APPR

1. APPR • How to be a HIGHLY EFFECTIVE • World Language Teacher

2. What is APPR? • Education Law §3012-c requires a new performance evaluation system for classroom teachers and building principals.

3. What does APPR consist of? • 20 % STUDENT GROWTH on State Assessment • 20% STUDENT ACHIEVEMENT on locally selected measures of achievement • 60% other measures of teacher effectiveness (15% planning and preparation, 15% Classroom Environment 15% Instruction 15% Professional Responsibilities

4. How is 20% student growth measured? • Many teachers will be evaluated based upon Student State Provided Growth Measures such as Regents Exams • World Language Teachers will be evaluated based upon Student Learning Objectives

5. Student Learning Objectives • Student Population • Learning Content  • Interval of Instructional Time • Evidence • Baseline • Target and HEDI Criteria  • HEDI Criteria • Rationale

6. How is 20% student achievement measured? • The student achievement measurement is based upon local assessments.

7. What does the other 60% consist of? • Teachers will be rated on a scale referred to as HEDI ~ Ineffective, Developing, Effective or Highly Effective based upon an approved Teacher practice rubric.

8. What rubrics may be used? • APPR Rubric Options • Chittenango has chosen the 2007 Danielson Framework for Teaching Rubrics • West Genesee has chosen the NYSUT Teacher Practice Rubric

9. Rubrics • The Danielson Rubric includes 4 domains. • Planning and Preparation • Instruction • The Classroom Environment • Professional Responsibilities

10. Rubrics • The NYSUT Rubric includes 7 Standards: • Knowledge of Students and Student Learning • Knowledge of Content and Instructional Planning • Instructional Practice • Learning Environment • Assessment for Student Learning • Professional Responsibilities and Collaboration • Professional Growth Text Text Text

11. How do I attain a rating of Highly Effective? • The Planning and Preparation domain requires extensive knowledge of resources as well as application of learning strategies to individual students to achieve a rating of highly effective. • Most of the Classroom Environment and Instruction Domains require a student centered approach for a rating of highly effective. • Many items in the Professional Responsibilities domain require taking a leadership role for a rating of highly effective.

12. Domain 1:The Classroom Environment • Standards of conduct are clear to all students and appear to have been developed with student participation. • On the first day of school, students create posters with appropriate classroom behavior. Posters are clearly displayed in the classroom.

13. Domain 1: The Classroom Environment • Routines for handling materials and supplies are seamless, with students assuming some responsibility for smooth operation. • Students hand out, collect papers or materials such as scissors, charts etc.

14. Domain 1: The Classroom Environment • Both teacher and students use physical resources easily and skillfully, and students adjust the • furniture to advance their learning. • Students utilize “tool bench” in the room as necessary. The tool bench contains scissors, glue, tape, hole punch, markers etc. • Students arrange desks in pairs, squares or circles to facilitate group work.

15. Domain 3:Instruction • Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, linking that purpose to student interests. • A unit focused on earning a living could begin with students brainstorming part time jobs common to students. These jobs could be the focus of the unit, incorporating a resume, job application and job performance review in the target language.

16. Domain 3:Instruction • Students are fully aware of the criteria and performance standards by which their work will be evaluated and have contributed to the development of the criteria. • Students create rubric for a project or classroom participation. Students rate themselves on the rubric at the end of each marking period.

17. Domain 3:Instruction • Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Students take the initiative to influence the formation or adjustment of instructional groups. • Students choose 6 partners on a partner clock each marking period. For communicative activities, a student rolls a die or spins a wheel to select the partner.

18. Standard I: Knowledge of Students and Student Learning • Teachers acquire knowledge of individual students from students, families, guardians, and/or caregivers to enhance student learning. • Teacher communicates with student’s families and caregivers in a variety of ways. These could include email, phone calls, Blackboard site or web page. Teachers keeps a record of family contact.

19. Standard I: Knowledge of Students and Student Learning • Teachers demonstrate knowledge and understanding of technological and information literacy and how they affect student learning. • Teachers incorporate 21st Century Skills. These might include using glogster, xtranormal, voki, prezi, animoto and others to enhance L.O.T.E. learning.

20. Standard I: Knowledge of Students and Student Learning • Teachers demonstrate current, research-based knowledge of learning and acquisition theories and processes. • Basing his or her practice on Krashen’s Input hypothesis of language acquisition the teacher creates a syllabus which ensures that each learner will receive input appropriate for his/her current stage of linguistic competence.

21. Standard VI:Professional Responsibilities and Collaboration • Teachers set goals for and engage in ongoing professional development needed to continuously improve teaching competency. • Teacher belongs to professional organizations such as LECNY and NYSAFLT and engages in webinars, attends meetings and conferences and takes on leadership roles with the school. • Teacher meets with colleagues to coordinate common assessments such as unit examinations, literacy lessons and leads peers in reaching these goals.

22. Standard VI:Professional Responsibilities and Collaboration • Teachers engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high expectations for student learning. • Teacher embraces ACTFL’s 5 C’s of L.O.T.E. Learning Standards and shares this vision with colleagues, students, parents, community and administration through classroom practice, professional website, district newsletters, and at school functions.

23. Standard VII: Professional Responsibilities and Growth • Teachers manage and perform non-instructional duties in accordance with school district guidelines or other applicable expectations. • Teacher participates in school events such as a culture fair, sporting or musical event or may volunteer at a school event.

24. Standard VII: Professional Responsibilities and Growth • Teachers reflect on their practice to improve instructional effectiveness and guide professional growth. • Teacher uses item analysis to assist in identifying weaknesses and strengths of students and their learning. • Teacher uses reflection via formal and informal evidence.(Blogs, journals, charts)

25. Helpful resources • www.actfl.org • www.engageny.org • www.nysut.org