Principals’ Conference

CFN 204 Diane Foley, Network LeaderMary Barton, SATIFOctober 12, 2012

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Agenda for today’s session• Welcome/Updates

• Data Action Planning

• Introduction to Teacher Effectiveness Work for 2012-13

• Break

• The Observation Cycle

• A word from our sponsor—Scholastic

• Lunch is on your own. 1 hour

• Principals’ Performance Review

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Data Action Planning

Please take out the white sheets found on the right hand side of your folder.

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Progress Report Results

How do we use the PR results to organize ourselves and align our work to our efforts to increase student achievement?

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Three Components

Understanding the Data

Communication Plan

Action Plan

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Understanding the Data Sheet

• Can be used during Charlie’s presentation to your school

• Can be used with a grade level Teacher Team

• Can be used to begin to develop school wide goals or goals for teams

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Communication Plan

• Next step after completing “Understanding the Data” sheet

• Interpreting what the data said

• What story did it tell?

• Who will share the story and how will it be shared and who will be the intended audience.

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Action Plan

• Next Steps

• The who what when and how!

• Monitoring and reflection

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Teacher Effectiveness

Overview for 2012-13

Norming and Calibration

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Session Objectives

• To understand the work of teacher effectiveness, why it matters and what will be expected for the 2012-13 school year

• To deepen the understanding of Danielson’s Framework for Teaching and the calibration process to more accurately rate teacher practice

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Overview

This session will introduce participants to the process of calibration, and the teacher effectiveness work they are expected to engage in this year. The process of making accurate observations based on low-inference data will be broken down so participants examine what good evidence is, how it should be used, and how to collect it.

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Guiding Questions for today’s session

• Why is teacher effectiveness work important?

• How is the observation and rating process made more accurate when we gather low-inference evidence and sort it before we interpret it?

• What is the process for coming to a rating using Danielson’s Framework for Teaching?

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What is the Teacher Effectiveness Initiative?

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The Teacher Effectiveness Program is a NYC DOE initiative designed to support a common goal:

An effective teacher in every classroom for every student.

2010-2011Teacher

Effectiveness Pilot20 schools

700+ teachers

2011-2012Talent Management

Pilot106 schools

4.000+ teachers

2012-2013Teacher

Effectiveness Program

≈ 250 schools

This year’s initiative builds on two years of experience and feedback from thousands of school

leaders and teachers.

Our Vision: An Effective Teacher in Every Classroom for Every Student

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Teacher Effectiveness (Student Outcomes, Instructional Practice)

Boost effectiveness of all teachers

Improve or exit persistently less effective educators

Retain and leverage the most effective educators

GOAL

To achieve this vision, we must have an accurate understanding of which teachers are in which

performance group.

Connecting the TE Theory of Change to Your Goals

1. My Students - I believe that all children can achieve, no matter their life circumstances.

2. My Teachers - I believe that my teachers are the key levers in influencing the achievement of my students.

3. Myself - I believe that I have the power to lead the change necessary to implement effective talent management practices in my school.

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• What do you hope to achieve through the TE initiative work this year?

• To what extent do the Core Beliefs of the TE initiative (below) resonate with your past experience?

Reflect & Discuss

New York State Education Law 3012c

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Passed in 2010, New York State Education Law 3012c introduced

significant changes to the current Annual Professional Performance

Review for teachers.

The law is intended to foster clearer expectations for teaching practice

aligned to improvements in student achievement.

New York State Education Law 3012c

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Summary of State Policy on Teacher Evaluation

•Teachers will be evaluated annually on a 4-point rating scale (Highly Effective, Effective, Developing, Ineffective)

•20 to 40% of a teacher’s evaluation will be based on an assessment of student growth

•All classroom teachers will be evaluated against uniform qualitative rating criteria through use of a state-approved research-based rubric of teacher practice

•Teachers will receive timely and constructive feedback, including use of improvement plans for tenured teachers who receive a Developing or Ineffective End-of-Year rating

Why Teacher Evaluation Matters

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According to a 2011 study of Cincinnati Public Schools’ Teacher Evaluation System, • Classroom observation-based evaluation improves

teacher performance, as evidenced by student math achievement growth

• Improvement in teacher performance is lasting• Frequent, thoughtful feedback strengthens

performance – with least effective teachers benefitting most

• Teachers who see improvement are less likely to leave the system

Taylor and Tyler, 2011

Research on Teacher Evaluation (Cont.)

*Survey respondents who “somewhat agree,” “agree,” or “strongly agree.”

of pilot school leaders net agree* that

implementing the pilot model increased student achievement outcomes for all of their teachers.

of pilot teachers net agree* that, if

implemented well, the new evaluation and

development system will enable them to develop in areas most needed to

impact student achievement.

75%84%

In pilot year 2011-2012, we saw firsthand how evaluation encourages schools and teachers to increase focus on student

achievement.

Our Research: Feedback Impacts Performance

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0%20%40%60%80%

100%

22% 25% 22%

40% 33% 37%

21% 18% 17%

Teacher Perception of Impact of Feedback

Somewhat Agree Agree Strongly Agree

83% Net Agree77% Net Agree76% Net Agree

Midyear data from the 2011-2012 Talent Management Pilot suggests a connection between feedback from school leaders and improvements to

teacher practice and student learning.

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2012-13 Teacher Effectiveness Initiative Approach

Our goal: An effective teacher in every classroom for every

student

How do we get there? Apply six strategies to better understand teachers’

practice and its effects on student outcomesNorm to

excellence

Conduct frequent

observations

Deliver quality feedback and

informed professional

development

Incorporate student voice via surveys

Review and discuss student

outcomes and use to improve teaching

Use outcome measures to

evaluate teaching where applicable

Focus on Teacher Practice

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Norm to Excellence

School Leaders will…• Develop a shared anchor of what effective practice looks

like• Work to refine their ability to accurately rate instructional

performance by:• Co-observations in classrooms with Principal and

Assistant Principal(s)• Participating in professional development through the

year• Completing baseline and follow-up norming

assessments

Focus on Teacher Practice (continued)

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Deliver Quality Feedback and Informed Professional Development

School Leaders will…•Give teachers direct, actionable feedback; at a minimum:

•Written and verbal feedback after every observation

•Communicate evidence to teachers•Engage in reflective dialogue with teachers and agree on next steps

•Direct teachers to aligned PD•Create PD resources and plans responsive to teachers’ needs

Focus on Student Outcomes

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Review and Discuss Student Outcomes and Use to Improve Teaching

School Leaders will… •Develop a shared understanding of instructional excellence

•Review student work as part of formal classroom observations

•Discuss student work and learning outcomes with teachers regularly as part of feedback dialogue

•Develop strategies for targeted improvement

Conferences and Ongoing Dialogue

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MayBeginning-of-Year Launch with All Staff

Review rubric and plan PD

Ongoing learning in professional communities, supported by teacher leaders

Develo

pm

en

tEvalu

ati

on

Targeted development activities

Progress checks and full-period and partial-period classroom observations

Midyear Conference:

Progress Evaluation

Self-assess and discuss progress,

revise focus areas for PD

End-of-Year Conference: Summative Evaluation

Self-assess and discuss next year’s professional focus areas

Feedback conversations; student data review

2012-13 Teacher Effectiveness Initiative Roles

NETWORKSSCHOOL LEADERS

TEACHERS

Teachers are the most critical factor

in improving student outcomes.

All teachers will have a deep understanding of

what great student work looks like and how they

can strengthen their own practice to achieve better

student outcomes.

School leaders are best-positioned to

evaluate and manage their staff.

All school leaders will be committed to observing teachers and providing

feedback that helps teachers improve. They

will be responsible for the quality of their staff and

the identification of future leaders.

Networks are in a key position to support

program implementation in

schools.

All networks will provide ongoing professional

development for teachers and school leaders.

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Supports for School Leaders

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• Resources to support implementation• Shared best practices and exemplars from

other schools• Common Core Library (Teacher Effectiveness)

• ARIS Learn TEP-focused Online Learning Resources PD opportunities for teachers and school

leaders Data collection and sharing

Alignment to Other Initiatives

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The Teacher Effectiveness Initiative aligns to other DOE initiatives, including:

• Citywide Instructional Expectations (CIE)

• Common Core Learning Standards (CCLS) Implementation

• Quality Review

How Are These Initiatives Aligned?

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Quality Review RubricDefines the school practices that result in college

and career readiness for all students

Instructional Core

Structures for Improvement School Culture

The Danielson Framework defines the “How” (Pedagogy): the teaching practices that drive college and career readiness for all

students.Common Core Learning Standards define the “What” (Curriculum): the skills and knowledge students need to acquire in literacy and math

to be college- and career-ready.

Common Core Shifts and the Danielson Framework

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Danielson Component 1e, “Designing Coherent Instruction”:

Coordination of content knowledge, intended outcomes, student needs and resources to create learning activities that engage students in high-level cognitive activity. Includes planning for differentiation, cognitive challenge, structure, groupings, and alignment of objectives, activities and assessments.

Shift Relevant Indicator

Example

Focus Lessons support instructional outcomes and reflect important concepts

The 4th grade math operations unit plan focuses on using the four operations with whole numbers to solve problems

Coherence Instructional maps indicate relationships to prior learning

Teacher teams have created curriculum maps that organize the 6th grade Common Core Standards into a coherent, spiraling curriculum

Break – 15 Minutes

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Activity 1

Observation Cycle

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Thank you for your

participation and

professionalism!!!

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Lunch—1 hour

Lunch is on your own.

Avail yourselves of local eateries or you may dine in room 407.

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Principals’ Performance Review

Welcome and thank you to:

Superintendent Madelene Chan, District 24

Superintendent Danielle DiMango, District 25

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