Standard 1: Knowledge of Students and Student Learning and Standard 2: Knowledge of Content and Instructional Planning are both standards that you address with your evaluator in your pre-conference.
This is your opportunity to share information about both your students and how you planned for your lesson. You know a great deal about your kids; how they learn best, the specific needs of your students with IEP's, the student who can't hear well so they're sitting up front, the child who needs to get up and move around because he had an hour bus ride to school, or the child whose parents are illiterate and are unable to help their child with their homework. All of that information you will share with your evaluator, along with how you have made modifications to allow them to have success despite these issues.
You will also go over your lesson and how you came to this instructional plan. It will be written to conform to the learning standards and you'll want to share information about the background lessons that came prior to this, so your evaluator has a good understanding of how you have moved your students through the progression of learning, what data has brought you to that point and how you will assess their learning to move forward. You will also be sure to point out what modifications you have in place to meet the needs of your diverse learners.
Standards 3, 4 and parts of 5 are for the actual observation of your lesson.
Standard 3 is Knowledge of Instructional Planning
This is the core of what we do every day. Is the lesson aligned to the standards and researched based? Are the students engaged? How do you form your questions and how are you responding to student answers? Is there good communication of content and directions? Is there evidence of differentiation, are there opportunities for collaboration? Are you monitoring and adjusting using formative assessments, and changing the pacing of the lesson if need be?
Standard 4 - Learning Environment
When I think of the Learning Environment I automatically think of the physical environment first- the materials, the room layout, the student groupings, and that is part of this standard but it is also more about the interaction between the teacher and the student as well as student to student. Are there high expectations for the kids, as well as set routines,rules and procedures? If there are volunteers or paraprofessionals in the room how are they managed?
Standard 5 - Assessment for Student Learning
Part of this standard is discussed during your pre-conference – How are you using assessments to establish learning goals and inform your instruction, what modifications have been made, are students engaging in self-assessment and how do you analyze the assessment data can all be discussed in the pre-conference.
As part of the observation the evaluator will be looking to see how you have designed or selected assessments tools to measure and document growth. Do you have grading procedures in place? Do you communicate the goals to the students and do they know how they will be assessed? Have you prepared your students for the testing format?
Standards 6 and 7 are the post-conference. You will be asked to complete a reflection following your lesson to share with the evaluator.
Standard 6 is Professional Responsibilities and Collaboration
The evaluator will be collecting evidence on your ability to collaborate with your peers, how you follow District policies and how you communicate with your parents.
Standard 7 is Professional Growth
For those of you who are intrinsically motivated to be the best teacher you can be, this is what you do daily. And I dare say it is every person sitting in this room. You reflect on your strengths and weaknesses, you set goals for yourself and determine ways to improve, and to do that you seek out help or feedback from peers, join in a professional book groups or belong to a professional membership or simply work to make the next lesson better than the last.
Every child deserves an effective teacher. And every teacher, when evaluated for effectiveness, deserves an objective process that integrates evaluations into ongoing professional growth. Those premises are fundamental to TED, a system of Teacher Evaluation and Development, which was created by six labor/management Innovation Teams across New York State to integrate evaluations in a continuum that advances teacher practice and student learning.
NYSUT, as a union of more than 600,000 professionals across New York State, is proud to have initiated this groundbreaking project, one that has given voice to teachers in shaping the standards for our profession. Through this effective labor/management collaboration, teachers worked side by side with principals and superintendents in developing the TED system as an exemplar. This practitioner-led initiative came to fruition as policymakers at the federal and state levels were continuing to debate proposals targeting teacher effectiveness.
What TED is:
TED is an accessible and integrated strategy for teacher evaluation and development based on research into what works to advance teacher growth and student learning. With the goal of ensuring an effective teacher for every learner, TED includes these essential components including teaching standards expressed as a teacher practice rubric.
To learn more about TED, please click here.
The following bullets are meant to give you an outline of the changes that have been made with the APPR process for the 2013-2014 school year. I have also attached the recently revised pre and post conference questions along with the observation timeline. I want to thank Nicole Heath, Dave Fries and Scott Phillips for the endless meetings and their tireless efforts as we worked to modify our agreement from last year.
APPR Updates for the 2013-2014 school year:
- Utilizing the revised 2012 NYSUT rubric
- No observations will occur before the second Monday of September
- Feedback to teachers
° Following a post-conference, evidence collected during the observation process will be completed, standards 1-5 will be scored and submitted in electronic format within seven (7) working days and given to the staff member.
° A Growth Action Plan (GAP) is going to be implemented this year (this is different than the TIP, which is now mandated by NYS and a teacher will only receive if he/she scores below a 75 overall composite score). The GAP will now address instructional concerns or weaknesses, contractual obligations not met and professional expectations. Note: If an administrator has concerns following an unannounced observation, a conversation will happen between the evaluator and the teacher, strategies and steps will be put into place including another observation, before a GAP would be put into place. The initial observation evidence will be examined together with the second observation and will be scored holistically.
Timing of Observations
° If your first observation is a formal observation, your unannounced observation cannot begin until the post-conference meeting is completed. The unannounced cycle begins with the unannounced observation.
° If your first observation is an unannounced observation, your formal observation process cannot begin until the post-conference meeting is completed. The formal observation process starts seven (7) days before the scheduled pre-conference.
° The specific timeline for both formal and unannounced observations is attached.
Changes in OASYS
° OASYS is going to be tweaked to make it more user-friendly. Teachers will be able to type directly into OASYS to answer the pre-conference questions.
° Updated pre-conference questions
°The pre-conference questions have been updated to be less redundant and hit each indicator. It is still only a requirement that you submit your lesson plan in advance; but if you also choose to answer and submit the preconference questions ahead of time it will provide you with additional rubric support for Standards 1, 2 and 5 and it is recommended that you do so. Please use the NYSUT 2012 rubric to assist you in answering the questions.
°You will not be asked to, nor will you have the option of, answering the pre- conference questions for an unannounced observation.
°For observation of professional characteristics and responsibilities, teachers may submit evidence to support Standards 6 and 7 by May 15th of that school year. In addition, teachers may also support evidence to support the following indicators from Standards One and Two: 1.1A, 1.2B, 1.4, 1.5, 2.2C, 2.3A, and 2.3B.
Uploaded Sseptember 2018
The CSSD APPR document is PASSWORD protected.
Standard 1: Knowledge of Students and Student Learning
Standard 2: Knowledge of Content and Instructional Planning
Standard 3: Instructional Practice
Standard 4: Learning Environment
Standard 5: Assessment for Student Learning
Standard 6 : Professional Responsibilities and Collaboration
Standard 7: Professional Growth
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Guided by national experts, the NYSUT Teacher Practice Rubric was designed and field-tested by practitioners from the five school/district labor management teams working on NYSUT's Innovation Initiative project for the last two years. NYSUT's rubric was informed by current research on teaching standards and teacher practice rubrics from the well-known Charlotte Danielson's Framework, the National Board for Professional Teaching Standards, and others. Pilot locals in Albany, Marlboro, North Syracuse, Hempstead and Plattsburgh field-tested the model on a limited basis this spring with teachers who volunteered to try it out.
The NYSUT rubric is organized to assess teacher performance with the seven New York State Teaching Standards approved by the Regents earlier this year. It also addresses the state's four new ratings: highly effective, effective, developing and ineffective.
The NYSUT Teacher Practice Rubric is the only SED-approved option that is practitioner-led and developed through labor-management collaboration. "This is complex work and it needs to be done right," said NYSUT Vice President Maria Neira.
Continuing a Tradition of Partnership, Innovation, and Educational Excellence
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