Transcript Documenting Your Practice

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
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Elements of Effective Teaching
Increase Teacher Effectiveness & Student Learning
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Using Data
Using Observations
Communicating Effectively
Q &A
The New York State Teaching Standards,
Adopted January 2011:
1.
2.
3.
4.
5.
6.
7.
Knowledge of Students & Student Learning (D1)
Knowledge of Content & Instructional Planning (D1)
Instructional Practice (D3)
Learning Environment (D2)
Assessment for Student Learning (D1/3)
Professional Responsibilities (D4)
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 Teaching
NYSED Teaching Standards
FFT-Based Rubrics
Standard 1:Knowledge of Students and
Student
Domain 1
Planning and Preparation
Element: B Knowledge of Students
Standard 2: Knowledge of Content and
Instructional Planning
Domain 1
Standard 3: Instructional Practice
Domain 3
Planning and Preparation - Element: A, C-D
Instructional Elements - Elements A-F
Standard 4: Learning Environment
Domain 2
Classroom Environment - Elements A-E
Standard 5: Assessment for Student
Learning
Domain 1 and Domain 3
Standard 6: Professional Responsibilities
and Collaboration
Domain 4 Professional Responsibilities
Standard 7: Professional Growth
Domain 4Professional Responsibilities
Element 1F, 3 A-E
Elements 4B, 4C, 4F
Elements 4A, 4C, 4E
Using Data to Drive Instruction
What data can I access?
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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
How do I use this to
inform instruction?
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Inform instructional strategies
Measure growth over time
Identify misunderstandings &
measure mastery
Assessment
Analysis
Data
Driven
Culture
Action
New Oceanside APPR
* For teachers
instructing Math & ELA
Grades 4-8
Oceanside School District’s
60 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
Component 1a:
Demonstrating Knowledge
of Content & Pedagogy
• Knowledge of content
and the structure of
discipline
• Knowledge of
prerequisite relationships
• Knowledge of contentrelated pedagogy
Component 1b:
Demonstrating Knowledge
of Students
• Knowledge of child and
adolescent development
• Knowledge of the
learning process
• Knowledge of students’
skills, knowledge, and
language proficiency
• Knowledge of students’
interests and cultural
heritage
• Knowledge of students’
special needs
Component 1c: Setting
Instructional Outcomes
• Value, sequence, and
alignment
• Clarity
• Balance
• Suitability for diverse
learners
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
Component 1d:
Demonstrating
Knowledge of Resources
• Resources for
classroom use
• Resources to extend
content knowledge and
pedagogy
• Resources for students
Component 1e:
Designing Coherent
Instruction
• Learning activities
• Instructional materials
and resources
• Instructional groups
• Lesson and unit
structure
Component 1f: Designing
Student Assessments
• Congruence with
instructional outcomes
• Criteria and standards
• Design of formative
assessments
• Use for planning
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 Environment
Component
2a: Creating an
Environment
of Respect and
Rapport
Component
2b: Establishing
a Culture for
Learning
Component
2c: Managing
Classroom
Procedures
Component
2e: Organizing
Physical Space
Component
2d: Managing
Student
Behavior
Considerations:
•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
Component 3a:
Communicating
with Students
Component 3b:
Using
Questioning
and Discussion
Techniques
Component 3c:
Engaging
Students in
Learning
Component 3d:
Using
Assessment in
Instruction
Component 3e:
Demonstrating
Flexibility and
Responsiveness
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
Component 4a:
Reflecting on
Teaching
• Accuracy
• Use in future teaching
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?
Component 4b:
Maintaining
Accurate
Record
• Student completion of assignment
• Student progress in learning
• Non-instructional records
Component 4c:
Communicating
with Families
• Information about the instructional
program
• Information about individual students
• Engagement of families in the
instructional program
•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 twoway communication with
families and interested
adults?
Domain 4: Professional Responsibilities
Component 4d:
Participating in
a Professional
Community
• Relationships with colleagues
• Involvement in a culture of professional inquiry
• Service to the school
• Participation in school and district projects
Component 4e:
Growing and
Developing
Professionally
• Enhancement of content knowledge and
pedagogical skill
• Receptivity to feedback from colleagues
• Service to the profession
Component 4f:
Showing
Professionalism
• Integrity and ethical conduct
• Service to students
• Advocacy
• Decision making
• Compliance with school and district regulations
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
Danielson’s Domains
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Specific Evidence from Video
Video Clip
Video Observation Program
Use APPR’s Data for Effective Teaching
& Increased Student Learning
Danielson’s Domains
Domain 1: Planning & Preparation
Domain 2: Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Specific Evidence from Video
Communication Effectively:
Warm Feedback
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Specifically name what is effective
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Name what is working
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Point out where the teacher successfully met his/her goal
and provide specific evidence
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Don’t criticize or compliment
Communicating Effectively:
Cool Feedback
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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
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Ask the teacher to consider “What if…” or “I wonder
what would happen if…”
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Provide statements or questions that tune the teacher
into areas of disconnects, gaps, dilemmas, or other areas
that need improvement
Hints for Probing Questions
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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
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Take a Look at the APPR
Scenarios in your packet.
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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
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Contains student work &
teacher artifacts
Is aligned to the domains
Activity:
•Brainstorm potential artifacts
to collect as evidence for each
domain.
•How could you organize these
artifacts?
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For each artifact,
remember:
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Why is this important?
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What impact did this have
on my students? On student
learning?
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How do I know this was
successful in impacting my
students’ learning?
Artifact Examples
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Domain 1: Planning &
Preparation
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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
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Domain 4: Professional
Responsibilities
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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
How to Speak About Artifacts
Description
Analysis
Reflection
•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
•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
•Always suggests selfanalysis or
retrospective
consideration of one’s
teaching practice
•Considers possible
changes and reasons
why
•Focuses on how this
information will
influence future
instruction
Table 4 – Determining SLO Target
Table 4 - DETERMINING SLO TARGET
Pre-Test Score
End-of-Year Target Score
0-5
25
6-10
30
11-15
35
16-20
40
21-25
45
26-30
50
31-35
55
36-40
60
41-45
65
46-50
70
51-55
75
56-60
80
61 and above
85
What are your goals?
Recommended Websites
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Engage NY
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http://engageny.org/
LiveBinders: Search APPR on LiveBinders for
Gilrein & Wolfe’s collection of APPR documents
from Engage NY
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http://www.livebinders.com/
Tuning Protocols
 Looking at Student Work
http://www.lasw.org/