PEER REVIEW PRESENTATION The New York State Academy for

Teaching and Learning

Daemen College

MODULE #1:

History and Background of NYSATL’S Statewide

Peer Review

OT2

TEACHING PRACTICE

OT3

“Working the Diamond”&

STATE STANDARDS

“Working the Diamond”Where State Standards & Teacher Practice Come Together Creating

Communities of Reflective Practitioners

STATE STANDARDS

NYSATL Fac

ultyNYSATL Products

NYSATL Website Sta

tewid

e Pee

r

Review

Eve

nt

Internalize meaning of Learning Standards

Prepare standards-based Learning Experiences

Design & use effective assessment tools

Look at student work

Engage in peer reviews

Teacher Practice

“Working the Diamond”Where State Standards & Teacher Practice Come Together Creating Communities of Reflective

Practitioners

Internalize meaning of Learning Standards

NYSATL F

aculty

Consu

ltants

•Nati

onal

Experts

•Tea

cher

Mem

bers

NYSATL Products

•Learning Experience Outline

•Criteria for Review

•Statewide Pee Review Protocol

•History & Background of Statewide Peer Review

•Looking at Student Work Protocols

Statewide P

eer R

eview

Even

t

•Hea

r natio

nally re

cognize

d spea

kers

•Work

with

diverse

groups o

f pra

ctitio

ners

•Disc

over new

web

sites

•Valid

ate Lea

rning E

xperien

ces

•Look at s

tuden

t work

NYSATL Website

•Brings standards to life

•Sharing validated learning experiences which

include samples of student work

•Professional development tool

•Interactive and ever-changing

•Connection to supporting

activities

Internalize meaning of Learning Standards

Prepare standards-based Learning Experiences

Design & use effective assessment tools

Look at student work

Engage in peer reviews

www.nysatl.nysed.gov OT6

Professional development works best, according to recent research, when it is…

• Organized around real problems of practice,

• Content-based,

• Focused on actual student work and learning,

• Conducted in a “professional community of practice”- with norms that acknowledge diverse expertise and encourage “critical friendship,”

• Extended over time, with opportunities to incorporate new ideas into practice, and to reflect on the results

History and Background of NYSATL’s Statewide Peer Review

THREE QUESTIONS

How do you know a good standards-based teaching plan when you see it?

What if the teacher were there?

How does statewide peer review fit within the overall efforts of New York State to ensure high learning standards for all students?

New York State Academy for Teaching Learning (NYSATL)

Statewide Peer Review

Teachers

NYSATL

Statewide Peer

Review Event

Participants

Teacher Presenter

s

NYSATLAcademy Members

Submit Learning

Experiences Using

NYSATL Learning

Experience Outline

Reviews Learning

Experiences

Selects Learning

Experiences for Statewide Peer Review

Event

Coaches Teachers to Prepare for

Statewide Peer Review

Look At Student

Work

Identify Evidence of the

Learning Standards

Validate Learning

Experiences, Using

Statewide Peer Review Protocol

Revise Learning

Experiences Based on Evidence

Identified in the

Statewide Peer Review Event

Issues Annual Press

Release of NYSATL Members

Issues Certificates for

Members of NYSATL

Posts Membership on

NYSATL Website

Submit Learning

Experiences for Consideration for Publication on NYSATL

Website

MODULE #2:

NYSATL’S CRITERIA FOR

REVIEW

OH 3A

NYSATL STATEWIDE PEER REVIEW CRITERIA FOR REVIEW

• Relation to Learning Standards

• Intellectual Challenge

• Assessment Plan

• Engagement

• Adaptability

• Technology Integration

The Criteria for Review Reporting Form is used to document the conversation about a learning experience using the Statewide Peer Review protocol for the New York State Academy for Teaching and Learning (NYSATL). For the purpose of the Statewide Peer Review, a learning experience is defined as an instructional strategy used by the teacher which demonstrates at least one NYS learning standard and one per- formance indicator embedded in the assessment plan. It must be discussed within the 75 minute protocol established by the Academy. During this time, the teacher receives feed- back on his or her experience in relation to the criteria established by the Academy. The review panel is responsible for making one of three recommendations. These recommendations are: read for the Academy as is, ready for the Academy with these revisions, or revise and resubmit.

The purpose of this form is to:

provide the Reviewers with a place to document evidence from the peer review, in relation to each of the six criteria established by the NYSATL;

provide the Recorder a place to record specific evidence from the student work and the learning experience. This evidence is the basis for the warm (“W”) and cool (“C”) feedback in relation to each of the Academy’s criteria;

allow for official documentation of the peer review.

AS YOU LISTEN TO THE TEACHER PRESENTER AND AS YOU READ THE LEARNING EXPERIENCE, PLEASE DOCUMENT EVIDENCE RELATED TO EACH OF THE ESTABLISHED CRITERIA.

Title of Learning Experience:

Standard Area(s):

Teacher(s):

Facilitator:

Recorder:

Reviewer:

Recommendation:

Please check one of the three boxes shown below:

Ready for Academy as is:

Ready for Academy with these minor revisions:

Not Ready for Academy – requires major re-working (for example, revisions to assessment plan will require collection of new student work)

For updates on the NYS Academy for Teaching and Learning visit:

www. nysatl.nysed.gov

Criteria for Review Reporting Form

Directions: For each criterion, please note specific evidence from the student work and the learning experience .

(1) RELATION TO LEARNING STANDARD

This learning experience:

• lists specific NYS learning standards

• lists performance indicators for each standard

• links to an existing NYS core curriculum

• requires students to demonstrate the use of ideas, perspectives, tools, skills, and/or methods that are central to the learning standard

(2) INTELLECTUAL CHALLENGE • grow intellectually

• move beyond rote application, e.g., interpret, predict, analyze, synthesize

• build on prior knowledge and skills

• wherever possible, connect with real-world contexts

• use a variety of talents, skills, and strategies

(4) ENGAGEMENT

This learning experience:

• holds the attention of students

• motivates students to become intellectually, emotionally, and/or physically involved in ways that result in higher achievement

Experience noted here provides basis for warm and cool feedback to Teacher Presenter.

(5) ADAPTABILITY

This learning experience is adaptable to the range of student abilities in the classroom:

(6) TECHNOLOGY INTEGRATION Instructional technology, when appropriate:

• is used to enhance instruction

• assists students in achieving the learning standard(s) addressed in the assessment plan

(3) ASSESSMENT PLAN

The assessment plan:

• provides a description of the assessment tools, techniques, and/or strategies to measure student performance relative to each performance indicator

• clearly defines the various levels of student performance (e.g., developing, proficient, distinguished) in order for students to understand what is expected of them

• incorporates elements of good assessment; clear criteria to guide work, feedback on work in progress, reflection on work completed

• includes graded samples of a range of student work illustrating the use of each assessment tool

MODULE #3:

NYSATL’S STATEWIDE PEER

REVIEW PROTOCOL

OH1

PURPOSE OF STATEWIDE PEER REVIEW

To provide a forum for teachers to share with diverse groups of colleagues learning activities in order to:

• Promote meaningful conversation among teachers about a learning experience with the focus on student work guided by established criteria

• Encourage the use of standards-based instruction embedded in the assessment of student work

• Facilitate the use of innovative and challenging standards-based learning activities in order to attain higher levels of learning for all students

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THE STATWIDE PEER REVIEW PARTICIPANTS

Facilitator

FReviewer

Teacher Presenter

P

Recorder

Reviewer

Reviewer

Reviewer

ReviewerReviewer

Reviewer

Reviewer

7 –9 Participants

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REVIEWER’S RESPONSIBILITIES

1. Be familiar with the Criteria2. Be active listeners and note takers in order to begin to analyze the

learning experience in relation to the established criteria3. Read learning experience and examine student work to determine its

alignment to the performance indicators identified and the assessment tools used

4. Document evidence on the Criteria for Review Reporting Form5. Give feedback – “Warm and Cool” – on the Learning Experience,

including student work6. Engage in conversation about the Learning Experience, including student

work7. Support the Recorder during the summary segment8. Return all materials distributed

OH8

TEACHER PRESENTER’S RESPONSIBILITIES

1. Briefly gives the instructional context of the learning experience.

2. Shares a range of student work and describes its relationship to the identified performance indicators and the assessment tools.

3. Gives reasons for selecting these pieces of student work and explains why they were judged as developing, proficient, or distinguished.

4. Actively listens and takes notes during “Warm and Cool Feedback.”

5. Responds to warm and cool feedback.

6. Engages with reviewers in conversation.

7. After session, meets in a private conference with Facilitator and Recorder.

OH9

FACILITATOR’S RESPONSIBILITIES

1. Sets the Tone; Make Introductions; Gives the Charge; Manages Time; Explains “Warm and Cool Feedback”

2. Appoints a Recorder (Recorder and Teacher Presenter sit to right and left of facilitator)

3. Distributes the Criteria for Review Reporting Form for note taking.4. Distributes the learning experience at the end of the Teacher Presentation

segment.5. Insures a balance of warm/cool feedback.6. Models warm/cool feedback and gently “pushes’ reviewers for more

specific evidence for warm/cool feedback.7. Insures that each criterion is addressed.8. Collects all materials distributed.9. Meets in a private conference with Teacher 10. Presenter and Recorder after the session.

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RECORDER’S RESPONSIBILITIES

1. During the Quiet Time, the Recorder becomes familiar with the Criteria for Review Reporting Form.

2. Records evidence of “Warm and Cool Feedback” as it relates to each criterion.

3. Records Teacher Presenter’s responses.4. Writes summary on last pages in the “Notes” section. The

summary is a compilation of the Reviewer’s feedback, Teacher Presenter’s response and the open conversation with emphasis on all suggested revisions.

5. Presents summary to the Reviewers.6. After session, meets in a private conference with

Facilitator and Teacher Presenter.

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Modified Statewide Peer Review Protocol

Introduction

Presentation

Quiet Time

Feedback

Response

Conversation

Reflection

Summary

Follow Up

5 Mins.

15 Mins.

15 Mins.

10 Mins.

10 Mins.

10 Mins.

5 Mins.

5 Mins.

15 Mins.

Facilitator

Teacher Presenter

Everyone

Peer Reviewers

Teacher Presenter

Everyone

Reviewers & Recorder

Recorder

Facilitator. Recorder, Teacher

MODULE #4:

NYSATL’S LEARNING EXPERIENCE OUTLINE

OH1

Permission to Use Student Work

SAMPLE DO NOT SEND TO

NEW YORK STATE EDUCATION DEPARTMENTDear Parent or Guardian:

The State Education Department is developing and maintaining an internet website supporting the learning standards approved by the Board of Regents for all students.

The website includes a collection of instructional practices which promote student achievement of the learning standards.

Your child’s teacher has designed a learning activity that is geared toward these higher standards. This lesson, along with samples of student work related to the lesson, is being submitted to the State Education Department for possible publication on the State’s website.

We ask you that you complete and sign the form below to allow the State Education Department to use your child’s work, should it be selected, for purposes of teacher training and public education. The work would appear without the student’s name or other identifying information. Please return the form to your child’s teacher.

Thank you for your assistance in this important period.

Date:

I give permission to the State Education Department to use the work of (student’s name)______________________________________ with educators and the public for the purposes of teacher training and public education, with the understanding that the student’s name or other identifiable information will not be discussed.

Signature:__________________________________________________________

Relationship to student:_______________________________________________

New York State Academy for Teaching and Learning

LEARNING EXPERIENCE OUTLINE

Personal Information:

Name:___________________________________________________________________

Address:_________________________________________________________________

Street City State Zip

Home Phone: (____)_______________________Home FAX:(____)_________________

E-mail:_______________________________________

Title of Learning Experience:_____________________________________________________

Standard area(s): Only list those standard area(s) addressed through your learning experience’s assessment plan.

_______________________________________________________________________________________________________________________________________________________________________________________________________________

Circle the performance indicator level being assessed through this learning experience.

Elementary/Beginning Level Intermediate Commencement/Advanced

Alternate/Students with Disabilities

TITLE OF LEARNING EXPERIENCE:__________________

LEARNING CONTEXT Describe the context

by including: •a brief statement of the purpose,objective, or focus

of the learning experience;

• the entire wording of the learning standard(s) and the specific performance indicator(s) being assessed;

•how the learning experience addresses an existing New York State core curriculum; and

•what students need to know and/or be able to do to succeed with this learning experience.

1

Assessment Plan Describe the:

• levels of student performance (e.g., developing, proficient, distinguished);

•strategies or techniques used to collect evidence of student progress toward meeting the learning standards’ performance indicators (e.g., observation, group discussions, journal writing);

• tools used to document student progress (e.g., scoring guides rating scales, checklists, teacher made tests, observation forms). Please submit blank copies of these tools; and

•manner in which students are involved in developing assessment criteria, maintaining an awareness of their progress, and reflecting on their work.

2

STUDENT WORK Student work may be submitted on video cassette, audio cassette, or diskette. Each format must be clearly labeled with teacher’s name and title of learning experience. When submitting diskettes, add to the label the format used. (Windows or Macintosh) and the name of the software program. Please do not send student work projects that cannot fit in an envelope. Photographs, including digitals, are acceptable for this type of student work. Send three or four samples of graded student work which is legible and:

•demonstrates a range of student performance (e.g., developing, proficient, distinguished);

• includes, for each student, a completed set of all assessment tools described in the assessment plan (e.g., rubric, checklist, narrative comments);

• includes the teacher assigned grade/points/score/level; and

• for each sample of student work, states the basis for your “grade(s)” by citing evidence from the student work.

3

PROCEDURE Describe, in sequential manner, the actions that take place during this learning experience, including:

•what teacher(s) does;

•what student do individually and/or in groups; and

•how technology (when used) enhances learning and helps to assess student performance.

4

Resources Please note the unique resources (human or material) needed to successfully complete this learning experience, including the titles of texts, reference books, software, and website addresses, etc:

• for the student, and

• for the teacher.

5

INSTRUCTIONAL/Environmental Modifications Please note the unique resources (human or material) needed to successfully complete this learning experience, including the titles of texts, reference books, software, and website addresses, etc:

• instructional modifications made; and

•physical modifications of the classroom setting.

6

TIME REQUIRED For each aspect of the learning experience, state the amount of time for:

•planning;

• implementation (note length of your class period, where appropriate, and the number of days to implement the experience);

•assessment.

7

REFLECTION

Please offer personal comments on the learning experience, including:

• why this lesson was developed for the specific learning standard(s), performance indicator(s), and core curriculum;

• what you learned from implementing this lesson;

• how the lesson was reviewed by peer(s) prior to submission and what you learned from the review;

• how it reflects current scholarship in your field and “best” classroom practice;

• how the lesson prepares students for life outside of school;

• a quote from a student, parent, or educator (optional), and

• a specific question relating to the student work that you would like the reviewers to focus on during the Statewide Peer Review.

8

Break

The need for rules and procedures