New York State s Teacher and Principal Evaluation System

Transcription

1 New York State s Teacher and Principal Evaluation System NYSED APPR TRAINING: TASK 6 Additional Requirements (Teachers)

2 Module Objectives Understand the Additional Requirements portion of the APPR process which involve administrative processes ancillary to APPR. Learn how to complete Task 6 of an APPR Plan, which covers additional requirements for teachers. Task 6 General Overview A. Additional Requirements Summary B. Assurances C. Teacher Improvement Plans (TIPs) D. The Appeals Process E. Training and Certification 2

3 A. Additional Requirements Summary Task 6 covers the following additional requirements for teachers: Teacher Improvement Plans Task 6.2 Appeals Process Task 6.3 Training and Certification of Lead Evaluators Task 6.4 Each of these requirements will be discussed in-depth in this module. 3

4 Module Overview Task 6 General Overview A. Additional Requirements Summary B. Assurances C. Teacher Improvement Plans (TIPs) D. The Appeals Process E. Training and Certification 4

5 B. Assurances Be sure to always read, understand, and check all assurances in Task 6. All assurances in Task 6 are mandatory. Check all assurances before proceeding. 5

6 Module Overview Task 6 General Overview A. Additional Requirements Summary B. Assurances C. Teacher Improvement Plans (TIPs) D. The Appeals Process E. Training and Certification 6

7 C. Teacher Improvement Plans Task 6.2 TIP requirements: TIP forms should include spaces for the following information: 1. Identification of areas in need of improvement 2. Timeline for achieving improvement 3. Manner in which improvement will be assessed 4. Differentiated activities to support a teacher s improvement in those areas Reminder Teachers receiving an Ineffective or Developing rating MUST receive and implement a Teacher Improvement Plan no later than 10 school days from the opening of classes in the school year following the performance year. See APPR Guidance C17 Reminder Be sure to upload a Teacher Improvement Plan FORM rather than a description of the TIP process. For Additional Resources on TIPs: See APPR Guidance C18 and C22 guidance.pdf 7

8 C. Teacher Improvement Plans Sample TIP Form: TEACHER IMPROVEMENT PLAN Areas in need of improvement Teacher: Area(s) of Concern: Differentiated activities Goal(s): Action Steps To Be Taken: Members of the Support Team: Timeline Timeline: Monitoring Steps: Manner of assessing improvement Assessment Criteria and Evaluation: Teacher Signature Date Administrator Signature Date Association Representative Signature Date 8

9 Questions to Consider Before Moving Forward 1. If a Teacher Improvement Plan Form is uploaded in Task 6.2, must the district plan also include a description of the teacher improvement process? Answer : No, the district must upload a TIP form. No additional description is required. 2. For whom must a teacher improvement plan (TIP) be developed? Answer : A TIP must be developed for all teachers who receive a final composite rating of developing or ineffective. 3. By when must a TIP be implemented? Answer : A TIP must be implemented within 10 school days from the opening of classes in the school year following the performance year. 9

10 Module Overview Task 6 General Overview A. Additional Requirements Summary B. Assurances C. Teacher Improvement Plans (TIPs) D. The Appeals Process E. Training and Certification 10

11 D. The Appeals Process Elements of an Appeals Process (Task 6.3): 1. Who may file an appeal 2. Grounds for appeal 3. Steps that are timely and expeditious 4. Termination and granting/denying tenure 5. When a teacher may appeal Reminder Appeals processes and their specifics must be locally established pursuant to negotiations conducted under Article 14 of the Civil Service Law. A district may choose to establish different processes for tenured and probationary teachers. For Additional Resources: See APPR Guidance Section L:

12 D. The Appeals Process 1. Who may file an appeal This decision must be locally established pursuant to negotiations conducted under Article 14 of the Civil Service Law. EXAMPLES: All tenured and probationary teachers receiving ratings of developing or ineffective. Tenured teachers receiving a rating of developing or ineffective and probationary teachers receiving a rating of ineffective. Only tenured teachers receiving a rating of ineffective. 12

13 D. The Appeals Process 2. Grounds for Appeal Commissioner s Regulations (a) "Pursuant to section 3012-c of the Education Law, a teacher or principal may only challenge the following in an appeal:" 1. The substance of the annual professional performance review; 2. The school district s or BOCES adherence to the standards and methodologies required for such reviews; and/or 3. The adherence to the regulations of the Commissioner and compliance with any applicable locally negotiated procedures, as well as the school district s or BOCES issuance and/or implementation of the terms of the teacher or principal improvement plan. 13

14 D. The Appeals Process 3. Steps that are timely and expeditious Commissioner s Regulations (b) Appeal procedures shall provide for the timely and expeditious resolution of any appeal under Education Law 3012-c Hint The district may ensure timeliness by: Option 1 - providing timeframes for each individual step of the appeals process; or Option 2 - by providing a time period in which the entire appeals process will be completed. 14

15 D. The Appeals Process Examples of appeals processes that ARE timely and expeditious: Option 1 - Timeframes for each individual step An appeal must be commenced within 10 school days of a teacher receiving his/her final APPR rating. Within 10 school days of filing their appeal with the superintendent, the superintendent shall meet with the teacher to discuss the merits of his/her appeal. Within 10 school days of the meeting with the superintendent, the superintendent shall render a final decision to sustain or deny the teacher s appeal. The timeframes herein may be extended by mutual agreement, provided that such extensions are consistent with the timely and expeditious requirement of Education Law 3012-c. Option 2 Timeframe for entire process Within 10 school days of a teacher s receipt of a final APPR composite score, the teacher may request an appeal in writing to the superintendent. The superintendent shall review the record, conference with the teacher and lead evaluator and render a final decision. The entire appeals process shall take no more than 60 days from the superintendent s receipt of the teacher s appeal. 15

16 D. The Appeals Process 4. Termination or Granting/Denying Tenure Commissioner s Regulations (c) Nothing in this section shall be construed to alter or diminish the authority of the governing body of a school district or BOCES to grant or deny tenure to or terminate probationary teachers or probationary building principals during the pendency of an appeal pursuant to this section for statutorily and constitutionally permissible reasons other than the teacher s or principal s performance that is the subject of the appeal. Hint: If your district/boces wishes to include language in your locallynegotiated appeals process concerning tenure or termination decisions, use the regulatory language quoted above. 16

17 D. The Appeals Process 5. When a teacher may appeal Commissioner s Regulations (d) Nothing in this Subpart shall be construed to authorize a teacher or principal to trigger the appeal process prior to receipt of their composite effectiveness score and rating from the district or BOCES. See APPR Guidance C16 Hint: Appeals of draft evaluations or individual subcomponents, prior to receipt of the final composite score rating, are NOT allowed. 17

18 D. The Appeals Process Who may appeal Grounds for appeal Timely and expeditious Employment/Tenure When teacher may appeal 18

19 Questions to Consider Before Moving Forward 1. When can an appeals process begin? Answer : An appeals process can begin only after a teacher s receipt of their final composite APPR score. 2. May an appeals process be different for a tenured teacher than for a probationary teacher? Answer : Yes, provided each of the appeals processes meets all requirements. 3. May a probationary teacher be denied tenure if an appeal is pending? Answer : Yes, but only for statutorily and constitutionally permissible reasons other than the teacher s performance that is subject to the appeal. 19

20 Module Overview Task 6 General Overview A. Additional Requirements Summary B. Assurances C. Teacher Improvement Plans (TIPs) D. The Appeals Process E. Training and Certification 20

21 E. Training and Certification Elements of Training and Certification of Evaluators: In your APPR plan, your district must include details on: 1. Initial certification and re-certification of evaluators 2. Duration of training 3. Nature of training 4. A process for ensuring inter-rater reliability For additional information on evaluators: See APPR Guidance J1- J2: NOTE: If your evaluators will be attending training at your local BOCES, it is best practice to consult them for the duration and nature of the training being offered. 21

22 E. Training and Certification 1. Process for certification and re-certification Describe the locally determined process of how lead evaluators will be certified and re-certified by the district. Note: Lead evaluators who are certified school administrators or superintendents may conduct observations prior to completing the evaluator certification training. However, they must be certified prior to the completion of the evaluation. See APPR Guidance J2, J7: Sample Certification Language: The evidence from all the training will be presented to the board of education who will certify that each administrator is qualified to be the lead evaluator for the teachers' evaluations. The Board will re-certify the lead evaluators each school year after reviewing the on-going training the lead evaluator has received. 22

23 E. Training and Certification 2. Duration of Training Indicate the amount of time (number of hours, days, or weeks) required for evaluator training. Note: This number should represent the threshold number of hours/days/weeks required to complete the certification process. See APPR Guidance J2: Sample Duration Language: The assistant superintendent attended 8 days of SED training during the school year centering on teacher evaluation. The district and the assistant superintendent provided professional development for 10 days on teacher evaluation for all evaluators through day-long and half-day workshops as well as during the course of monthly administrative meetings. 23

24 E. Training and Certification 3. Nature of Training Describe the nature (content) of the training for lead evaluators. Sample Nature of Training Language: Through these trainings, the district has dedicated training time with administrators to ensure a working knowledge of the New York State Standards; the State Reporting System; the development of local assessments; and the use of growth models. A main area of emphasis in the training provided has been evidence based observations. The district will continue to require lead evaluators to attend district sponsored and BOCES trainings to target the following areas that are required for certification as a lead evaluator: the New York State Teaching Standards; growth models for student achievement; evidence based observations that are aligned with the Danielson 2007 rubric; artifacts of teacher practices such as lesson plans; use of state-approved third party assessments, BOCES and district developed assessments; use of the state-wide instructional reporting system; the generation of scores for each subcomponent of the composite effectiveness score; and the evaluation of teachers with English language learners and students with disabilities. 24

25 E. Training and Certification 4. Process for Ensuring Inter-rater Reliability Describe the process for ensuring that lead evaluators maintain inter-rater reliability over time. Examples of processes designed to maintain inter-rater reliability: Data analysis to detect disparities on the part of one or more evaluators. Periodic comparisons of a lead evaluator s assessment with another evaluator s assessment of the same classroom teacher or building principal. Annual calibration sessions. Sample Inter-Rater Reliability Language: In order to ensure and enhance inter-rater reliability, the district is conducting professional development for all evaluators through which the Danielson 2007 rubric is analyzed and applied to teacher scenarios. Each principal and administrator watches a video showing a classroom lesson and gathers evidence. At the conclusion of the video, the evidence is evaluated using the rubric. The principals and the administrators compare the evidence each gathered and their evaluation using the rubric. The discussion focuses on similarities and differences to teach everyone to gather appropriate evidence and apply the rubric accurately and consistently. 25

26 Questions to Consider Before Moving Forward 1. Are there a required number of hours for training of lead evaluators and evaluators? Answer : No, but the district must describe the duration of any training completed for both evaluators and lead evaluators. See APPR Guidance J2. 2. What are the four required elements for the Training and Certification of Evaluators (Task 6.4)? Answer : The process for certification and recertification, the nature of training, the duration of training, and the process for ensuring inter-rater reliability. See APPR Guidance J2. 3. Who is responsible for the certification of lead evaluators? Answer : The district/boces must locally determine who will be responsible for certifying lead evaluators. See APPR Guidance J2. 4. Must an individual be certified as a lead evaluator to complete an annual professional performance review? Answer : Lead evaluators who are certified school administrators or superintendents may conduct observations prior to completing the evaluator certification training. However, they must be certified prior to the completion of the evaluation. See APPR Guidance J