ocm boces annual professional performance review 2012-2013

OCM BOCES

Annual Professional Performance Review2012-2013

Committee Work

• Goal – Design an evaluation system that improves instructional practice and student learning.

• Committee met 7 full days from October-May• Committee Membership

• 8 OCMBFT Members• 8 Administrators• All Departments Represented

20%StudentGrowth

20%StudentAchievement

60%Multiple

Measures

20 + 20 + 60 =100

60 Points for Multiple Measures

• Evidence collected throughout the school year

• Teacher submits evidence

• Administrator collects evidence from observation

• At least three 5-15 minutes-long mini-observation for all teachers (written feedback within 2 days)

• Also one extended observation (including pre and post-conference) for probationary teachers


• Collected evidence gets sorted according to the 7 NYS Teaching Standards

• At end of the year, collected evidence is compared to the NYSUT Professional Practice Rubric

• Committee chose NYSUT Rubric instead of Danielson Rubric because of strong alignment to NYS Teaching Standards.


• Levels on the rubric get converted to points:

• Highly Effective = 4.0 pts

• Effective = 3.3 pts

• Developing = 2.8 pts

• Ineffective = 0 pts

I D E H

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• Levels on the rubric get converted to points:

• Highly Effective = 4.0 pts

• Effective = 3.3 pts

• Developing = 2.8 pts

• Ineffective = 0 pts

I D E H

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4.0 pts

4.0 pts

3.3 pts

2.8 pts


• Scores on indicators for each Indicator within a Teaching Standard get averaged into an overall score for each Teaching Standard

• Scores for the 7 Teaching Standards get averaged for the overall rubric score

• Overall rubric score gets translated to 60 points𝑥 𝑝𝑡𝑠4.0 = 𝑦 𝑝𝑡𝑠60

20 Points for Student Growth

• State provides these points for 4-8 ELA and math teachers

• Everyone else must make a Student Learning Objective to figure these points out for ourselves

20 Points for Student Growth

• Student Learning Objective is a process the state has prescribed

• Set goals for the most important learning

• Based on where your kids are starting the year

• Common teachers will collaborate on measures

• No one will have 10 SLOs

• Varied and vast

• Additional training

All SLOs MUST include the following basic components:

Population

These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)

Three sections of ELA 9, heterogeneously grouped, 70 students.

Learning Content

What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l standards applicable to a course or just to specific priority standards?

Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Interval of Instructional

Time

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

2012-2013 school year.

Evidence

What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the cours e.

Baseline assessment: 8th Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text. Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position (in writing).

Baseline

What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?

On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4. On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.

Target(s)

What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?

Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).

INGREDIENTS

INGREDIENTS

Target(s)

What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?

Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).

HEDI Scoring

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

See ranges as specified.

HIGHLY EFFECTIVE

EFFECTIVE DEVELOPING INEFFECTIVE

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

99-100%

97-98%

95-96%

92-94%

88-91%

85-87%

82-84%

79-81%

76-78%

73-75%

71-72%

68-70%

64-67%

60-63%

57-59%

53-56%

49-52%

45-48%

40-44%

30-39%

<30%

Rationale

Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.

The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test scores with an on-demand assessment taken from the 8th grade performance tasks in Appendix B. Similarly, the summative assessment is based on the performance tasks for 9th grade in Appendix B. The summative score is calculated by adding twice of the number of comprehension questions answered correctly with the total score on the district -wide writing rubric (which has 6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).

20 Points for Local Achievement

• A lot like the SLOs

• Same basic process and format

• Can’t be exactly the same as the SLO used for State Growth 20%

• Like SLOs, committee structure will select assessments.

20%StudentGrowth

20%StudentAchievement

60%Multiple

Measures

20 + 20 + 60 =100

Annual Summative Evaluation

• 20 + 20 + 60 = Annual Summative Score for each teacher

• HEDI (91-100, 75-90, 65-74, 0-64)

• Final score by the end of the year (unless waiting for state’s 20%)

• Appeals process

• If “developing” or “ ineffective,” will have improvement plan for following year

A Year at a Glance

• Beginning of the year meeting between teacher and Lead Evaluator

• Set Student Learning Objectives (SLOs)

• Baseline information about students and plans for the year

• Mini-observations (and possible extended observation)

• End of the year meeting between teacher and Lead Evaluator

• Review SLOs

• Compare evidence to rubric

• Summative evaluation

A Work in Progress

• APPR Committee will meet mid-year to discuss how the process is working.

• At the end of the year the APPR Committee will re-convene to make changes if appropriate.

Questions?

ocm boces annual professional performance review 2012-2013

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