learning overview of the 60-20-20

Learning Overview of the

60-20-20

Dana Serure

Integrated Education Services

Erie 2-Chautauqua-Cattaraugus BOCES

[email protected]

www.engageNY.org

Teacher/Principal Evaluation Formula

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“Other Effective

Measures”

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Growth

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Local 100

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“Other Effective

Measures”

New York State Teaching Standards

1. Knowledge of Students and Student Learning 2. Knowledge of Content and Instructional Planning 3. Instructional Practice 4. Learning Environment 5. Assessment for Student Learning 6. Professional Responsibilities and Collaboration 7. Professional Growth

©2010 McKay Consulting, LLC

The Impact of Teaching

Teaching has 6 to 10 times as much impact on achievement as all other factors combined (Mortimore and Sammons, 1987).

The effects of well prepared teachers on student achievement can be stronger than the influences of student background factors, such as poverty, language background, and minority status (Darling-Hammond, 1999).

The single most influential component affecting individual student success in schools is the classroom teacher (Marzano, 2003).

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A Road Map….

Because teaching is complex, it is helpful to have a road map through the territory, structured around a shared understanding of teaching. Charlotte Danielson


Defining Effective Practice


In order to create the conditions for improved teaching, one must first define

it. Without such a definition of good practice, educators are, in effect,

wandering in a swamp.

Charlotte Danielson

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What are some of the characteristics of effective teaching?

What would you expect to see and hear if you were in the presence of an exemplary teacher?

Consider settings both in and beyond the classroom.

*2-3 Post-its (One characteristic per post-it)

A Framework for Teaching:

Components of Professional Practice

Domain 4: Professional Responsibilities

a. Reflecting on teaching

b. Maintaining accurate records

c. Communicating with families

d. Participating in a professional community

e. Growing and developing professionally

f. Demonstrating professionalism

Domain 3: Instruction

a. Communicating with students

b.Using questioning and discussion techniques

c.Engaging students in learning

d.Using Assessment in Instruction

e.Demonstrating flexibility and responsiveness

Danielson 2006

Domain 1: Planning and Preparation

a. Demonstrating knowledge of content and

pedagogy

b. Demonstrating knowledge of students

c. Selecting instructional outcomes

d. Demonstrating knowledge of resources

e. Designing coherent instruction

f. Designing student assessment

Domain 2: The Classroom Environment

a. Creating an environment of respect and rapport

b.Establishing a culture for learning

c.Managing classroom procedures

d.Managing student behavior

e.Organizing physical space

PLAN

TEACH

REFLECT

APPLY

Visualize Your Thinking

• Look at your “sticky note” descriptions of effective teaching.

• Using your “placemat” as a reference, place each post-it note on the placemat in the appropriate Domain.

• Now, place the post-it notes on the large chart paper “placemats” posted around the room.

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Domain 2: Classroom Environment

Domain 3: Instruction Domain 4: Professional Responsibilities

What do you notice?

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Did anyone have a characteristic that did not fit into one of the

Domains?

***The Framework for teaching does NOT redefine what constitutes good teaching, it simply organizes it into a “Framework” that makes it easier for us to talk about and reflect on teaching.

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Let’s Organize your Rubric

• Use the post-it notes to “tab” the four domains

• Domain 1 – page 1




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•Danielson Rubric

•Placemat

•Domain

•Component

Kim

Oa

ke

s E

rie

2 B

OC

ES

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Ad

op

ted ©

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Lets Review the Terminology


A Framework for Teaching:

Components of Professional Practice

Domain 4: Professional Responsibilities

a. Reflecting on teaching

b. Maintaining accurate records

c. Communicating with families

d. Participating in a professional community

e. Growing and developing professionally

f. Demonstrating professionalism

Domain 3: Instruction

a. Communicating with students

b.Using questioning and discussion techniques

c.Engaging students in learning

d.Using Assessment in Instruction

e.Demonstrating flexibility and responsiveness

Danielson 2006


a. Demonstrating knowledge of content and

pedagogy

b. Demonstrating knowledge of students

c. Selecting instructional outcomes

d. Demonstrating knowledge of resources

e. Designing coherent instruction

f. Designing student assessment


a. Creating an environment of respect and rapport

b.Establishing a culture for learning

c.Managing classroom procedures

d.Managing student behavior

e.Organizing physical space


Components of Domain 2: 2a: Creating an Environment of Respect and

Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space

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Teaching is a performance. Performances are measured using rubrics.

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RUBRIC

Critical Attributes

Possible Examples

Exploring Levels of Performance

Handout B: Performance Levels Identifying Key Words (individual)

Each table will be given one domain; each person should take at least one component to review.

Scan the rubric language used to describe your component.

List some key words or phrases that Danielson uses, or that you would use that that make this level different from the rest. Chart that on Handout B.

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Handout B: Performance Levels Identifying Key Words (table)

As a table, share the rubric language for each component.

List some key words or phrases that Danielson uses, or that you would use that that make this level different from the rest.

Reach consensus as a table and create a group table (bottom of Handout B)

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Performance Levels: Key Words

Ineffective Developing Effective Highly Effective

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Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

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Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

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Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most




Unsafe

Lack of

Unaware

Harmful

Unclear

Poor

Unsuitable

None

Partial

Generally

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Clear

Positive

Smooth

Most

Seamless

Solid

Highly

Subtle

Skillful

Preventative

Sophisticated

Students

Always



Unsafe

Lack of

Unaware

Harmful

Inappropriate

Unclear

Poor

Unsuitable

None

Partial

Generally

Somewhat

Inconsistently

Attempts

Awareness

Moderate

Minimal

Some

Consistent

Frequent

Successful

Appropriate

Individualized

Clear

Positive

Smooth

Most

Seamless

Solid

Highly

Subtle

Skillful

Preventative

Sophisticated

Students

Always


Performance Levels: Key Words Teacher-directed

success!

Student-directed success!

Levels of cognition and constructivist learning increase

Student Learning

We tend, as teachers, to think that our students learn because of what we do. That’s not correct. Our students don’t learn because of what we do;

they learn because of what they do.

Our challenge, then, is to engage them in intrinsically interesting work that will yield the

learning we want. ©2

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You don’t just learn knowledge; you have to create it. Get in the driver’s seat, don’t

just be a passenger. You have to contribute to it or you don’t understand it.

- Dr. W. Edwards Deming ©

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• Using the rubric, brainstorm possible sources of evidence from your classroom practice that would illustrate the components.

• What do you ALREADY DO to demonstrate effectiveness in these areas?

Evidence of Domains 1 & 4

How will we be “scored” using the rubric?

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Each Component is worth 4 points

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1 2 3 4

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DOMAIN 1 • 6 components • Total points

possible = 24


possible = 20


possible=24


possible = 20

Example Conversion: Teacher Q

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earned = 21


earned = 16


earned = 21


earned = 16


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earned = 21/6


earned = 16/5


earned = 21/6


earned = 16/5


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earned = 21/6 • Average score =

3.5



3.2



3.5



3.2


•Average score = 13.4

•Divide by number of Domains = 4

•3.35

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Conversion Chart

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NOTE: Rounding may not take you out of a HEDI category!!!

www.engageNY.org © 2012, Community Training and Assistance Center

*Please see caveat © 2012, Teaching Learning Solutions

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60 Evidence-

based Observations,

etc.

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Growth

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Local 100

Student Learning Objectives “comparable growth measure”

100-Point Evaluation System for Teachers



NYSED SLO Framework Source: Page 4 of Guidance on the New York State District-Wide

Growth Goal Setting Process: Student Learning Objectives

• A student learning objective is an academic goal

for a teacher’s students that is set at the start of a

course.

• It represents the most important learning for the year

(or, semester, where applicable).

• It must be specific and measurable, based on

available prior student learning data, and aligned to

Common Core, State, or national standards, as well as

any other school and district priorities.

• Teachers’ scores are based upon the degree to which

their goals were attained.

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NYSED SLO Framework and 8 Elements

All SLOs MUST include the following basic components:

Student Population Which students are being addressed?

Learning Content

What is being taught? CCSS/National/State standards? Will this goal apply to all standards applicable to a course or just to specific priority standards?

Interval of Instructional Time

What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?

Evidence What assessment(s) or student work product(s) will be used to measure this goal?

Baseline What is the starting level of learning for students covered by this SLO?

Target(s) What is the expected outcome (target) by the end of the instructional period?

HEDI Criteria How will evaluators determine what range of student performance “meets” the goal (effective) versus “well-below” (ineffective), “below” (developing), and “well-above” (highly effective)?

Rationale Why choose this learning content, evidence and target?

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3 KEY Questions

1. What do you teach?

2. To whom?

3. What do the students need?

Course roster(s), Data, and Standards

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Information to inform WRITING SLO



State Growth definition

..change in academic achievement as measured in

two points of time…

First point of time is the “Baseline”

Learning Target is set by teacher

Second point of time is the “Summative”

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3 Types of Targets

First point of time is the “Baseline”

Learning Target is set by teacher

1. Tiered Growth Target

2. Growth to Mastery Target

3. Differentiated Growth Target

Second point of time is the “Summative”

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Student Population, Baseline, and Target(s)

SLO Student Population: All 105 students across 4 sections of Grade 7 Visual Arts classes (names included on the rosters).

Baseline: Students scored between 0-30% on the grade 7 visual arts pre-assessment.

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Student Pre-Test Score Summative Target

Student A 10

Student B 20

Student C 5

Student D 0

Student E 30

Student F 10



Student Population, Baseline, and Target(s) Training SLO Target Approach 1:

Set common tiered targets. Baseline = Target Tiered Goal 0-9 = 60; 10-19 = 70; 20-29 = 80; 30 > = 90

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Student A 10 70

Student B 20 80

Student C 5 60

Student D 0 60

Student E 30 90

Student F 15 70




Training SLO Target Approach 2:

Set growth-to-mastery targets.

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Student A 10 75

Student B 20 75

Student C 5 75

Student D 0 75

Student E 30 75

Student F 10 75




Training SLO Target Approach 3:

Set differentiated growth targets.

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Student A 10 80

Student B 20 80

Student C 5 75

Student D 0 70

Student E 30 85

Student F 10 80



New York SLO Development Guide

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Introduction to the Quality Rating Rubric



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60 Evidence-

based Observations,

etc.

20

Growth

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Local 100

Local Measure

100-Point Evaluation System for Teachers



LOCAL MEASURE

• Target Setting based on GROWTH

or ACHIEVEMENT

• ASSESSMENT may be the SAME

from SLO; yet TARGET SETTING

NEEDS to be DIFFERENT

• Similar template; yet may not have a

baseline target if a summative goal

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TOOLS to Help

Alt and Sp Ed weebly

E2ccb APPR Resources

See next slide for a graphic organizer of the E2CCB APPR PLAN and

direct link – the graphic organizer does not substitute reading for

details in the APPR plan in accordance with NYS Regulations

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http://e2alternativeandspecialed.weebly.com/appr.html

http://www.e2ccb.org/resources.cfm?subpage=1652151



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E2CCB

APPR



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