MODULE 3:

NYSATL’S

STATEWIDE

PEER REVIEW

PROTOCOL

PURPOSE OF STATEWIDE PEER REVIEW

To provide a forum for teachers to share with diverse groups of colleagues learning activities in order to:

Promote meaningful conversation among teachers about a learning experience with the focus on student work guided by established criteria

Encourage the use of standards-based instruction embedded in the assessment of student work

Facilitate the use of innovative and challenging standards-based learning activities in order to attain higher levels of learning for all students

THE STATEWIDE PEER REVIEW

PARTICIPANTS
Teacher Facilitator

Presenter Recorder

7 – 9 Participants

REVIEWERS’ RESPONSIBILITIES

  1. Be familiar with the Criteria
  1. Be active listeners and note takers in order to begin to analyze the learning experience in relationship to the established criteria
  1. Read learning experience and examine student wok to determine its alignment to the performance indicators identified and the assessment tools used
  1. Document evidence on the Criteria for Review Reporting Form
  1. Give feedback – “Warm and Cool”—on the Learning Experience, including student work
  1. Engage in conversation about the Learning Experience, including the student work
  1. Support the Recorder during the summary segment
  1. Return all materials distributed

NYSATL STATEWIDE PEER REVIEW

CRITERIA FOR REVIEW

* * * * * * * * * *

RELATION TO LEARNING STANDARDS

INTELLECTUAL CHALLENGE

ASSESSMENT PLAN

ENGAGEMENT

ADAPTABILITY

TECHNOLOGY INTEGRATION

The Criteria for Review Reporting Form is used to document the conversation

about a learning experience using the Statewide Peer Review protocol for

the New York State Academy for Teaching and Learning (NYSATL). For

the purpose of the Statewide Peer Review, a learning experience is

defined as an instructional strategy used by the teacher which

demonstrates at least one NYS learning standard and one

performance indicator embedded in the assessment plan. It must

be discussed within the 75 minute protocol established by

the Academy. During this time, the teacher receives feedback

on his or her experience in relation to the criteria established

by the Academy. The review panel is responsible for making

one of three recommendations. These recommendations are:

ready for the Academy as is, ready for the Academy with these revisions,

or revise and resubmit.

The purpose of this form is to:

  1. provide the Reviewers with a place to document evidence from the peer

review, in relation to each of the six criteria established by the New York State

academy for Teaching and Learning (NYSATL);

  1. provide the Recorder a place to record specific evidence from the student work and the learning experience. This evidence is the basis for the warm (“W”) and cool (“C”) feedback in relation to each of the Academy’s criteria;
  2. allow for official documentation of the peer review.

AS YOU LISTEN TO THE TEACHER PRESENTER AND AS YOU READ THE LEARNING EXPERIENCE, PLEASE DOCUMENT EVIDENCE RELATED TO EACH OF THE ESTABLISHED CRITERIA.

Title of Learning Experience:

Standard Area(s):
Teacher(s):
Facilitator:
Recorder:
Reviewer:
Recommendation
Please Check one of the three boxes shown below:
  1. Ready for Academy as is:
  2. Ready for Academy with these minor revisions:

  1. Not Ready for Academy – requires major re-working (for example, revisions to assessment plan will require collection of new student work)
For updates on the NYS Academy for Teaching and Learning visit:

Direction: For each criterion, please note specific evidence from the student work and the learning experience.

  1. RELATION TO LEARNING STANDARDS
This learning experience:
  1. lists specific NYS learning standards
  2. lists performance indicators for each standard
  3. links to an existing NYS core curriculum
  4. requires students to demonstrate the use of ideas,
perspectives, tools, skills, and/or methods that are
central to the learning standard /
  1. INTELLECTUAL CHALLENGE
This learning experience:
  1. helps students grow intellectually
  2. move beyond rote application, e.g., interpret,
predict, analyze, synthesize
  1. build on prior knowledge and skills
  2. wherever possible, connect with real-world contexts
  3. use a variety of talents, skills, and strategies

  1. ENGAGEMENT

The learning experience:

  1. holds the attention of students
  2. motivates students to become intellectually, emotionally, and/or physically involved in ways that

result in higher achievement

For updates on the NYS Academy for Teaching and Learning visit:

Evidence noted here provides basis for warm and cool feedback to Teacher Presenter.

(4) ASSESSMENT PLAN
The assessment plan:
  • Provides a description of the assessment tools, techniques, and/or strategies to measure student performance relative to each performance indicator
  • clearly defines the various levels of student performance (e.g., developing, proficient, distinguished) in order for students to understand what is expected of them
  • incorporates elements of good assessment: clear criteria to guide work, feedback on work in progress, reflection on work completed
  • includes graded samples of a range of student work illustrating the use of each assessment tool

(5) ADAPTABLITY
The learning experience is adaptable to the range of student abilities in the classroom
For updates on the NYS Academy for Teaching and Learning visit:
/ (6)TECHNOLOGY INTEGRATION
Instructional technology, when appropriate:
  • is used to enhance instruction
  • assists students in achieving the learning
standard(s)
  • addressed in the assessment plan

For updates on the NYS Academy for Teaching and Learning visit:

TEACHER PRESENTER’S

RESPONSIBILITIES

  1. Briefly gives the instructional context of the learning experience
  1. Shares a range of student work and describes its relationship to the identified performance indicators and the assessment tools used
  1. Gives reasons for selecting these pieces of student work and explains why they were judged as developing, proficient, or distinguished
  1. Actively listens and takes notes during “Warm and Cool Feedback”
  1. Responds to warm and cool feedback
  1. Engages with reviewers in conversation
  1. After session, meets in a private conference with Facilitator and Recorder

FACILITATOR’S RESPONSIBILITIES

  1. Sets the Tone; Makes Introductions; Gives the Charge; Manages Time; Explains “Warm and Cool Feedback”
  1. Appoints a Recorder (Recorder and Teacher Presenter sit to right and left of facilitator)
  1. Distributes the Criteria for Review Reporting Form for note taking
  1. Distributes the learning experience at the end of the Teacher Presentation segment
  1. Insures a balance of warm/cool feedback
  1. Models warm/cool feedback and gently “pushes” reviewers for more specific evidence for war/cool feedback
  1. Insures that each criterion is addressed
  1. Collects all materials distributed
  1. Meets in a private conference with Teacher Presenter and Recorder after the session
Modified Statewide Peer Review Protocol

RECORDER’S RESPONSIBILITIES

  1. During the Quiet Time, the Recorder becomes familiar with the Criteria for Review Reporting Form
  1. Records evidence of “Warm and Cool Feedback” as it relates to each criterion
  1. Records Teacher Presenter’s responses
  1. Writes summary on last page in the “Notes” section. The summary is a compilation of the Reviewer’s feedback, Teacher Presenter’s response and the open conversation with emphasis on all suggested revisions.
  1. Presents summary to the Reviewers
  1. After session, meets in a private conference with Facilitator and Teacher Presenter