Professional Developemnt Committee Annual Professional Performance Review

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APPR Document November 7, 2007 Purpose Power Standards Category 1 Category 2 Category 3 Category 4 Purpose: Power Standards: 1.  Has deep understanding of course/subject content and diverse resources to deliver it. 2.  Consistently plans lessons and units based upon important principles of learning and understanding. 3.  Utilizes multiple instruments providing sufficient evidence and opportunities for students to demonstrate proficiency. 4.  Instructional delivery is organized, properly paced and focused upon key learning objectives. 5.  Ensures active student participation and adjusts teaching by monitoring overt indicators of student learning. 6.  Creates meaningful tasks that authentically engage students in high quality learning. 7.  Fosters student understanding by utilizing higher order questioning and tasks that engage students in critical reasoning processes. 8.  Builds positive attitudes and perceptions among students that facilitates learning and helps students become self-regulated. 9.  Clearly communicates expectations for student learning and performance and provides meaningful feedback. 10.  Differentiates instructional practices based upon an understanding of student development and diversity. 11.  Communicates high expectations and the belief that all can be successful. 12.  Readily communicates timely information of student progress to parents. 13.  Is a productive member of a productive member of a collaborative team that analyzes the achievement data and work, seeks instructional resources and creates plans for continuous improvement. 14.  Constantly examines educational literature to adapt, develop, and refine his or her practice. 15.  Reflects upon his or her practice and engages in appropriate professional development Category One:  Instructional Preparation Big Ideas: 1.  The teacher's role is to "uncover" the big ideas contained in content standards and to ensure they are understood, not to provide fun activities or cover a textbook's content. 2.  The primary goal of assessment is to improve student performance not just to measure and report it.  Grading is itself insufficient to serve as feedback. 3.  The teacher's work before instruction is as important if not more important than the actual instruction itself. 4.  Effective teachers plan units then plan lesson APPR Area #1 Instructional (Power) Standard Content Knowledge    PS1: Has deep understanding of course/subject content and diverse resources to deliver it. Level A Level B Level C Demonstrates knowledge of the discipline. Accurately conveys important fundamental information and skill related to the course/discipline. Makes connections between content and other parts of the discipline. Able to unpack key knowledge and skill from the  NYS Core Curriculum and content standards. Identifies valid generalizations reflective of deep understanding of course/grade level and unit/theme. Establishes "essential questions" that frame the unit and engage students in understanding of big ideas. Makes content connections with other disciplines. Appropriately matches "best practices" of the knowledge to be instructed. Uses a variety of texts, visuals, manipulatives and technology as instructional resources.    Selects appropriate resources to meet diverse student needs. Anticipates student misunderstandings and designs instructional strategies to overcome them. Makes unique connections and insights indicative of deep understanding. Professional Development Opportunities for APPR Area 1 Program 1 Program 2 Program 3 Program 4 Program 5 Program 6 APPR Area #2 Instructional (Power) Standard Preparation    PS2: Consistently plans lessons and units based upon important principles of learning and understanding. Level A Level B Level C Shows evidence of planning. Establishes clear goals for learning. Identifies lesson objectives at the correct level of difficulty. Distinguishes between declarative/ procedural knowledge and plans appropriate learning activities. Designs instruction using the Principles of Learning (anticipatory set, motivation, modeling, active engagement, closure.) Designs lessons that show a connection to the NYS Core Curriculum and Standards. Designs lessons with appropriate content and pacing. Utilizes a backwards design process to design units of study that include:         o  "Unpacked" NYS Standards/ Performance Indicators that guide content and assessment.         o   "Essential questions" that engage students in understanding of "big ideas"         o  Essential knowledge and skill.         o  Formative and summative assessments Recognizes the constructivist nature of learning in unit and lesson designs. Plans for the appropriate use of learning tools and strategies that help students         o  Construct meaning, organize information, store information,         o  Construct models, and shape their understanding. Plans for the appropriate use of learning tools and strategies that help students extend and refine knowledge and use knowledge in meaningful ways. Plans lessons using performance task activities where appropriate. Units are recursive allowing students to revisit and rethink important ideas to deepen understanding. Professional Development Opportunities for APPR Area 2 Program 7 Program 8 Program 9 Program 10 Program 11 APPR Area #3 Instructional (Power) Standard Student Assessment PS3: Utilizes multiple instruments providing sufficient evidence and opportunities for students to demonstrate proficiency. Level A Level B Level C Establishes clear learning goals. Constructs and utilizes checks of understanding that elicit overt student responses during the learning process allowing teachers to monitor and adjust instruction.  Provides students with specific, valid and timely feedback in order to improve student improve performance. Assesses work against clearly communicated criteria that have been shared with the students Establishes an equitable student grading system based on multiple instruments/ assessments. Adjusts planning and lesson design based upon assessment of student understanding. Provides extra assistance and additional opportunities for students to demonstrate proficiency. Uses appropriate formats to match assessment items with content at appropriate levels of thought/understanding. Designs, administers and analyzes data from formative and summative assessment to guide planning, instruction and intervention. Teachers include students in the design of assessment criteria and performance descriptors. (ie. Rubrics) Students use the rubrics as a basis of self and peer review. Student understanding of the "big ideas" is assessed through complex performance tasks. Establishes congruence between and among assessment, curriculum and instruction. Uses the results of assessment to gauge student understanding, diagnose deficiencies and plan and coordinate specific interventions for  individuals and groups. Professional Development Opportunities for APPR Area 3 Program 12 Program 13 Program 14 Program 15 Program 16 Program 17 Program 18