# Fact Sheet UPDATED January 2016

Save this PDF as:

Size: px
Start display at page:

## Transcription

2 UPDATED Fact Sheet Annual Professional Performance Review (APPR) January 2016 Page 2 Mr. Adams is a high school Regents teacher with the majority of his students taking Living Environment. His SLO is based on student outcomes on the Living Environment Regents exam. His local is based on achievement measures using the Living Environment Regents exam. Since neither of his student measures include 3-8 ELA or math outcomes or the state provided growth score on Regents exams (the high school principal score) his HEDI score will not be changed by the transition rules. Ms. Glen is a music teacher in a K-5 building. Her SLO is based on a school-wide measure utilizing the results of the grades 3-5 ELA and math State assessments and her local portion is based on a school-wide achievement measure based on proficiency rates on the grade 3-5 ELA and Math State assessments. Ms. Glen will receive a transition score and rating that removes the grade 3-8 tests. Her original score and rating will be provided for advisory purposes. How their Transition scores will be determined: Mrs. Morgan Transition Mr. Adams Transition Ms. Glen Music teacher in a 20% State or SLO 17/20 Drop because it is based on 3-8 ELA/math Transition K-5 building 17/20 NA 12/20 Drop because it is based on 3-8 ELA/math 20% Local 16/ /20 NA 14/20 Drop because it is based on 3-8 ELA/math 60% Evidence of teaching practice Rubric Score of 56/60 Calculation = 72 out of 80 available points = 90% 90% of 100 points = NA 56/ NA out of 60 available points = 93% o 93% of 100 points = 93 Score NA Rating NA Highly Districts operating under 3012-d Similar to the 3012-c rule, for the school year, for districts that are operating under 3012-d, the transition rating will be determined based on the remaining subcomponents of the APPR that are not

4 UPDATED Fact Sheet Annual Professional Performance Review (APPR) January 2016 Page 4 Growth because it utilizes the high school building s state provided growth score Teacher Observation Calculation Rubric Score of 3.4 = Student = 18 and 16 combined with the locally negotiated 50%/50% weighting = 17 = and 3.4 =, apply to matrix 3.4 = Apply the resulting student and the teacher observation to Matrix 3.4 = Student = 18 and 16 combined with the locally negotiated 50%/50% weighting = 17 = and 3.4 =, apply to matrix 3.4 = Apply the resulting Highly student and the teacher observation to Matrix Rating Highly 3.4 = Student = 15 and 17 combined with the locally negotiated 50%/50% weighting = 16 = and 3.4 =, apply to matrix because it is based on 3-8 ELA/math 3.4 = Apply the resulting student based on the Alternate SLO and the teacher observation to Matrix TIMELINE Putting together a timeline requires combining dates from the law, regulations and the waiver process. Below is the timeline based on the dates from the three sources. Application of the new law begins with evaluations. New APPR plans approved on or before March 1, 2016 will apply to the school year. New plans approved after March 1, 2016 will apply to the school year. APPR plans that were in effect on April 1, 2015 remain in place until a new plan is agreed to by the district and local. New plans must be locally negotiated and approved by SED by November 15, 2015, or the district will receive no increase in state aid for the school year and thereafter until a new plan is in place. SED offered a hardship waiver process that extends the November 15 deadline for plan approval up until September 1, 2016 based on a district s demonstration of good-faith efforts to negotiate a new APPR plan. The final deadline for plan approval to secure state aid increases is September 1, THE NEW APPR SYSTEM The new system replaces the three subcomponent system (20% state growth or Student Learning Objectives (SLO); 20% student achievement or growth on locally selected measures; and 60% evidence of teaching practice) with a two category matrix system that includes student and teacher observation. (Note: The matrix appears on page 6).

5 UPDATED Fact Sheet Annual Professional Performance Review (APPR) January 2016 Page 5 APPR Plan Requirements The regulations require districts to submit the APPR plan to SED for approval. The plan must describe: The district s process for submission of data; How the district will report individual teacher scores and ratings; The assessment development, security and scoring processes utilized by the district; The details of the district s evaluation system; and How the district will provide timely and constructive feedback to classroom teachers on their APPR. Student Performance Category The student category has one required and one optional subcomponent. State growth is a required component, and a second assessment selected through collective bargaining is an option. Here is how it will look for the two types of teachers: Grade 4-8 Common Branch, ELA and Math Classroom Teachers: Continue to receive a State-provided growth score based on the growth model; and all of these teachers will also be required to have a back-up SLO in place in case the state cannot produce a growth score. Optional second state-provided growth score on a state-created or administered test provided it uses a different measure, or a supplemental assessment selected from SED s approved list. All Other Classroom Teachers: Continue the Student Learning Objectives (SLO) process with either a state assessment or state approved assessment. SED has posted an RFQ for SLO assessments; currently approved assessments do not automatically meet the new SED requirements. Optional second state-provided growth score on a state-created or administered test provided it uses a different measure, or a supplemental assessment selected from SED s approved list. SLO Target Setting Superintendents or their designees have sole discretion to use pedagogical judgment to determine SLO targets. The current process for target setting in the plans may be continued. These targets must reflect a year of expected growth, which can vary by a student s academic preparedness (i.e., prior achievement) and learning needs (i.e., economic disadvantage, disability, English language learner status). This means targets can factor in these characteristics. SLOs may incorporate group measures, including school-wide measures. Optional Locally Selected Measure or Assessment Subcomponent Use of an optional second measure must be agreed to through collective bargaining and can be a growth measure based on existing state exams or on new assessments approved by the state. The decision on which measure or assessment to use is also collectively bargained. Under the regulation, many of the group measures based on state assessments currently used in the local subcomponent will be available for use as this optional subcomponent. During the transition, these measures cannot be used. Achievement measures are not allowed at this time. Currently, the SED definition of a growth model narrowly defines it as a statistical model. Some examples of measures or assessments for this subcomponent are: Measure computed by the state of the percent of students who achieve a state-determined level of growth on a state assessment.

6 UPDATED Fact Sheet Annual Professional Performance Review (APPR) January 2016 Page 6 State-calculated school-wide results based on the state provided growth scores of all students in the school taking the 4-8 state ELA or math assessment. Locally computed school-wide results based on all or a subset of state provided growth scores. Locally selected, state-designed supplemental assessment with a state-provided or approved growth model. o These would be locally negotiated and come from a state provided list of assessments. o SED has posted an RFQ for supplemental assessments; currently approved assessments do not automatically meet the growth model requirement. o If a teacher is rated ineffective on the student category and a supplemental assessment is used as the optional student growth component, then the teacher can be rated no higher than ineffective overall. (Note: If one of the first three options above is used in this subcomponent this provision does not apply). Calculating a Student Performance Rating The law gave the Board of Regents the authority to set weights for the two subcomponents of the student category, combining the scores into one rating and determining how teachers receive a rating of Highly,, Developing or Ineffective. The commissioner s regulations state that each measure used in the student category must result in a score between The state will generate a 0-20 score for the state provided growth score. Districts will calculate scores for SLOs using the following table designed by SED. All other measures shall be computed locally in accordance with the state-provided or approved growth model used. SLO Score Setting Percent of Students Score Percent of Students Score meeting target meeting target 0-4% % % % % % % % % % % % % % % % % % % % % 10 A local may negotiate the use of a second measure in the student rating. If a local chooses to use only the required state growth or SLO component, it would count as 100% of the student category. If a local agrees with the district to use the optional student growth subcomponent along with the mandatory growth/slo subcomponent, then the mandatory subcomponent must be weighted at a minimum of 50% and the optional subcomponent must be weighted no more than 50% of the student category. (Note: Section 3012-d requires that if a teacher is rated ineffective on the student category and a supplemental assessment is used as the optional student growth component, then the teacher must be rated ineffective overall).

7 UPDATED Fact Sheet Annual Professional Performance Review (APPR) January 2016 Page 7 An overall score of 0-20 shall be generated for the student category. If an optional second measure is used, the two scores will be combined using a weighted average to produce an overall score. Overall Student Performance Category Score and Rating Rating Minimum Maximum Highly Developing Ineffective 0 12 Teacher Observation Category The new law requires a minimum of two observations: one by a principal or other trained administrator, and another by an impartial independent trained evaluator. If locally negotiated, observations by trained peer observers are also allowed. Independent evaluators must be trained and selected by the district: o May include other administrators, department chairs, or peers (such as teacher leaders on career ladders). o Cannot be from the same school building as the teacher being observed but may be from another school in the district (same building is defined as same BEDS code). o Hardship waivers may be available for rural schools and one-building districts. Peer evaluators must have been rated effective or highly effective on his/her overall rating the prior school year and can be from the same school or another school in the district. Commissioner s regulations allow for local flexibility on frequency and duration of observations. Plans may exceed the minimum of two observations. All of these procedures must be collectively bargained. Commissioner s regulation requires one observation to be unannounced. Videotaped observations are allowed but must be collectively bargained. Teacher Practice Rubrics The selection of the teacher practice rubric to be used in the teacher observation category must be locally negotiated from a menu of state-approved rubrics. The currently approved list of rubrics will remain available until the new menu is issued. All observations for a teacher for the school year must use the same approved rubric. However, the parties may locally negotiate whether to use different rubrics for teachers who teach different grades and/or subjects. Observations must be based only on observable rubric subcomponents and all observable teaching standards must be addressed across the total number of annual observations. However, not every element or indicator needs to be observed or included in each observation. Teaching standards that are part of the rubric but are not observable during the classroom observation may be observed during any optional pre-observation or post-observation review or other natural conversations between the teacher and evaluator and incorporated into the observation score. Under Education Law 3012-d, artifacts are a prohibited element of teacher evaluations. However, an artifact may be documented as part of an observation cycle (e.g., a lesson plan viewed during the course of the observation cycle may constitute evidence of professional planning). Evaluator Training The regulations continue the requirement for evaluators to be trained. All lead evaluators, independent observers and peer observers must complete training.

8 UPDATED Fact Sheet Annual Professional Performance Review (APPR) January 2016 Page 8 The training course for lead evaluators shall include: The New York State Teaching Standards; Evidence-based observation techniques that are grounded in research; Application and use of the student growth percentile model and any other growth model approved by SED; Application and use of the state-approved teacher practice rubrics; Application and use of any assessment tools the district utilizes to evaluate classroom teachers; Application and use of any locally selected measures of student growth used in the optional assessment subcomponent; Use of the statewide instructional reporting system; The scoring methodology used by the district to evaluate a teacher; and Specific considerations in evaluating teachers of English language learners and students with disabilities. The training course for independent evaluators and peer evaluators shall include: The New York State Teaching Standards; Evidence-based observation techniques that are grounded in research; and Application and use of the state-approved teacher practice rubrics. Overall Teacher Observation Score and Rating Each observation type (principal/supervisor, independent, peer) would be completed using a 1-4 rubric scale, producing an overall score between 1-4. o In the event that a teacher earns a score of 1 on all rated components of the practice rubric across all observations, a score of 0 will be assigned. Observation types would be combined using a weighted average, producing an overall observation category score between 1-4. The weights are determined locally through collective bargaining using parameters established by SED. o The weight of the principal/supervisor observation is established locally, but must be at least 80% and could be as high as 90%. o The weight of the independent observation is established locally, but must be at least 10%. o The weight of the optional peer observation is established locally within these constraints. This overall observation category score of 1-4 would be converted into a HEDI rating using the locally bargained ranges, that meet the overall rubric score conversion guidelines below. The NYSUT recommended scoring ranges are included in the SED regulations and are bolded in the chart below. The resulting rating will be the teacher observation rating used in the matrix to determine a teacher s overall rating. Overall Rubric Score Conversion Permissible Statewide Ranges (actual cut scores determined locally) Minimum Maximum Highly (H) 3.5 to (E) 2.5 to to 3.74 Developing (D) 1.5 to to 2.74 Ineffective (I) to 1.74

9 Student Performance UPDATED Fact Sheet Annual Professional Performance Review (APPR) January 2016 Page 9 Overall Rating The final rating will be determined using the following matrix. The teacher s rating for each category is applied to the rubric to determine the overall rating. Matrix Teacher Observation Highly Developing Ineffective (H) (E) (D) (I) Highly (H) H H E D (E) H E E D Developing (D) E E D I Ineffective (I) D* D* I I *If a teacher is rated ineffective on the Student Performance category, and a local selected state-designed supplemental assessment was included as an optional subcomponent of the Student Performance category, the teacher must be rated Ineffective overall. Prohibited Elements The new law contained a list of elements prohibited from being used in teacher evaluation. These include: Evidence of student development and derived from lesson plans and student portfolios that are not part of an approved rubric; Parent and student surveys; Professional goal setting; Any district or regional assessment not approved by SED; and Any growth or achievement target that does not meet minimum standards. Use of APPR Results A student may not be instructed, for two consecutive years, in the same subject by teacher(s) who received a rating of ineffective. If a district feels it is impractical to comply, the district can request a teacher-specific waiver from SED. Waivers may be granted if the district cannot make alternate arrangements, a true hardship is demonstrated and the district has an improvement and /or removal plan in place for the teacher in question. If a teacher receives two consecutive ineffective ratings, the district may bring a 3020-a proceeding and the burden of proof shifts to the teacher with the hearing completed within 90 days. If a teacher receives three consecutive ineffective ratings, the district must bring a 3020-a and the only defense a teacher can use is fraud or mistaken identity with the hearing completed within 30 days. Privacy Law SED s June 15, 2015 regulations change the privacy law to allow parents to receive not only an overall rating for their child s teacher but also the rating and score for the student category and the observation category. This was reversed in the September 16, 2015 revised regulations to allow parents to receive the overall rating only.

10 UPDATED Fact Sheet Annual Professional Performance Review (APPR) January 2016 Page 10 Teacher Improvement Plans (TIPs) According to the regulations, a district must develop and implement a teacher improvement plan for teachers receiving a rating of Developing or Ineffective from an APPR conducted under section 3012-d by October 1, in the school year following the school year the teacher received the rating. The improvement plan shall be developed by the superintendent or his or her designee in the exercise of their pedagogical judgment and must include at a minimum: Identification of needed areas of improvement; A timeline for achieving improvement; The manner in which the improvement will be assessed; and Where appropriate, differentiated activities to support a teacher s improvement in those areas. Notwithstanding language in the regulations and guidance, the TIP process should not change without the District bargaining any changes with the union. New Appeals Process for Growth Scores September 16, 2015 regulations include a new appeals process for teachers who wish to challenge their State-provided growth score, which begins with scores and future years until the growth model has been re-examined. Teachers should send challenges to their state provided growth score to the department and the district within 20 days of receipt of the overall annual rating. For appeals of scores, the appeal must be filed by October 19, In order to appeal the growth score, the teacher must provide sufficient documentation that he/she meets the following criteria: o Teacher was rated Ineffective on his/her state provided growth score and Highly on the other measures of teacher/leader effectiveness subcomponent in the current year and was rated either or Highly on his/her state provided growth score in the previous year. The district has 10 days from receipt of appeal to submit a reply to the department, confirming the teacher meets the criteria. Based on the documentation received, if the department overturns a rating on the state provided growth score, the district shall substitute the teacher s back-up SLO score for the growth score. If a back-up SLO is used, a teacher shall not receive a score/rating higher than developing on such SLO. If a back-up SLO was not developed, then the teacher's overall composite score and rating will be based on the portions of their APPR not affected by the nullification of the state provided growth score. Please note that during the transition period, the growth score will not be used to calculate the transition rating. Appeals The regulations continue the appeals process requirements from section 3012-c. The district s APPR plan must describe the appeals process through which a teacher may challenge her or his APPR rating. A teacher may only challenge the following in an appeal: The substance of the APPR which includes: o Where a teacher is rated Ineffective on the student category but rated Highly on the observation category based on an anomaly, as determined locally. The district s adherence to the standards and methodologies of the APPR. The adherence to the regulations and compliance with locally negotiated procedures.

11 UPDATED Fact Sheet Annual Professional Performance Review (APPR) January 2016 Page 11 District s issuance and /or implementation of the terms of the teacher improvement plan. In response to our request to allow teachers on group measures to use the state growth score appeals process, the state education department issued the following response which indicates these scores can be challenged in a local appeals process under 3012-d. "With respect to scores based on school-wide/group/team measures, the [state-provided growth score] appeal process was intended to allow teachers or principals to challenge only state-provided growth scores. In the case of school-wide/group/team measures, these scores are not generated by the State, but instead are assigned by the district. Therefore, these scores cannot be challenged through the State appeal process. However, depending on a district/boces local appeal process, such scores may be appealed locally." - According to the November 9, 2015, Department Response to public comment in the Regents item on APPR. Corrective Action Plans In the new regulations, SED is claiming to have the authority as part of a corrective action plan, to require school districts and their local unions to return to the bargaining table to change negotiated parts of the plan. New Workgroup The regulations create a new assessment and evaluation workgroup comprised of stakeholders and experts in the field to make recommendations on assessments and metrics that could be used for APPRs in the future. Topics SED has suggested would be appropriate for this workgroup to consider: The growth model - including the impact that students with very high and very low scores may have on the growth model. The definition of "growth model" as a statistical calculation in the optional subcomponent. Next Steps NYSUT will continue to take all actions necessary to return local control to teacher evaluation. #68178

### 6. Additional Requirements - Teachers Created Tuesday, April 30, 2013 Updated Thursday, September 26, 2013

6. Additional Requirements - Teachers Created Tuesday, April 30, 2013 Updated Thursday, September 26, 2013 Page 1 Please check the boxes below: Assure that teachers who receive a Developing or Ineffective

### 6. Additional Requirements - Teachers Created Friday, February 07, 2014 Updated Friday, February 28, 2014

6. Additional Requirements - Teachers Created Friday, February 07, 2014 Updated Friday, February 28, 2014 Page 1 Please check the boxes below: Assure that teachers who receive a Developing or Ineffective

### 6. Additional Requirements - Teachers Created Tuesday, April 30, 2013 Updated Wednesday, September 18, 2013

6. Additional Requirements - Teachers Created Tuesday, April 30, 2013 Updated Wednesday, September 18, 2013 Page 1 Please check the boxes below: Assure that teachers who receive a Developing or Ineffective

### 6. Additional Requirements - Teachers Created Tuesday, April 30, 2013 Updated Thursday, July 25, 2013

6. Additional Requirements - Teachers Created Tuesday, April 30, 2013 Updated Thursday, July 25, 2013 Page 1 Please check the boxes below: Assure that teachers who receive a Developing or Ineffective rating

### Board of Cooperative Educational Services Rensselaer-Columbia-Greene Counties Annual Professional Performance Review

Board of Cooperative Educational Services Rensselaer-Columbia-Greene Counties Annual Professional Performance Review Classroom Teachers and Building Principals TABLE OF CONTENTS Introduction Part I: Criteria

### New York State s Teacher and Principal Evaluation System

New York State s Teacher and Principal Evaluation System NYSED APPR TRAINING: TASK 6 Additional Requirements (Teachers) www.engageny.org Module Objectives Understand the Additional Requirements portion

### Annual Professional Performance Review (APPR)

OSSINING UNION FREE SCHOOL DISTRICT OSSINING, NEW YORK Annual Professional Performance Review (APPR) PRINCIPAL PERFORMANCE APPRAISAL Adopted by the Board of Education July 23, 2014 EVALUATION INSTRUMENT:

### 89 Washington Avenue, Room 111 Tel: (518) 474-5844 Albany, New York 12234 Fax: (518) 473-4909

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK Commissioner of Education E-mail: commissioner@nysed.gov President of the University of the State of New York Twitter:@NYSEDCommissioner

### NEW YORK STATE EDUCATION DEPARTMENT

NEW YORK STATE EDUCATION DEPARTMENT GUIDANCE ON THE NEW YORK STATE DISTRICT- WIDE GROWTH GOAL-SETTING PROCESS FOR TEACHERS: STUDENT LEARNING OBJECTIVES Revised November 2013 1 SLO RESOURCES: SLO Resources

### President of the University of the State of New York 89 Washington Ave., Room 111 Tel: (518) 474-5844 Albany, New York 12234 Fax: (518) 473-4909

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK Commissioner of Education E-mail: commissioner@mail.nysed.gov President of the University of the State of New York Twitter:@JohnKingNYSED

### COMMISSIONER OF EDUCATION PRESIDENT OF THE UNIVERSITY OF THE STATE OF NEW YORK

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 COMMISSIONER OF EDUCATION PRESIDENT OF THE UNIVERSITY OF THE STATE OF NEW YORK August 24, 2012 Dawn F. Mirand,

### COMMISSIONER OF EDUCATION PRESIDENT OF THE UNIVERSITY OF THE STATE OF NEW YORK

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 COMMISSIONER OF EDUCATION PRESIDENT OF THE UNIVERSITY OF THE STATE OF NEW YORK August 24, 2012 Dr. Deborah Leh,

### Introduction to NYCDOE s New Teacher Evaluation and Development System

Introduction to NYCDOE s New Teacher Evaluation and Development System 1 Guiding Principles of the DOE s Teacher Evaluation and Development System 1. Instructionally valuable: Supports educators in making

### Byram Hills Administrators Association / Superintendent Agreement Annual Professional Performance Review Compliance

BYRAM HILLS CENTRAL SCHOOL DISTRICT ARMONK, NY Byram Hills Administrators Association / Superintendent Agreement Annual Professional Performance Review Compliance This Annual Professional Performance Review

### Field Guide for the 2014-15 Principal Performance Review. A Guide for Principals and Evaluators

Field Guide for the 2014-15 Principal Performance Review A Guide for Principals and Evaluators Last updated: August 2015 Table of Contents Section Page Introduction 3 Measures of Leadership Practice 4

### 2015-16 New York State Education Budget Funding and Policy Changes

2015-16 New York State Education Budget Funding and Policy Changes School Aid \$1.3 billion increase in formula-based aids (aids appearing on runs): \$428 million Foundation Aid increase \$603 million GEA

### Overview of NYS Annual Professional Performance Review (aka APPR) LCSD Board of Education Meeting November 26, 2012

Overview of NYS Annual Professional Performance Review (aka APPR) LCSD Board of Education Meeting November 26, 2012 Race to the Top Great Teachers and Leaders (138 total points) Improving teacher and principal

### Stronge Teacher Effectiveness Performance Evaluation System

Stronge Teacher Effectiveness Performance Evaluation System Overview Teacher Effectiveness Student Achievement Student Achievement Stronge Evaluation System Effectiveness is the goal. Evaluation is merely

### TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL

ISBE 23 ILLINOIS ADMINISTRATIVE CODE 50 Section 50.10 Purpose 50.20 Applicability 50.30 Definitions TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL

### TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL

ISBE 23 ILLINOIS ADMINISTRATIVE CODE 50 Section 50.10 Purpose 50.20 Applicability 50.30 Definitions TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL

### Summing it up: new teacher evaluation. & development. An end-of-year guide to the SYSTEM A QUICK-START GUIDE FROM THE UNITED FEDERATION OF TEACHERS

A QUICK-START GUIDE FROM THE UNITED FEDERATION OF TEACHERS Summing it up: An end-of-year guide to the new teacher evaluation & development SYSTEM THIS QUICK-START GUIDE BELONGS TO: United Federation of

### THE SCHOOL BOARD OF ST. LUCIE COUNTY, FLORIDA TEACHER PERFORMANCE APPRAISAL SYSTEM, 2014-2015 TABLE OF CONTENTS

, 2014-2015 TABLE OF CONTENTS Purpose and Key Components... 1 1. Core of Effective Practices... 1 2. Student Growth... 2 3. Evaluation Rating Criteria... 13 4. Teacher and Principal Involvement... 14 5.

### Binghamton Teachers Association. Annual Professional Performance Review (APPR) Teacher Improvement Plan (TIP) Process and Products

Binghamton Teachers Association Annual Professional Performance Review (APPR) Teacher Improvement Plan (TIP) Process and Products If based on evaluations and observations completed in accordance with Article

### Wisconsin Educator Effectiveness System. Principal Evaluation Process Manual

Wisconsin Educator Effectiveness System Principal Evaluation Process Manual Updated February 2016 This manual is an interim update to remove inaccurate information. A more comprehensive update for 2016-17

### Advance Guide for Educators. New York City Department of Education

Advance Guide for Educators New York City Department of Education 2014-2015 Updated: September 15, 2014 Letter from Chancellor Carmen Fariña Dear Colleagues, As educators, we are united by a single goal:

### Certified Employee Peer Assistance and Review (PAR) Program Washoe County School District

Certified Employee Peer Assistance and Review (PAR) Program Washoe County School District Overview of the PAR Program The purpose of the joint Washoe County School District (WCSD)/Washoe Education Association

### Ira Schwartz, Assistant Commissioner, Office of Accountability Bill Clarke, Director, Charter School Office

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 October 8, 2013 To: From: Re: Charter School Leaders Ira Schwartz, Assistant Commissioner, Office of Accountability

### Milan Community Schools. Teacher Evaluation and Development Plan 2014-15

Teacher Evaluation and Development Plan 2014-15 Teacher Evaluation and Development Plan The purpose of this handbook is to outline and explain the Teacher Evaluation and Development Plan. The model is

### Oregon Framework for Teacher and Administrator Evaluation and Support Systems

Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2014 2015 State Guidelines for ESEA Waiver & SB 290 OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR

### Fact Sheet 15-12 June 2015 (Revised August 2015)

Fact Sheet 15-12 June 2015 (Revised August 2015) T he changes to Part 154 of the Regulations impose significant requirements on school district and educators in regard to the instruction and programs and

### This policy has been developed in consultation with teachers employed by the Board.

Teacher Evaluation Policy Legal References: ORC 3319.02; 3319.11; 3319.111; 3319.112; 3319.58; 3333.0411; AC 3301-35-03(A) Legislative Reference: Am. Sub. HB 153 (eff. September 29, 2011); Sub. SB 316

### Middle School (Grades 6-8) Measures of Student Learning Guide

Middle School (Grades 6-8) Measures of Student Learning Guide A Guide for School Committees and Principals June 21, 2013 Introduction Audience This document is intended as a guide to support principals

N.J.A.C. 6A:10, EDUCATOR EFFECTIVENESS TABLE OF CONTENTS SUBCHAPTER 1. GENERAL PROVISIONS 6A:10-1.1 Purpose and scope 6A:10-1.2 Definitions 6A:10-1.3 Applicability of rules on collective bargaining agreements

### WINCHESTER PUBLIC SCHOOLS

BOARD OF EDUCATION POLICY REGARDING: WINCHESTER PUBLIC SCHOOLS WINSTED, CONNECTICUT PERSONNEL/EVALUATION -----------------------------------------------------------------------------------------------------------------------

### TEACHER PERFORMANCE APPRAISAL

201 TEACHER PERFORMANCE APPRAISAL SYSTEM Observation and Evaluation Forms and Procedures for Instructional Practice Effective July 1, 201 A Comprehensive System for Professional Development and Annual

### Appeal to Graduate with a Lower Score on a Regents Examination Information

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK 89 Washington Avenue Albany, NY 12234 Appeal to Graduate with a Lower Score on a Regents Examination Information General Information

### TEACHNJ ACT. New Evaluation Implementation 2013-14 School Year Required by State of NJ

TEACHNJ ACT New Evaluation Implementation 2013-14 School Year Required by State of NJ Charles Maranzano, Jr., Superintendent Hopatcong Borough Public Schools 1 Evaluation Reform in NJ Evaluation Reform

### Illinois State Board of Education

Illinois State Board of Education February 2013 Guidance Document 13-06 Model Teacher Evaluation System Measuring Student Growth Using Type III Assessments This document is intended to provide non-regulatory

MONROE COUNTY 1220/page 1 of 5 REVISED Formatted: Font: Bold EVALUATION OF ADMINISTRATIVE PERSONNEL Pursuant to State law, each administrator shall be evaluated annually by the administrator's immediate

### Fridley Alternative Compensation Plan Executive Summary

Fridley Alternative Compensation Plan Executive Summary Fridley School District Alternative Compensation Plan is a district wide program that is approved by the Minnesota Department of Education and was

### ENROLLED SENATE BILL No. 103

Act No. 173 Public Acts of 2015 Approved by the Governor November 5, 2015 Filed with the Secretary of State November 5, 2015 EFFECTIVE DATE: November 5, 2015 Introduced by Senator Pavlov STATE OF MICHIGAN

### CHAPTER 26. BE IT ENACTED by the Senate and General Assembly of the State of New Jersey:

CHAPTER 26 AN ACT concerning school employees, revising various parts of the statutory law, and supplementing chapters 6 and 28 of Title 18A of the New Jersey Statutes. BE IT ENACTED by the Senate and

### TEACHER QUALIFICATIONS UNDER THE NO CHILD LEFT BEHIND ACT

Certificated Personnel BP 4112.24(a) Recognizing the importance of teacher effectiveness in improving student achievement, the Board of Trustees desires to recruit and hire teachers who possess the subject

### 05-071 MAINE STATE BOARD OF EDUCATION Chapter 115: CERTIFICATION, AUTHORIZATION, AND APPROVAL OF EDUCATION PERSONNEL

05-071 MAINE STATE BOARD OF EDUCATION Chapter 115: CERTIFICATION, AUTHORIZATION, AND APPROVAL OF EDUCATION PERSONNEL SUMMARY: This rule contains the requirements for certification, authorization, and approval

1 Advancing Professional Excellence Guide Table of Contents APEX Values and Beliefs History and Development of APEX Purpose of APEX Components of APEX The APEX Process APEX Process Timeline Training/Orientation

### Teacher Performance Evaluation System

Chandler Unified School District Teacher Performance Evaluation System Revised 2015-16 Purpose The purpose of this guide is to outline Chandler Unified School District s teacher evaluation process. The

### NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual

NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Priority: Twenty first Century Professionals Category: Qualifications and Evaluations Policy ID Number: TCP C 004 Policy Title:

### PERSONNEL SERVICES Regulation 4610

PERSONNEL SERVICES Regulation 4610 Performance Evaluation Instructional Staff Performance Evaluation Philosophy of Evaluation A performance-based evaluation system is critical to improving teaching, thus

### 05-071 MAINE STATE BOARD OF EDUCATION Chapter 115: CERTIFICATION, AUTHORIZATION, AND APPROVAL OF EDUCATION PERSONNEL

05-071 MAINE STATE BOARD OF EDUCATION Chapter 115: CERTIFICATION, AUTHORIZATION, AND APPROVAL OF EDUCATION PERSONNEL SUMMARY: This rule contains the requirements for certification, authorization, and approval

### BARTLESVILLE BOARD OF EDUCATION

EVALUATION, OTHER ACADEMIC MEASURES, AND STUDENT ACADEMIC GROWTH All certified staff evaluations will comply with the requirements of the district s Teacher and Leader Effectiveness (TLE) model. 2014-2015

### Every Student Succeeds Act (ESSA)

Every Student Succeeds Act (ESSA) An Overview of the Every Student Succeeds Act A reauthorization of the Elementary and Secondary Education Act (ESEA) June 28 th, 2016 Diane Douglas Superintendent of Public

### Teacher Performance Evaluation System

Alexandria Township Public Schools Teacher Performance Evaluation System (Revised: 09/21/2011) Table of Contents Part I: Introduction and Process Introduction...5 Purposes...5 Identifying Teacher Performance

### Public Act 101 of 2011: Amendments to the Michigan Teacher Tenure Law

On July 19 th 2011, Governor Snyder signed into law the Teacher Quality and Tenure Reform bill package. These new laws make major changes to the Teacher Tenure Act, Revised School Code, and Public Employee

### Frequently Asked Questions for Professional Development and Appraisal System (PDAS)

Frequently Asked Questions for Professional Development and Appraisal System (PDAS) Adoption and Implementation of Teacher Appraisal System... Questions 1-7 Assessment of Teacher Performance on PDAS...

### TEACHER QUALIFICATIONS UNDER THE NO CHILD LEFT BEHIND ACT

Personnel BP 4112.24 (a) Recognizing the importance of teacher effectiveness in improving student achievement, the Governing Board desires to recruit and hire teachers who possess the subject matter knowledge

### Optional Teacher Professional Development Plan (PDP) Template and Sample PDP

Optional Teacher Professional Development Plan (PDP) Template and Sample PDP This optional individual teacher PDP template is provided to assist teachers, educational services staff, and supervisors in

### NCLB and the Highly Qualified Teacher

October 2008 NCLB the Highly Qualified Teacher GENERAL 1. Who must meet the highly qualified teacher requirements? All teachers who teach core academic subjects (provide direct instruction, i.e. are the

### School Performance Framework: Technical Guide

School Performance Framework: Technical Guide Version 1.6 August 2010 This technical guide provides information about the following topics as they related to interpreting the school performance framework

### Williamsburg-James City County Public Schools. Teacher Evaluation System

Williamsburg-James City County Public Schools Teacher Evaluation System September 2016 Table of Contents Part I: Introduction and Process Introduction...5 Purposes...5 Identifying Teacher Performance Standards...6

### RELATIONS WITH HOME SCHOOLS REGULATION

RELATIONS WITH HOME SCHOOLS REGULATION 1741-R Parents Responsibilities 1. Notification Parents or persons in parental relation to a student of compulsory school attendance age, who are residents in this

### James Rumsey Technical Institute Employee Performance and Effectiveness Evaluation Procedure

James Rumsey Technical Institute Employee Performance and Effectiveness Evaluation Procedure James Rumsey Technical Institute, a West Virginia state institution, is bound by Policy 5310, Performance Evaluation

### Teacher and Leader Evaluation Requirements An Overview

Teacher and Leader Evaluation Requirements An Overview Teacher and Leader Evaluation Requirements: An Overview The Office of the State Superintendent of Education (OSSE) believes that all District of Columbia

### Be it enacted by the People of the State of Illinois,

AN ACT concerning education. Be it enacted by the People of the State of Illinois, represented in the General Assembly: Section 1. This amendatory Act may be referred to as the Performance Evaluation Reform

### 2015-2016 Newburgh Enlarged City School District Middle Level Honors/Accelerated Program. Program Description...1

2015-2016 Newburgh Enlarged City School District Middle Level Honors/Accelerated Program Program Description...1 Courses Offered at Each Grade Level...2 Eligibility Criteria for Admission into the Honors/Accelerated

### Wisconsin Educator Effectiveness System. Teacher Evaluation Process Manual

Wisconsin Educator Effectiveness System Teacher Evaluation Process Manual Updated February 2016 This manual is an interim update to remove inaccurate information. A more comprehensive update for 2016-17

### Nevada Transition to Common Core

Nevada Transition to Common Core 2010 Nevada adopts the Common Core State Standards 2011 Nevada becomes a governing state of the Smarter Balanced Assessment Consortium 2011 Nevada creates the Common Core

### Chapter 8a Public Education Human Resource Management Act. Part 1 General Provisions

Chapter 8a Public Education Human Resource Management Act Part 1 General Provisions 53A-8a-101 Title. This chapter is known as the "Public Education Human Resource Management Act." 53A-8a-102 Definitions.

### EDWARDSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 7 CERTIFIED EMPLOYEE EVALUATION PLAN

EDWARDSVILLE COMMUNITY UNIT SCHOOL DISTRICT NO. 7 CERTIFIED EMPLOYEE EVALUATION PLAN Developed 2012 Page 1 of 11 EVALUATION PROCESS AND SCHEDULE FOR TEACHERS AND CERTIFICATED SCHOOL SERVICE PERSONNEL Evaluation

### Guide to the TEACHNJ Act. Purpose. Overview. Who is Impacted?

Purpose The New Jersey Department of Education ( the Department ) has created this document to serve as a general guide to the "Teacher Effectiveness and Accountability for the Children of New Jersey"

### 19K660. Brooklyn, NY 11207. Jocelyn Badette

NYSED/NYCDOE JOINT INTERVENTION TEAM REPORT AND RECOMMENDATIONS BEDS Code/DBN: 19K660 School Name: W. H. Maxwell High School 145 Pennsylvania Avenue School Address: Brooklyn, NY 11207 Principal: Jocelyn

### ELEMENTARY AND SECONDARY EDUCATION ACT

ELEMENTARY AND SECONDARY EDUCATION ACT Comparison of the No Child Left Behind Act to the Every Student Succeeds Act Congress passed the Every Student Succeeds Act (ESSA) 1 to replace the No Child Left

### Understanding District-Determined Measures

Understanding District-Determined Measures 2013-2014 2 Table of Contents Introduction and Purpose... 5 Implementation Timeline:... 7 Identifying and Selecting District-Determined Measures... 9 Key Criteria...

### Admission Dates. 2015 C September 14, 2015 October 15, 16, 2015 August 2016. 2016A1 December 21, 2015 January 28, 29, 2016 August 2016

The Texas A&M University Accelerate Online Certification Program is an innovative approach to preparing secondary teachers for the state of Texas. Certification may be obtained in Life Science 7-12, Physical

SED Updates November 2013 Updated: November 4, 2013 Special Education: New - Policy Memorandum- The Board of Regents approved, for permanent adoption, amendments of the Regulations of the Commissioner

### 2014 CONTRACT MEMORANDUM OF AGREEMENT

2014 CONTRACT MEMORANDUM OF AGREEMENT MEMORANDUM OF AGREEMENT (the MOA or Agreement ) entered into this day of by and between the Board of Education of the City School District of the City of New York

### Teacher Tenure 2011-12 Policy and Process Overview for Principals. NYCDOE School Year 2011-12

Teacher Tenure 2011-12 Policy and Process Overview for Principals NYCDOE School Year 2011-12 1 Session Outline 1. Teacher Tenure and the Citywide Instructional Expectations 2. Teacher Tenure Decision-Making

### PART Ed 512 PROFESSIONAL DEVELOPMENT MASTER PLAN AND RECERTIFICATION

PART Ed 512 PROFESSIONAL DEVELOPMENT MASTER PLAN AND RECERTIFICATION Ed 512.01 Basic Requirement. Each school administrative unit, local school district, or participating nonpublic school shall prepare

### IOWA DEPARTMENT OF EDUCATION

IOWA DEPARTMENT OF EDUCATION Guidance on the Iowa Teacher Leadership and Compensation System July 15, 2013 Overview Division VII of House File 215 establishes the Teacher Leadership and Compensation System,

### MCAS Performance Appeal Application

MCAS Performance Appeal Application 2015-2016 Introduction This application must be completed and submitted with all MCAS performance appeals, including cohort, portfolio, and transcript appeals. Please

### Illinois State Board of Education

Illinois State Board of Education May 15, 2015 Non-Regulatory Guidance The Performance Evaluation Reform Act (PERA) and Senate Bill 7 (SB 7) Applicable Public Acts Public Act 97-0007 Public Act 97-0008

### Mississippi Statewide Teacher Appraisal Rubric M-STAR

Mississippi Statewide Teacher Appraisal Rubric M-STAR Introduction and Process Guide May 2012 2192_05/12 Contents Introduction... 1 Purpose of Teacher Performance Evaluation... 1 Teacher Evaluation Process...

### Essential Principles of Effective Evaluation

Essential Principles of Effective Evaluation The growth and learning of children is the primary responsibility of those who teach in our classrooms and lead our schools. Student growth and learning can

### Legislative Council, State of Michigan Courtesy of www.legislature.mi.gov

THE REVISED SCHOOL CODE (EXCERPT) Act 451 of 1976 380.1249 Performance evaluation system for teachers and school administrators; requirements; recommendations; compliance with subsection (2) or (3) not

### FREQUENTLY ASKED QUESTIONS (FAQs): MINNESOTA S STAFF DEVELOPMENT STATUTES Minnesota Statutes, sections 122A.60 and 122A.61

FREQUENTLY ASKED QUESTIONS (FAQs): MINNESOTA S STAFF DEVELOPMENT STATUTES Minnesota Statutes, sections 122A.60 and 122A.61 Created September 2001 Updated July 2002, March 2006, February 2008, November

### GEORGIA DEPARTMENT OF EDUCATION Introduction and Overview Formative Instructional Practices Professional Learning. www.gadoe.

GEORGIA DEPARTMENT OF EDUCATION Introduction and Overview Formative Instructional Practices Professional Learning www.gadoe.org/georgiafip 1 Goals of the Session Share an overview the GaDOE Assessment

### 11/03/15 REVISOR KLL/IL RD4370

1.1 Board of Teaching 1.2 Proposed Permanent Rules Relating to Out-of-State Teacher Licenses 1.3 8710.0450 APPLICANTS FOR LICENSURE FROM OUTSIDE MINNESOTA. 1.4 Subpart 1. Definitions. For the purposes

### Hiawatha Academies School District #4170

Hiawatha Academies School District #4170 World s Best Workforce Plan All Hiawatha Academies scholars will be empowered with the knowledge, character and leadership skills to graduate from college and serve

### NCEE EVALUATION BRIEF April 2014 STATE REQUIREMENTS FOR TEACHER EVALUATION POLICIES PROMOTED BY RACE TO THE TOP

NCEE EVALUATION BRIEF April 2014 STATE REQUIREMENTS FOR TEACHER EVALUATION POLICIES PROMOTED BY RACE TO THE TOP Congress appropriated approximately \$5.05 billion for the Race to the Top (RTT) program between

### SUMMARY OF AND PROBLEMS WITH REPUBLICAN BILL

SUMMARY OF AND PROBLEMS WITH REPUBLICAN BILL The Student Success Act (H.R. 5): H.R. 5 makes significant changes to Title I (Improving Academic Achievement of the Disadvantaged). It also moves current law

### MINNETONKA PUBLIC SCHOOLS. Policy #603: INSTRUCTIONAL AND CURRICULAR PROGRAM REVIEW AND IMPROVEMENT

MINNETONKA PUBLIC SCHOOLS Policy #603: INSTRUCTIONAL AND CURRICULAR PROGRAM REVIEW AND IMPROVEMENT I. PURPOSE The purpose of this policy is to provide direction to parents, students, staff, and interested

### Federal and State Requirements for Special Education Paraprofessionals. A SUMMARY Prepared by Teri Wallace

Federal and State Requirements for Special Education Paraprofessionals A SUMMARY Prepared by Teri Wallace The Minnesota Department of Education has invested in training, tools and strategies to support

### Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA)

Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION 1: COVER SHEET 1. Institution Name

IGBB PROGRAMS FOR GIFTED STUDENTS District Goal for the Gifted and Talented Education Program The goal of the Deer Creek Gifted and Talented Education Program is to provide a wide variety of educational

### New York Student Learning Objective Studio in Art (Grade 8)

New York Student Learning Objective Studio in Art (Grade 8) May 2013 Table of Contents Introduction...3 What Is an SLO?... 3 What Is an Annotated SLO?... 3 How to Use This Document... 3 New York Contextual

### ANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

The mission of the Greenbush-Middle River School is to provide a quality education which will prepare all students to meet success by developing self-directed thinkers and communicators who are responsible,

### LEGAL AND NEGOTIATIONS UPDATE. SAANYS 2015 Conference

LEGAL AND NEGOTIATIONS UPDATE SAANYS 2015 Conference LITIGATION LITIGATION Tenure Lawsuit (A. Scheuermann and J. Carlson) Plaintiffs: Two groups of parents most with children in public schools in NYC,

### GaPSC October 30, 2014 CONTENTS. Overview... 1. Tiered Certification... 1 Other Changes... 3. Information for Georgia Educators...

CONTENTS Overview... 1 Tiered Certification... 1 Other Changes... 3 Information for Georgia Educators... 5 Clear Renewable Certificate Holders... 5 Non-Renewable Certificate Holders... 5 Information for

### Measures of Student Learning (MOSL) Principal and School Committee Overview. June 2013

Measures of Student Learning (MOSL) Principal and School Committee Overview June 2013 1 Objectives Principals and school committees will be able to: Describe State and Local Measures of student learning