Learning Outcomes and Data - Summer 2011

Participants' Experiences

  • "Mixing up the groupings to engage us with other folks from different parts of the state. I really enjoyed participating in the role plays."
  • "Amazing engagement with role plays and practical examples."
  • "Relevant, applicable work that we can bring back to the field."
  • On David Coleman:
    • "Unique ability of presenter to communicate key concepts well with uncanny originality, and with humor."
    • "Entire presentation was inspirational and practical."
    • "There was a tremendous amount of valuable information shared today."
  • On Paul Pambrick-Santoyo:
    • "Thank you for Paul Bambrick-Santoyo's excellent planning and implementation. Paul's respect for the knowledge of the group was refreshing."
    • "Bambrick was terrific. He gave explicit directions, modeled the task, made the learning concrete, used a relevant case study, role-played. He understands how adults learn."

Learning Outcomes

Outcomes from summer training with David Coleman and Sandra Alberti:
August -October 2011

  • Create awareness of and fluency with the CCSS
  • Collaboratively diagnose school capacity for implementing the CCSS and create action plan to ensure Phase I execution.
  • Introduce model units aligned to the CCSS and unpack the qualities of a model unit. Use teacher videos and student work to illustrate. Set expectation to develop and implement 1 unit of instruction (for each teacher) aligned to the CCSS per semester

Paul Bambrick Santoyo’s learning outcomes from the summer training:

  • Create awareness of and fluency with the CCSS
  • Develop an implementation plan for data-driven instruction that is tailored to the specific needs of your schools and/or districts
  • Diagnose the quality of each school’s implementation of data-driven instruction
  • Lead the development of data-driven cultures in teams of teachers and school leadership teams
  • Align instructional practices and assessments to the rigor of the Common Core standards
  • Support and/or Lead effective analysis meetings with teachers that increase student learning
  • Effectively link assessments, analysis and instructional practices to increase rigor and student learning
  • Build and/or identify high-quality assessment tools to use in the classroom

Arthur “Duffy” Miller’s Learning outcomes from the summer training:

  • Gather Evidence of learning that represents the priorities of the assessment criteria; students constructing meaning and producing evidence of learning
  • Articulate the important and relevance of a common language in the development of a culture of learning
  • Accurately apply standards of practice in the assessment of teaching and leadership
  • Apply best practices in evidence-based observation processes
  • Hone observation skills to focus on:
    • Evidence collection
    • Alignment of evidence with standards
    • Scoring levels of practice based on evidence
  • Establish inter-rater reliability of evaluator interpretations and judgments of leadership practice
  • Calibrate evaluator skills in the practice of evidence-based evaluation
  • Build an understanding of the student growth percentile model and the value-added growth model
  • Familiarize participants with the application and use of assessment tools
  • Focus evaluation skills in evaluating teachers and principals of English language learners and students with disabilities
  • Provide opportunities for collaboration with colleagues


  • 90% of respondents reported they were satisfied with the quality and relevance of presentations
  • 94% of respondents reported they were satisfied with the user-friendliness of EngageNY.org
  • Two thirds of respondents reported NTI met or exceeded all their expectations. Another third said it met some of their expectations.
Last Updated: November 22, 2011