When the State Hands You Lemons: Making Lemonade Out Of the New APPR

1. 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

2. Agenda • Elements of Effective Teaching • Increase Teacher Effectiveness & Student Learning • Using Data • Using Observations • Communicating Effectively • Q & A

3. The New York State Teaching Standards, • Adopted January 2011: • 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)

4. 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

5. NYSED Teaching Standards and The Framework for Teaching

7. Using Data to Drive Instruction What data can I access? How do I use this to inform instruction? Data Driven Culture 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

8. New Oceanside APPR * For teachers instructing Math & ELA Grades 4-8

9. Oceanside School District’s60 Points: Other Measures

10. 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 instructionalstrategies for this lesson: ethnic, cultural, and linguistic diversity; the range of abilities of the students; the personality of the class? • What are the instructional challengesrepresented by these particular students?   • How does the information about this particular class influence what happens day-to-day?

11. 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?

12. Domain 2: The Classroom Environment • Considerations: • What are the relevant features of your teaching context that influenced the selection ofthis 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?

13. 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 studenthas already accomplished at any given point?

14. 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 ormembers of this class? • How do you maintain two-way communication with families and interested adults?

15. 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?

16. Use APPR’s Data for Effective Teaching & Increased Student Learning

17. Video Clip Video Observation Program

18. Use APPR’s Data for Effective Teaching & Increased Student Learning

19. 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

20. 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

21. 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…?

22. 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?

23. Evidence Binders: The Teaching Portfolio • Activity: • Brainstorm potential artifacts to collect as evidence for each domain. • How could you organize these artifacts? 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?

24. 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

25. How to Speak About Artifacts • 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

26. Table 4 – Determining SLO Target

27. What are your goals?

28. 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/