Network Team Training, Nov. 2-3, Albany NY
Notes by Brian Crawford and Tim Clarke
Ken Slentz welcomed group. Referred to this as next round of implementation and will be reflective of the feedback received from district.
Introducing Anita Murphy as new member of department - Curriculum Superintendent
Ken Slentz reviewed survey results from Network Team
1. Most districts report that they are on track with hitting the metrics set forth under regents reform by next June
2. Most districts cite the largest hurdle as time
3. Most network team members see themselves as beginners or novice in understanding the regents reform agenda
4. 70% of districts have determined their rubric
Ken Slentz now addressing APPR
1. The goal is to improve teacher effectiveness not to dwell on technicalities
2. One resource Network teams will get is an implementation guide
3. EngageNY.org is getting many hits
John King announcing that NAPE scores in NYS were flat again.
Told story about how he was asked by reporter, “What will be different this time...with the reform and all?” His answer was the work of the Network Team and the tools provided.
He also said that he told the reporter that the NAPE score should be used in his evaluation!
Pattrick Flynn and Team from ReVision were brought in to lead the training on APPR
ReVision is from Connecticut. The goal of the organization is to provide context for culture that needs to be in place in a district for effetive teacher evaluation and improvement to take place.
“There is no power for change greater than a community discovering what it really cares about.” - Margaret Wheatley
This article was referred to: http://talentmgt.com/articles/view/how_to_ruin_a_perfectly_good_employee_
Pattrick wants answer these questions today:
How do you take the rubric and “behaviororialize” them?
What does great teaching look like and do we calibrate on a rubric?
1 Recruitment Strategies
2 Induction Programming
3 Observation Protocol
4 Defining Teacher behavior
5 Defining Student Outcomes
6 Teacher Performance Metrics
1 PLC Empowerment
2 Effective Data Teams
3 Targeted Differentiated PD
5 Supportive Hopeful Environment
Districts have to focus on BOTH! If it is one sided effective teacher growth will not happen. If focus is just on human capital teachers feel attacked and blamed. If focus is Social Capital there is no accountability
Leadership has to balance both.
Mentioning work of Sir Micheal Barber → High Challenge + High Support = growth
Big picture of APPR--> Internal self analysis → Evidence based portfolio
Doug Reeves Quote:
“You are not broken and I’m not here to fix you. Rather you are so valuable and worthy, students are so precious and our mission is so vital we have a joint responsibility for one another”
Kate Gearson is now explaining the transition to the break out sessions
APPR Rubric Calibration (Session 2)
****“Using Teacher Observation to Calibrate Rubric Scoring & Provide Feedback”
1 Calibration of Scoring using rubrics
2 Use observable behavior as data for feedback and evaluation
3 Develop inter rater reliability in evaluation
4 Use best practice for giving effective feedback
Theory of action that says...capacity of admins and teachers molded through PLC and Data teams will improve student performance
Step One: Where do you want to be? - Do teachers know this? Do teachers know the standards and rubrics
Step Two: Where are you? - What data tells me
Step Three: Close the gap - Whats the plan for growth
*We have to grow the people we work with...
PLC Model...reams of research to support that this model works
What needs to be in place for it to work:
-Just putting people in sandbox together does not mean they will play nice
-They have to have protocols
This question was raised--> How are districts choosing a rubric
2 Regional by BOCES
3 By asking the question--> how are they different?
Where are you? How do you rate yourself in documenting classroom practice?
What challenges do you see is using a rubric?
Problems with rubric:
1. Fitting it cleanly into element
2. Scaling it
3. How do you assess all standards
4. How do you convert to a number
5. How do you get everyone to see the same things
Brainstorm a list of observable behaviors each table has a standard and element from a rubric our table has 3.6a → put them on poster paper → Group share on what constitutes effective behavior
*Facilitator pointed our that “differentiate instruction” and “formative assessment” are listed a lot.
* Which evidence is high inference vs. low inference evidence?
Watch video of gr 10 teacher teaching sophomores E.L.A. character sketch write down observable evidence
Facilitator asking for what observations were recorded.
Facilitator asked how did we get our evidence-->
Sweep the Room: Evaluator Tip: Create a circle for each kid in the room. Put an S in the circle for a student initiated response put a T in there for T initiated response. It’s amazing to see Teachers play to one side of room. Can be used as tracking data.
Seeing what the materials look like is a great way to examine rigor
Another video, 8th grade Science, but this time use the rubric Our table has 3.6.a Can we find object evidence for this indicator?
Our table is looking for evidence of formative assessment
At tables we are now talking about our indicator and evidence
Facilitator asks, did your table reach consensus?
Did you know where things fell on rubric... mostly... but it’s harder on your own..
Facilitator mentions Instructional Rounds → most valuable part was instructional norming--> rubrics can still be subjective
We have a system where everyone is rated as wonderful teachers but students are not performing.
This book was mentioned by facilitators: http://www.amazon.com/Focus-Elevating-Essentials-Radically-Learning/dp/1416611304/ref=sr_1_1?ie=UTF8&qid=1320248907&sr=8-1
Kate Gearson showed up...she felt the need to mention that evidence collection and literal note taking were important....
With this next video collect evidence on teaching math....we used a template for this...I have a clean copy in my folder
“A compliant classroom is not an effective classroom”
This teacher in the CLV model would be effective as it would be holistically scored.
We only looked for evidence of 3.2 and the goal was to reach table consensus
Share out comments:
-If you don’t have enough data what do you do? Get more data.
-Kuodos to this teacher...she is the prime example of a teacher that has been rated excellent... This is the social capital piece. She was brave enough to submit to this type of review- she obliviously felt safe.
-The rubric can do the talking for you. Hopefully the teacher has seen the rubric
*Data team can be a way for teacher to self assess. The data is neutral so look at the data for poor performing teacher.
Read through three lesson observation notes from New Haven teacher. Given the New Haven rubric put the evidence on the rubric and discuss at the table group. This is a calibration activity. The teacher moved from 1 to a 2 on a 1-5 scale. Low developing to Developing.
We ran out of time...too bad, this was really great.
Building Social Capital
Our presenters our named Nate Pattrick and Dave...
Link to the presenter .ppt https://docs.google.com/open?id=0B9IPNyekPEn6ZGFhZGFjZjMtM2VjZS00Nzg1LTk3MGYtMmM2ZTVhMDc1NDI5
This is about activities to do with school leaders to build social social capital.
A Change Portfolio → All the change history in a group...what were the responses, what was brought in, how did things go.
Example: Are there PLC’s to have conversations with each other?
How do you combine human capital and social capital? That is how to make teacher evaluation work.
Arrange white cards in a way that makes graphical sense → group in 3 or 4
Listed on cards are these words:
Framework for instruction
*We have a handout with these words on it
Many different configurations show us there are many levels of understandings and that “we are all over the place” :)
Step two: Incorporate the green cards into the configuration
Listed on the green cards are:
Data Driven PD
* do you see the connectedness between terms? and the relationships to one another?
Share out organization structure..
Here’s Treasa Grey’s example from E1B:
**What was the one core card--> debrief
**The thinking is the answer
Zone of Productive Distress is like Zone of Proximal Development for kids...how to get adults to stress productively.
“I’m really working hard, I don’t know how to get better.” → growth is what a healthy organization does
Place the cards in quadrants of Barber’s quadrants
Share out of where we put them...
QUESTION ASKED BY AUDIENCE Who in the organization is responsible for this? A:Leaders
Principals Should Know and Convey their Hot Buttons...what you do and don’t want to see
*great bulletin board?
*student discussion → when principal walks in the room raise right hand if you know answer left if you don’t and then principal will think students are engaged.
Do we know our own hot buttons does the staff?
Your hot bottoms...
-reading, actually reading and writing
-21st century skills
-strategic grouping (what do you mean by that)
“”purposeful instruction, targeted instruction, strategic instruction””
All rubrics say the same thing but in different ways....where we want to go is to take the standards and have a conversation. Evaluation is not done to someone but with someone.
Out of all the standards and elements and indicators....advice is to
Instructional non-negotiable...pick out which standards and elements to focus on per month.
Rubric Wall Charts
This chart gives teachers the opportunity to brainstorm together what evidence can be seen and used for each standard.
Building consensus--> Can you live with this and can you support it publicly?
Look at rubric wall chart and brainstorm what data is available to support any behaviors listed.
collect lesson plans...we often do good things but do we do good things on purpose?
It was suggested to make a spreadsheet to track needs of your staff according to standard and then provide targeted PD.
It’s difficult to change our own behavior even when we want to.
Police offer giving us a ticket will change our behavior but it will eventually change.
Experiment of writing letters down when screen our blocked out. When we can attach meaning we see higher rates of growth.
Ken Slentz now speaking...he’s making jokes....introduced commissioner
Commissioner King now speaking...he’s making jokes too...
Evidence - Focus on use of evidence in evaluation of teachers. This is not a one time exercises. This is not a one time PD session...you can’t get good at. Watching teaching video...”oh no we did this last month” No! This is our job.
Teachers should shift focus on what they will be doing to what the students will be doing. “Here’s what I saw...” The notes matter and the recording of the evidence matters.
The locally selected measure is a piece of evidence.
Tasks for NetworkTeams
1. Carry this back to districts
2. Job embedded training... have network team members review evidence with principals
3. Work on changing the culture
4. Conversation about student learning objective.
THE STATE 20% on APPR → Where we don’t have state tests → schools may choose to do a S.L.O.
Phrase in the regulations “state determined district wide growth goal setting process”
Resources that will be posted online soon:
Road map for creating student learning objectives
SLO is a body of evidence that the students are growing. (?)
Dr. Julia Raffel (sp???) presenting on SLO
SLO process is being used in many RTTT states. The process is not new but the scale of the project has never been done.
What is an SLO? Common definition is academic goal for students set at the start of the course. Most important goal for the year. Must be measurable and aligned to CCLS. Must have data to support this.
SLOs are used for the state 20% for teachers who do not have a state-determined 20% (i.e., ELA 3-8, 11 would have a state-determined 20%, but Drama would have an SLO).
Elements for SLO
Student Population: Which students are being addressed?
Learning Content: What is being taught?
Interval of Instructional Time: What is the instructional period covered?
Evidence: What assessments?
Baseline - where are the students starting
TArgets - growth expected to see
HEDI Criteria - how does it tie in to an overall rating for the teacher
Rationale - why?
District sets HEDI scoring for SLO
HS Teachers, K-2, PE Teachers,
Example of an SLO
Steps for Developing SLO:
1. Assess and identify overall district priorities and needs.
2. Identify who MUST set SLOs and who will have state provided measures.
3. Determine how specific SLOs will get set.
4. Establish expectations for scoring SLOs and determining teacher ratings for the growth component.
5. (we couldn’t see the slide from where we were sitting)
This is a ‘12-’13 initiative...
Ken Slentz: SLO documents will be posted later this week. The intention of this session was not to have us understand or master SLO, but to understand that SLO stands for Student Learning Objective.
Slentz...“Think about SLO’s in the context of local assessments.”
Evening Session: Common Core Implementation
>>David Coleman was not able to make it due to illness.
>>Ken Slentz and Kate Gerson
Commissioner, John King:
Regents Fellow, Kate Gerson: (Power Point Link)
Looked at student work samples for “argument” from the CCLS appendices for student writing samples. Used SLIDES 40-41 to analyze the student work for “argument.”
Kate made a point at the end that teachers need to continue to learn in their content area.
November 3, 2011
Ken Slentz: Welcome Back
Liz Dozier, Principal, Fenger High School
Marc Etienne, Managing Director, New Leaders for New Schools, NY Region
Nate Franz, Math Instructional Coach, Syracuse CSD
Shannell Jackson, Teaching and Learning Specialist
Alfonso Tapia, Teaching and Learning Manager
Alix Guerrier, District Leadership Support/ Tools Developer
DDI Breakout Rooms
Plan the Shift, Part 2