Anonymous
03/21/2022 12:09
Subject: Re:How do you feel about the Quality Review, a system for evaluating schools?
Knee jerk suspicion to anything from the NYC Department of Education.....
Anonymous
03/21/2022 11:04
Subject: How do you feel about the Quality Review, a system for evaluating schools?
It looks okay. But what is it used for? For funding? As a Greatschools type indicator when house shopping?
It does seem to ding excellent or innovative teachers or out-of-the-box teaching. There are pros to having every teacher aligned. There are cons.
It does seem to ding excellent or innovative teachers or out-of-the-box teaching. There are pros to having every teacher aligned. There are cons.
Anonymous
03/21/2022 10:55
Subject: Re:How do you feel about the Quality Review, a system for evaluating schools?
I like it. This is a far better way than the current society standard of looking at GreatSchools' website. The only thing GreatSchools does is make schools look horrible for serving a high-poverty population by focusing on standardized scores. This Quality Review method, though not perfect by any means, at least attempts to look at the quality of the actual teachers, administrator strategies, and school support system.
Anonymous
03/18/2022 16:23
Subject: How do you feel about the Quality Review, a system for evaluating schools?
A Quality Review is a way of evaluating schools that was developed by the New York City Department of Education. During a Quality Review, a group experienced educators conduct a two-day school visit to observe classrooms and speak with parents, students, teachers, and school leaders and use a rubric to evaluate how well the school is organized to support student achievement. Some examples of criteria include is the extent the school ensures an engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core and state standards, or the extent the school maintains a culture of mutual trust and positive attitudes that supports the academic and personal growth of students and adults. For each criterion, a school can receive a rating of underdeveloped, developing, proficient and well developed. At the end, a Quality Review report is produced detailing the results and school practices. What do you think about this? Do you think this is a good way of evaluating schools?
Examples of Quality Review reports
https://www.nycenet.edu/OA/SchoolReports/2018-19/Quality_Review_2019_K014.pdf
https://www.nycenet.edu/OA/SchoolReports/2019-20/Quality_Review_2020_K146.pdf
https://www.nycenet.edu/OA/SchoolReports/2016-17/Quality_Review_2017_K410.pdf
Quality Review Rubric
https://infohub.nyced.org/docs/default-source/default-document-library/quality-review-rubric.pdf
Well Developed school practices
https://infohub.nyced.org/docs/default-source/default-document-library/quality-review-school-quality-expectations.pdf
Quality Review Big Ideas
https://infohub.nyced.org/docs/default-source/default-document-library/quality-review-big-ideas.pdf
Criteria from Quality Review reports:
Instructional core
To what extent does the school...
1.1 Ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards
1.2 Develop teacher pedagogy from a coherent set of beliefs about how students learn best that is informed by the instructional shifts and Danielson Framework for Teaching, aligned to the curricula, engaging, and meets the needs of all learners so that all students produce meaningful work products
2.2 Align assessments to curricula, use on-going assessment and grading practices, and analyze information on student learning outcomes to adjust instructional decisions at the team and classroom levels
School Culture
To what extent does the school...
1.4 Maintain a culture of mutual trust and positive attitudes that supports the academic and personal growth of students and adults
3.4 Establish a culture for learning that communicates high expectations to staff, students and families, and provide supports to achieve those expectations
Systems for Improvement
To what extent does the school...
1.3 Make strategic organizational decisions to support the school’s instructional goals and meet student learning needs, as evidenced by meaningful student work products
3.1 Establish a coherent vision of school improvement that is reflected in a short list of focused, data-based goals that are tracked for progress and are understood and supported by the entire school community
4.1 Observe teachers using the Danielson Framework for Teaching along with the analysis of learning outcomes to elevate school-wide instructional practices and implement strategies that promote professional growth and reflection
4.2 Engage in structured professional collaborations on teams using an inquiry approach that promotes shared leadership and focuses on improved student learning
5.1 Evaluate the quality of school- level decisions, making adjustments as needed to increase the coherence of policies and practices across the school, with particular attention to the CCLS
Examples of Quality Review reports
https://www.nycenet.edu/OA/SchoolReports/2018-19/Quality_Review_2019_K014.pdf
https://www.nycenet.edu/OA/SchoolReports/2019-20/Quality_Review_2020_K146.pdf
https://www.nycenet.edu/OA/SchoolReports/2016-17/Quality_Review_2017_K410.pdf
Quality Review Rubric
https://infohub.nyced.org/docs/default-source/default-document-library/quality-review-rubric.pdf
Well Developed school practices
https://infohub.nyced.org/docs/default-source/default-document-library/quality-review-school-quality-expectations.pdf
Quality Review Big Ideas
https://infohub.nyced.org/docs/default-source/default-document-library/quality-review-big-ideas.pdf
Criteria from Quality Review reports:
Instructional core
To what extent does the school...
1.1 Ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards
1.2 Develop teacher pedagogy from a coherent set of beliefs about how students learn best that is informed by the instructional shifts and Danielson Framework for Teaching, aligned to the curricula, engaging, and meets the needs of all learners so that all students produce meaningful work products
2.2 Align assessments to curricula, use on-going assessment and grading practices, and analyze information on student learning outcomes to adjust instructional decisions at the team and classroom levels
School Culture
To what extent does the school...
1.4 Maintain a culture of mutual trust and positive attitudes that supports the academic and personal growth of students and adults
3.4 Establish a culture for learning that communicates high expectations to staff, students and families, and provide supports to achieve those expectations
Systems for Improvement
To what extent does the school...
1.3 Make strategic organizational decisions to support the school’s instructional goals and meet student learning needs, as evidenced by meaningful student work products
3.1 Establish a coherent vision of school improvement that is reflected in a short list of focused, data-based goals that are tracked for progress and are understood and supported by the entire school community
4.1 Observe teachers using the Danielson Framework for Teaching along with the analysis of learning outcomes to elevate school-wide instructional practices and implement strategies that promote professional growth and reflection
4.2 Engage in structured professional collaborations on teams using an inquiry approach that promotes shared leadership and focuses on improved student learning
5.1 Evaluate the quality of school- level decisions, making adjustments as needed to increase the coherence of policies and practices across the school, with particular attention to the CCLS