Annual Professional Performance Review Resource Guide

Transcription

1 Annual Professional Performance Review Resource Guide

2 North Syracuse Central Schools Annual Professional Performance Review Resource Guide Board of Education Pat V. Carbone, President Robert Crabtree, Vice President Catherine A. Cifaratta-Brayton Michael Donofrio George Harrington Scot McClintock Michael A. Mirizio Mary Scanlon Patrick J. Svoboda Contributors Annette Speach Interim Superintendent of Schools Alicia Pizzuto Director of Educator Effectiveness and Library Media John Kuryla President, North Syracuse Education Association Lisa Goldberg Consultant Teacher Christopher Leahey Teacher, North Syracuse Junior High School Linda Pettersen School Secretary II, Jerome F. Melvin District Office i A P P R R e s o u r c e G u i d e

3 Table of Contents Introduction 1 APPR Overview 2 APPR Process 3 Annual Timeline for Non-Tenured Teachers 4 NYS Teaching Standards 5 District Roles and Responsibilities 7 Peer Assistance and Review Program 10 Professional Learning Plan 12 Student Learning Objectives 13 Teacher Improvement Plan 18 APPR Appeals Process 20 APPENDIX Conceptual Definitions 22 NSCSD Instructional Resources 29 Sample Professional Learning Plan 33 NYSUT Rubric (Revised for ) 34 Sample Student Learning Objectives 86 Sample Teacher Improvement Plan 95 Appeals Form 97 ii A P P R R e s o u r c e G u i d e

4 Introduction The purpose of this resource guide is to provide North Syracuse Central School District teachers and administrators a common framework for understanding and implementing the APPR process. The North Syracuse Central School District has been actively involved in improving instructional quality and creating a teacher evaluation system for several years. In 2010, the North Syracuse School District, along with five other school districts, participated in the New York State United Teachers Innovation Fund grant program. The program focused on three essential elements, including the development of teaching standards, designing a comprehensive evaluation system that will use multiple measures to measure teacher effectiveness, and establishing a process of differentiated professional development. As a result of this project, teachers representing the North Syracuse Education Association and administrators representing North Syracuse Central Schools made significant progress toward designing and implementing a comprehensive teacher evaluation system. This comprehensive teacher evaluation system included the following achievements: Selecting the NYS Teaching Standards to guide teacher evaluation and development. The NYS Teaching Standards include seven standards: (I) Knowledge of Students, (II) Knowledge of Content and Instructional Planning, (III) Instructional Practice, (IV) Learning Environment, (V) Assessment for Student Learning, (VI) Professional Responsibilities and Collaboration, and (VII) Professional Growth. These seven standards are used as the baseline for measuring teacher performance and instructional quality. Creating a Design Team comprised of teachers and administrators who have worked collaboratively to develop a system to observe, archive, monitor, and evaluate teacher performance. Assembling a Peer Assistance and Review (PAR) Panel, comprised of 4 teachers and 3 administrators and co-chaired by Assistant Superintendent for Educator Effectiveness and Human Resources and the NSEA President. This governing body is charged with supporting teachers in meeting the NYS Teaching Standards, supervising the Consultant Teachers (CTs), and making tenure/dismissal recommendations to the Superintendent. Creating 3 CTs who work intensively with newly-hired tenure-track teachers as well as tenured teachers not meeting performance standards. All CTs are district employees and accomplished teachers who are selected after successfully completing a rigorous multistage interview process. These components have placed the North Syracuse School District in a strong position to meet the mandates associated with Education Law 3012-c and continue on the path of promoting high quality instruction for all NSCSD students. 1 A P P R R e s o u r c e G u i d e

5 Annual Professional Performance Review Overview Education Law 3012-c In 2010, the passage of Education Law 3012-c created a significant change in teacher and principal evaluation. Starting in the school year, all teachers and administrators are required to be evaluated using multiple measures. These measures include the observation and evaluation of classroom instruction (60%), student growth on state test scores or Student Learning Objectives (20%), and student achievement on locally selected assessments (20%). Each teacher and building principal will be assigned a composite score using a scale of Once a composite score is calculated, all classroom teachers and building principals will have their professional performance assigned to one of four categories: highly effective (91-100), effective (75-90), developing (65-74), and ineffective (0-64). These ratings will be used in significant employment decisions including retention, tenure determination, and dismissal. Composite scores will also be used to determine the level and form of support any teacher or administrator may receive. The NSCSD has established an appeals process for any teachers who can provide evidence that their observation and evaluation was not carried out in accordance with the Commissioner s Regulations and locallynegotiated procedures. Quality of Classroom Instruction (60%) The NSCSD has adopted the NYSUT s Teacher Practice Rubric to evaluate teachers instructional quality. This rubric consists of seven standards, with each standard subdivided into elements and indicators. All teachers will be evaluated through formal and informal observation. Non-tenured teachers will be observed by a building administrator and CT. (New York State law requires 31 of a teacher s 60 points be generated by a trained administrator.) Building and district administrators will conduct a minimum of one announced and one unannounced observation of all tenured teachers. Each formal observation will be preceded by a pre-conference and followed by a postconference. Each informal (i.e., unannounced) observation will be followed by a post conference. A teacher will be awarded a score ranging from Student Growth on State Assessments or Student Learning Objectives (20%) Teachers who work in areas where their courses are evaluated by New York State exams will have this portion of their composite score determined by a State-generated student growth on such exams. Teachers who work in areas where students are not evaluated by New York State exams will write Student Learning Objectives (SLOs). These Student Learning Objectives will consist of a pretest and a post-test. Student growth on these local exams will be used to calculate a teacher s score, which will range from Student Growth on Locally-Selected Assessments (20%) The District Steering Committee will determine the student assessments that will be used to comprise the final 20 points of a teacher s composite score. Working through the District Steering Committee, building representatives will identify assessments that will be used to generate the local 20%. For this local 20%, all staff within the building will be given the same score, based on the criteria established by District Steering Committee. 2 A P P R R e s o u r c e G u i d e

6 Annual Professional Performance Review Process 1 The NSCSD Annual Professional Review Process is designed to support high quality instruction and student achievement. This process is collaborative in nature as it requires teachers and administrators to work together to identify instructional strengths and areas for growth. This process centers on self-reflection, examining evidence of student learning, and a commitment to professional growth. Stage 1: Self-Assessment and Reflection The first stage of this process, which generally takes place at the beginning of the school year, focuses on self-assessment and reflection. This is the stage where teachers reflect upon their instructional practice and form goals for strengthening their professional practice throughout the upcoming school year. Stage 2: Analysis of Teaching Artifacts, Observations, and Review of Student Work The second stage of this process centers on classroom observation and evidence collection. During this stage, teachers meet with evaluators in a pre-conference to discuss the upcoming classroom observation, share artifacts, review the NYSUT rubric, and discuss any concerns about the process. This is followed by one formal and one informal classroom observation where the administrator collects evidence of teacher effectiveness and examines artifacts. The formal observation is followed by a post-conference where the evaluator and teacher examine the artifacts, review observation evidence, and analyze student work. During the post-conference, the teacher and evaluator discuss how the evidence meets the standards and indicators contained in the NYSUT Rubric. Step 3: Summative Evaluation Once the announced and unannounced observations are complete, a teacher is awarded 0-60 points. This score is then added to the student growth scores on NYS exams or Student Learning Objectives (0-20) and student performance on local measures (0-20). A teacher s composite score, based on a scale of 0-100, is then calculated and a teacher s performance is assigned to one of four categories: Highly Effective (91-100), Effective (75-90), Developing (65-74), and Ineffective (0-64). The teacher then reflects upon their professional practice and areas for growth are identified. Step 4: Goal Setting and Professional Learning Plan During the fourth and final stage, teachers have the opportunity to identify ways in which they can strengthen their instructional practice and further support student achievement. Teachers are required to write a customized Professional Learning Plan describing how they will improve their professional practice. Professional Learning Plans are multi-stage plans that include specific strategies to improve instruction and student learning. Plans will vary widely in their approaches to teacher growth and development. 3 A P P R R e s o u r c e G u i d e

7 APPR Timeline for Non-Tenured Teachers Month Tasks Important Deadlines September October November December January February March April May June July-August Meet assigned Consultant Teacher Review NYSUT rubrics Composite scores are distributed Review NSCSD APPR Resource Guide Develop SLOs Schedule/complete first informal observation Review OASYS forms Develop and submit Professional Learning Plan (PLP) after first announced observation Complete pre-observation forms Begin implementing PLP Complete first announced observation Schedule second announced tandem observation Informal classroom visitations scheduled Continue implementing PLP Visit other classrooms with CT Complete all forms from first observation cycle Continue implementing PLP Second announced tandem observation Continue implementing PLP Complete second Tandem Observation (If not completed in January) Continue implementing PLP Continue implementing PLP Schedule remaining unannounced observation with CT and administrator CT provides clients due dates for Culminating Conversation Guide Continue implementing PLP All announced tandem observations are completed the first week of May CT shares summative reports with clients and PAR Panel CT presents client data to PAR Clients, CT, and administrators schedule Culminating Conversation CT, client, and administrator hold Culminating Conversations Plan Summer Professional Learning Continue with Professional Learning. Any teacher whose composite score is rated ineffective or developing must submit a Teacher Improvement Plan (TIP). TIP must be created and implemented within 10 days after the start of the school year.* Any teacher who appeals their Composite score and APPR rating must file the appeal within 30 calendar days of receiving their annual summative professional review.* October 15-SLO completed* October 31-PLP completed and submitted to MyLearningPlan November 1-First announced observation cycle completed January 31-Announced observations completed by end of first semester May 1-All announced tandem observations completed All culminating conversations will take place no later than 2 workdays prior to the teacher s last day of school.* *Indicates dates found within the NSEA-NSCSD agreement, APPR Evaluation 2.0. All other dates are suggested, not contractual. 4 A P P R R e s o u r c e G u i d e

8 NYS Teaching Standards NSCSD has adopted NYSUT s Teacher Practice Rubric (2012) to evaluate teachers professional practice. 2 Serving as the centerpiece of the NSCSD APPR process, the NYSUT Rubric is aligned with the NYS Teaching Standards. All district administrators and consultant teachers have been extensively trained to conduct thorough, objective classroom observations and use this rubric to measure teacher effectiveness as evidenced by announced and unannounced observations and teaching artifacts. This rubric, along with a scoring chart, will be used to determine 60 points of a teacher s composite score. Below you will find a description of NYS Teaching Standards. Standard I: Knowledge of Students and Student Learning Teachers acquire knowledge of each student and demonstrate knowledge of student development and learning to promote achievement for all students. It is not enough for teachers to know and understand childhood or adolescent developmental norms. Teachers must also know their students, their strengths and weaknesses, their interests, their readiness levels and skill sets, and the outside influences that affect their learning (i.e., family dynamics, cultural customs, and socioeconomic status). Furthermore, teachers must demonstrate this knowledge and understanding and also incorporate appropriate 21st Century Skills in the planning and preparation of their lessons. Standard II: Knowledge of Content and Instructional Planning Teachers know the content they are responsible for teaching and plan instruction that ensures growth and achievement for all students. A teacher translates instructional outcomes into learning experiences for students through the design of instruction. Even in classrooms where students assume considerable responsibility for their learning, teachers must design instruction that is coherent and balanced between careful planning and flexibility in execution. Teachers design instruction that reflects the needs of 21st century learners and include opportunities to collaborate, innovate, create and solve problems using high-level cognitive processes and communication tools and media. Standard III: Instructional Practice Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards. Effective instruction is the critical interactive work that teachers undertake when they bring complex content to life for students. Teachers design instruction to integrate content areas and weave together knowledge of students, content, assessment, and reflection in the instructional process. Teachers use available technologies to scaffold student learning. There is an emphasis on teacher facilitation and fostering student ownership, problem solving, inquiry, real-life connections and relevance. Teachers prepare students for the future by fostering creativity, critical thinking, communication, and collaboration. Standard IV: Learning Environment Teachers work with all students to create a dynamic learning environment that supports achievement and growth. The classroom environment is a critical aspect of a teacher s skill in promoting learning. Students can t concentrate on academic content if they don t feel comfortable in the classroom. If the atmosphere is negative, if students fear ridicule, if the environment is chaotic, no one neither students nor teacher can focus on learning. Teachers who excel in Standard 4 create an atmosphere of excitement about the importance of learning and the significance of the content. Skills in Standard 4 are demonstrated through classroom interactions and observations. 5 A P P R R e s o u r c e G u i d e

9 NYS Teaching Standards (Continued) Standard V: Assessment for Student Learning Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction. Assessment is an integral part of the instructional process. The design of instruction must account for a range of assessment strategies: formative and summative, formal and informal. High quality assessment practice makes students fully aware of criteria and performance standards, informs teacher s instructional decisions, and leverages both teacher and student feedback. Further, these practices also incorporate student self-assessment and teacher analysis and reflection to inform instruction. Standard VI: Professional Responsibilities and Collaboration Teachers demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development, and learning. Teaching professionals display the highest standards of integrity and ethical conduct; they are intellectually honest and conduct themselves in ways consistent with a comprehensive moral code. Educators recognize that the purpose of schools is to educate students and embrace a responsibility to ensure that every student will learn to the best of their ability. Teachers are keenly alert to and advocate for the needs of their students. Educators demonstrate a commitment to professional standards, problem solving and decision-making. Professional educators comply with school, district, state and federal regulations and procedures. Standard VII: Professional Growth Teachers set informed goals and strive for continuous professional growth. In a world of rapidly expanding access to information, opportunity, and technology, educators have a responsibility to continually prepare themselves to align instruction with transforming student needs. Continued professional growth and development is essential to creating dynamic learning environments. Teachers use information from a variety of sources to inform their professional development and practice. 6 A P P R R e s o u r c e G u i d e

10 NSCSD APPR Roles and Responsibilities The NSCSD APPR Plan is a collaborative labor-management process designed to foster quality instruction throughout the district. It is based on mutual respect, trust and collegiality. As such, this collaborative process necessarily involves teachers and administrators performing unique tasks and carrying out new responsibilities. This section is written with the intention of articulating these interdependent roles and responsibilities. Classroom Teacher Responsibilities Student Learning Objectives Teachers will submit Student Learning Objectives no later than October 15. Student Learning Objectives are to be formed collaboratively with administration, grade level and subject area colleagues. SLOs can be revisited and adjusted with the mutual consent of the teacher and administrator. Teachers will be provided time, in addition to their teaching responsibilities, between the start of the school year and no later than October 1 to write SLOs. Announced Observations Classroom teachers are responsible for participating in one announced classroom observation per year. This observation will be a minimum of 45 minutes or the duration of a complete lesson if it is less than 45 minutes. (Teachers rated developing or ineffective may be required to complete more than one announced observation.) Although not required, a classroom teacher or administrator may request a pre-conference prior to the announced observation. The classroom teacher will attend a post-conference meeting that should be scheduled 10 school days (and no more than 15 school days) after the observation. Following the post-conference, teachers will be required to complete a Professional Learning Plan (PLP) in a timely manner. Unannounced Observations Classroom teachers will participate in at least one unannounced observation lasting no less than 20 minutes. (Teachers rated developing or ineffective may be required to complete more than one unannounced observation.) Observers will provide collected evidence to the observed teacher within five days of the unannounced observation. If the collected evidence indicates a teacher is in the ineffective or developing range, an evaluator may conduct two additional unannounced observations, with each unannounced observation taking no less than 20 minutes. Culminating Conversations Teachers are required to hold a Culminating Conversation with lead evaluators. This Culminating Conversation will include a summary of the data collected during the announced and unannounced observations as well as data collected from student work, student test data, lesson plans, the Professional Learning Plan, and parental communication. 7 A P P R R e s o u r c e G u i d e

11 Classroom Teacher Responsibilities (Continued) Teacher Improvement Plan Teachers who are rated ineffective or developing will be required to create a Teacher Improvement Plan (TIP). A TIP is intended to improve a teacher s instructional performance by means of greater levels of staff support and focused intervention strategies. Teachers who are rated developing will collaborate with the principal or supervising administrator and a mutually determined colleague coach to create a TIP. It will include three components: (1) the development of timelines for implementation of new strategies, (2) the identification of professional development opportunities aligned with areas of growth, and (3) the creation of an action plan addressing the areas of growth and identifying desired outcomes. Teachers who are rated developing and required to write a TIP will be provided release time equivalent to ½ day per quarter to meet with colleagues and evaluator, design TIP and action plan, and carry out the TIP. Teachers who are rated ineffective will be assigned to work directly with a CT. The teacher, along with the building principal, the CT, and an NSEA representative, will write a TIP. It will include four components with specific timelines: (1) identification of areas for need of improvement, (2) improvement strategies and actions, (3) support to be provided, and (4) specific, measurable outcomes. The Assistant Superintendent for Educator Effectiveness and Human Resources and the NSEA President must approve the TIP. The TIP must be shared and implemented within 10 days after the start of the school year in which it is to be applied. 8 A P P R R e s o u r c e G u i d e

12 Building and District Administrator Responsibilities Student Learning Objectives Teachers will submit Student Learning Objectives no later than October 15. Administrators will support teachers (if necessary) to create Student Learning Objectives. SLOs can be revisited and adjusted with the mutual consent of the teacher and administrator. Announced Observations Prior to the announced observation, administrators will schedule a pre-conference if it is requested by either party. Administrators will conduct at least one announced classroom observation per year. This observation will be a minimum of 45 minutes or the duration of a complete lesson if it is less than 45 minutes. Administrators will hold a post-conference meeting for all observed teachers. Administrators will submit evidence collected during the observation process to the observed teacher at least 24 hours prior to the scheduled post-conference. Administrators will attempt to complete all announced observations by the end of the first semester. Unannounced Observations Administrators will conduct at least one unannounced observation of teachers lasting no less than 20 minutes. Administrators will provide collected evidence to the observed teacher within five days of the unannounced observation. Administrators may conduct two additional unannounced observations (with each unannounced observation taking no less than 20 minutes) if the collected evidence indicates a teacher is in the ineffective or developing range. Administrators will provide evidence collected from unannounced observation within five work days following the unannounced observation. Culminating Conversation Administrators serving as Lead Evaluators are required to hold a Culminating Conversation conference. The administrator will summarize the data collected during the announced and unannounced observations as well as data collected from student work, tests, lesson plans, professional learning plan, and parental communication (where applicable). Administrators who are lead evaluators will hold the Culminating Conversation conference with the teacher (and CT where applicable) no later than two work days prior to the end of the school year. The administrator shall include the teacher s composite score or a partial score available at the time of the Culminating Conversation conference. 9 A P P R R e s o u r c e G u i d e

13 The Peer Assistance and Review Program The NSCSD Peer Assistance and Review (PAR) Program is a system designed to ensure all NSCSD students receive high quality classroom instruction. The PAR Program is specifically designed to support new teachers who are in the first years of classroom teaching as well as veteran teachers who are rated ineffective or found to be underperforming. By adding CTs who work from a welldefined support program, the PAR Program is designed to enhance and compliment the present system of teacher evaluation. CTs are viewed as a valuable district resource who can provide expert support for new and underperforming teachers. Building principals and district administrators continue to be responsible for evaluating all teachers in their respective buildings and assignments and are encouraged to submit relevant reports, data, and any anecdotal information to the PAR Panel. The PAR Panel The PAR Program is overseen by the PAR Panel. The PAR Panel is a joint labor/management committee comprised of four teachers and three administrators, the NSEA President and the Assistant Superintendent Teacher Effectiveness and Human Resources. The North Syracuse Education Association President appoints four teachers and the Superintendent appoints three administrators. Each Panelist is expected to serve a term of three years. The PAR Panel s responsibilities are as follows: Recruiting, interviewing, and selecting CTs Creating and carrying out an induction process for all new CTs Meeting monthly to review client progress and monitor PAR Program Reviewing CT observation data, building principal reports/data Providing CTs with any technical resources they may need to support teachers and carry out their responsibilities Making annual recommendations to the Superintendent Working in a PAR Peer format (i.e., one teacher and one administrator) to review any APPR appeals and making recommendations to Superintendent Consultant Teachers In addition to the Par Panel, the NSCSD PAR Program also includes three Consultant Teachers (CTs) whose primary responsibility is to work directly with new and underperforming teachers to strengthen professional practice. For , three CTs will work with new and underperforming teachers, carrying out classroom observations, providing peer coaching, and sharing expertise in creating a high performing classroom environment. The CT caseload will not exceed 15 teachers. All consultant teachers will be trained and certified in the evaluation system. Consultant teachers are 10-month employees who work a flexible schedule to accommodate their clients needs. Summer work will be compensated at the daily teacher rate not to exceed ten (10) days a school year, exclusive of evaluator training, which will be mutually agreed upon by NSEA and NSCSD. Consultant teachers are teachers on special assignment and are entitled to the contractual benefits shown in 7.3 of the teacher s contract agreement. 10 A P P R R e s o u r c e G u i d e

14 The Peer Assistance and Review Program (Continued) CTs will prepare mid-year and summary reports for each teacher to whom they are assigned, reporting progress and/or concerns. Throughout the annual cycle of evaluation, the PAR Panel will work closely with CTs, monitoring the PAR process. At the end of the annual cycle of review, and after closely reviewing a teacher s performance, the PAR Panel will make employment recommendations to the Superintendent. These recommendations may include tenure, continued employment, continued employment with additional assistance, and termination. The Consultant Teachers responsibilities are as follows: Being trained and proficient in conducting classroom observations using OASYS and My Learning Plan (must be available 10 days in summer) Sharing observation reports with building principals and district administrators Providing regular classroom observation of all clients Providing peer coaching experiences for all clients Offering strategies and resources that may improve instruction Making informal pop-in classroom observations Preparing and submitting a mid-year and summative report for all clients Working collaboratively with clients and building principals 11 A P P R R e s o u r c e G u i d e

15 Professional Learning Plan The North Syracuse Central School District is committed to supporting teachers professional growth. Professional growth is viewed as a critical element to improving classroom instruction and fostering student achievement. Professional growth is defined as the ongoing acquisition and application of new skills and knowledge. Teachers committed to professional growth demonstrate a willingness to reflect upon their instructional strengths and weaknesses, seek out new instructional concepts, ideas, and strategies, and apply that knowledge to the classroom. In an effort to support professional learning, all NSCSD teachers are required to complete a Professional Learning Plan (PLP) within ten days after their formal observation post-conference. A PLP is designed to provide a clear, measurable plan of how a teacher will address areas for growth. A PLP should contain the following elements: Elements of a PLP Learner centered The focus of the growth plan is the needs of the learner. Goal oriented Learner (participant) goals and student goals drive the entire process. Each component of the plan and process relates in some fashion to the attainment of the established goals. Results driven Participants and the school leader examine results in both a formative and summative manner to decide the next step, plan of action, or intervention. Participants collect and analyze data to determine whether they are making progress toward achieving their established goals. Experience based Learning is active and promoted by doing. Participants are required to read, observe, practice, reflect, and refine. They must apply their newly acquired knowledge in their job assignment. Collaborative At a minimal level, the PLP requires participants to share their experiences and the results of their growth plan. Professional Learning Plan Requirements include the following items: 1. A statement identifying the area(s) of focus or goal(s): 2. A description of measurable goals. This description should focus on how the goals will impact teacher practice and/or student learning. All goals should be specific, measurable, attainable, relevant, and timely (i.e., SMART). 3. A plan that includes a timeline, appropriate resources, professional learning opportunities, and a timeline for improving instruction. 12 A P P R R e s o u r c e G u i d e

16 Student Learning Objectives 3 Defining a Student Learning Objective A Student Learning Objective (SLO) is an academic goal for a student that is set at the start of a course. It represents the most important learning for the year (or, semester, where applicable). It must be specific and measurable, based on available prior student learning data, and aligned to Common Core, State, or national standards, as well as any other school and District priorities. Teachers scores are based upon the degree to which their goals were attained. The SLO and APPR SLOs are a key component of New York State s APPR system as defined in Education Law 3012-c. It is intended to support quality instruction that leads to student growth as evidenced using rigorous and comparable measurements. Within the APPR system, Education Law 3012-c stipulates that student performance on state and local assessments will comprise 40% of a teacher s overall evaluation, with 20% based on student performance on State exams and an additional 20% determined by an assessment determined at the local level. Who Needs to Write an SLO? An SLO is considered to be a comparable measure of student growth for teachers who work in areas where NYSED does not provide a State Provided Growth Measure. For courses culminating with a State exam, the SLO must be written using data from that exam. For courses that do not culminate with a state exam, the district must choose one of three options: (1) use an exam from a 3 rd party vendor, (2) use an exam developed by Regional BOCES, or (3) use a locally-developed exam. Courses with State Assessments 3 rd Grade ELA and Math 4 th Grade Science 8 th Grade Science Living Environment Regents Earth Science Regents Chemistry Regents Physics Regents World History Regents US History Regents Comprehensive English Regents Integrated Algebra Regents Geometry Algebra 2 Regents Trigonometry Regents Courses without State Assessments K-2 ELA and Math 5-7 Science 5-8 Social Studies Art Technology Family and Career Sciences Business Library Services Physical Education Health AP Courses (3 rd Party Vendor) High School Electives 13 A P P R R e s o u r c e G u i d e

17 Student Learning Objectives (Continued) The purpose for writing an SLO is to encourage teachers and principals to use student achievement data to focus on student performance and align instruction with district and state initiatives. To be valid, SLOs should include specific language that identifies the student population, key curricular standards, academic targets for each student, the HEDI criteria, and a rationale for choosing specific criteria, evidence, and targets. Elements of an SLO Student Population. Which students are being addressed? Each SLO will address all students in the teacher s course (or across multiple course sections) who take the same final assessment. Learning Content. What is being taught? CCSS/National/State standards? Will specific standards be focused on in this goal or all standards applicable to the course? Interval of Instructional Time: What is the instructional period covered (if not a year, rationale for semester/quarter/etc.)? Evidence. What assessment(s) or student work product(s) will be used to measure this goal? Baseline. What is the starting level of learning for students in the class? Target and HEDI Criteria. What is the expected outcome (target) by the end of the instructional period? HEDI Criteria. How will evaluators determine what range of student performance meets the goal (effective) versus well-below (ineffective), below (developing), and well-above (highly effective). These ranges translate into HEDI categories to determine teachers final rating for the growth subcomponent of evaluations. Teachers must set their expectations for the HEDI ratings and scoring: HEDI criteria can be determined at the time of target-setting or teachers can choose to let principal judgment apply. Rationale. Why choose this learning content, evidence and target? 14 A P P R R e s o u r c e G u i d e

18 Calculating Student Learning Objective Scores HEDI Scale The HEDI scale is a system of measuring teacher effectiveness using a spectrum of scores ranging from Within this spectrum, there a four distinctive categories of teacher performance: (1) Highly Effective, (2) Effective, (3) Developing, and (4) Ineffective. A score of results in a rating of Highly Effective; a score of 9-17 results in a rating of Effective; a score of 3-8 results in a rating of Developing; a score of 0-2 results in a rating of Ineffective. Rating Points Description Highly Effective Evidence indicates exceptional student learning gain across SLO(s), including special populations. Expectations described in SLO(s) are well-above District expectations. Effective 9-17 Evidence indicates significant student learning gain across SLO(s), including special populations. Expectations described in SLO(s) meet District expectations. Developing 3-8 Expectations described in SLO(s) are nearly met. The educator may have demonstrated an impact on student learning, but overall results are below District expectations. Ineffective 0-2 Evidence indicates little to no student learning gain across SLO(s). Expectations described in SLO(s) are not met. Results are well-below District expectations. Calculating SLO Score by Achievement SLO scores can be calculated in two ways. The first way is to set a target score for a class. This target score should be set at 65 or higher, although unique circumstances may allow for a target score to be set at a lower number. Once the summative exam is administered, teacher can use the NSCSD SLO Calculator to record student scores and determine the percentage of students who met their target. This percentage will then be placed on the HEDI Scale, and 0-20 points will be awarded toward a teacher s 100 point Composite Score. Calculating SLO Score by Growth Alternately, an SLO score can also be calculated by using pre-test results to set target scores and predict a year s worth of student growth. Once the summative exam is administered, teacher can use the NSCSD SLO Calculator do record student scores and determine the percentage of students who met their target growth scores. This percentage will then be placed on the HEDI Scale, and 0-20 points will be awarded toward a teacher s 100-point Composite Score. 15 A P P R R e s o u r c e G u i d e

19 SLO Score by Student Achievement Calculating an SLO Score Student PreAssessment Summative Assessment SLO n Last First Actual Score (%) Actual Score (%) Target Target Met? 1 Shaw David Meyers Michael Munster Herman Lugosi Bela Voorhees Jason Krueger Freddy Bates Norman Scissorhands Edward Potter Harry Pumpkin TheGreat Dracula Count Crane Ichabod Skellington Jack % Target Met 76.9 HEDI 12 Effective Highly Effective Effective % 98-97% 96-95% 94-92% 91-88% 87-85% 84-82% 81-79% 78-76% 75-73% 72-71% 70-68% Developing Ineffective % 60-63% 57-59% 53-56% 49-52% 45-48% 40-44% 30-39% <30% 16 A P P R R e s o u r c e G u i d e

20 SLO Score by Student Growth SLO Growth Calculator AIS y/n ELL y/n 5th Grade Pre 5th Grade Summative Target 5th Grade Summative Actual met target? Adams, Ansel n n Alvarez, Carlos n y Baez, Gregory n y Bridges, Beau y n Collins, Timothy n n Cutcher, Angel y n DeJesus, Monica n y Estevez, Ramon n y Franklyn, Michelle n n Gastron, Richard n n Jones, Rachel y n Martinez, Estralin n y Martinez, Pedro n y Medina, Silvio n y Norris, Frank n n North, Laura n n Ostrum, Elizabeth n n Pena, Lisa n y Pineyro, Issa n y Ramos, Wander n y Ronald, Patricia n n Smith, Douglas n n Thomas, Denise y n Thompson, Stephen n n Williams, Maleek n n average 16.00% 40.00% % HIGHLY EFFECTIVE EFFECTIVE % 97-98% 95-96% 92-94% 88-91% 85-87% 82-84% 79-81% 76-78% 73-75% 71-72% 68-70% DEVELOPING INEFFECTIVE % 60-63% 57-59% 53-56% 49-52% 45-48% 40-44% 30-39% <30% 64% 8 points Developing 17 A P P R R e s o u r c e G u i d e

21 Teacher Improvement Plan Overview A Teacher Improvement Plan (TIP) must be created whenever a teacher receives a rating of developing or ineffective at the end the APPR process. A TIP is intended to improve a teacher s instructional performance through greater levels of staff support and focused intervention. TIP for Teachers Rated Developing Teachers whose summative performance is rated developing will collaborate with the principal/supervising administrator and mutually determined colleague coach, regarding timelines and necessary supports to improve student performance on state and local assessments. Colleague coaches must have a minimum summative performance rating of effective. The intervention plan will include professional development opportunities focused on a specific area of improvement. The teacher will present an action plan addressing the identified area(s) of need and desired outcomes associated with those areas. Teachers and colleague coaches will be provided release time equivalent to a half (1/2) day a quarter to collaborate to design, execute, and assess the TIP. The classroom teacher and lead evaluator must sign TIP for teachers who are rated developing. TIP for Teachers Rated Ineffective Teachers whose summative performance is rated ineffective will be assigned to a CT. The plan will be developed as a collaborative document by a panel that includes the building principal, the teacher, the consultant teacher, and an NSEA representative. The final plan will be approved and signed by the teacher, lead evaluator, Assistant Superintendent for Educator Effectiveness and Human Resources, and the NSEA President. The plan will be shared and implemented within ten (10) workdays of the start of the school year in which the plan is to be implemented. The plan, with specific timelines will include: identification of the specific areas for improvement, resources for improvement, timeline and plan for improvement, teacher and evaluator responsibilities, and evidence of growth. Required Components While each TIP should be designed to support a specific teacher working in specific circumstances, each tip must include the following components: 1. Specific Area(s) for Improvement Each teacher who develops a TIP should identify specific areas for growth and development. These areas for growth should be based on the NYSUT Rubric and include specific standards and indicators. Areas for growth and improvement may also include information gathered from a previous evaluation, student achievement data, or evidence taken from a previous classroom observation. 2. Resources for Improvement The teacher and administrator will develop a detailed list of appropriate instructional resources, professional development opportunities, and support systems that will assist the teacher in addressing those areas for improvement. 18 A P P R R e s o u r c e G u i d e

22 Teacher Improvement Plan (Continued) 3. Timeline and Plan for Improvement Working collaboratively, the teacher and administrator will enumerate specific steps the teacher will take to address the identified areas for improvement. Dates will be included for each step when possible. 4. Responsibilities This section will identify the support the teacher, administrator, and any additional support staff will provide throughout the year. (For example, it might state that the administrator will provide quarterly focused observations, the teacher will attend specific professional learning workshops and apply pedagogical concepts, and a teacher colleague will serve as a peer coach.) 5. Evidence of Growth The teacher and administrator will identify how progress toward the identified areas of growth will be measured. This section may include multiple measures of teacher progress. These measures may include observation evidence, student artifacts, and student achievement data, among other measures of progress the administrator and teacher deem appropriate. 19 A P P R R e s o u r c e G u i d e

23 APPR Appeals Process APPR is a collaborative process intended to promote and nurture quality classroom instruction. This process is comprised of several components that include Professional Learning Plans, Student Learning Objectives, classroom observations, rating classroom observation evidence, pre- and postconferences, calculating composite scores, and in some cases, writing and executing Teacher Improvement Plans. Teachers who believe that the appropriate standards and methodologies have not been carried out throughout their performance evaluation may file an official review. A teacher who files an appeal must provide substantial evidence that the NSCSD APPR process was not executed in a way consistent with locally-negotiated guidelines, the New York State Commissioner s regulations, or Education Law 3012-c. Guidelines for Filing an Appeal To file an appeal, the teacher must provide substantial evidence that the APPR process did not adhere to the district and state guidelines. The burden of proof lies with the teacher who must enumerate the reasons for appealing their performance review. Appeals of Annual Professional Performance Reviews are limited to those that rate a teacher ineffective or developing. A teacher may not file multiple appeals regarding the same performance review or teacher improvement plan. All grounds for appeal must be raised with specificity within one appeal. Any grounds not raised at the time of the initial appeal are waived. Grounds for Filing an Appeal An appeal of a teacher s performance review must be based upon one or more of the following grounds: 1. The District s failure to adhere to the standards and methodologies required for such reviews, pursuant to Education Law 3012-c; 2. The District s failure to adhere to the Commissioner s regulations, as applicable to such reviews; 3. The District s failure to comply with any locally negotiated procedures applicable to annual professional performance reviews or improvement plans; and 4. The District s failure to issue and/or implement the terms of the Teacher Improvement Plan under Education Law 3012-c. Timeline for Filing Appeal All appeals must be submitted in writing to the Lead Evaluator no later than thirty (30) calendar days from the date when the teacher receives his/her annual summative professional performance review. 20 A P P R R e s o u r c e G u i d e

24 APPR Appeals Process (Continued) The failure to file an appeal within these timeframes shall be deemed a waiving of the right to appeal and the appeal shall be deemed abandoned. Upon receipt of a teacher s written appeal, the Lead Evaluator shall have ten (10) calendar days from the date of receipt to reply. If the Lead Evaluator does not concur with the appeal and make any necessary and appropriate changes to the summative evaluation, the appeal will be forwarded to the Par Panel. A recommendation about the appeal will be rendered by two members of the Par Panel, one teacher, one administrator. The two members of the Panel shall issue a written recommendation on the merits of the appeal, to the Superintendent, no later than thirty (30) calendar days from the date of receipt of the appeal. In the event of a split decision, the Superintendent shall make the final decision. The District Superintendent will, within 15 calendar days, issue a written final decision about the appeal. The written decision will be provided to the teacher and to the Lead Evaluator. The Superintendent s decision will be final and an appeal shall be deemed completed upon the Superintendent issuing a final decision. The decision of the District Superintendent shall not be subject to any further appeal to the district. 21 A P P R R e s o u r c e G u i d e

25 APPENDIX Conceptual Definitions This glossary of conceptual definitions is intended to serve as a common reference point for teachers and administrators. Many of the concepts defined below are featured in the NYSUT Rubric and are considered critical elements of New York State s Annual Professional Performance Review (APPR) program. Conceptual definitions central to the APPR process are followed by detailed examples. These examples feature practical applications intended to clarify complex concepts. The information used to write these definitions has been gleaned from EngageNY, the NYSUT Teacher Practice Rubric, and professional journals. Cognitive Engagement Cognitive engagement is a form of instruction that challenges students to draw upon basic skills to engage in higher level thinking. Classroom instruction that is cognitively engaging has a clear purpose and often involves multiple skills within a single lesson (e.g., reading, writing, collaboration, interpretation, analysis, and evaluation) and requires students to interact with the curriculum in a deep and thoughtful manner. Students who are cognitively engaged can be observed working collaboratively with other students actively responding to authentic tasks that require creativity, flexible thinking, and unique responses. Fostering cognitive engagement requires teachers take a support stance rather than a teacher-directed stance. A support stance involves modeling, coaching, observing, providing feedback, and creating instructional activities that require a high level of student interaction. Examples of Cognitive Engagement Fifth grade math students are collaborating to solve a problem. After the problem is solved, groups compare solutions and write a protocol describing how they solved the problem. Ninth grade social studies students are examining sketches of Leonardo DaVinci s inventions and discoveries. As they examine these sketches, they describe the drawings, identify their purpose, and describe the impact they had on the world. Eleventh grade ELA students are reading a passage of Elie Wiesel s Night. As they read the passage, they identify key words that describe the setting. Once students identify 10 key words, they write a paragraph describing the setting and illustrate it on a white board. Constructivism Constructivism is the theory that students build knowledge and understanding through purposeful activity. Constructivists believe that meaningful learning takes place when students are provided opportunities to apply prior knowledge to the learning process and transfer this learning to the real world. Constructivism holds that hands-on / minds-on experiences increase students capacity and desire to learn new information and develop a more complex understanding of the world. Examples of Constructivism After teaching the formula for perimeter, third grade math students are challenged to find the perimeter of their classroom. Groups of students are provided a ruler, determine the best method to measure the perimeter of the classroom, and draw a model of the classroom featuring the correct dimensions. After conducting research and performing simple experiments, physics students design a website describing and illustrating Newton s Three Laws of Motion. 11 th Grade ELA students read the Catcher in the Rye. Students work collaboratively to identify a theme, collect evidence pertaining to the theme, and make a PowerPoint presentation describing their findings. 22 A P P R R e s o u r c e G u i d e