NTI Monday, March 12, 2012

1. Network Team Institute TrainingonTeacher and Leader EffectivenessFrom Theory To Action through theNetwork Team Approach NTI Monday, March 12, 2012

2. Highly Effective School Leaders Fair & Rigorous Accountability Statewide Standards-based Curriculum Demanding Assessments College and Career Ready Students Highly Effective Teachers Regents Reform Agenda • Implementing Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace • Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice in real time • Recruiting, developing, retaining, and rewarding effective teachers and principals • Turning around the lowest-achieving schools

3. 6 Shifts in Mathematics 6 Shifts in ELA/Literacy Focus Coherence Fluency Deep Understanding Applications Dual Intensity Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary What is the Work? Implementing the Common Core Instructional Shifts Demanded by the Core 3

4. Shifts in Assessments 4

5. The District’s Role Implementing the Common Core • Align supports and accountabilities to the 12 “Shifts” in instruction • Use the Common Core Video Series on EngageNY.org and provide the recommended PD • Ask all teachers to conduct one CCSS aligned unit this semester • Ask all principals to focus their observations of teachers around the shifts • Focus observation of principals around the shifts

6. Common Core Resources on EngageNY

7. Tri-State Rubrics – Math & ELA/ Literacy collaboratively built tools informed and approved by the authors of the CCSS, which evaluate the Common Core alignment of curricular materials

8. as of 3/5/12; subject to revision Modules: ELA & Math • NYSED is delivering Curricular Modules Aligned to the Core in ELA & Math • Scope and Sequence available in July 2012 • P-8 Modules begin arriving in quarter-length chunks beginning in August. • 9-12 Modules begin arriving in quarter-length chunks beginning in October.

9. Video Exemplars as of 3/5/12; subject to revision • NYSED is delivering more than 500 videos to: • Exemplify CCSS aligned instruction from NYS teachers • Use for calibration of teacher and principal evaluation • Model data driven instruction cycles • Instruct and Inform regarding CCSS, DDI, TLE • Videos delivery begins Summer 2012, Continues in Fall 2012 9

10. What is the Work?Implementing Data Driven Instruction “ Tito ate one fourth of a cheese pizza. Tito ate three eighths of a pepperoni pizza… All pizzas were the same size. Luis thinks he ate more than Tito because h didn’t eat any pepperoni pizza…Luis thinks he ate more. Who is correct? Show your mathematical thinking…” 10

11. DDI for Impact • Common Assessments • Transparent Starting Point for Teachers • Immediate Turnaround of Interim Results • Deep, Concept by Concept Assessment-in-Hand Data Analysis • Teacher Action Plans/ Revised Lesson Plans built on Data Analysis • Principals facilitate effective Data Analysis Meetings • Principals hold teachers accountable for changes in practice

12. The DDI Implementation Rubric Informs & Supports

13. The District’s Role Implementing Data Driven Instruction • Ensure the use of district-wide, common interim assessments aligned to the Common Core • Demand that principals foster systems for assessment-in-hand analysis of interim assessment data to drive changes in teacher practice • Demand that all principals launch or improve this data driven system. This is not “data” as usual. • Support Principal Skill Development in running effective data meetings, creating risk-taking opportunities for teacher reflection, using interim assessment informed lens to observe teachers and give feedback 13

14. What is the Work?Principals Driving Teacher Effectiveness • The Reflective Teacher Shifts her practice so that more students learn more. • The Principal Collects Objective Evidence • The Principal Gives “Evidence-based Feedback” to the Teacher

15. The District’s Role Implementing Teacher/ Leader Effectiveness • Push the culture of the district to focus on high quality, evidence-based observation and continuous improvement. • Establish systems and environments where principals and teachers feel safe to take risks, to use data, to name where they need to improve and to set about doing so. • Demand that principals and other teacher supervisors are in classrooms 15

16. NYSED provided trainingTeacher / Leader Effectiveness • Standards-based (ISLLC & NYS Teaching Standards) • Structured Goal Setting process using Student Learning Objectives • Targeted towards inter-rater reliability for all evaluators • Focused on the central/ critical skill of evidence-based observation of practice • Built on teacher/principal video and use of case studies/ role play • Inclusive of manuals, resources, and guidance on effective scaffolding and interventions of ELLS and Students with Disabilities 16

17. as of 3/5/12; subject to revision Components of the New APPR 20 15% 20 25% Teacher: Other points:Individual/Peer Observation*, Student/Parent Feedback*,Student Work*,Teacher Artifacts* * Please refer to the Summary of Revised APPR Revisions 2012-13:http://engageny.org/wp-content/uploads/2012/03/nys-evaluation-plans-guidance-memo.pdf

18. Additional APPR Highlights • Scoring bands established in legislation • Ineffective on growth and local leads to ineffective overall • Timely and expeditious appeals provision • APPRs, in prescribed form, must be approved by Commissioner for rigorous adherence to law and regulation • Preserves district discretion around probationary teachers and tenure

19. What is the Process for the Statute and the Regulations?

20. APPR Decisions: (Teachers and Principals) : 20

21. Setting the day • Statute/agreement is about the 100 points • 40 points are based on student growth • 60 points are based on driving toward the goals • ISLLC Standard 1 • Mission • Vision • Goal Setting • Action planning

22. What does the Statute Endorse? • Multiple visits- one unannounced- by various observers • Ambitious and measurable goals which drive student growth • Quantifiable and verifiable goals which measure academic achievement and or school climate

23. Where is it in the Statute? • Page 21, lines 4-13 • “ (4) A majority of the sixty points for building principals shall be based on a broad assessment of the principal’s leadership and management actions based on a principal practice rubric by the building principal’s supervisor….such assessment must incorporate multiple school visits….with at least one visit conducted by the supervisor and at least one unannounced visit.”

24. Where is it in the Statute? • Page 21, lines 21-25 • “…at least two other sources of evidence from the following options: feedback from teachers, students and/or families using state-approved instruments; school visits by other trained evaluators; and/or review of school documents, records, and/or state accountability processes. “

25. Where is it in the Statute? • Page 21, lines 21-28 • “Any such remaining points shall be assigned based on the results of one or more ambitious and measurable goals set collaboratively with the principals and their superintendents or district superintendents…”

26. Where is it in the Statute? • Page 22, lines 1-10 • “(i) at least one goal must address the principal’s contribution to improving teacher effectiveness…” • “(ii) any other goals shall address quantifiable and verifiable improvements in academic results or the school’s learning environment such as student or teacher attendance.”

27. ISLLC Standard 1 • ISLLC standard 1- An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. The functions are: • Collaboratively develop and implement a shared vision and mission. • Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning • Create and implement plans to achieve goals • Promote continuous and sustainable improvement • Monitor and evaluate progress and revise plans

28. Ron Heifetz – Framework for Change • The seven stages of the Change Cycle are: • Stage One: Choosing the Target • Stage Two: Setting Goals • Stage Three: Initiating Action • Stage Four: Making Connections • Stage Five: Rebalancing to Integrate the Change • Stage Six: Consolidating the Learning • Stage Seven: Moving to the Next Cycle

29. Jon Kotter – 8 Step Change Model • Step One: Create Urgency • Step Two: Form a Powerful Coalition • Step Three: Create a Vision for Change • Step Four: Communicate the Vision • Step Five: Remove Obstacles • Step Six: Create Short-term Wins • Step Seven: Build on the Change

30. Practice Leads to Results Results Practice 40 points 60 points

31. Changing Teacher and Leader PracticeCompliance without quality assurance cannot bring about change…..