The Regents Reform Agenda & Improvement of Teaching Practices


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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.

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  • Begin with Jim and Karen on the side as hosts. Steve will begin with the content slides.
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  • Need to change teacher effectiveness in classrooms through increased challenge and support
  • Tried to break down practices into discrete knowledge/skills needed Explore in scientific way the relationship of student, content, and teachers Focused on what they found through classroom observation Have handbook for practitioners guide to MET study
  • -Danielson is most utilized rubric in NY -CLASS in Virginia 3,000 volunteer teachers (all large urban districts) Done through video Each observer was not an expert upon start of study-they were trained through rubric providers
  • High-H Medium-M Low-L
  • Have to use all measures- multiple measures! CLASS and Danielson were equally found to have positive association with student gains Multiple observations with multiple observers is most reliable Combination is most reliable and more predictive than anything alone, graduate degrees, or years of teaching Combining “measures” is also a strong predictor of student performance on other kinds of student tests.
  • Every lesson in the study was viewed through danielson rubric These are some of the components that relate to classroom observation Bottom two components here are becoming critical with work around common core When well trained observers watch classrooms there are not 99% of teachers proficient (old system would say there are)
  • Not a required component in NY but could be used in 60 points Top 5 questions had highest relationship to categories identified Bottom 2 questions had highest relationship to weak gains
  • Karen, Jim, Steve conversation
  • Karen, Jim, Rita and Joe Karen: How can schools of education support the field? How to set and manage a classroom with diverse learners How motivate and engage learner?
  • Jim: What resources are available to support teachers and IHE as schools begin to implement this work? Joe or Joanne Joe: Resources and public private partnerships Virtual resources This slide needs a new logo.
  • Conversation between Jim, Karen, and Steve.
  • Conversation between Jim, Karen, and Steve. Steve: Teacher performance assessment IHE will be held accountable through data teacher evaluation and student achievement. Jim: UAlbany: Convened a meeting from various departments Resources are locked into different departments and may not work together. All have something to contribute-not a coherent unit. Fragmented Partnerships with IHE and school districts. Professional development needs will emerge through this evaluation process. This is a wonderful opportunity to become a community.
  • Thank you for taking the time to learn more about the new APPR requirement for teachers and thinking about ways the RRA impacts IHE.
  • The Regents Reform Agenda & Improvement of Teaching Practices

    1. 1. Improving Teaching Practice in New York State The Regents Reform Agenda and Annual Professional Performance Review Process
    2. 2. How is Race to the Top changing the P-12 school landscape, and what are theimplications for Schools of Education?
    3. 3. 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
    4. 4. Regents Reform Agenda Highly Effective School Leaders  Standards and Assessment  Data Systems to Support Instruction  Great Teachers and Leaders College and  Turning Around Struggling SchoolsHighly Effective Teachers Career Ready Students 4
    5. 5. 3 Initiatives 5
    6. 6. 100-Point Evaluation System 6
    7. 7. Teachers AND Principals: Sixty Percent-Based on NYS Teaching Standards or the ISSLCStandards-Menu of state approved rubrics to assessperformance on Standards-Variance process available for district/BOCESwho seek to use a rubric not on State-approved list.
    8. 8. Teachers: Sixty Percent Cont.•Multiple measures•At least 31 of the 60 points shall bebased upon multiple (at least 2)classroom observations by Principalor trained evaluator, one must beunannounced.
    9. 9. 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
    10. 10. New York State Teaching Standards1. Knowledge of Students and Student Learning2. Knowledge of Content and Instructional Planning3. Instructional Practice4. Learning Environment5. Assessment for Student Learning6. Professional Responsibilities and Collaboration7. Professional Growth
    11. 11. Effects of Support and Challenge on Teacher Development high Retreat Growth Challenge Status Quo Confirmation low low highVision Learning Support Barber, 2003
    12. 12. Teacher-Leader Ef fectiveness Continuum 12
    13. 13. What is the research telling usabout improving teachereffectiveness through evidence-based evaluation?
    14. 14. Study: Measures of Ef fective Teaching
    15. 15. Measures of Ef fective 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)
    16. 16. Dynamic TrioMeasures have different strengths…and weaknesses Potential for Measure Predictive power Reliability Diagnostic InsightValue-added H M LStudent survey M H MObservation L M/H H
    17. 17. Key Finding: Use Multiple measures•All the observation rubrics are positively associated with studentachievement gains•Using multiple observations per teacher is VERY important (andideally multiple observers)•The student feedback survey tested is ALSO positively associatedwith student achievement gains•Combining observation measures, student feedback and value-added growth results on state tests was more reliable and a betterpredictor of a teacher’s value-added on State tests with a differentcohort of students than: » Any Measure alone, Graduate degrees, Years of teaching experience
    18. 18. Framework for Teaching Four Steps (ASCD Danielson) Unsatisfactory Yes/no Questions, posed in rapid succession, teacher asks all questions, same few students participate. Some questions ask for student explanations, uneven Proficient Basic attempts to engage all students. Most questions ask for explanation, discussion develops/teacher steps aside, all students Advanced participate. All questions high quality, students initiate some questions, students engage other students.
    19. 19. gains Rank Survey Statement Student survey items with strongest relationship to MS math gains: 1 • Students in this class treat the teacher with respect 2 • My classmates behave the way my teacher wants 3 • themclass stays busy and doesn’ t waste time Our to 4 • In this class, we learn a lot every day 5 • In this class, we learn to correct our mistakes Student survey items with the weakest relationship to MS math gains: 38 • I have learned a lot this year about [the state test] • Getting ready for [the state test] takes a lot of time 39 in our classNote: Sorted by absolute value of correlation with student achievement gains. Drawn from “Learning about Teaching: Initial Findings from the Measures of Effective TeachingProject”. For a list of Tripod survey questions, see Appendix Table 1 in the Research Report.
    20. 20. Focus on 20 Points-Growth Measures
    21. 21. 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
    22. 22. Student Learning Objectives…an academic goal for a teacher’s students set at the start ofa course. It represents the most important learning for theyear (or, semester, where applicable). It must be specificand measurable, based on available prior student learningdata, and aligned to the Common Core, State, or nationalstandards, as well as any other school and district priorities.Teachers’ scores are based upon the degree to which theirgoals were attained 22
    23. 23. NYSED SLO Framework All SLOs MUST include the following basic components: Student Population Which students are being addressed? What is being taught? CCSS/National/State standards? Will this goal apply to all standards Learning Content applicable to a course or just to specific priority standards? Interval of Instructional What is the instructional period covered (if not a year, rationale for semester/quarter/etc)? Time 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? How will evaluators determine what range of student performance “meets” the goal (effective) HEDI Criteria versus “well-below” (ineffective) , “below” (developing), and “well-above” (highly effective)? Rationale Why choose this learning content, evidence and target? 23*Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center
    24. 24. Student Population, Baseline, and  SLO Target ApproachTarget(s) 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.) 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 24*Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center
    25. 25. HEDIThis is how different levels of student growth willtranslate into one of four rating categories:• Highly effective,• Effective,• Developing, and• Ineffective 25
    26. 26. Focus on 20 points-Local Measures 26
    27. 27. Teachers: Local Measures Cont.• 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
    28. 28. Implementing the Common Core 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
    29. 29. How can IHE supporteducators with the RegentsReform Agenda?
    30. 30. IHE and Current SUNY New Paltz Practitioners•Current Research•Collaboration especially in high needs schools•Preparation for new roles in teaching•Teacher Leadership•National Board Certification
    31. 31. • State-wide system • Policy Board • Continuum of practice • Resources and expertise*Please see caveat © 2012, Teaching Learning Solutions © 2012, Community Training and Assistance Center
    32. 32. What is the impact of theRegents Reform Agenda onHigher Education?
    33. 33. 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…..
    34. 34. Resources This webinar was sponsored by the New York StateTeacher Center Higher Education Committee and CASDA andproduced at NERIC. June 2012