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.
The Regents Reform Agenda & Improvement of Teaching Practices
1. Improving Teaching Practice in
New York State
The Regents Reform Agenda and
Annual Professional Performance
Review Process
2. How is Race to the Top changing the P-
12 school landscape, and what are the
implications for Schools of Education?
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. Regents Reform Agenda
Highly Effective
School Leaders
Standards and Assessment
Data Systems to Support
Instruction
Great Teachers and Leaders
College and
Turning Around Struggling Schools
Highly Effective
Teachers Career Ready
Students
4
7. Teachers AND Principals:
Sixty Percent
-Based on NYS Teaching Standards or the ISSLC
Standards
-Menu of state approved rubrics to assess
performance on Standards
-Variance process available for district/BOCES
who seek to use a rubric not on State-approved list.
8. Teachers: Sixty Percent Cont.
•Multiple measures
•At least 31 of the 60 points shall be
based upon multiple (at least 2)
classroom observations by Principal
or trained evaluator, one must be
unannounced.
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. 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
11. Effects of Support and Challenge on
Teacher Development
high
Retreat Growth
Challenge
Status Quo Confirmation
low
low high
Vision Learning Support Barber, 2003
15. Measures of Ef fective Teaching
Unique 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. Dynamic Trio
Measures have different strengths
…and weaknesses
Potential for
Measure Predictive power Reliability Diagnostic Insight
Value-added
H M L
Student survey
M H M
Observation
L M/H H
17. Key Finding: Use Multiple measures
•All the observation rubrics are positively associated with student
achievement gains
•Using multiple observations per teacher is VERY important (and
ideally multiple observers)
•The student feedback survey tested is ALSO positively associated
with student achievement gains
•Combining observation measures, student feedback and value-
added growth results on state tests was more reliable and a better
predictor of a teacher’s value-added on State tests with a different
cohort of students than:
» Any Measure alone, Graduate degrees, Years of
teaching experience
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. 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 class
Note: Sorted by absolute value of correlation with student achievement gains. Drawn from “Learning about Teaching: Initial Findings from the Measures of Effective Teaching
Project”. For a list of Tripod survey questions, see Appendix Table 1 in the Research Report.
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. Student Learning Objectives
…an academic goal for a teacher’s students 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 the 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
22
25. HEDI
This is how different levels of student growth will
translate into one of four rating categories:
• Highly effective,
• Effective,
• Developing, and
• Ineffective
25
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. Implementing the Common Core
Instructional Shifts Demanded by the Core
6 Shifts in ELA/Literacy
Balancing Informational and Literary
Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
28
29. How can IHE support
educators with the Regents
Reform Agenda?
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
33. What is the impact of the
Regents Reform Agenda on
Higher Education?
34. 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…..
Begin with Jim and Karen on the side as hosts. Steve will begin with the content slides.
edit
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.