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When the State Hands You Lemons: Making Lemonade Out Of the New APPR. Erin Gilrein, National Board Certified English Teacher Jennifer Wolfe, National Board Certified Social Studies Teacher. Agenda. Elements of Effective Teaching Increase Teacher Effectiveness & Student Learning Using Data - PowerPoint PPT Presentation
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When the State Hands You Lemons: Making Lemonade Out Of the New APPR
Erin Gilrein, National Board Certified English TeacherJennifer Wolfe, National Board Certified Social Studies Teacher
Agenda Elements of Effective Teaching Increase Teacher Effectiveness & Student
Learning Using Data Using Observations
Communicating Effectively Q & A
The New York State Teaching Standards,Adopted January 2011:
1. Knowledge of Students & Student Learning (D1)2. Knowledge of Content & Instructional Planning (D1)3. Instructional Practice (D3)4. Learning Environment (D2)5. Assessment for Student Learning (D1/3)6. Professional Responsibilities (D4)7. Professional Growth (D4)
New NY Teaching Standards Knowledge of Students & Student Learning Knowledge of Content & Instructional Planning Instructional Practice Learning Environment Assessment for Student Learning Professional Responsibilities & Collaboration Professional Growth
Each Standard links with a corresponding Domain
NYSED Teaching Standards and The Framework for TeachingNYSED Teaching Standards Standard 1:Knowledge of Students and Student
FFT-Based Rubrics Domain 1Planning and PreparationElement: B Knowledge of Students
Standard 2: Knowledge of Content and Instructional Planning
Domain 1Planning and Preparation - Element: A, C-D
Standard 3: Instructional Practice Domain 3Instructional Elements - Elements A-F
Standard 4: Learning Environment
Domain 2Classroom Environment - Elements A-E
Standard 5: Assessment for Student Learning
Domain 1 and Domain 3Element 1F, 3 A-E
Standard 6: Professional Responsibilities and Collaboration
Domain 4 Professional ResponsibilitiesElements 4B, 4C, 4F
Standard 7: Professional Growth Domain 4Professional ResponsibilitiesElements 4A, 4C, 4E
Using Data to Drive InstructionWhat data can I access? How do I use this to inform
instruction? State-wide/School-wide/My Class State Test Scores
Yearly Pre-tests, Post-tests SLO Progress Monitoring Student Exam Histories My Gradebook- track
students’ progress
Inform instructional strategies
Measure growth over time Identify
misunderstandings & measure mastery
Analysis
Action
Assessment DataDriven Culture
New Oceanside APPR
* For teachers instructing Math & ELA Grades 4-8
Oceanside School District’s60 Points: Other Measures
Domain Percentage of 60 Points
60 Point Breakdown
Domain 1: Teacher Evidence/Summative Conference
24% 14.4
Domain 2 & 3: Observations
52% 31.2
Domain 4: Teacher Evidence/Summative Conference
24% 14.4
100% 60
Domain 1: Planning & Preparation
Considerations:•What are the number, ages, and grades of the students in the class?• What are the relevant characteristics of this class that influenced your instructional strategies for this lesson: ethnic, cultural, and linguistic diversity; the range of abilities of the students; the personality of the class? •What are the instructional challenges represented by these particular students? •How does the information about this particular class influence what happens day-to-day?
Domain 1: Planning & Preparation
Considerations:•What texts, assignments, and strategies did you use to accomplish your instructional goals?•What are the instructional goals for this particular lesson, how did they fit into your long-term goals and any thematic connections, and what is your rationale for for selecting this sequence of activities?•To what extent did you achieve the goals you set?
Domain 2: The Classroom EnvironmentConsiderations:•What are the relevant features of your teaching context that influenced the selection of this instruction? (e.g., available resources such as technology, scheduling of classes, room allocation—own classroom or shared space)
•What were the specific procedures and teaching strategies you used in this lesson, including those used to foster student participation in the whole-class interaction or small group discussion? What were your reasons for those choices?
•How do you ensure fairness, equity, and access for all students in your class?
Domain 3: Instruction
Considerations:•How did your assessment and feedback to the student promote growth?
• How do your assessment approach(es) and feedback connect with your instructional goals?
•Given this student’s responses, what will you do as a teacher to build on what the student has already accomplished at any given point?
Domain 4: Professional Responsibilities
Considerations:•To what extent did you achieve the lesson’s goal or goals? How do you know?
•What was a successful moment in the class? Why?
•What would you do differently, if anything, if you were to re-teach this particular lesson?
•What was the influence of the lesson’s outcome on future instruction of this class or members of this class?
•How do you maintain two-way communication with families and interested adults?
Domain 4: Professional Responsibilities
Considerations:Can you demonstrate:-your work with students’ families -your work with the community -your development as a learner and/or collaborator and/or leader-your efforts to establish and maintain partnerships with students’ families and the community-your growth as a learner-your work that you do with other teachers at a local, state, or national level;-what you do outside of the classroom (or beyond explicit student instruction)And how this impacts student learning?
Use APPR’s Data for Effective Teaching & Increased Student Learning
Use APPR’s Data for Effective Teaching & Increased Student Learning
Communication Effectively: Warm Feedback Specifically name what is effective
Name what is working
Point out where the teacher successfully met his/her goal and provide specific evidence
Don’t criticize or compliment
Communicating Effectively: Cool Feedback Rather than telling the teacher what needs more
thought or consideration, ask him/her questions to prompt him/her to think more about what needs improvement
Ask the teacher to consider “What if…” or “I wonder what would happen if…”
Provide statements or questions that tune the teacher into areas of disconnects, gaps, dilemmas, or other areas that need improvement
Hints for Probing Questions Why do you think this is the case? What sort of an impact do you think…? How was… different from…? What might you see happening in your
classroom if…? What would have to change in order for…? How did you decide/determine/conclude? What’s another way you might…? What would it look like if…? What do you think would happen if…? What criteria did you use to…?
APPR Scenarios
Take a Look at the APPR Scenarios in your packet.
How could you encourage a teacher to think about the steps he/she could take to improve effectiveness?
Tuning Words
Standard
Domain
Evidence Binders: The Teaching Portfolio
Contains student work & teacher artifacts
Is aligned to the domains
For each artifact, remember:Why is this important?
What impact did this have on my students? On student learning?
How do I know this was successful in impacting my students’ learning?
Activity: •Brainstorm potential artifacts to collect as evidence for each domain.•How could you organize these artifacts?
Artifact Examples Domain 1: Planning &
Preparation PDPs to increase content
knowledge Demonstrating knowledge
regarding student needs, development (IEP, ESL, 504)
Utilizes engaging strategies, materials
Strong lesson, unit structure
Using data to inform instruction
Effective use of resources
Domain 4: Professional Responsibilities Participates in school &
community events Keeps accurate records Reflects on instruction Communicates effectively
with parents & stakeholders- 2 way communication (contact log with outcomes, phone, emails)
Takes a leadership role in the school
Community photos
Description
•Accurate and precise explanation•Clear & logical ordering of elements or features of the activity, concept, or strategy described•Includes supporting features/elements that would allow one to ‘see’ what is described
Analysis
•Involves interpretation & examination of why the elements or events described are the way they are•The focus is not what happened, but why it happened
Reflection
•Always suggests self-analysis or retrospective consideration of one’s teaching practice •Considers possible changes and reasons why•Focuses on how this information will influence future instruction
How to Speak About Artifacts
Table 4 – Determining SLO Target
What are your goals?
Recommended Websites Engage NY
http://engageny.org/
LiveBinders: Search APPR on LiveBinders for Gilrein & Wolfe’s collection of APPR documents from Engage NY http://www.livebinders.com/
Tuning Protocols Looking at Student Work
http://www.lasw.org/