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Superintendent’s Day APPR

Superintendent’s Day APPR. APPR Overview Dive into the Danielson Rubric! Reflect on practice SLO Review. Objectives. How would you characterize your familiarity with the Danielson Rubric? When preparing and planning you lessons?

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Superintendent’s Day APPR

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  1. Superintendent’s DayAPPR

  2. APPR Overview • Dive into the Danielson Rubric! • Reflect on practice • SLO Review Objectives

  3. How would you characterize your familiarity with the Danielson Rubric? • When preparing and planning you lessons? • Establishing and maintaining a student centered environment? • Using assessment to create meaningful learning experiences? • Reflecting on teaching and professional responsibilities? Reflecting on Your Current State

  4. Current State Self-Assessment Getting started Hitting some hurdles You’ve found your pace You’re a champion!

  5. Planning and Preparation Component 1a. Demonstrating knowledge of content and pedagogy A)Knowledge of content and structure of the discipline B) Knowledge of prerequisite relationships C) Knowledge of content-related pedagogy Domains Components Elements Framework Vocabulary Review

  6. Read the cards given to your group. • Use a sticky note to write the component, and if possible, the component and the level of performance represented on the card. • Put the sticky note on the BACK of the card. ***HINT*** • Yellow cards are domain 2 • Pink cards are domain 3 Warm-up

  7. Pass your cards to the next table group. • Read each new card and determine the component, element and, if possible the performance level indicated by the scenario on the card. • Look at the sticky note on the back of the card. Do you agree with the previous group? Warm-up

  8. Evidence is a factual reporting of events. It may include: • verbal comments from teacher or student • teacher and student actions and behaviors • artifacts prepared by the teacher, students or others. • It is not clouded with personal opinion or bias. Evidence on Stage: Just the Facts!

  9. Types of Evidence • Verbatim scripting of teacher or student comments • “Can the person in the two position at each • group collect materials?” • Non-evaluative statements of observed teacher of student behavior • The teacher stated the learning outcome at the • beginning of the lesson. • Numeric information about time, student • participation, resource use, etc • Eight minutes were spent taking attendance. • 4. An observed aspect of the learning environment • Sample questions based on Bloom’s taxonomy • are posted on a chart at the front of the room There are typically four types of evidence you can collect during an observation

  10. is this evidence.pdf Is this evidence?

  11. Domain 1: Planning and Preparation • Demonstrating knowledge of content and pedagogy • Demonstrating knowledge of students • Setting instructional outcomes • Demonstrating knowledge of resources • Designing coherent instruction • Designing student assessments • Domain 2: The Classroom Environment • Creating an environment of respect and rapport • Establishing a culture for learning • Managing classroom procedures • Managing student behavior • Organizing physical space • Domain 4: Professional Responsibilities • Reflecting on teaching • Maintaining accurate records • Communicating with families • Participating in a professional Community • Growing and developing professionally • Demonstrating professionalism • Domain 3: Instruction • Communicating with students • Using questioning and discussion techniques • Engaging students in learning • Using assessment in instruction • Demonstrating flexibility and responsiveness A Framework for Teaching:Components of Professional Practice

  12. Formal Observation- Pre-conference form that contains questions that cover all components of domain 1. Domain 1: Planning and Preparation

  13. ACTIVITY: Evidence Idea Exchange PART I: • Study your assigned component using the rubrics. • Generate a list of 3 examples of evidence (statements, actions, artifacts, strategies) teachers or students might provide for this component. Domain 2: Classroom Environment

  14. ACTIVITY: Evidence Idea Exchange • PART II • Assign a “runner” to take your chart to another table to gather onemore evidence example to add to your list. Continue as directed by facilitator. Domain 2: Classroom Environment

  15. ACTIVITY: Evidence Idea Exchange PART III • Each runner returns to original group and shares new ideas. • Choose 3 “best of the bunch” examples to share with the whole group. Explain what criteria makes this piece of evidence proficient or distinguished. Domain 2: Classroom Environment

  16. ACTIVITY: Digging Deeper into Domain 3 Read from available rubricthen: • Identify essential understandings an observer needs to know about this component • Describe any possible misconceptions an observer or teacher may have • Describe: • What would students be doing/saying? • What would teachers be doing/saying to support students? Domain 3: Instruction

  17. ACTIVITY: Jigsaw Share of Digging Deeper into Domain 3 In your new groups, share • Essential understandings • Possible misconceptions • Specific examples of evidence from teacher or students Jigsaw Share

  18. New APPR Document to keep track of domain 4 items Domain 4: Reflection and Professional Responsibilities

  19. How will knowledge of the rubric impact planning and instruction? Reflections

  20. Switching Gears… from Teacher Observationto SLOs

  21. A student learning objective is an academic goal for a teacher’s students that is set at the start of a course. • It represents the most important learning for the year (or, semester, where applicable). • It must be specific and measurable, based on available prior student learning data, and aligned to Common Core, State, or national standards, as well as any other school and district priorities. • Teachers’ scores are based upon the degree to which their goals were attained. NYSED SLO Framework Source: Page 4 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives

  22. NYSED SLO Framework

  23. Things to consider when setting targets: • Pretest scores • Prior academic history • Absenteeism rate • IEP/504 status • How have students in this teachers course performed in the past? • How similar students performed on the same assessment in the past can also help you to predict target scores for current students Setting Targets

  24. New York SLO Development Guide

  25. The Quality Rating Rubric

  26. Additional Resources can be found at : http://engageny.org/resource/student-learning- objectives/ Sample SLOs: http://www.engageny.org/resource/student-learning-objective-samples-from-new-york-state-teachers-2012-13 Additional Resources

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