Top Banner
Improving Teaching Practice in New York State The Regents Reform Agenda and Annual Professional Performance Review Process
35

The Regents Reform Agenda & Improvement of Teaching Practices

Nov 22, 2014

Download

Education

CASDANY

A review or the Regents Reform Agenda in NYS, and how teacher improvement can affect student performance. A look into the standards and assessment, data systems to support instruction, great teachers and leaders, and turning around struggling schools as part of the Regents Reform Agenda.
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: The Regents Reform Agenda & Improvement of Teaching Practices

Improving Teaching Practice in

New York State

The Regents Reform Agenda and Annual Professional

Performance Review Process

Page 2: The Regents Reform Agenda & Improvement of Teaching Practices

How is Race to the Top changing the P-12 school landscape, and what are the implications for

Schools of Education?

Page 3: The Regents Reform Agenda & Improvement of Teaching Practices

Introductions

• Dr. Karen Bell, Dean SUNY New Paltz• Dr. Stephen Danna, Dean SUNY Plattsburgh @

Queensbury • Dr. James Butterworth, Executive Director Capital

Area School Development Association (CASDA at UAlbany)• Rita Floess, NBCT Mentor Coordinator, Albany CSD• Joseph Pesavento, Director Mid-Hudson Teacher

Center

Page 4: The Regents Reform Agenda & Improvement of Teaching Practices

Standards and Assessment

Data Systems to Support Instruction

Great Teachers and Leaders

Turning Around Struggling Schools

4

Regents Reform Agenda

College and Career Ready

Students

Highly EffectiveSchool Leaders

Highly Effective Teachers

Page 5: The Regents Reform Agenda & Improvement of Teaching Practices

3 Initiatives

5

Page 6: The Regents Reform Agenda & Improvement of Teaching Practices

100-Point Evaluation System

6

Page 7: The Regents Reform Agenda & Improvement of Teaching Practices

Teachers AND Principals: Sixty Percent

-Based on NYS Teaching Standards or the ISSLC Standards

-Menu of state approved rubrics to assess performance on Standards

-Variance process available for district/BOCES who seek to use a rubric not on State-approved list.

Page 8: The Regents Reform Agenda & Improvement of Teaching Practices

Teachers: Sixty Percent Cont.

•Multiple measures•At least 31 of the 60 points shall be based upon multiple (at least 2) classroom observations by Principal or trained evaluator, one must be unannounced.

Page 9: The Regents Reform Agenda & Improvement of Teaching Practices

Teachers: Sixty Percent Cont.

•Remaining Points• Observation(s) by trained evaluator(s)• Observation(s) by trained, in-school peer

teachers• Feedback from students and/or parents

using state approved survey tools• Structured review of lesson plans, student

portfolios and or teacher artifacts•All Standards must be addressed each year

Page 10: The Regents Reform Agenda & Improvement of Teaching Practices

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

Page 11: The Regents Reform Agenda & Improvement of Teaching Practices

Effects of Support and Challenge on Teacher Development

Retreat Growth

Status Quo Confirmation

Support

low high

Ch

allen

ge

hig

hlo

w

Vision LearningBarber, 2003

Mckinsey Global Ed Practice

Page 12: The Regents Reform Agenda & Improvement of Teaching Practices

Teacher-Leader Effectiveness Continuum

12

Page 13: The Regents Reform Agenda & Improvement of Teaching Practices

What is the research telling us about improving teacher effectiveness through evidence-based evaluation?

Page 14: The Regents Reform Agenda & Improvement of Teaching Practices

Study: Measures of Effective Teaching

http://www.metproject.org

Page 15: The Regents Reform Agenda & Improvement of Teaching Practices

Measures of Effective TeachingUnique project in many ways:

in the variety of indicators tested,

5 instruments for classroom observations

Student surveys (Tripod Survey)

Value-added on state tests

in its scale,

3,000 teachers

22,500 observation scores (7,500 lesson videos x 3 scores)

900 + trained observers

44,500 students completing surveys and supplemental assessments

• and in the variety of student outcomes studied.

Gains on state math and ELA tests

Gains on supplemental tests (BAM & SAT9 OE)

Student-reported outcomes (effort and enjoyment in class)

Page 16: The Regents Reform Agenda & Improvement of Teaching Practices

Measures have different strengths …and weaknesses

Dynamic Trio

Measure Predictive power ReliabilityPotential for

Diagnostic Insight

Value-added

Student survey

Observation

H

M

L

M H

H

M

L M/H

Page 17: The Regents Reform Agenda & Improvement of Teaching Practices

Key Finding: Use Multiple measures

•All the observation rubrics are positively associated with student achievement gains

•Using multiple observations per teacher is VERY important (and ideally multiple observers)

•The student feedback survey tested is ALSO positively associated with student achievement gains

•Combining observation measures, student feedback and value-added growth results on state tests was more reliable and a better predictor of a teacher’s value-added on State tests with a different cohort of students than:

» Any Measure alone, Graduate degrees, Years of teaching experience

Page 18: The Regents Reform Agenda & Improvement of Teaching Practices

Framework for Teaching (ASCD Danielson)

Four Steps

Un

sati

sfa

cto

ry

Yes/no Questions, posed in rapid succession, teacher asks all questions, same few students participate.

Ba

sic

Some questions ask for student explanations, uneven attempts to engage all students.

Pro

fici

en

t Most questions ask for explanation, discussion develops/teacher steps aside, all students participate.

Ad

va

nce

d

All questions high quality, students initiate some questions, students engage other students.

Page 19: The Regents Reform Agenda & Improvement of Teaching Practices

Student Feedback: related to student learning gains

Survey StatementSurvey StatementRankRank

1

2

3

4

5

• Students in this class treat the teacher with respect• My classmates behave the way my teacher wants them to• Our class stays busy and doesn’t waste time

• In this class, we learn a lot every day

• In this class, we learn to correct our mistakes

Student survey items with strongest relationship to MS math gains:

38• I have learned a lot this year about [the state

test]39

• Getting ready for [the state test] takes a lot of time in our class

Student survey items with the weakest relationship to MS math gains:

Note: Sorted by absolute value of correlation with student achievement gains. Drawn from “Learning about Teaching: Initial Findings from the Measures of Effective Teaching

Project”. For a list of Tripod survey questions, see Appendix Table 1 in the Research Report.

Page 20: The Regents Reform Agenda & Improvement of Teaching Practices

Focus on 20 Points-Growth Measures

Page 21: The Regents Reform Agenda & Improvement of Teaching Practices

ELA/Math 4-8 Teachers: Growth Measures

• State-provided student scores comparing student growth to those with similar past test scores (may include consideration of poverty, ELL, SWD status)

• Value-added model with additional controls when approved, which can be no earlier than 2012-2013

Page 22: The Regents Reform Agenda & Improvement of Teaching Practices

Student Learning Objectives

…an academic goal for a teacher’s students 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 the 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

22

Page 23: The Regents Reform Agenda & Improvement of Teaching Practices

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

*Please see caveat© 2012, Teaching Learning Solutions

NYSED SLO Framework

23

All SLOs MUST include the following basic components:

Student Population Which students are being addressed?

Learning ContentWhat 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 CriteriaHow 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?

Page 24: The Regents Reform Agenda & Improvement of Teaching Practices

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

*Please see caveat© 2012, Teaching Learning Solutions

Student Population, Baseline, and Target(s)SLO Target Approach 1: Set a common growth target.

90% of students, including special populations, will grow by 60 percentage points or more on their summative assessment compared to their pre-test for the standards. (e.g., Student E’s target is 60 more than 30, or 90.)

24

Student Pre-Test Score Summative Target

Student A 10 70

Student B 20 80

Student C 5 65

Student D 0 60

Student E 30 90

Student F 10 70

Page 25: The Regents Reform Agenda & Improvement of Teaching Practices

HEDI

This is how different levels of student growth will translate into one of four rating categories:

• Highly effective,

• Effective,

• Developing, and

• Ineffective

25

Page 26: The Regents Reform Agenda & Improvement of Teaching Practices

Focus on 20 points-Local Measures

26

Page 27: The Regents Reform Agenda & Improvement of Teaching Practices

• May choose growth or achievement measure from these options:• State Assessments, Regents exam

(different measure than growth component)

• List of State-approved 3rd party assessments

• District or BOCES developed assessment (must verify comparability and rigor)

• School-wide group, or team results • Structured district-wide goal setting

process

Teachers: Local Measures Cont.

Page 28: The Regents Reform Agenda & Improvement of Teaching Practices

Instructional Shifts Demanded by the Core

6 Shifts in ELA/LiteracyBalancing Informational and Literary

TextBuilding Knowledge in the DisciplinesStaircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary

28

Implementing the Common Core

Page 29: The Regents Reform Agenda & Improvement of Teaching Practices

How can IHE support educators with the Regents Reform Agenda?

Page 30: The Regents Reform Agenda & Improvement of Teaching Practices

•Current Research

•Collaboration especially in high needs schools

•Preparation for new roles in teaching

•Teacher Leadership

•National Board Certification

IHE and CurrentPractitioners

SUNY New Paltz

Page 31: The Regents Reform Agenda & Improvement of Teaching Practices

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

*Please see caveat© 2012, Teaching Learning Solutions

• State-wide system• Policy Board• Continuum of practice• Resources and expertise

Page 32: The Regents Reform Agenda & Improvement of Teaching Practices
Page 33: The Regents Reform Agenda & Improvement of Teaching Practices

What is the impact of the Regents Reform Agenda on Higher Education?

Page 34: The Regents Reform Agenda & Improvement of Teaching Practices

Impact of Reforms on Higher Education

• Integrate CCLS and Teacher Standards in all course work.

• Require all teachers to develop CCLS aligned lessons.

• Use state-approved rubrics for student teacher evaluation.

• Focus observations on CCLS and NYS teacher standards.

• Use current technologies• Assessment design and analysis, RTI…..

Page 35: The Regents Reform Agenda & Improvement of Teaching Practices

Resources

www.engageny.orghttp://www.nysteachercenters.org/[email protected]@[email protected]

This webinar was sponsored by the New York State Teacher Center Higher Education Committee and CASDA and produced at NERIC. June 2012