Nassau BOCES August, 2011

1. Nassau BOCESAugust, 2011 APPR Teacher Evaluation Training

2. Introductions

3. Working Agreement • Be present: minds and hands-on all day • Respect time boundaries • Recognize the need for quiet while working • Use electronics respectfully and appropriately when prompted • Return to large group attention when signaled

4. Teacher Evaluation CohortsSeptember

5. Why are we here? • Mission • Chapter 103 of the laws of 2010 • Implementation • Connecting legal changes to practice and learning • Approach • Collegial understanding of adapting regulations to good classroom practice

6. Overarching Workshop ObjectivesDays 1 & 2 • Understand the legal and policy context for the changes in teacher evaluation • Understand how a common language creates and supports professionalism and a culture for learning • Understanding the relationship between research and the rubric criteria • Review Common Core State Standards, Teaching Standards and the rubrics by which the teaching standards are assessed • Use observation skills to focus on • Evidence Collection • Alignment of evidence with Standards • Collaboration with colleagues

7. DAY 1 AGENDA • Introductions • Objectives and Agenda Review • Brief Review of the CCSS in ELA & Mathematics • What do administrators need to know? • How will instruction be changing in the classroom? • Shifts in Instruction • What does the Commissioner say about the CC? • Talking w/teachers about data and instruction • The Wisdom of Practice

8. What’s the Big Idea? • Biblical scholar Hillel asked to give the essence of the Old Testament while standing on one foot. • Do not do unto others that which is hateful to you. • All the rest is commentary. • Fred Cohen asked to “tweet” the essence of this presentation. • SED has adopted a deeper, richer curriculum, wants teachers to use evidence (data) to assure it is learned, and administrators and supervisors to use evidence to assure that teachers are teaching it effectively. • All the rest is our legal obligation to incorporate this complexity into our daily administrative and supervisory practice!!!!!

9. Analogies & Mental Models • In Flight

11. Analogies & Mental Models • In Flight • The Saber Tooth Curriculum • Table Talk

12. Shift Happens! Brief overview of the CCLS in ELA and Mathematics

13. CCLS - ELA 3 part model for measuring text complexity

14. Reading

15. 6 Shifts in ELA

16. Six Shifts in ELA Common Core Implications Common Core Assessments Balancing informational & Literacy Text Building Knowledge In the Disciplines Staircase of Complexity Text-based Answers Writing from sources Academic Vocabulary

17. Commissioner King, Literacy and Practice engageNY – Commissioner King

19. Commissioner King, Literacy and Practice TABLE TALK Q – What does “starting” look like in your district? Q – How can districts “find the time” to develop one CC aligned unit each semester? Q – What is the best way to disseminate messages about the new teacher evaluation system? engageNY – Commissioner King

20. Reading - Standard 10 as noted in Appendix A

21. Reading - Standard 10

22. Reading – Standard 10

23. By the end of grade 11, read and comprehend literature, history/social studies, science/technical texts in grades 11-CCR band proficiently w/scaffolding at the high end of range • By the end of grade 12, read and comprehend literature, history/social studies, science/technical texts at the high end of grades 11-CCR band independently and proficiently Reading – Standard 10 • 11-12

24. Reading Types

25. Writing • Argument – persuasion • Defend with evidence from text • History/social studies – interpretation & judgments with evidence from multiple sources • Science – claims and conclusions that answer questions or address problems • K-5 – opinion = argument

26. Writing • Informational/Explanatory • Information to provide data • Explanatory – clarification • Wide array of genres including academic genres (scientific/historical reports/summaries) • Narrative • Experience – real, imaginary – to inform, instruct persuade or entertain

27. Focus on Writing These forms are not independent. Informing and arguing rely on using information or evidence drawn from texts.

28. Speaking & Listening Listening and Reading Comprehension by Age

29. Reading Activity • Gettysburg Activity • Table Talk: From an administrative viewpoint, how will the classroom look different?

30. Shift Happens - Mathematics Changes in the CCLS for Mathematics

31. What does it all mean? Shifts in Mathematics Common Core Implications Focus Coherence Fluency Deep Understanding Application Dual Intensity Common Core Assessments

32. Shifts in Mathematics

33. Gaps & Overlaps

34. Shifting to the Classroom

35. Wisdom of Practice • Imagine you are in the classroom of a highly effective teacher: • What would you see? • What would you hear? • What would the students be doing or saying? • Individually, write one idea per post-it note.

36. New York State Teaching Standards Standard 7 Professional Growth

37. Planning and Preparation(Pre-observation) • Standard 1: Knowledge of Students & Student Learning • Knowledge of child development • Knowledge of research… • Knowledge of diverse learning needs • Knowledge of individual students • Knowledge of economic, social • Knowledge of technological literacy… • Standard 2: Knowledge of Content & Instructional Planning • Knowledge of content… • Connect concepts across disciplines… • Uses a broad range of instructional strategies • Establishes goals & expectations • Designs instruction • Evaluate / utilize resources

38. Instruction (Observation) • Standard 3: Instructional Practice • Research-based practices • Communicates clearly… • High expectations… • Variety of instructional… to engage student • Engage students in multi-disciplinary skills • Monitor and assess progress

39. Classroom Environment(Observation) • Standard 4: The Learning Environment • Creates a respectful, safe and supportive environment • Creates an intellectually stimulating environment • Manages the learning environment • Organize and utilize available resources (e.g. physical space, time, technology…) • Standard 5: Assessment for Student Learning • Range of assessment tools • Understand, analyze, use data for differentiation* • Communicates assessment system* • Reflect upon assessment system and adjust* • Prepare students for assessments * - assessed through “multiple measures”

40. Professional Responsibilities(Post-observation) • Standard 6: Professional Responsibilities • Upholds standards and policies • Collaborate withcolleagues • Communicate & collaborate with families • Perform non-instructional duties • Complies withlaws and polices

41. Professional Growth(Post-observation & ongoing) • Standard 7: Professional Growth • Reflect on practice • Set goals for professional development • Communicate and collaborate to improve practice • Remain current in knowledge of content and pedagogy

42. Aligning Evidence to the NYSED Teaching Framework • Table Talk: Using knowledge of the Teaching Standards, when you observe a lesson, what evidence do you see of learning? • Re-sort your table’s post-it notes as appropriate to the standard, element and indicator

43. NY State Teaching Standards Vocabulary • Knowledge of Students & Student Learning • Element 1.1 Demonstrate knowledge of child and adolescent development including cognitive, language, social, emotional, and physical developmental levels. • A) Describes developmental characteristics of students Standards Summary statements Elements Performance Indicators

44. How Do We Observe and Evaluate Teacher Performance Relative to the Seven NYS Teaching Standards?

45. State Approved Rubrics Danielson's Framework for Teaching - ASCD Model Danielson's Framework for Teaching - Teachscape Marzano's Causal Teacher Evaluation Model NYSTCE Framework for the Observation of Effective Teaching - Pearson NYSUT - Teacher Practice Rubric Approved rubrics: http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/home.html

46. Sample Rubric

47. Common Themes Across the State Approved Rubrics or Frameworks • Equity • Cultural competence • High expectations • Developmental appropriateness • A focus on individuals, including those with special needs • Appropriate use of technology • Student assumption of responsibility

48. The students should be working harder than the teacher. 48

49. The Learning is done by the LEARNER • Cognitive Engagement • Constructivist Learning • 21st Century Skills

50. Building Understanding of the Learner – Text jigsaw • Discuss the Reading with your colleagues • Conley, D. (2011). “Building on the Common Core.” Educational Leadership. Alexandria, VA: ASCD. (pages 16-20) • An excerpt from: Tharp, R. G., P. Estrada, S. S. Dalton, and L. A. Yamauchi. (2000). Teaching Transformed. Achieving Excellence, Fairness, Inclusion, and Harmony. Boulder, CO: Westview Press (Pages 30-31) • Excerpts from: Donald G. Hackmann. 2004. “Constructivism and Block Scheduling. Making the Connection.” Phi Delta Kappan: 697-702, May ; and “Constructivist Processes and Education” From William F. Brewer, on-line at Education Encyclopedia, Learning Theory: Constructivist Approaches. • Discussion question: How do these texts inform your understanding of the Learner? • Whole group debrief