www.engageNY.org

Network Team Institute Trainingon

Teacher and Leader EffectivenessFrom Theory To Action

through theNetwork Team Approach

NTIMonday, March 12, 2012

www.engageNY.org 2

Regents Reform Agenda

College and Career

Ready Students

Highly Effective

School Leaders

Highly Effective

Teachers

Implementing Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace

Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice in real time

Recruiting, developing, retaining, and rewarding effective teachers and principals

Turning around the lowest-achieving schools

www.engageNY.org 3

Instructional Shifts Demanded by the Core

6 Shifts in MathematicsFocus

Coherence

Fluency

Deep Understanding

Applications

Dual Intensity

6 Shifts in ELA/LiteracyBalancing Informational and Literary Text

Building Knowledge in the Disciplines

Staircase of Complexity

Text-based Answers

Writing from Sources

Academic Vocabulary

3

What is the Work?

Implementing the Common Core

www.engageNY.org 4

Shifts in Assessments

4

www.engageNY.org 5

The District’s Role Implementing the Common Core

• Align supports and accountabilities to the 12 “Shifts” in instruction

• Use the Common Core Video Series on EngageNY.org and provide the recommended PD

• Ask all teachers to conduct one CCSS aligned unit this semester

• Ask all principals to focus their observations of teachers around the shifts

• Focus observation of principals around the shifts

www.engageNY.org

Common Core Resources on EngageNY

www.engageNY.org

Tri-State Rubrics – Math & ELA/ Literacy

7

collaboratively built tools

informed and approved by the authors of the CCSS,

which evaluate the Common Core alignment of curricular materials

www.engageNY.org 8

as of 3/5/12; subject to revision

NYSED is delivering Curricular Modules Aligned to the Core in ELA & Math

Scope and Sequence available in July 2012

P-8 Modules begin arriving in quarter-length chunks beginning in August.

9-12 Modules begin arriving in quarter-length chunks beginning in October.

Modules: ELA & Math

www.engageNY.org 9

Video Exemplars

9

Materials July 2012 Fall/Winter 2012Spring/Summer

2013Winter 2013/14

Common Core Shifts 2 7 11 100 Videos Total

Teacher Practice Videos

45 114 227 Videos Total

Principal Practice Videos

27 68 135 Videos Total

Data Driven Instruction

2 6 15 30 Videos Total

Studio Videos 24 Videos Total

NYSED is delivering more than 500 videos to:

Exemplify CCSS aligned instruction from NYS teachers

Use for calibration of teacher and principal evaluation

Model data driven instruction cycles

Instruct and Inform regarding CCSS, DDI, TLE

Videos delivery begins Summer 2012, Continues in Fall 2012

as of 3/5/12; subject to revision

www.engageNY.org 10

What is the Work?Implementing Data Driven Instruction

Data Driven Culture

Assessments

AnalysisAction

“ Tito ate one fourth of a cheese pizza. Tito ate three eighths of a pepperoni pizza… All pizzas

were the same size. Luis thinks he ate more than Tito because h didn’t eat any pepperoni

pizza…Luis thinks he ate more. Who is correct? Show your mathematical thinking…”

10

www.engageNY.org

DDI for Impact• Common Assessments• Transparent Starting Point for Teachers• Immediate Turnaround of Interim Results• Deep, Concept by Concept Assessment-in-Hand Data

Analysis• Teacher Action Plans/ Revised Lesson Plans built on Data

Analysis• Principals facilitate effective Data Analysis Meetings• Principals hold teachers accountable for changes in practice

11

www.engageNY.org 12

The DDI

Implementation

Rubric

Informs

& Supports

www.engageNY.org 1313

The District’s Role

Implementing Data Driven Instruction

• Ensure the use of district-wide, common interim assessments aligned to the Common Core

• Demand that principals foster systems for assessment-in-hand analysis of interim assessment data to drive changes in teacher practice

• Demand that all principals launch or improve this data driven system. This is not “data” as usual.

• Support Principal Skill Development in running effective data meetings, creating risk-taking opportunities for teacher reflection, using interim assessment informed lens to observe teachers and give feedback

www.engageNY.org 14

What is the Work?Principals Driving Teacher Effectiveness

1.The Principal Collects Objective

Evidence

2.The Principal Gives “Evidence-

based Feedback” to the Teacher

3.The Reflective Teacher

Shifts her practice so that

more students learn more.

www.engageNY.org 1515

The District’s Role

Implementing Teacher/ Leader Effectiveness

• Push the culture of the district to focus on high quality, evidence-based observation and continuous improvement.

• Establish systems and environments where principals and teachers feel safe to take risks, to use data, to name where they need to improve and to set about doing so.

• Demand that principals and other teacher supervisors are in classrooms

www.engageNY.org 16

NYSED provided training Teacher / Leader Effectiveness

Standards-based (ISLLC & NYS Teaching Standards)

Structured Goal Setting process using Student Learning Objectives

Targeted towards inter-rater reliability for all evaluators

Focused on the central/ critical skill of evidence-based observation of practice

Built on teacher/principal video and use of case studies/ role play

Inclusive of manuals, resources, and guidance on effective scaffolding and interventions of ELLS and Students with Disabilities

16

www.engageNY.org

as of 3/5/12; subject to revision

20-25%

•State-provided growth

measures or Student

Learning Objectives (SLO)

15-20%

•Locally-selected measures of student

growth or achievement

60%

•Other Measures - Majority of Points from

multiple Observations (teachers) or visits

plus surveys and records for principals.

17

State-test based measures if

they are different from growth

measures

List of state-approved 3rd

party tests

District, regional or BOCES-

developed assessmentsSchool-wide measures

Student Learning Objectives

(for State non-tested subjects)

Teacher: Other points: Ind/ Peer

Observation* , Student/ Parent

Feedback*, Student Work*, Teacher

Artifacts*

Principal: Other options include goals

around teacher effectiveness, learning

environment or academic

20 25%

20 15%

Teacher: Other points:

Individual/Peer Observation*,

Student/Parent Feedback*,

Student Work*,

Teacher Artifacts*

* Please refer to the Summary of Revised APPR Revisions 2012-13:

http://engageny.org/wp-content/uploads/2012/03/nys-evaluation-plans-guidance-memo.pdf

Components of the New APPR

www.engageNY.org

Additional APPR Highlights

• Scoring bands established in legislation

• Ineffective on growth and local leads to

ineffective overall

• Timely and expeditious appeals provision

• APPRs, in prescribed form, must be approved

by Commissioner for rigorous adherence to law

and regulation

• Preserves district discretion around

probationary teachers and tenure

www.engageNY.org

What is the Process for the Statute and the Regulations?

Step 1

Agreement between NYSED and

Teachers’ Unions

Step 2

Statute to be presented to as

part of the Governor’s budget

and approved by April 1

Step 3

Regulations presented to the

State Regents for the April 23 &

24 meetings

Step 4

Implementation of the law

September 1?

www.engageNY.org 20

APPR Decisions: (Teachers and Principals)

Who needs SLOs for

growth

Which assessment

options

Determine HEDI

categories and points

20

Choose local

assessment options

Determine HEDI

categories and points

Pick practice rubric

Determine

observation and other

procedures

Determine HEDI

categories and points

: :

www.engageNY.org

Setting the day• Statute/agreement is about the 100 points

• 40 points are based on student growth• 60 points are based on driving toward the goals

• ISLLC Standard 1

• Mission• Vision• Goal Setting• Action planning

www.engageNY.org

What does the Statute Endorse?

• Multiple visits- one unannounced- by various observers

• Ambitious and measurable goals which drive student growth

• Quantifiable and verifiable goals which measure academic achievement and or school climate

www.engageNY.org

Where is it in the Statute?

• Page 21, lines 4-13• “ (4) A majority of the sixty points for

building principals shall be based on a broad assessment of the principal’s leadership and management actions based on a principal practice rubric by the building principal’s supervisor….such assessment must incorporate multiple school visits….with at least one visit conducted by the supervisor and at least one unannounced visit.”

www.engageNY.org

Where is it in the Statute?

• Page 21, lines 21-25• “…at least two other sources of evidence

from the following options: feedback from teachers, students and/or families using state-approved instruments; school visits by other trained evaluators; and/or review of school documents, records, and/or state accountability processes. “

www.engageNY.org

Where is it in the Statute?

• Page 21, lines 21-28• “Any such remaining points shall be

assigned based on the results of one or more ambitious and measurable goals set collaboratively with the principals and their superintendents or district superintendents…”

www.engageNY.org

Where is it in the Statute?

• Page 22, lines 1-10• “(i) at least one goal must address the

principal’s contribution to improving teacher effectiveness…”

• “(ii) any other goals shall address quantifiable and verifiable improvements in academic results or the school’s learning environment such as student or teacher attendance.”

www.engageNY.org

ISLLC Standard 1• ISLLC standard 1- An education leader promotes the

success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders. The functions are:

1. Collaboratively develop and implement a shared vision and mission.

2. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning

3. Create and implement plans to achieve goals4. Promote continuous and sustainable improvement5. Monitor and evaluate progress and revise plans

www.engageNY.org

Ron Heifetz – Framework for Change

• The seven stages of the Change Cycle are:–Stage One: Choosing the Target–Stage Two: Setting Goals–Stage Three: Initiating Action–Stage Four: Making Connections–Stage Five: Rebalancing to Integrate the Change

–Stage Six: Consolidating the Learning–Stage Seven: Moving to the Next Cycle

www.engageNY.org

Jon Kotter – 8 Step Change Model

• Step One: Create Urgency• Step Two: Form a Powerful Coalition• Step Three: Create a Vision for Change• Step Four: Communicate the Vision• Step Five: Remove Obstacles• Step Six: Create Short-term Wins• Step Seven: Build on the Change

www.engageNY.org

Practice Leads to Results

60

points

40

points

Pra

ctic

e

Resu

lts

www.engageNY.org

Changing Teacher and Leader PracticeCompliance without quality assurance cannot bring about change…..