Annual Professional Performance Reviews

1. Annual Professional Performance Reviews Improved Evaluation and Support for Teachers to Ensure All Students Graduate College and Career Ready EngageNY.org

2. Supporting our teachers to ensure all students achieve and succeed • Nothing impacts student learning in schools more than teachers • All New York students deserve great teachers who can help them master the skills they need to be successful adults • All New York teachers deserve: • Clearer, higher expectations • Feedback and support to meet these expectations • The Annual Professional Performance Review (APPR): • Focuses on student learning • Helps teachers understand their impact on students • Provides teachers meaningful opportunities for professional growth • Grounded in research on effective evaluation systems, APPR ensures rigorous, transparent, and fair educator evaluations When our teachers succeed, our students succeed, too. EngageNY.org

3. Annual Professional Performance Reviews • College and Career Readiness • Teacher Effectiveness Matters • New York State Annual Professional Performance Reviews (APPR) Overview • APPR / Evaluation and Support in Our District EngageNY.org

4. A college degree provides access to careers that generate significantly more income and job stability Unemployment Rate in 2012 Median Annual Earnings in 2012 Professional degree (MD, JD, etc.) 2.1% $90K Master’s degree (MA, MS, etc.) 3.5% $68K 4.5% $55K Bachelor’s degree 6.2% $41K Associate’s degree High school diploma 8.3% $34K Less than high school diploma* 12.4% $24K Note: Data is for people age 25 and older. Earnings are for full-time wage and salary workers. Annual earnings are based on weekly earnings times 52. Source: Bureau of Labor Statistics, Current Population Survey, “Earnings and unemployment rates by educational attainment,”http://www.bls.gov/emp/ep_chart_001.htm, accessed 6/24/13. EngageNY.org

5. Our goal: Graduate all students college and career ready New York's 4-year high school graduation rate is 74% across all students. BUT… Only 35% of students are ready for college and careers, and the gaps are disturbing. June 2012 Graduation Rates Graduation under Current Requirements Calculated College and Career Ready* *Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses. Source: SED Office of Information and Reporting Services EngageNY.org

6. District to update College and Career Readiness in our District • We must increase graduation rates and college ready rates • Include stats on graduation rates • Include stats on college ready rates • We must close achievement gaps to accomplish our goal to ensure all students graduate college and career ready • Include achievement gaps in grad rate • We also are working to achieve additional academic goals • Include other facts to summarize academic district goals – e.g., increase Regents with Advanced Designation, etc. EngageNY.org

7. As we implement the Common Core to better prepare our students, we must adapt our content AND practice As we shift the content (what we teach), we also must shift our pedagogical and instructional practice (how we teach it). These are intricately linked. See Appendix for an illustration of how teacher practice rubrics align to the Common Core State Standards • The Common Core State Standards • Clearly communicate what students are expected to learn at each grade level • Provide clear goals for student learning in order to help teachers ensure their students have the skills and knowledge they need • Are robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers • The Common Core demands key instructional shifts EngageNY.org

8. Annual Professional Performance Reviews • College and Career Readiness • Teacher Effectiveness Matters • New York State Annual Professional Performance Reviews (APPR) Overview • APPR / Evaluation and Support in Our District EngageNY.org

9. We must develop effective professionals in every classroom to dramatically increase student achievement • Developand support teachers • Help educators understand your impact on students • Support teachers to achieve dramatic gains in student achievement • Foster environment of continual growth for all students and educators • Identify and retain our most effective teachers • Celebrate and learn from your successes • Reward teachers • Retain our most effective teachers in classrooms The Annual Professional Performance Review (APPR) is an improved evaluation and support tool that will help all teachers – and students – perform at high levels EngageNY.org

10. Research shows effective teaching can be measured –Teachers make a significant difference in student learning… The difference between an effective and ineffective teacher can approach 11 months of learning for a student in one year Months of Learning Gained (Lost) Compared to an Average Teacher • For example, on the SAT9 assessment, • Students with the top 25% of teachers learned 5 months more of content than in an average classroom while… • Students with the bottom 25% of teachers learned nearly 6 months less of content than in an average classroom • For a total of nearly 11 months difference in learning in a single year +5 months +4.8 months +2.9 months +1.4 months Average Teacher -1.4 months -2.7 months -3.2 months State ELA Test -5.8 months State Math Test Balanced Assessment of Mathematics SAT9/Open-Ended Reading Source: Bill & Melinda Gates Foundation, Measures of Effective Teaching Project EngageNY.org

11. … and life outcomes over time • Higher value-added teachers result in positive life outcomes • Having a higher value-added teacher for even one year in grades 4-8 has substantial positive long-term impacts on a student’s life outcomes including: • Higher likelihood of attending college • Lower likelihood of teen pregnancy • Higher lifelong income • Higher retirement savings • Source: Raj Chetty, John N. Friedman, Jonah E. Rockoff, “The Long-Term Impacts of Teachers: Teacher Value-added and Student Outcomes in Adulthood,” National Bureau of Economic Research Working Paper 17699, Dec 2011, http://obs.rc.fas.harvard.edu/chetty/value_added.html. EngageNY.org

12. Changing educator evaluations will result in better teaching and learning • Our previous evaluation system did not work1 • Prior to changes in evaluation laws, most teacher evaluations rated 97-99% of teachers satisfactory or better • However, 81% of administrators and 57% of teachers said there was at least one poor performing tenured teacher in their school • 73% of teachers said their evaluations did not identify any development areas and, of those whose did, 55% did not receive useful feedback on how to improve • 59% of teachers and 63% of administrators said their districts are not doing enough to identify and retain the most effective teachers • Research shows evaluations can improve a teacher’s impact on student learning2 • Mid-career teachers who received classroom observations and full evaluations improved their “value-add” over previous years in math • Gains in value-added persist after the evaluation year • 1 The New Teacher Project, “The Widget Effect,” 2009. • 2 Eric S. Taylor and John H. Tyler,"The Effects of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-career Teachers,” The National Bureau of Economic Research Working Paper No. 16877, March 2011, http://www.nber.org/papers/w16877.pdf, accessed June 2013. EngageNY.org

13. Annual Professional Performance Reviews • College and Career Readiness • Teacher Effectiveness Matters • New York State Annual Professional Performance Reviews (APPR) Overview • APPR / Evaluation and Support in Our District EngageNY.org

14. New APPR builds a comprehensive evaluation and support system to increase student achievement • 6 Design Standards are drawn from: The New Teacher Project, “Teacher Evaluation 2.0,” 2010. EngageNY.org

15. Each teacher will receive an overall summative rating based on multiple measures of teacher effectiveness* • Evaluations include teacher practice and student learning measures • Measures result in single composite teacher effectiveness score • 4 rating categories differentiate teacher effectiveness • Ratings: Highly Effective, Effective, Developing, Ineffective (HEDI)** Teacher Practice Student Learning Measures of Teacher Practice Evidence-based classroom observations, surveys, review of student work Student Growth on State Tests or Comparable Measures*** State-provided growth on state assessments or Student Learning Objectives Locally-Selected Measures of Student Learning Student growth or achievement – rigorous and comparable across classrooms Composite APPR Rating and Score Overall annual evaluation with HEDI rating and score from 0-100 60% 20% 20% 100% 40% * See Appendix for which classroom teachers will be evaluated under the new APPR ** See Appendix for state guidance on HEDI ratings *** In 2014-15, the State will use a value-added measure. At that point, State-provided growth measures will count for 25% for applicable educators and local measures will count for 15%. EngageNY.org

16. Annual Professional Performance Reviews • College and Career Readiness • Teacher Effectiveness Matters • New York State Annual Professional Performance Reviews (APPR) Overview • APPR / Evaluation and Support in Our District EngageNY.org

17. District to update We designed our teacher evaluation and support system locally * See Appendix for findings from national research on what a good evaluation system looks like (MET Project) as well as the state framework and local design choices • State provided framework with specific requirements and guidance based on research about what works* • Together, our district and union designed/selected our: • Overall evaluation and support strategy and implementation plan • Teacher practice rubric (which one) • Protocol to set and review Student Learning Objectives • Locally-selected measures of student learning • Procedures to use throughout the evaluation process including appeals and development plans • How educators earn points for the local and other subcomponents • Educators played a critical role in designing and providing feedback on the system • Any details to support this (e.g., description of pilots, number of educators involved, quotes from educators) EngageNY.org

18. District to update Majority (60%) of a teacher’s overall rating will be based on Measures of Teacher Practice • Evidence-based observations of teacher practice using the X framework/rubric • If District has multiple teacher practice measures, indicate # of points associated with observations • Teachers will be observed by principals X times per year • Any differences by teacher type in number of observations? • Details about announced/unannounced? Will announced have pre-conferences sometimes, always, or never? • Details about formal/informal observations? • Video option if available? • Any other observers? If so, who and how often? • Feedback will be provided after each observation • How? (written, verbal, conference, etc.) • Within what time period? • Any other measures besides observations (e.g., portfolio, survey, artifacts)? • Describe each measure and points associated with it • All lead evaluators have been trained and certified by our District EngageNY.org

19. 40% of a teacher’s overall rating will be based on Measures of Student Learning Every teacher will have 2 different measures of student learning: • State-calculated student growth or comparable measure • State-calculated growth on state assessments or • Student Learning Objectives (SLOs) • Locally-selected measures of student learning • Student growth or achievement • Rigorous and comparable across classrooms EngageNY.org

20. Districts – an alternate headline, if true, is: In our District, all student learning measures assess growth, not achievement All teachers will have at least one measure of student growth * See Appendix for an explanation of which teachers will receive State-provided growth measures and which will develop SLOs as well as an overview of SLOs • All students can show growth – It is our responsibility as educators to meet students where they are & help them advance academically • State-provided measures and SLOs focus on student growth, rather than proficiency – This allows us to: • Recognize students’ different starting points • Acknowledge educators’ contributions towards student learning • Identify strengths and gaps in student progress and help teachers to better support students with different academic needs • Allow teachers to achieve high ratings regardless of students’ incoming levels of achievement • Some teachers will receive State-provided growth measures while others will develop Student Learning Objectives* • Teachers of ELA and Math in grades 4-8 will receive state-provided growth measures in 2012-13 & 2013-14 EngageNY.org

21. State-provided growth measures compare a student’s growth to similar students EngageNY.org • State-provided growth measures compare a student’s performance on State tests between two years to that of similar students • Proficiency does not tell the whole story • Students enter teachers’ classrooms at different levels of proficiency or academic achievement • We must look at student growth from one year to the next • Comparing a change in test scores is not enough either – In order to determine if a student grew a lot or a little, we have to: • Identify similar students – students who performed similarly in the past (had the same test score in the prior year) • Measure an individual student’s growth relative to these similar students • This comparison helps us put an individual student’s growth into context • Based on this information, we assign each student a Student Growth Percentile (SGP) • SGPs are on a scale from 1 to 99 • SGPs tell us that an individual student scored better than X% of his/her peers

22. Understanding State-provided growth measures – An example • Is Tanisha proficient? • Do we know whether her growth is high, low, or typical compared to other students? ELA Scale Score Tanisha’s Scale Scores 2011-12 2012-13 Dots represent other students • Let’s say proficiency is 650 • Within one class, students enter at a variety of achievement levels • Achievement levels are indicated by prior year test scores • See dots in graphic below • Consider one student – Tanisha • She scores 600 in 2011-12 • She scores 640 in 2012-13 EngageNY.org

23. Understanding State-provided growth measures – An example ELA Scale Score 640 60% of similar students did not perform as well as Tanisha 600 2011-12 2012-13 EngageNY.org • To understand Tanisha’s relative growth: • Compare Tanisha to other students who had the same score (600) the year before • Compare Tanisha’s current score (640) to similar students’ current scores • Tanisha’s SGP is 60, meaning she performed better in the current year than 60% of similar students (students who started in the same place)

24. Multiple characteristics are included when identifying similar students This ensures that all educators have a chance to demonstrate effectiveness on this measure regardless of the composition of his or her classroom EngageNY.org

25. State-provided growth measures also consider student enrollment and attendance • Only students who meet the following criteria will count towards a teacher’s score: • Have two consecutive years of State test results • Enrolled with the teacher for at least 60% of the course • Differences in enrollment and attendance are considered • Each student’s result is weighted by the proportion of time the student was enrolled and in attendance with the teacher • For example, if a student is enrolled for 90% of the course and attended 90% of the time, that student’s result will count as 0.81 (0.9 x 0.9 = 0.81) • Educators receive a Mean Student Growth Percentile (MGP) score • Students receive an individual Student Growth Percentile (SGP) score • Educators receive an MGP result (weighted average of student SGPs) for each grade and subject with at least 16 student test scores • If an educator has more than one (1) result, the results will be averaged together based on the number of student scores in each EngageNY.org

26. We expect 2012-13 state-provided growth score rating distribution to be similar to 2011-12 In 2011-12, 84% of teachers received a state-provided growth score rating of effective or highly effective EngageNY.org

27. District to update Growth and local measures of student learning work together to support our academic goals • Growth and local measures must be different from one another • Teachers of ELA and Math in grades 4-8 will receive: • A State-provided growth measure • Local measures based on (district to summarize – growth on a different assessment? % proficient on State assessments? Something else?) • Teachers in other grades and subjects with State Assessments will: • Create Student Learning Objectives (SLOs) based on State assessments • Grade 3 ELA and math • Grade 8 Science • High School Regents courses • Students taking NYSELAT and/or NYSAA • Receive locally-selected measures based on (district to summarize – can create a table or use bullets to show specific local measures next to each type of teacher above) EngageNY.org

28. District to update • List assessment for each sub-group • Note whether locally-selected measures are focused on growth or proficiency • Use as many slides as you need – group grades & subjects together as necessary For other grades & subjects, we made the following choices for SLOs and locally-selected measures EngageNY.org

29. The APPR will lead to meaningful feedback and support • Evaluation and development is an ongoing cycle • APPR will support teacher development, leading to improved instructional practice and, ultimately, improved student learning outcomes Improved Student Learning EngageNY.org

30. Some teachers will receive a Teacher Improvement Plan (TIP) based on their APPR results • Teachers rated Developing or Ineffective will receive support through a Teacher Improvement Plan (TIP) • TIPs should assist teachers to work to their fullest potential and improve their practice • TIPs must: • Include specific standard-based goals for teacher progress • Identify areas needing improvement, timeline for achieving improvement, manner in which improvement will be assessed, differentiated activities to support improvement • Describe professional learning activities that educator must complete – should connect directly to areas needing improvement • List additional support/assistance educator will receive EngageNY.org

31. District to update Other important details about our District APPR • Appeals will be handled in a timely and expeditious manner • District to add appeals process details • Tenured educators with two consecutive annual “Ineffective” ratings may be considered for termination through an expedited hearing process • Other EngageNY.org

32. District to update – suggestions based on state-wide feedback and may not apply. Edit as appropriate. We are building on lessons learned from our 2012-13 APPR process • Successes from first year of implementation • Collective bargaining completed for new system • Observation and feedback process led to rich instructional conversations • Defining growth expectations for students across all courses was challenging but worthwhile • We are taking steps to strengthen the usefulness of the 2013-14 APPR as a tool for instructional improvement • Individual conversations about 2012-13 results will focus on development opportunities for 2013-14 • [any changes to reduce time and administrative burden?] • [any changes to SLO process?] • [additional training opportunities for evaluators and/or teachers?] • other EngageNY.org

33. District to update Teachers can access many supports to learn more about our new teacher evaluation & development system In-Person Supports Websites Documents Questions? Contact XYZ or visit ABC EngageNY.org

34. Appendix EngageNY.org

35. Our Danielson-based teacher practice rubric reinforces the Common Core Districts – keep only if you use Danielson Common Core Content Common Core Pedagogy 35 EngageNY.org 35

36. Districts – keep only if you use NYSUT rubric Our NYSUT-based teacher practice rubric reinforces the Common Core Common Core Content Common Core Pedagogy EngageNY.org

37. Classroom teachers will be evaluated under new APPR • Teachers who are the “teacher of record” will be evaluated under this APPR • “Teacher of record” = individual(s in co-teaching) who is primarily and directly responsible for a student’s learning activities aligned to the performance measures of a course EngageNY.org

38. State provides standards for how districts assign points to rating categories EngageNY.org

39. APPR is based on national research that tells us what good evaluation systems look like • Use research-based observation rubrics • Use multiple observations per teacher (ideally with multiple observers) • Train and calibrate all observers • Include value-added measures which are more predictive of future student learning than other researched measures • Combine observation measures, student feedback surveys, and value-added growth results on state tests to create a more reliable and better predictor of student learning than: • Any measure alone • Graduate degrees • Years of teaching experience • Combining “measures” is also a strong predictor of student performance on other kinds of student tests Bill and Melinda Gates Foundation, Measures of Effective Teaching Project. 39 EngageNY.org 39

40. We designed our teacher and evaluation system locally within the state framework EngageNY.org

41. Some teachers will receive state-provided growth measures while others will develop Student Learning Objectives • Growth based on state assessments • Score counts for full growth subcomponent • Create SLOs for courses with the largest number of students • At least one SLO must use state-provided growth measure • Create other SLOs for other courses/sections Example: A teacher with 1 section of 7th grade math and 4 sections of 7th grade science must have one SLO associated with the state-provided growth measure for math. • Student Learning Objectives (SLOs) must: • Cover courses with the largest number of students • Combine sections that use common assessments • Continue until at least 50% of students are covered by SLOs • Be weighted based on proportion of students covered in each SLO • Include all students in course sections subject to an SLO EngageNY.org

42. Student Learning Objectives (SLOs) allow us to measure growth in non-tested subjects • Student Learning Objectives (SLOs) will be used to assess the learning growth of students in classrooms (“non-tested subjects”) where there is no state assessment that can be used for state-provided growth or value-added measures • Educators’ scores are based on the degree to which their SLOs/goals were attained EngageNY.org

43. Helpful Resources • EngageNY Teaching and Learning Resource Website: http://engageny.org • Approved Teacher Practice Rubrics: http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/ • Approved Survey Tools: http://usny.nysed.gov/rttt/teachers-leaders/approved-surveys/home.html • State Growth Measures for webinars, guides to interpreting growth scores, technical report, FAQs, and sample reports:http://www.engageny.org/resource/resources-about-state-growth-measures • Student Learning Objectives (SLOs) Guidance, Road Map, NYSED SLO Template, and Introductory Webinars: http://engageny.org/resource/student-learning-objectives/ • Approved Student Assessments for use by School Districts and BOCES in Teacher Evaluations: http://usny.nysed.gov/rttt/teachers-leaders/assessments/ • Common Core Toolkit for information about the Common Core State Standards, FAQs, myths vs. facts, and more:http://www.engageny.org/resource/common-core-toolkit • Common Core Shifts for resources describing the six instructional shifts needed to effectively implement the Common Core: http://www.engageny.org/resource/common-core-shifts/ • Common Core Curriculum for curriculum modules and units in P-12 ELA and math that can be adopted or adapted locally: http://www.engageny.org/common-core-curriculum • Common Core Video Series for 15 videos explaining the Common Core in depth and sharing how to implement them in your classrooms: http://www.engageny.org/resource/common-core-video-series/ • Further Questions? Email educatoreval@mail.nysed.gov EngageNY.org