Superintendent’s Day APPR
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Transcript of Superintendent’s Day APPR
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Superintendent’s DayAPPR
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Objectives
APPR OverviewDive into the Danielson Rubric!Reflect on practiceSLO Review
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Reflecting on Your Current State
How would you characterize your familiarity with the Danielson Rubric? When preparing and planning you lessons? Establishing and maintaining a student centered
environment? Using assessment to create meaningful learning
experiences? Reflecting on teaching and professional
responsibilities?
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Current State Self-Assessment
1. Getting started
2. Hitting some hurdles
3. You’ve found your pace
4. You’re a champion!
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Elements
Framework Vocabulary Review
Planning and Preparation
Component 1a. Demonstrating knowledge of content and pedagogy
A) Knowledge of content and structure of the disciplineB) Knowledge of prerequisite relationshipsC) Knowledge of content-related pedagogy
Domains
Components
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Warm-up
Read the cards given to your group.Use a sticky note to write the component, and if
possible, the component and the level of performance represented on the card.
Put the sticky note on the BACK of the card.
***HINT***Yellow cards are domain 2 Pink cards are domain 3
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Warm-up
Pass your cards to the next table group. Read each new card and determine the
component, element and, if possible the performance level indicated by the scenario on the card.
Look at the sticky note on the back of the card. Do you agree with the previous group?
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Evidence on Stage: Just the Facts!
Evidence is a factual reporting of events. It may include: verbal comments from teacher or student teacher and student actions and behaviors artifacts prepared by the teacher, students
or others. It is not clouded with personal opinion or
bias.
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Types of Evidence
There are typically
four types ofevidence
you can collectduring an
observation
1. Verbatim scripting of teacher or student comments“Can the person in the two position at each group collect materials?”
2. Non-evaluative statements of observed teacher of student behaviorThe teacher stated the learning outcome at the beginning of the lesson.
3. Numeric information about time, student participation, resource use, etcEight minutes were spent taking attendance.
4. An observed aspect of the learning environmentSample questions based on Bloom’s taxonomy are posted on a chart at the front of the room
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Is this evidence?
is this evidence.pdf
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A Framework for Teaching:Components of Professional Practice
Domain 4: Professional Responsibilities
a. Reflecting on teachingb. Maintaining accurate recordsc. Communicating with familiesd. Participating in a professional
Communitye. Growing and developing professionallyf. Demonstrating professionalism
Domain 3: Instructiona. Communicating with studentsb. Using questioning and discussion
techniquesc. Engaging students in learningd. Using assessment in instructione. Demonstrating flexibility and
responsiveness
Domain 1: Planning and Preparationa. Demonstrating knowledge of content
and pedagogy b. Demonstrating knowledge of studentsc. Setting instructional outcomesd. Demonstrating knowledge of resourcese. Designing coherent instructionf. Designing student assessments
Domain 2: The Classroom Environmenta. Creating an environment of respect
and rapportb. Establishing a culture for learningc. Managing classroom proceduresd. Managing student behaviore. Organizing physical space
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Domain 1: Planning and Preparation
Formal Observation- Pre-conference form that contains questions that cover all components of domain 1.
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Domain 2: Classroom Environment
ACTIVITY: Evidence Idea Exchange
PART I:Study your assigned component using the
rubrics. Generate a list of 3 examples of evidence
(statements, actions, artifacts, strategies) teachers or students might provide for this component.
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ACTIVITY: Evidence Idea Exchange
PART II Assign a “runner” to take your chart to another
table to gather one more evidence example to add to your list. Continue as directed by facilitator.
Domain 2: Classroom Environment
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ACTIVITY: Evidence Idea Exchange
PART III Each runner returns to original group and shares
new ideas. Choose 3 “best of the bunch” examples to share
with the whole group. Explain what criteria makes this piece of evidence proficient or distinguished.Domain 2:
Classroom Environment
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Domain 3: Instruction
ACTIVITY: Digging Deeper into Domain 3
Read from available rubric then: Identify essential understandings an observer needs to know about
this componentDescribe any possible misconceptions an observer or teacher may
haveDescribe:
What would students be doing/saying?What would teachers be doing/saying to support students?
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Jigsaw Share
ACTIVITY: Jigsaw Share of Digging Deeper into Domain 3
In your new groups, shareEssential understandings
Possible misconceptions
Specific examples of evidence from teacher or students
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Domain 4: Reflection and Professional Responsibilities
New APPR Document to keep track of domain 4 items
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Reflections
How will knowledge of the rubric impact planning and instruction?
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Switching Gears… from Teacher Observationto SLOs
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A student learning objective is an academic goal for a teacher’s students that is 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 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.
NYSED SLO FrameworkSource: Page 4 of Guidance on the New York State District-Wide Growth Goal Setting Process: Student Learning Objectives
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NYSED SLO Framework
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)?
EvidenceWhat assessment(s) or student work product(s) will be used to measure this goal?
BaselineWhat is the starting level of learning for students covered by this SLO?..\CRCS SLOs\SLO Sample Roster.xlsx
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?
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Setting Targets
Things to consider when setting targets: Pretest scores Prior academic history Absenteeism rate IEP/504 status How have students in this teachers course performed in the
past? How similar students performed on the same assessment in
the past can also help you to predict target scores for current students
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New York SLO Development Guide
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The Quality Rating Rubric
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Additional Resources can be found at :http://engageny.org/resource/student-learning-
objectives/
Sample SLOs: http://www.engageny.org/resource/student-learning-objective-samples-from-new-york-state-teachers-2012-13
Additional Resources