New York State’s Teacher and Principal Evaluation … York State’s Teacher and Principal...

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New York State’sTeacher and Principal Evaluation System

NYSED APPR TRAINING: Task 4“Other Measures of Effectiveness (Teachers)”


• Understand the “Other Measures of Effectiveness (Teachers)”subcomponent.

• Learn how to complete Task 4 of an APPR plan, which covers othermeasures of effectiveness for teachers.

Task 4 General OverviewA. Task 4 General OverviewB. Selecting a Rubric C. Assigning Points and Checking AssurancesD. Task 4.5 HEDI Process Steps E. Observations

Module Objectives

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A. Task 4 General Overview

Task 4: ALL OTHER MEASURES 0-60 (TEACHERS) SUMMARY

• Task 4 is the portion of the APPR plan in which teachers receive a 0-60 HEDI score based on their “Other Measures of Effectiveness.” This must include multiple observations and it may include other measures to assess teacher effectiveness. See H1, H13, H14, and H15 of APPR Guidance. http://engageny.org/sites/default/files/resource/attachments/appr-field-guidance.pdf

• Whichever rubric a district has chosen, a teacher’s performance must be measured against all seven NYS Teaching Standards. See H4 of APPR Guidance

Reminders:

• Commissioner’s Regulations § 30-2.3(b)(4)- requires the APPR plan to "provide their scoring methodology for the assignment of points to the following subcomponents: locally selected measures of student achievement and other measures of teacher or principal effectiveness.”

• Districts will need to locally determine their scoring methodology, the distribution of points across the Domains /Standards, and the 0-60 HEDI scoring bands.

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A. Task 4 General Overview

Reminders

Teacher Rubrics must be on the State-approved list or theDistrict/BOCES must apply for, and receive, a variance.• For more information, see APPR Guidance sections H6, H7, H9,

and H10.• http://engageny.org/sites/default/files/resource/attachments/appr-field-

guidance.pdf

Observations- Must have a minimum of two (2) observations, at least one of which is unannounced.


A. Task 4 General OverviewTeacher Artifacts

• While a minimum of 31 points must be allocated to multiple observations, districts/BOCES have the option to also allocate a portion of the remaining 29 points to additional observations, feedback from students or parents using a State-approved survey tool, or by using a structured review of lesson plans, student portfolios, and/or other teacher artifacts.

• Artifacts refer to those products that are a direct result of the teacher’s work.• Allowable teacher artifacts align with the NYS Teaching Standards and rubric so that

teachers and their evaluators have standard means to guide their collection and interpretation of evidence.

Examples of artifacts could include but are not limited to:1. Lesson plans and/or unit plans that are aligned to CCSS.2. Student portfolios (evidence binders) that show evidence of a teacher’s use of a variety of

assessment data (historical, DDI, etc) in providing high quality feedback to the students that leads to increased student achievement outcomes. See:http://www.lauragoe.com/LauraGoe/Publications.html for a concept paper on evidence binders of student work).

3. National Board Certification Portfolio documents: http://www.nbpts.org/4. Action research projects that provide evidence aligned to the rubric and New York State

Teaching Standards.

• For additional information, see APPR Guidance (H14). http://engageny.org/sites/default/files/resource/attachments/appr-field-guidance.pdf

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Task 4 General OverviewA.Task 4 General OverviewB.Selecting a Rubric C.Assigning Points and Checking Assurances D.Task 4.5 HEDI Process Steps E.Observations

Module Overview

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B. Selecting a RubricTask 4.1 Selecting a Rubric

• Rubrics must be on State-approved list or the district/BOCES must have an approved variance. The State-approved options are available in the dropdown menu in Task 4.1.

• All seven of the NYS Teaching Standards must be addressed at least once a year.

• For more information, see:

– APPR Guidance (H4, H6, H7, and H9)

– NYSED-Approved Teacher Rubric List link:• http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/#ATPR

– NYS Teaching Standards link:• http://engageny.org/resource/new-york-state-teaching-standards/

– Teacher and Principal Practice Rubric Variance Request link:

• http://usny.nysed.gov/rttt/teachers-leaders/rubrics/rubricvariance.html


Task 4.1 Selecting a Rubric

B. Selecting a RubricChoose the rubric name from the drop-down menu

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SAMPLE-A CSD


Task 4.1 Selecting Two RubricsReminders -

• Districts/BOCES may use multiple rubrics, as long as the same rubric is used for all classroom teachers in a grade/subject across the district.

• For districts/BOCES that decide to use an “observation only” rubric, a second rubric must be used to assess the remaining NYS Teaching Standards that the “observation only” rubric does not address.

• See APPR Guidance (H10).“Observation Only” rubric

(either CLASS or NYSTCE)

B. Selecting a Rubric

Second rubric that will assess remaining NYS Teaching Standards

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Module Overview

Task 4 General OverviewA.Task 4 General Overview

B.Selecting a Rubric

C.Assigning Points and Checking Assurances

D.Task 4.5 HEDI Process Steps

E.Observations

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C. Assigning Points and Checking Assurances

Task 4.2: Points Within Other Measures

Asks two basic questions:

1. Is the process applicable to all teachers?

AND

2. Are all 60 HEDI points going to be allocated to multiple classroomobservations?

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C. Assigning Points and Checking AssurancesTask 4.2: Points Within Other Measures

1. Is the process applicable to all teachers?

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If the answer to this questions is yes, indicate this in the box provided as SAMPLE-A CSD has done.

SAMPLE-A CSD



Task 4.2: Points Within Other Measures 1. Is the process applicable to all teachers?

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• Reminder - If the process described in 4.2 is not applicable to all teachers, an additional 4.2 Form must be uploaded.

If the answer to this question is no, indicate this in the box provided and then indicate the group of teachers covered.

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C. Assigning Points and Checking AssurancesTask 4.2: Points Within Other Measures

USE OF MUTLIPLE scoring PROCESSES

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Uploaded 4.2 Form indicating the point split to be used for probationary/non-tenured teachers

Download Form 4.2 for the group of teachers that have an alternative scoring process

This example shows an uploaded 4.2 Form for the scoring process for all probationary/non-tenuredteachers

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Task 4.2: Points Within Other MeasuresAsks two basic questions:

1) Is the process applicable to all teachers?AND

2) Are all 60 HEDI points allocated to multiple classroom observations?

Two basic processes a District/BOCES may choose:

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Option #1 – SAMPLE-A CSD

All 60 Process

Allocate all 60 HEDI points to multiple classroom observations.

Option #2 – SAMPLE-B CSD

Splitting Points ProcessRemember: a minimum of 31 points must be allocated to multiple observations and a maximum of 29 points can be allocated to additionalmeasures for this subcomponent.



Task 4.2: Points Within Other Measures2. Are all 60 HEDI points allocated to multiple classroom observations?

“All 60” Process

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“All 60” Process SAMPLE-A CSD

SAMPLE-A CSD



Task 4.2: Points Within Other Measures2. Are all 60 HEDI points allocated to multiple classroom observations?

“Splitting Points” Process

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“Splitting Points”process–

SAMPLE-B CSD

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SAMPLE-B CSD



Task 4.3: Survey ToolsOnly Fill out Task 4.3 if you intend to:

1. Use the “Splitting Points” process

and

2. Use one or more of the State-approved survey tools.

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Check assurance only if you have allocated HEDI points to the “State-approved survey tool”option.

Check appropriate box based on the survey selected


C. Assigning Points and Checking AssurancesTask 4.4: ASSURANCES

RULE - All assurances in 4.4 are mandatory.

Reminder - Be sure to always read, understand, and check all assurances in Task 4.4.

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SAMPLE-A CSD


1. If a district/BOCES decides to use either the CLASS or NYSTCE Rubric in order to determine the 0-60 HEDI score for their teachers, why must they also use a second rubric?

Answer: These rubrics are “observation only” rubrics and do not address all seven of the New York State Teaching Standards, as required.

• See APPR Guidance (H4 and H10):• http://engageny.org/sites/default/files/resource/attachments/appr-field-Guidance.pdf

2. Regardless of whether a district/BOCES uses one or more rubrics to determine a teachers 0-60 HEDI score, must all seven NYS Teaching Standards be assessed in a given school year?

Answer: Yes, all seven NYS Teaching Standards must be assessed at least once a year.

• See APPR Guidance (H4) and the “Purple Memo”:• http://engageny.org/resource/summary-of-revised-appr-provisions-2012-13-the-

purple-memo/

3. What are the minimum amount of points that must be allocated to multiple classroom observations as outlined in Task 4.2?

Answer: A minimum of 31 HEDI points must be allocated to multiple classroom observations.

• See APPR Guidance (H1) and the “Purple Memo.”

Questions to Consider Before Moving Forward

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5. May a district/BOCES allocate all 60 points to the use of multiple classroom observations conducted by the principal or other trained administrator?

Answer: Yes, a district/BOCES may allocate all 60 HEDI points to the use of multiple classroom observations.

• See APPR Guidance (H10):http://engageny.org/sites/default/files/resource/attachments/appr-field-Guidance.pdf

6. If your district/BOCES has allocated all 60 HEDI points to the use of multiple classroom observations, must the Task 4.3 Survey Tool Assurance box be checked?

Answer: No, the Task 4.3 Survey Tool Assurance box must only be checked if your district/BOCES utilizes the “Splitting Points” process and has locally determined they will use one or more State-approved survey tools.

• See List of Approved Surveys:http://usny.nysed.gov/rttt/teachers-leaders/approved-surveys/home.html


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Module Overview





E.Observations

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D. Task 4.5 HEDI Process Steps

Task 4.5 ENCOMPASSES ALL Task 4 INFORMATION PROVIDED

4.5 Process for Assigning Points and Determining HEDI Ratings

4.1) Teacher Practice Rubric

4.3) Survey Tools (if applicable)

4.2) Points Within Other Measures

4.6) Observations of Probationary

Teachers

4.4) Assurances

4.7) Observations of Tenured Teachers

General Overview

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General Overview – Rubric Terminology

Prior to drafting Task 4.5 Process for Assigning Points and Determining HEDI Ratings it is important to understand the terminology that each Rubric is comprised of.

Rubrics on the State-approved list outline the major content areas to be assessed.

• The broadest content areas are commonly referred to as:– Domains, Standards, or Dimensions (depending on which rubric

your district/BOCES has chosen).

• Within each of these areas are more specific content areas or skills that a teacher would exhibit, commonly called subcomponents.

– Other terms: Elements or Performance/Instructional Indicators.


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General Overview – Rubric Terminology

Basic Rubric Hierarchy

Domains, Standards, Dimensions

Subcomponents

Elements

Performance/Instructional Indicators

Remember - Each rubric is unique and may use all or only some of these terms.


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General Overview Task 4.5 SummaryCommissioner’s Regulations § 30-2.6(e) provides that the process by which points are assigned in subcomponents and the scoring ranges for the subcomponents must be transparent and available to those being rated before the beginning of the school year.

•For more information see APPR Guidance (I11).• http://engageny.org/resource/guidance-on-new-york-s-annual-

professional-performance-review-law-and-regulations/

• Provide a step-by step illustration of the HEDI scoring process by following these 4 steps:

Step 1 – List the RUBRIC your district/BOCES is usingStep 2 – List the HEDI SCALE your district/BOCES will use to determine the overall rubric scoreStep 3 – Describe the PROCESS your district/BOCES will utilize to determine a final 0-60 HEDI score for a teacher based on the rubric selectedStep 4 – Describe the process for ALLOCATING HEDI points


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General Overview- Averaging Model vs. Raw Points Model

• Whether your district/BOCES has selected to use the “All 60” process or the “Splitting Points” process, there are generally two types of scoring models that a district/BOCES may use:

• The “Averaging” Model– overall rubric score is determined by averaging

Domains/Standard/Dimension scores together which is then converted to a 0-60 HEDI score.

• The “Raw Points” Model– overall rubric score is determined by adding the raw scores for each

Domain/Standard/Dimension or by adding the raw scores of each Domain/Standard/Dimension subcomponents which is then converted to a 0-60 HEDI score.


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“All 60” process using the Averaging Model Example:


Basic Template: (SAMPLE-A CSD)Teachers will be assigned a HEDI score from 0 to 60 based on multiple classroom observations using the [Danielson] Rubric. In order to determine this score (0 to 60), the teacher will receive a score of [1-4] for each [subcomponent] within the [4] [Domains]. The scores from all [subcomponents] within each [Domain] will be averaged to determine a [Domain] score out of [1-4]. Once all [Domains] are scored, they will be averaged together resulting in an overall rubric score from [1-4]. The multiple rubric scores will be equally averaged together to result in the final overall rubric score that will then be converted to a 0-60 HEDI score using the uploaded conversion chart in Task 4.5.


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D. Task 4.5 HEDI Process Steps“All 60” process using the Averaging Model Example (SAMPLE A-CSD):

Step 1 – List the RUBRIC your district/BOCES is usingStep 2 – List the HEDI SCALE your district/BOCES will use to determine the overall rubric scoreStep 3 – Describe the PROCESS your district/BOCES will utilize to determine a final 0-60 HEDI score for a teacher based on the rubric selected

Step 3(a) – Indicate how the subcomponent/element/performance indicators are scored

Step 3(b) – Indicate how the Domain/Standard scores result in an overall rubric score

Step 4 – Describe the process for ALLOCATING HEDI points

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SAMPLE-A CSD


Reminder: Upload additional information about your 4.5 process, or just your 4.5 conversion chart, if applicable.


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SAMPLE-A CSD



SAMPLE-A CSD

Requirements

•Proper Rubric Scale listed

•Ranges are Consecutive

•Ranges do NOT OVERLAP



PERFORMANCE LEVELS & SCORING BANDS – SAMPLE-A CSD

Performance Levels

Scoring Bands


Task 4.5 HEDI scoring Bands must be identical to Task 5.1 HEDI scoring Bands

Final Reminder: All 4.5 components MUST BE consistent with one another:•Task 4.5 HEDI Process Description•Task 4.5 Conversion Chart•Task 4.5 Rubric Performance Level Bands•Task 4.5 & 5.1 0-60 HEDI scoring Bands

Task 4.5

Task 5.1


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Weighting Variation for the “All 60” process using the Averaging Model:

Basic Template (weighting variation):

Teachers will be assigned a HEDI score from 0 to 60 based on multiple classroom observations using the [Danielson] Rubric. In order to determine this score (0 to 60), the teacher will receive a score of [1-4] for each [subcomponent] within the [4] [Domains]. The scores from all [subcomponents] within each [Domain] will be averaged to determine a [Domain] score out of [1-4].

[Once all Domains are scored they will be weighted accordingly and averaged together resulting in an overall rubric score out of 1-4. The weighting of the domains will be as follows: Domain 1= 40%, Domain 2=20%, Domain 3=20%, Domain 4=20%. Once the Domains have been scored, weighted and averaged together,] an overall rubric score will be determined on a [1-4] scale. The multiple rubric scores will be equally averaged together to result in the final overall rubric score that will then be converted to a 0-60 HEDI score using the uploaded conversion chart in Task 4.5.


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Weighting Variation

Basic Template


General Overview- Averaging Model vs. Raw Points Model

• Whether your district/BOCES has selected to use the “All 60” process or the “Splitting Points” process, there are generally two types of scoring models that a district/BOCES may use:

• The “Averaging” Model– overall rubric score is determined by averaging Domains/Standard

scores together which is then converted to a 0-60 HEDI score.

• The “Raw Points” Model– overall rubric score is determined by adding the raw scores for each

Domain/Standard or by adding the raw scores of each Domain/Standard subcomponents which is then converted to a 0-60 HEDI score.


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“Splitting Points” process using the Raw Points Model Example:

Step 1 – List the RUBRIC your district/BOCES is usingStep 2 – List the HEDI SCALE your district/BOCES will use to determine the overall rubric score

Basic Template: (SAMPLE-B CSD)

Teachers will be assigned a HEDI score from 0 to 60 based on observations and evaluations using the [Danielson's Framework for Teaching Rubric (2011edition)]. In order to determine the overall score (0 to 60), [the teacher will receive a score of 1 to 4 for each subcomponent observed within the four Domains of the rubric. Domains 1 and 4 are worth 10 points each, while Domains 2 and 3 are each worth 20 points.] A maximum total of 60 HEDI Points for all [4 Domains] will result. The following process outlined below will be used to calculate a final HEDI score:


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Basic Template con’t:

Add together the total points a teacher earns for each [observed subcomponent]within a [Domain] to result in a raw [Domain] score.

Take the raw [Domain] score and apply it to the appropriate conversion chart (Domains 1 & 4 = 10 pt chart; Domains 2 & 3 = 20 pt chart) to determine the HEDI points for that [Domain].

Add together the converted [Domain] scores to result in a teacher’s overall HEDI score for the Other Measures subcomponent.

The scores from each observation will be equally averaged together to result in the final 0-60 HEDI score. All composite scores will be rounded to whole numbers.


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10pt HEDI

Conversion

20pt HEDI

Conversion


Reminders for “Raw Points” Model:

• If each subcomponent within a Domain is rated on a scale from 1-4, make sure the uploaded conversion scale reflects that point distribution.

• E.g. 22 subcomponents rated 1-4 = a conversion scale from 22-88 NOT 0-88


Reminders for Conversion Charts:

•Proper Rubric Scale listed

•Ranges are Consecutive

•Ranges do NOT OVERLAP


Module Overview

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E.Observations


E. Observations

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Task 4.6 & 4.7 Observations for Probationary Teachers and Tenured Teachers

Regardless of whether you have used the same HEDI scoring process for all teachers or have indicated that you will use multiple scoring processes for specific groups of teachers (via 4.2 Form upload), a District/BOCES must indicate the minimum number of observations for each group of teachers (i.e. tenured v. probationary).

Reminder - A minimum of two (2) observations are required, one (1) of which MUST be unannounced.

Reminder - Indicate how your observations will be conducted: either in person, by video, or both.

Reminder - Indicate in your Task 4.5 HEDI description how your district/BOCES will combine multiple observations to result in one (1) overall HEDI score for your teacher’s Other Measures subcomponent score.


Total Number of Observations

(Formal & Informal)

Type of Observation(Formal/Long or Informal/Short)

Remember: A minimum of two observations are required. Review Room will require you to enter at least two observations.

E. Observations

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SAMPLE-A CSD


Task 4.6 & 4.7

How will observations be performed? In Person, via Video, or Both?

TYPE OF FORMAL OBSERVATION

TYPE OF INFORMAL OBSERVATION (N/A)

E. Observations

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SAMPLE-A CSD


1. What other Task outside of Task 4 must have identical 0-60 HEDI scoring bands that are listed in Task 4.5?

Answer: Task 5.1 must have identical 0-60 HEDI scoring Bands as those listed in Task 4.5.

2. Is the minimum number of observations for probationary teachers different than for tenured teachers?

Answer: No, there are the same minimum number of observations for both probationary and tenured teachers (2).- See APPR Guidance (H1, H12, I10).


New York State’s Teacher and Principal Evaluation … York State’s Teacher and Principal...

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