to accurately rate instructional performance by: Co-observations in classrooms with Principal and Assistant Principal(s) Participating in professional development through the year Completing baseline and follow-up norming assessments

23. Focus on Teacher Practice (continued) 14 Deliver Quality Feedback and Informed Professional Development School Leaders will… Give teachers direct, actionable feedback; at a minimum: Written and verbal feedback after every observation Communicate evidence to teachers Engage in reflective dialogue with teachers and agree on next steps Direct teachers to aligned PD Create PD resources and plans responsive to teachers’ needs

24. Focus on Student Outcomes 15 Review and Discuss Student Outcomes and Use to Improve Teaching School Leaders will… Develop a shared understanding of instructional excellence Review student work as part of formal classroom observations Discuss student work and learning outcomes with teachers regularly as part of feedback dialogue Develop strategies for targeted improvement

25. Conferences and Ongoing Dialogue 16 May Beginning-of- Year Launch with All Staff Review rubric and plan PD Ongoing learning in professional communities, supported by teacher leaders Development Evaluation Targeted development activities Progress checks and full-period and partial-period classroom observations Midyear Conference: Progress Evaluation Self-assess and discuss progress, revise focus areas for PD End-of-Year Conference: Summative Evaluation Self-assess and discuss next year’s professional focus areas Feedback conversations; student data review

26. 2012-13 Teacher Effectiveness Initiative Roles NETWORKS SCHOOL LEADERS TEACHERS Teachers are the most critical factor in improving student outcomes. All teachers will have a deep understanding of what great student work looks like and how they can strengthen their own practice to achieve better student outcomes. School leaders are best-positioned to evaluate and manage their staff. All school leaders will be committed to observing teachers and providing feedback that helps teachers improve. They will be responsible for the quality of their staff and the identification of future leaders. Networks are in a key position to support program implementation in schools. All networks will provide ongoing professional development for teachers and school leaders. 20

27. Supports for School Leaders 21 Resources to support implementation Shared best practices and exemplars from other schools Common Core Library (Teacher Effectiveness) ARIS Learn  TEP-focused Online Learning Resources  PD opportunities for teachers and school leaders  Data collection and sharing

28. Alignment to Other Initiatives 22 The Teacher Effectiveness Initiative aligns to other DOE initiatives, including: Citywide Instructional Expectations (CIE) Common Core Learning Standards (CCLS) Implementation Quality Review The Teacher Effectiveness Initiative aligns to other DOE initiatives, including: Citywide Instructional Expectations (CIE) Common Core Learning Standards (CCLS) Implementation Quality Review

29. How Are These Initiatives Aligned? 23 Quality Review Rubric Defines the school practices that result in college and career readiness for all students Instructional Core Structures for Improvement School Culture The Danielson Framework defines the “How” (Pedagogy): the teaching practices that drive college and career readiness for all students. Common Core Learning Standards define the “What” (Curriculum): the skills and knowledge students need to acquire in literacy and math to be college- and career-ready.

30. Common Core Shifts and the Danielson Framework 24 Danielson Component 1e, “Designing Coherent Instruction”: Coordination of content knowledge, intended outcomes, student needs and resources to create learning activities that engage students in high-level cognitive activity. Includes planning for differentiation, cognitive challenge, structure, groupings, and alignment of objectives, activities and assessments. ShiftRelevant IndicatorExample FocusLessons support instructional outcomes and reflect important concepts The 4 th grade math operations unit plan focuses on using the four operations with whole numbers to solve problems CoherenceInstructional maps indicate relationships to prior learning Teacher teams have created curriculum maps that organize the 6th grade Common Core Standards into a coherent, spiraling curriculum

31. Break – 15 Minutes 31

32. Activity 1 Observation Cycle 32

33. Thank you for your participation and professionalism!!! 33

34. Lunch—1 hour Lunch is on your own. Avail yourselves of local eateries or you may dine in room 407. 34

35. Principals’ Performance Review Welcome and thank you to: Superintendent Madelene Chan, District 24 Superintendent Danielle DiMango, District 25 35