Schalmont’s APPR Process�

New Teacher Training

Presented by Alisha Couse and Bronson Knaggs

“Control your own destiny or someone else will.”

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~ Jack Welch

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Agenda

Part I: Overview of law governing APPR regulations and what it looks like at Schalmont

Part II: Scoring, Teacher Improvement Plans and Appeal Process

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APPR is an annual professional performance review of how we meet NYS 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

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Other Requirements of Plan

• Appropriate training for all evaluators
• Teacher/principal improvement plans for developing and ineffective ratings
• Appeal process
• Expedited 3020a process after 2 consecutive ineffective ratings
• Data verification systems
• Evaluation results used as a major factor in employment decisions

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Who is and is not covered under new APPR regulations?

• Applies to classroom teachers (broad definition) who are teacher of record
• Teacher of Record is determined 2x year – BEDS Day in October and teacher verification day in May
• Speech, psychologists, guidance counselors, social workers, teaching assistants, part time teachers (less than .4) and substitutes who are not teacher of record are not covered under new APPR regulations

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What do the parts look like for us?

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Our Plan is Evidence Based

• Evidence is a factual reporting of events.

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• Evidence may include:
• Teacher and student actions and/or behaviors

• Evidence is selected using professional judgment of the observer and/or the teacher.

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• Your rating is determined by evidence not what the evaluator “thinks” you earned.

(as taken from http://instruction.monroe.edu/sites/instruction.monroe.edu)

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Evidence

• Pre-Observation Planning and Preparation Form
• Post Observation Form

• The APPR Committee has negotiated the content of 2 forms which will serve as a source of evidence.

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• Submission of these forms and documents is required under the new processes because they document evidence.

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How often will I be observed?

• Probationary teachers will be observed 4 times per year – 2 announced and 2 unannounced by an administrator.
• The two announced observations will be done by two different building or district administrators.
• One unannounced observation will be by an administrator from your building and the other will be by an impartial independent evaluator.
• You can provide input into the timing of these observations on the preference sheet that you received the first week of school.  

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Overview of Observation Process

• Utilizes Danielson’s Framework For Effective Teaching (2011 Revised edition) to document evidence for meeting NYS teaching standards
• Evidence based
• Year long process with multiple steps
• MLPOASYS software will manage all the data
• Provides teachers with control

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Danielson’s Rubric

Domain 1: Planning and Preparation

a. Demonstrating Knowledge of Content and Pedagogy

b. Demonstrating Knowledge of Students

c. Setting Instructional Outcomes

d. Demonstrating Knowledge of Resources

e. Designing Coherent Instruction

f. Designing Student Assessments

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Domain 3: Instruction

1. Communicating with Students
2. Using Questioning and Discussion Techniques
3. Engaging Students in Learning
4. Using Assessments in Instruction
5. Demonstrates Flexibility and Responsiveness

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Domain 2: The Classroom Environment

1. Creating an Environment of Respect and Rapport
2. Establishing a Culture for Learning
3. Managing Classroom Procedures
4. Managing Student Behavior
5. Organizing Physical Space

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Domain 4: Professional Responsibilities

1. Reflecting on Teaching
2. Maintaining Accurate Records
3. Communicating with Families
4. Participating in a Professional Community
5. Growing and Developing Professionally
6. Showing Professionalism

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What processes are involved in the multiple measures?

• All of these are points in time for evidence to be collected and documented.
• Help ensure the evaluator is on the same page as the teacher.
• Puts teacher in control.

• Initial meeting
• Pre-conference
• Announced Observation
• Unannounced Observation
• Post-Conference
• Summative Meeting

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Processes

Value

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Initial Meeting (September/October)

• Teacher and evaluator meet to discuss composition of class(es). Student data such as, but not limited to, attendance, assessment scores and disciplinary concerns will be discussed.

• Teacher and evaluator will review class roster and baseline scores if a Student Learning Objective (SLO) is required by law.

• Teacher and evaluator will document questions and concerns regarding student needs and what teacher may need to help students reach course expectations.

• Teacher and evaluator will set targets for SLOs with rationale.

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Scheduled Observation

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Scheduled (Announced) Classroom Observation (October-March)�

Three components

• Pre-Conference
• Observation
• Post-Conference

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Pre-Conference

Teacher will submit the Pre-Observation Planning and Preparation Form at least two days prior to the Pre-Conference

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Pre-Observation Planning and Preparation Form

• Class Profile (1b): Describe the overall composition of your class. Identify any accommodations in instruction to meet student learning need(s).
• Instructional Outcomes (1c): Identify the objective or important concepts and skills students will be expected to learn. Indicate how the outcomes are linked to state or common core standards. How has student achievement data been incorporated into these particular instructional outcomes?
• Context (1a): This lesson is part of a learning sequence for students. What activities came before this lesson to insure students have the prerequisite concepts or skills to reach instructional outcomes? What activities will follow the lesson to extend the instructional outcomes? What instructional strategies will you be using during this lesson to maximize student learning and why have you chosen to use them?
• Structure (1e): How will students be grouped for lesson components? What is the opening to the lesson? What is the sequence of learning activities? How will guided practice be incorporated into the lesson? What will be the closure to the lesson?
• Assessments (1f): Identify the assessments (formative and/or summative) used before, during and after this lesson to evaluate student progress as it connects to the instructional outcomes of the lesson. How did the data from these formative assessments influence the instruction and learning outcomes?
• Resources (1d): Identify instructional materials and resources used for the lesson.
• Student Behavior (2d): What are the classroom rules and expectations of student behavior that will be in operation?
• Culture for Learning (2a): What have you done to promote a culture for learning in your classroom?

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During the Scheduled Observation

• Evaluator collects evidence on Domains 2 and 3

After Observation but prior to Post-Conference:

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• Evaluator shares all collected evidence
• Teacher shares any student work from the lesson
• Evaluator communicates questions about observation that will be addressed in post-conference

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Post-Observation Form

• 3c. As you reflect on the lesson, how did the instructional strategies you chose cognitively engage all students in the lesson?
• 4a. Did you alter your lesson plan or adjust your outcomes as you taught the lesson? If so, how, and for what reason?
• 4a. Based on the data outcomes (student results), what are your next steps to ensure all students reach the expected lesson objectives?  
• 4a. What additional thoughts or evidence related to this lesson would you like to share?

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Post-Conference

• Evaluator will conduct the Post-Conference using the Post-Observation Agenda

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Post-Observation Conference Agenda

1. Review and discuss previously completed and submitted post-observation form. Lesson artifacts being used as evidence may also be shared at this time.
2. Review/discuss the evidence collected in the lesson and collaboratively review levels of performance for the observed lesson based on this evidence.
3. Review/discuss areas for growth and any applicable recommendations.
• What areas of the lesson present opportunities for additional growth?
• What resources or supports would help improve student achievement or the teacher’s instruction?

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• Teacher may continue to share student work or other artifacts/evidence up to 10 days after post-conference

• Evaluator and teacher will discuss preliminary ratings as they relate to rubric and documented evidence. Teacher will be able to view all documented evidence.

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Unannounced Observation

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Unannounced Observation (October – March)�

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Summative Evaluation Meeting (April/May or as part of post conference)

• If scores on the rubric could put a teacher in danger of being rated “Ineffective” or “Developing” in the overall composite score, the evaluator will explain the Teacher Improvement Plan (TIP) process.

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• Teacher will submit evidence for any component not observable in the classroom observation or for any component not yet reviewed.
• Evidence will be submitted at least one week prior to scheduled meeting.
• Evaluator will share the Summative Evaluation Report
• Shows ratings for each component

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Student Performance

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Student Performance (Until 2019)

• If you teach course that ends with a state assessment and you are not given a growth score (4-8 ELA and Math), you must still complete an SLO and target students.   This would include 3rd grade (to calculate original score) 8th grade science and Regents exams.  
• If you have a combination of Regents and non-Regents courses, your student performance score will be weighted with results from your Regents SLO and the building SLO.  For example: if you had one section of Regents with 25 students and the rest of your teaching load was non-Regents, your score would be a combination of the targets achieved by the 25 students and the building score weighted by the number in your non-Regents courses.�

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Scoring - Observations

Average all components from each domain and weight as follows:

Domain 1 and 3 – 30% each

Domain 2 – 20%

Domain 4a and 2b (unannounced observation) – 10% each

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Scoring – Student Performance

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The Matrix

• The Matrix consists of two parts - Teacher Observation and Student Performance and was legislatively determined by criteria not math

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Part II:

Teacher Improvement Plans

Appeal Process

Scoring calculations in another packet

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Teacher Improvement Plan (TIP): Goes into effect if the HEDI rating is Developing or Ineffective.

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Content of Teacher Improvement Plan (TIP)

1. Area(s) in need of improvement.
2. Performance goals, expectations, benchmarks, standards and timelines needed to achieve an effective rating.
3. How improvement will be measured and monitored (with periodic reviews of progress).
4. Appropriate differentiated professional development opportunities, materials, resources and supports needed to assist the teacher. This may include the assignment of a mentor teacher.

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Other TIP Considerations

• At predetermined benchmarks in the timeline the teacher, administrator and STA President (if requested by teacher) will meet to assess effectiveness and appropriateness of the TIP. At this time the TIP may be modified.

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• A tenured teacher who believes the terms of a TIP are arbitrary, unreasonable, inappropriate or defective or that the district has failed to properly implement the terms of the TIP, may seek relief through the District APPR Appeal Panel.

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Appeal Process – Tenured Teachers Only

• Tenured teachers who earn an “Ineffective” or “Developing” rating may appeal the substance of the evaluation and corresponding TIP.
• Procedural challenges will be determined through the grievance process in the contract.
• A teacher may file only one appeal regarding a particular performance review.
• Appeals must be submitted in writing to the Superintendent of Schools within 10 days of the issuance of the APPR or implementation of the TIP.
• Burden of proof to establish a rational basis for the appeal rests with the teacher.

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*If third member cannot be agreed to within 3 days of receiving written appeal, a random drawing from a pre-established list of 6 panelists will determine the third member.

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Power of Appeals Panel

• May modify the TIP

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• May set aside the rating

• May call for a new review conducted by a different administrator or, if available, by a trained teacher leader.

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• May uphold the rating

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Decisions

• Written determination will be rendered within 15 school days.
• If there is no majority opinion of the Appeals Panel, the Superintendent will make the final determination. This will occur within 5 school days.
• The determination of the appeal as outlined in document is final and binding.
• Failure of the District or STA to abide by the agreed process will be subject to the grievance process.

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