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APPR Next Steps

APPR Next Steps. Appeals. TIPs. 60 pts. NYSUT WNYRO Winter Leadership Conference 2 March 2013 Elizabeth Vignaux. SLOs. Best Practices to Survive APPR. What we need to do. Make sure teachers understand the process Make sure teachers are an integral part of the process

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APPR Next Steps

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  1. APPR Next Steps Appeals TIPs 60 pts NYSUT WNYRO Winter Leadership Conference 2 March 2013 Elizabeth Vignaux SLOs Best Practices to Survive APPR

  2. What we need to do • Make sure teachers understand the process • Make sure teachers are an integral part of the process • Make sure there is ongoing evaluation of the APPR process

  3. Make sure that teachers are maintaining contemporaneous records of their APPR experience • Make sure that teachers and the union play a role in the ongoing review of the APPR • Make ourselves indispensible to the success of the APPR process

  4. APPR Framework • There is a committee to review the plan and any related district policies/procedures • There is a mechanism to identify and/or create assessments • The district has identified teachers covered by APPR • There is a process to notify teachers of their APPR obligations • Procedures are in place to address unique/unexpected issues as they arise

  5. APPR: Environment • Teachers are viewed as the experts in their content area • All participants are free to share ideas, express concerns, make recommendations and provide feedback • APPR is an evolving process • There is a process in place to identify where the APPR works well and where there can/should be improvement • Teachers have the time to analyze data and solve problems • Professional development is available for everyone involved in APPR

  6. APPR: Preparation • There is an ongoing training program for all affected teachers • The parties continually evaluate and revise (as necessary) the training program

  7. APPR: Data • Student rosters are provided and confirmed in a timely manner • Data necessary for SLO development is available to the teachers • Data is shared between staff members with common student populations

  8. APPR: Assessments • Assessments do not drive the SLO • Teachers are allowed/encouraged to use assessments that measure what they teach • Teachers can determine whether to administer a pre-assessment or use prior year data • There is a system in place to support the development of locally-created assessments • Selection of the type of assessment used is appropriate (paper vs. performance) and teacher-driven • Pre and post assessments are strongly aligned • Assessments do not unduly interfere with instruction (for both teachers and students)

  9. APPR: Targets • Process is understood by teachers • Targets are population-specific • Targets are set by teachers • Teachers understand what they have to do to reach each HEDI category • Targets are based on available data

  10. APPR: SLO Development • The process is transparent • Dates and expectations are clear • Procedures for review are known • There is a process for resolving disputes • Circumstances for changing learning content are identified • District policies governing population issues are clear to teachers • Approvals are timely • Teachers are well-informed of the status of their SLOs

  11. APPR: SLOs as Evidence • Reflection on SLO creation and implementation is part of the teacher’s “60 points” • SLO documentation is used as evidence of teacher practice (artifact collection) • Teachers discuss SLOs on a professional basis (faculty meetings, team/department meetings etc.)

  12. APPR: Observations • Dates are clear • Teachers know what to expect during an observation • Teachers are prepared for pre-observation meetings • Teachers know their rights in an unannounced observation • Teachers know who will be conducting observations • Teachers are provided with appropriate feedback • There is a process to resolve disputes

  13. APPR: Other Evidence • Teachers know how to gather appropriate evidence for an artifact collection • Teachers know how to write a goal • Teachers know how to document self-reflection • Teachers can effectively discuss how their work aligns to the teaching standards • Teachers are prepared for their meeting(s) with evaluators

  14. APPR: Math • HEDI points are calculated correctly • Rubric scores are correctly converted to the 60 point scale • Everything “adds up” • Teachers understand how the scores were established

  15. APPR: TIPS • Teachers are comfortable having the union be part of the TIP development • Evaluators are clear about the reasons for the TIP • The professional development required in the TIP is appropriate • Professional development is differentiated • Teachers are encouraged to actively participate in the creation of the TIP • TIPs include a process for review and alteration

  16. APPR: Appeals • Teachers are aware of their right to file an appeal • The “decider” on appeals is perceived to be objective • Members feel confident that the appeal process is fair

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