APPR
How to be a HIGHLY EFFECTIVE
World Language Teacher
What is APPR?
Education Law §3012-c requires a new performance evaluation
system for classroom teachers and building principals.
What does APPR consist of?
20 % STUDENT GROWTH on State Assessment
20% STUDENT ACHIEVEMENT on locally selected measures of
achievement
60% other measures of teacher effectiveness (15% planning and
preparation, 15% Classroom Environment 15% Instruction 15% Professional
Responsibilities
How is 20% student growth
measured?
Many teachers will be evaluated based upon Student State
Provided Growth Measures such as Regents Exams
World Language Teachers will be evaluated based upon
Student Learning Objectives
Student Learning Objectives
➡ Student Population
➡ Learning Content
➡ Interval of Instructional Time
➡ Evidence
➡ Baseline
➡ Target and HEDI Criteria
➡ HEDI Criteria
➡ Rationale
How is 20% student achievement
measured?
The student achievement measurement is based upon local
assessments.
What does the other 60% consist
of?
Teachers will be rated on a scale referred to as HEDI ~
Ineffective, Developing, Effective or Highly Effective based upon
an approved Teacher practice rubric.
What rubrics may be used?
APPR Rubric Options
Chittenango has chosen the 2007 Danielson Framework for
Teaching Rubrics
West Genesee has chosen the NYSUT Teacher Practice
Rubric
Rubrics
•
The Danielson Rubric includes 4 domains.
Planning and Preparation
Instruction
The Classroom Environment
Professional Responsibilities
Rubrics
• The NYSUT Rubric includes 7 Standards:
Knowledge of Students and Student Learning
Knowledge of Content and Instructional Planning
Instructional Practice
Learning Environment
Assessment for Student Learning
Professional Responsibilities and Collaboration
Professional Growth
How do I attain a rating of Highly Effective?
The Planning and Preparation domain requires extensive knowledge of resources as well as
application of learning strategies to individual students to achieve a rating of highly effective.
Most of the Classroom Environment and Instruction Domains require a student centered
approach for a rating of highly effective.
Many items in the Professional Responsibilities domain require taking a leadership role for a
rating of highly effective.
Domain 1:The Classroom
Environment
Standards of conduct are clear to all students and appear to have been
developed with student participation.
On the first day of school, students create posters with appropriate
classroom behavior. Posters are clearly displayed in the classroom.
Domain 1: The Classroom
Environment
Routines for handling materials and supplies are seamless,
with students assuming some responsibility for smooth
operation.
Students hand out, collect papers or materials such as
scissors, charts etc.
Domain 1: The Classroom
Environment
Both teacher and students use physical resources easily and skillfully, and
students adjust the
•
furniture to advance their learning.
Students utilize “tool bench” in the room as necessary. The tool bench contains
scissors, glue, tape, hole punch, markers etc.
Students arrange desks in pairs, squares or circles to facilitate group work.
Domain 3:Instruction
Teacher makes the purpose of the lesson or unit clear, including where it is
situated within broader learning, linking that purpose to student interests.
A unit focused on earning a living could begin with students brainstorming part
time jobs common to students. These jobs could be the focus of the unit,
incorporating a resume, job application and job performance review in the target
language.
Domain 3:Instruction
Students are fully aware of the criteria and performance standards by which their
work will be evaluated and have contributed to the development of the criteria.
Students create rubric for a project or classroom participation. Students rate
themselves on the rubric at the end of each marking period.
Domain 3:Instruction
Instructional groups are productive and fully appropriate to the students or to
the instructional purposes of the lesson. Students take the initiative to
influence the formation or adjustment of instructional groups.
Students choose 6 partners on a partner clock each marking period. For
communicative activities, a student rolls a die or spins a wheel to select the
partner.
Standard I: Knowledge of Students and Student
Learning
Teachers acquire knowledge of individual students from students, families,
guardians, and/or caregivers to enhance student learning.
Teacher communicates with student’s families and caregivers in a variety of
ways. These could include email, phone calls, Blackboard site or web page.
Teachers keeps a record of family contact.
Standard I: Knowledge of Students and Student
Learning
Teachers demonstrate knowledge and understanding of
technological and information literacy and how they affect
student learning.
Teachers incorporate 21st Century Skills. These might include
using glogster, xtranormal, voki, prezi, animoto and others to
enhance L.O.T.E. learning.
Standard I: Knowledge of Students and Student
Learning
Teachers demonstrate current, research-based knowledge of
learning and acquisition theories and processes.
Basing his or her practice on Krashen’s Input hypothesis of
language acquisition the teacher creates a syllabus which ensures
that each learner will receive input appropriate for his/her current
stage of linguistic competence.
Standard VI:Professional Responsibilities and
Collaboration
Teachers set goals for and engage in ongoing professional development needed to
continuously improve teaching competency.
Teacher belongs to professional organizations such as LECNY and NYSAFLT and
engages in webinars, attends meetings and conferences and takes on leadership roles
with the school.
Teacher meets with colleagues to coordinate common assessments such as unit
examinations, literacy lessons and leads peers in reaching these goals.
Standard VI:Professional Responsibilities and
Collaboration
Teachers engage and collaborate with colleagues and the community to
develop and sustain a common culture that supports high expectations for
student learning.
Teacher embraces ACTFL’s 5 C’s of L.O.T.E. Learning Standards and shares
this vision with colleagues, students, parents, community and administration
through classroom practice, professional website, district newsletters, and at
school functions.
Standard VII: Professional Responsibilities and
Growth
Teachers manage and perform non-instructional duties in accordance with
school district guidelines or other applicable expectations.
Teacher participates in school events such as a culture fair, sporting or
musical event or may volunteer at a school event.
Standard VII: Professional Responsibilities and
Growth
Teachers reflect on their practice to improve instructional effectiveness and
guide professional growth.
Teacher uses item analysis to assist in identifying weaknesses and strengths
of students and their learning.
Teacher uses reflection via formal and informal evidence.(Blogs, journals,
charts)
Helpful resources
www.actfl.org
www.engageny.org
www.nysut.org