1. TAPCo. Full Staff Mtg March 17 th 2014

2. Agenda ● ADVANCE ● Regents

3. By the end of the year, ●Teachers will have received at least 4 observations. ●School leaders and teachers have discussed multiple instances of instructional practice with reference to the Framework for Teaching; and teachers have had opportunities to use feedback and reflection to improve. ●Measures of Student Learning assessments have been administered, and teachers have discussed student data with school leaders throughout the year to drive improvements in practice.

4. ADVANCE ● Measures of Student Learning (40%) ●Measures of Teacher Practice (60%) ●Rating Process

5. CONFERENCES Initial Planning Conference (IPC) -Evaluator and teacher meet to discuss expectations and goals for the year ahead. -Teacher selects option for observations and decides whether to consent to video as an observational tool. -Teacher and evaluator discuss evidence of student learning, the teacher’s MOSL assessments* and upcoming MOSL-related activities. End-of-Year Conference -Evaluator and teacher reflect on practice throughout the year, discuss evidence of performance and learning across the year and ways to improve teaching practice.

6. DANIELSON Domains 1 and 4 (25%) Domains 2 and 3 (75%) Domain 2 The Classroom Environment Domain 1 Planning and Preparation Domain 3 Instruction Domain 4 Professional Responsibilities

7. ARTIFACTS ● Teachers may submit up to 8 artifacts illustrative of their best teaching practice between the Initial Planning Conference (IPC) and the 2 nd Friday in April (April 11, 2014) ●Evaluators may request more artifacts from teachers if necessary to rate all 22 components annually.

8. Sample Artifacts ●Self-assessment form ●www.tapconyc.orgwww.tapconyc.org ●Professional Activities 10/21/13 ●Arislearn on www.arisnyc.orgwww.arisnyc.org ●Deepening Understanding of Domains 1 & 4 Through Arftifcact Review (LO 729) ●Danielson Component Study Guides (LO 598) ●Differentiated Instruction (LO 725) ●Using Accountable Talk To Deepen Student Learning (LO 700) ●Connecting The Framework for Teaching to Literacy Shifts in Social Studies & Science (LO 720)

9. RATING ●Secondary evaluators can: Hold initial planning & summative end-of-year conferences Conduct informal & formal classroom observations Collect, review, & evaluate teacher-submitted artifacts Give feedback & ratings based on low-inference evidence Review & approve teachers’ goals ●Principals, as lead evaluators, are responsible for determining a teacher’s annual Advance rating

10. MOTP Tracker ● Available on this week’s edition of Professional Activities ● Intended to help school leaders & teachers calculate MOTP scores and track teacher progress over the year ● Includes instructions on how to use

11. RATING “Determination” Highly Effective Effective Developing Ineffective 91-100 75-90 65-74 0-64 18-20 15-17 13-14 0-12 18-20 15-17 13-14 0-12 55-60 45-54 39-44 0-38 Composite Score Local Measures (20%) State Measures (20%) Measures of Teacher Practice (60%)

12. After RATING: Details for Fall 2014 ●Independent Validators ●Teacher Improvement Plans (TIPs)

13. Independent Validators ●All teachers who receive an “Ineffective” rating will be observed by an independent validator in the subsequent school year. ●The job of the independent validator is to validate the school leader’s rating of the teacher, through three informal full-period observations (in person or via video) ●To ensure objectivity, the validator does not have contact with the teacher or evaluator and provides their assessment of the teacher’s practice at the end of the rating period.

14. Teacher Improvement Plans ●All teachers rated “Developing” or “Ineffective” receive a teacher improvement plan (TIP) within the first 10 days of the subsequent school year. ●TIPs for teachers rated “Ineffective” are developed in consultation with the teacher through the in- person Initial Planning Conference. Follow-up occurs throughout the year.