Learning Overview of the
60-20-20
Dana Serure
Integrated Education Services
Erie 2-Chautauqua-Cattaraugus BOCES
www.engageNY.org
Teacher/Principal Evaluation Formula
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“Other Effective
Measures”
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Growth
20
Local 100
www.engageNY.org
Teacher/Principal Evaluation Formula
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“Other Effective
Measures”
20
Growth
20
Local 100
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“Other Effective
Measures”
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
©2010 McKay Consulting, LLC
The Impact of Teaching
Teaching has 6 to 10 times as much impact on achievement as all other factors combined (Mortimore and Sammons, 1987).
The effects of well prepared teachers on student achievement can be stronger than the influences of student background factors, such as poverty, language background, and minority status (Darling-Hammond, 1999).
The single most influential component affecting individual student success in schools is the classroom teacher (Marzano, 2003).
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A Road Map….
Because teaching is complex, it is helpful to have a road map through the territory, structured around a shared understanding of teaching. Charlotte Danielson
©2010 McKay Consulting, LLC
Defining Effective Practice
Defining Effective Practice
In order to create the conditions for improved teaching, one must first define
it. Without such a definition of good practice, educators are, in effect,
wandering in a swamp.
Charlotte Danielson
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Defining Effective Practice
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What are some of the characteristics of effective teaching?
What would you expect to see and hear if you were in the presence of an exemplary teacher?
Consider settings both in and beyond the classroom.
*2-3 Post-its (One characteristic per post-it)
A Framework for Teaching:
Components of Professional Practice
Domain 4: Professional Responsibilities
a. Reflecting on teaching
b. Maintaining accurate records
c. Communicating with families
d. Participating in a professional community
e. Growing and developing professionally
f. Demonstrating professionalism
Domain 3: Instruction
a. Communicating with students
b.Using questioning and discussion techniques
c.Engaging students in learning
d.Using Assessment in Instruction
e.Demonstrating flexibility and responsiveness
Danielson 2006
Domain 1: Planning and Preparation
a. Demonstrating knowledge of content and
pedagogy
b. Demonstrating knowledge of students
c. Selecting instructional outcomes
d. Demonstrating knowledge of resources
e. Designing coherent instruction
f. Designing student assessment
Domain 2: The Classroom Environment
a. Creating an environment of respect and rapport
b.Establishing a culture for learning
c.Managing classroom procedures
d.Managing student behavior
e.Organizing physical space
PLAN
TEACH
REFLECT
APPLY
Visualize Your Thinking
• Look at your “sticky note” descriptions of effective teaching.
• Using your “placemat” as a reference, place each post-it note on the placemat in the appropriate Domain.
• Now, place the post-it notes on the large chart paper “placemats” posted around the room.
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Domain 1: Planning and Preparation
Domain 2: Classroom Environment
Domain 3: Instruction Domain 4: Professional Responsibilities
What do you notice?
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Did anyone have a characteristic that did not fit into one of the
Domains?
***The Framework for teaching does NOT redefine what constitutes good teaching, it simply organizes it into a “Framework” that makes it easier for us to talk about and reflect on teaching.
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Let’s Organize your Rubric
• Use the post-it notes to “tab” the four domains
• Domain 1 – page 1
• Domain 2 – page 18
• Domain 3 – page 28
• Domain 4 – page 42
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•Danielson Rubric
•Placemat
•Domain
•Component
Kim
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2 B
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Ad
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Lets Review the Terminology
©2010 McKay Consulting, LLC
A Framework for Teaching:
Components of Professional Practice
Domain 4: Professional Responsibilities
a. Reflecting on teaching
b. Maintaining accurate records
c. Communicating with families
d. Participating in a professional community
e. Growing and developing professionally
f. Demonstrating professionalism
Domain 3: Instruction
a. Communicating with students
b.Using questioning and discussion techniques
c.Engaging students in learning
d.Using Assessment in Instruction
e.Demonstrating flexibility and responsiveness
Danielson 2006
Domain 1: Planning and Preparation
a. Demonstrating knowledge of content and
pedagogy
b. Demonstrating knowledge of students
c. Selecting instructional outcomes
d. Demonstrating knowledge of resources
e. Designing coherent instruction
f. Designing student assessment
Domain 2: The Classroom Environment
a. Creating an environment of respect and rapport
b.Establishing a culture for learning
c.Managing classroom procedures
d.Managing student behavior
e.Organizing physical space
Domain 2: The Classroom Environment
Components of Domain 2: 2a: Creating an Environment of Respect and
Rapport
2b: Establishing a Culture for Learning
2c: Managing Classroom Procedures
2d: Managing Student Behavior
2e: Organizing Physical Space
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Teaching is a performance. Performances are measured using rubrics.
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RUBRIC
Critical Attributes
Possible Examples
Exploring Levels of Performance
Handout B: Performance Levels Identifying Key Words (individual)
Each table will be given one domain; each person should take at least one component to review.
Scan the rubric language used to describe your component.
List some key words or phrases that Danielson uses, or that you would use that that make this level different from the rest. Chart that on Handout B.
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Handout B: Performance Levels Identifying Key Words (table)
As a table, share the rubric language for each component.
List some key words or phrases that Danielson uses, or that you would use that that make this level different from the rest.
Reach consensus as a table and create a group table (bottom of Handout B)
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Performance Levels: Key Words
Ineffective Developing Effective Highly Effective
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Performance Levels: Key Words
Ineffective Developing Effective Highly Effective
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
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Performance Levels: Key Words
Ineffective Developing Effective Highly Effective
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
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Performance Levels: Key Words
Ineffective Developing Effective Highly Effective
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
©2010 McKay Consulting, LLC
Performance Levels: Key Words
Ineffective Developing Effective Highly Effective
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Seamless
Solid
Highly
Subtle
Skillful
Preventative
Sophisticated
Students
Always
©2010 McKay Consulting, LLC
Ineffective Developing Effective Highly Effective
Unsafe
Lack of
Unaware
Harmful
Inappropriate
Unclear
Poor
Unsuitable
None
Partial
Generally
Somewhat
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Individualized
Clear
Positive
Smooth
Most
Seamless
Solid
Highly
Subtle
Skillful
Preventative
Sophisticated
Students
Always
©2010 McKay Consulting, LLC
Performance Levels: Key Words Teacher-directed
success!
Student-directed success!
Levels of cognition and constructivist learning increase
Student Learning
We tend, as teachers, to think that our students learn because of what we do. That’s not correct. Our students don’t learn because of what we do;
they learn because of what they do.
Our challenge, then, is to engage them in intrinsically interesting work that will yield the
learning we want. ©2
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You don’t just learn knowledge; you have to create it. Get in the driver’s seat, don’t
just be a passenger. You have to contribute to it or you don’t understand it.
- Dr. W. Edwards Deming ©
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• Using the rubric, brainstorm possible sources of evidence from your classroom practice that would illustrate the components.
• What do you ALREADY DO to demonstrate effectiveness in these areas?
Evidence of Domains 1 & 4
How will we be “scored” using the rubric?
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Each Component is worth 4 points
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1 2 3 4
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DOMAIN 1 • 6 components • Total points
possible = 24
DOMAIN 2 • 5 components • Total points
possible = 20
DOMAIN 4 • 6 components • Total points
possible=24
DOMAIN 3 • 5 components • Total points
possible = 20
Example Conversion: Teacher Q
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DOMAIN 1 • 6 components • Total points
earned = 21
DOMAIN 2 • 5 components • Total points
earned = 16
DOMAIN 4 • 6 components • Total points
earned = 21
DOMAIN 3 • 5 components • Total points
earned = 16
Example Conversion: Teacher Q
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DOMAIN 1 • 6 components • Total points
earned = 21/6
DOMAIN 2 • 5 components • Total points
earned = 16/5
DOMAIN 4 • 6 components • Total points
earned = 21/6
DOMAIN 3 • 5 components • Total points
earned = 16/5
Example Conversion: Teacher Q
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DOMAIN 1 • 6 components • Total points
earned = 21/6 • Average score =
3.5
DOMAIN 2 • 5 components • Total points
earned = 16/5 • Average score =
3.2
DOMAIN 4 • 6 components • Total points
earned = 21/6 • Average score =
3.5
DOMAIN 3 • 5 components • Total points
earned = 16/5 • Average score =
3.2
Example Conversion: Teacher Q
•Average score = 13.4
•Divide by number of Domains = 4
•3.35
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Conversion Chart
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Conversion Chart
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NOTE: Rounding may not take you out of a HEDI category!!!
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*Please see caveat © 2012, Teaching Learning Solutions
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60 Evidence-
based Observations,
etc.
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Growth
20
Local 100
Student Learning Objectives “comparable growth measure”
100-Point Evaluation System for Teachers
www.engageNY.org © 2012, Community Training and Assistance Center
*Please see caveat © 2012, Teaching Learning Solutions
NYSED SLO Framework Source: Page 4 of Guidance on the New York State District-Wide
Growth Goal Setting Process: Student Learning Objectives
• 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.
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NYSED SLO Framework and 8 Elements
All SLOs MUST include the following basic components:
Student Population Which students are being addressed?
Learning Content
What 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 Criteria How 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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3 KEY Questions
1. What do you teach?
2. To whom?
3. What do the students need?
Course roster(s), Data, and Standards
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Information to inform WRITING SLO
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State Growth definition
..change in academic achievement as measured in
two points of time…
First point of time is the “Baseline”
Learning Target is set by teacher
Second point of time is the “Summative”
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3 Types of Targets
First point of time is the “Baseline”
Learning Target is set by teacher
1. Tiered Growth Target
2. Growth to Mastery Target
3. Differentiated Growth Target
Second point of time is the “Summative”
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Student Population, Baseline, and Target(s)
SLO Student Population: All 105 students across 4 sections of Grade 7 Visual Arts classes (names included on the rosters).
Baseline: Students scored between 0-30% on the grade 7 visual arts pre-assessment.
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Student Pre-Test Score Summative Target
Student A 10
Student B 20
Student C 5
Student D 0
Student E 30
Student F 10
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Student Population, Baseline, and Target(s) Training SLO Target Approach 1:
Set common tiered targets. Baseline = Target Tiered Goal 0-9 = 60; 10-19 = 70; 20-29 = 80; 30 > = 90
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Student Pre-Test Score Summative Target
Student A 10 70
Student B 20 80
Student C 5 60
Student D 0 60
Student E 30 90
Student F 15 70
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*Please see caveat © 2012, Teaching Learning Solutions
Student Population, Baseline, and Target(s)
Training SLO Target Approach 2:
Set growth-to-mastery targets.
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Student Pre-Test Score Summative Target
Student A 10 75
Student B 20 75
Student C 5 75
Student D 0 75
Student E 30 75
Student F 10 75
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*Please see caveat © 2012, Teaching Learning Solutions
Student Population, Baseline, and Target(s)
Training SLO Target Approach 3:
Set differentiated growth targets.
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Student Pre-Test Score Summative Target
Student A 10 80
Student B 20 80
Student C 5 75
Student D 0 70
Student E 30 85
Student F 10 80
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*Please see caveat © 2012, Teaching Learning Solutions
New York SLO Development Guide
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Introduction to the Quality Rating Rubric
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*Please see caveat © 2012, Teaching Learning Solutions
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60 Evidence-
based Observations,
etc.
20
Growth
20
Local 100
Local Measure
100-Point Evaluation System for Teachers
www.engageNY.org © 2012, Community Training and Assistance Center
*Please see caveat © 2012, Teaching Learning Solutions
LOCAL MEASURE
• Target Setting based on GROWTH
or ACHIEVEMENT
• ASSESSMENT may be the SAME
from SLO; yet TARGET SETTING
NEEDS to be DIFFERENT
• Similar template; yet may not have a
baseline target if a summative goal
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*Please see caveat © 2012, Teaching Learning Solutions
TOOLS to Help
Alt and Sp Ed weebly
E2ccb APPR Resources
See next slide for a graphic organizer of the E2CCB APPR PLAN and
direct link – the graphic organizer does not substitute reading for
details in the APPR plan in accordance with NYS Regulations
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*Please see caveat © 2012, Teaching Learning Solutions
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E2CCB
APPR
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