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Race To The Top

Race To The Top . 20 th Century Education vs. 21 st Century Education. Deliverable #1 . NYS Common Core Learning Standards. NYS ELA Common Core Learning Standards. Summarized Objectives in ELA for the Next Six Months are: Materials :

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Race To The Top

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  1. Race To The Top

  2. 20th Century Education vs. 21st Century Education

  3. Deliverable #1

  4. NYS Common Core Learning Standards

  5. NYS ELA Common Core Learning Standards

  6. Summarized Objectives in ELA for the Next Six Months are: • Materials: • Shift in what students are reading – within existing materials • Reading lists include a balance of literature and informational text • Teachers: • Shift in student questions • Shift to 80% of questions asked as text-dependent • Students: • Evidence of close reading • Close encounters with sufficiently complex text demonstrated through writing to inform or argue using evidence from text.

  7. NYS Mathematics Common Core Learning Standards

  8. Summarized Objectives in Mathematics for the Next Six Months are: • Materials: • Focus • Clear indication of fewer concepts at each grade level represented by curriculum documents, district formative assessments • Teachers: • Identify focus areas and fluencies of grade level • Shift in time spent on areas of in-depth instruction • Students: • Demonstrated fluency and understanding • Display fluencies for the grade level and understand focus areas

  9. Deliverable #2

  10. What is Data-Driven Instruction

  11. The Four Keys Data-Driven Instruction at its Essence: Assessments Analysis Action in a Data-Driven Culture

  12. Assessment Big Ideas: Standards (and objectives) are meaningless until you define how to assess them. Because of this, assessments are the starting point for instruction, not the end.

  13. Assessments: • Principles for Effective Assessments • Common Interim: • At least quarterly • Common across all teacher of the same grade level • Transparent Starting point • Teachers see the assessments in advance • The assessment define roadmap for teaching

  14. Assessments: • Principles for Effective Assessments • Aligned To: • To state test (format, content & length) • To instructional sequence (curriculum) • To college –ready expectations • Re-assesses • Standards that appear on the first interim assessment appear again on subsequent interim assessments.

  15. The Four Keys Assessments (Interim, Transparent, Aligned, Re-Assess) Analysis Action in a Data-Driven Culture

  16. Analysis: • Immediate: Ideal 48 hours, max 1 week turnaround • User-Friendly: data reports are short but include analysis at question level, standards level and overall • Teacher-Owned analysis • Test-in-Hand analysis: teacher & instructional leader together • Deep: moves beyond “what” to “why”

  17. Unit and Lesson Planning Aligned with state standards curriculum materials Delivery of Instruction Teachers orchestrate learningexperiences for students Formative Assessments: Teachers check for student understanding minute by minute, day by day The principal’s strategic intervention Interim Assessments More formal testing, usually quarterly to check for student proficiency The Ripple Effect Data Analysis Teachers look at interim assessment results, plan improvements, and identify struggling students Follow-Up Teachers re-think, re-teach and get extra help for student who need it Summative Assessments Unit tests, grades, and high-stakes state tests

  18. The Four Keys Assessments (Interim, Transparent, Aligned, Re-Assess) Analysis(Quick, User-friendly, Teacher-owned,Test-in-hand, Deep) Action in a Data-Driven Culture

  19. Action: • Plan: new lessons based on data analysis • Action Plan: implement what you plan (dates, times, standards & specific strategies • Ongoing Assessment: in-the-moment checks for understanding to ensure progress • Accountability: observe changes in lesson plans, classroom observations, in-class assessment • Engaged Students: know end goal, how they did, and what actions they’re taking to improve

  20. The Four Keys Assessments (Interim, Transparent, Aligned, Re-Assess) Analysis(Quick, User-friendly, Teacher-owned,Test-in-hand, Deep) Action(Action Plan, Ongoing, Accountability, Engaged) in a Data-Driven Culture

  21. Big Picture Data drives good teaching. The name of the game is to … Match the right strategy… At the right time… With the right student … And to repeat this process for all students all the time.

  22. Data-Driven Culture: • Active Leadership team: teacher-leader data analysis meetings; maintain focus • Introductory PD: what (assessments) and how (analysis and action) • Calendar: done in advance with built-in time for assessment, analysis, and action (flexible)

  23. Data-Driven Culture: • Ongoing PD: aligned with data-driven calendar: flexible to adapt to student learning needs • Build by Borrowing: Identify and implement best practices from high-achieving teachers and schools

  24. The Four Keys Assessments (Interim, Transparent, Aligned, Re-Assess) Analysis(Quick, User-friendly, Teacher-owned,Test-in-hand, Deep) Action(Action Plan, Ongoing, Accountability, Engaged) in a Data-Driven Culture (Leadership, PD, Calendar, Build by Borrowing)

  25. Implementation Rubric Data-Driven Instruction & Assessment

  26. EngageNY.org

  27. Questions

  28. Deliverable #3

  29. Teacher Evaluation Road Map: 2011-12

  30. 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. NYSUT Rubrics

  31. NYSUT Rubrics

  32. NY State Standards of Vocabulary NYSUT Rubrics

  33. 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 NYSUT Rubrics

  34. 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 NYSUT Rubrics

  35. 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” NYSUT Rubrics

  36. Professional Responsibilities (Post-Observation) • Standard 6: Professional Responsibilities • Upholds standards and policies • Collaborate with colleagues • Communicate & collaborate with families • Perform non-instructional duties • Complies with laws and polices NYSUT Rubrics

  37. 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 NYSUT Rubrics

  38. Aligning Evidence to theNYSED Teaching Framework • Using the placemat for the NYSED Teaching Framework,re-sort your table’s post-it notes as appropriate to the standard, element and indicator NYSUT Rubrics

  39. Paired Verbal Fluency

  40. Building the Plane

  41. Reviewing the Levels of Performance: • Read the descriptors for the elements in Standard 3 of the rubric • Highlight the verbs/phrases that distinguish the differences among the levels of performance.

  42. Charlotte Danielson A Framework for Teaching

  43. Priorities of the FfT-Based Rubrics • Cognitive Engagement • Constructivist Learning • 21st Century Skills • The LEARNING is done by the LEARNER! NYSUT Rubrics

  44. Levels of Performance and Student Achievement – Research • Research Findings from Cincinnati • (National Bureau of Economic Research, 2010) • Teachers have substantial effect on student achievement • Correlation between FFT based evaluation and student achievement • Evaluation using the FFT found:Unsatisfactory and Basic: students had lower gains than expected • Proficient: students made expected gains • Distinguished: students made positive, and greater than expected gains • http://papers.ssrn.com/sol3/papers.cfm?abstract_ id= 1565963 NYSUT Rubrics

  45. Priorities of the Framework • Cognitive Engagement • “Effective” = students must be cognitively engaged • “Highly Effective” = cognition, meta-cognition, and student ownership of their learning • Constructivist Learning • Effective and Highly Effective practice must have evidence of learning experiences designed to facilitate students’ construction of knowledge. • 21st Century Skills • Effective and Highly Effective practice must plan for and have evidence of application of college career-readiness skills and dispositions NYSUT Rubrics

  46. Levels of Performance Unsatisfactory / Ineffective – Teaching shows evidence of not understanding the concepts underlying the component - may represent practice that is harmful - requires intervention Basic / Developing– Teaching shows evidence of knowledge and skills related to teaching - but inconsistent performance NYSUT Rubrics

  47. Levels of Performance Proficient / Effective – Teaching shows evidence of thorough knowledge of all aspects of the profession. Students are engaged in learning. This is successful, accomplished, professional, and effective teaching. Distinguished / Highly Effective – Classroom functions as a community of learners with student assumption of responsibility for learning. NYSUT Rubrics

  48. Comparison of HEDI Levels • Compare III.2 from the NYSUT Rubric to 3a of the Framework for Teaching Rubric • Are there common themes? • Are there differences?

  49. Common Themes • Equity • Cultural competence • High expectations • Developmental appropriateness • A focus on individuals, including those with special needs • Appropriate use of technology • Student assumption of responsibility NYSUT Rubrics

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