Broome-Tioga BOCES Network Team… the ENTIRE team! (Pat Walsh, Barb Phillips, Jennifer Dove)

Principals’ Center Kick-Off Breakfast:

RTTT UpdatesAugust 23, 2011

Broome-Tioga BOCES Network Team…the ENTIRE team!

(Pat Walsh, Barb Phillips, Jennifer Dove)

NYSED Network Team Training August 1-5

The faces of Albany…

John King,Commissioner of

Education for the State of New York

Ken Slentz, Associate

Commissioner

The faces of Albany…

The faces of Albany…Common Core

David Coleman,Architect of

the Common Core

Dr. Sandra Alberti,

Former Director of Math and

Science (N.J.)

The faces of Albany…Data Driven Instruction/Value Added Analysis and the Measurement of Effective Teaching

Paul Bambrick-Santoyo,

Managing Director of Uncommon Schools,

Author of Driven by Data

Jonah Rockoff,Associate Professor

of Business, Columbia Business

School

The faces of Albany…Teacher Evaluation

Albert “Duffy” Miller,President, Miller Educational

Consulting Services, Inc.Senior Associate, LEAD New England

Shirley Hall,Elementary Principal

The faces of Albany…

Describe significant learnings from the Summer Institute

Describe questions that will assist school districts in planning and implementation

Identify potential regional collaborations

Outcomes:

How do the deliverables relate to each other?

TeacherObservation

School Change

How is the school using common assessments to

improve student learning? What is the role of the

principal?

How does an observer use evidence and data to document teacher performance?

How does the school system use a rubric to measure teacher performance?

What would the observer look for in

regard to instructional shifts in the Common

Core?

Define the six instructional shifts for the Common Core State Standards for ELA/Literacy into the ELA Curriculum

Balancing information and literary text Building knowledge in the disciplines Staircase of complexity Text-based answers Writing from sources Academic vocabulary

Common Core: David ColemanELAWhat does a principal need to know and look for?

Define the six instructional shifts for the Common Core Standards for Mathematics

Fluency Focus Coherence Deep understanding Applications Dual intensity (understanding and application)

Examine tasks to assess whether students were demonstrating deep understanding

Common Core: David Coleman and Dr. Sandra AlbertiMath What does a principal need to know and look for?

Define Data Driven Instruction (DDI)

Four Key Drivers: Assessment

Identify the need for rigorous common assessments and describe the importance for having them

Analysis Define the protocols for an effective analysis meeting

(teacher/principal) Identify areas of student strength and student weakness Identify students who are most in need

Data Driven InstructionPaul Bambrick-SantoyoUncommon SchoolsWhat does a principal need to know and look for?

Four Key Drivers: Action

Describe the value of teacher created and principal monitored action plans to improve student performance

Culture Explain the characteristics of a culture that is data-

driven (structures, fidelity to protocols, time for data, access to quality data)

Data Driven InstructionPaul Bambrick-SantoyoUncommon Schools What does a principal need to know and look for?

Define the relationship between NYSED Teaching Standards and the approved rubrics◦ Describe the priorities within the rubrics

Collect quality evidence Identify accuracy in data collected Identify personal opinion or bias in data collected

*Note: We will be required to send our evidence with labeling and feedback to the consultants

Accurately label evidence using the rubric

Teacher ObservationDr. Albert “Duffy” MillerTeaching and Learning Solutions What does a principal need to know and look for?

Stay tuned!

Principal Evaluation

Initial questions districts will need to answer about the Common Core for ELA. . . .

In our current practice. . . 1. What % of time are students required to

read informational texts as compared to literary texts?

2. How much reading and writing is required in disciplines other than ELA?

3. What is the rigor and complexity of the required texts?

Initial questions districts will need to answer about the Common Core for ELA…

4. How often are students required to defend their responses with text-based answers?

5. How often are students required to read and write “text based responses” from multiple sources?

6. How are we currently teaching vocabulary that is unique to the discipline? How are we connecting this vocabulary to other disciplines?

Initial questions districts will need to answer about the Common Core for Math…

In our current practice . . .

1. How do the Common Core “focus” areas align with the current TAUGHT curriculum?

2. Does our written curriculum demonstrate the knowledge and skill that is in the Common Core?

3. How are we currently teaching and assessing “fluency”?

Initial questions districts will need to answer about the Common Core for Math…

4. Are our assessments measuring “deep understanding”? What is the evidence?

5. What is the evidence that students are applying math areas of focus in real world situations with independence?

What common assessments do we currently use in our district? How often are these administered?

Is your assessment data for these common assessments going to be useful for teacher evaluation?

What data is currently used by teachers and principals to inform instruction?

How easy is it to get the data teachers and principals need? How fast? How meaningful is the data?

Questions districts will need to answer about current practices in data driven instruction. . .

Who is leading the analysis of the data?

What time is assured for data analysis and discussion?

What are the roles of the teacher and principal during action planning based on data analysis?

Is the use of quality data a requirement for all teachers, all principals, PLCs, RTI teams etc.?

Questions districts will need to answer about current practices in data driven instruction…

1. What are our current practices for teacher observation? Are we using rubrics? Are principals collecting evidence? How are principals trained? How are teachers trained?

2. What rubric has the district selected?

3. What is our commitment to inter-rater reliability?

4. What is our commitment to inter-rater agreement?

Questions districts will need to answer regarding teacher observation…

Regional considerations for ELA Common Core…To what extent will districts be interested in collaborating to. . .

Develop recommended texts for all disciplines and grades

Design written, complex tasks that align to the rigor of the common core

Administer these tasks, share in the data analysis, revise, and develop instructional strategies for improvement

Create a common “repository” for “units of study” that have been reviewed and that all teachers could access

Regional considerations for MATH Common Core…To what extent will districts be interested in collaborating to…

• Define common curriculum

• Develop common math assessments/tasks

• Share data about student performance on these tasks

• Develop strategies for improvement

Is there interest in the systematic use of common assessments across multiple districts?

Where there is common use (i.e. a textbook series), is there interest in collecting and reporting data in a common way?

How can we support principals in understanding of data?

How can we share strategies of “time” for these principal/teacher meetings?

Regional considerations…

Is there an advantage for the use of a common rubric?

Is there an advantage to work together to define a scoring system for the rubrics?

Will your district be interested in using a software/digital system for collecting evidence, scores, and observation documents? If yes, is there interest in using a common tool?

Regional considerations…

Where will your district “host” the data that will be collected for SED?

How would you want to use the data once it is collected? What data reports might we assist you in developing if there were a robust, regional infrastructure for such reports?

Regional considerations…

So…

What is your district’s “entry” point?

How can we help you to plan for that?

What’s next? Meeting of superintendents (T.B.D.)

Planning with districts

Recommended “regional workshops”

Identifying district “clusters” based on common decisions (i.e. rubrics for teachers/principals, local assessment, etc.)

“Don’t let perfect be the enemy of good.”

Paul Bambrick-Santoyo

A mindset…

http://www.btboces.org/ http://engageny.org/ Link to “Priorities in Common Core Standar

ds for Mathematical Content” document

Helpful Resources: