Annual Professional Performance Review (APPR) · 1 Annual Professional Performance Review (APPR) Mexico Academy and Central Schools July 1, 2012 – June 30, 2013 Introduction On May

1

Annual Professional Performance Review (APPR)

Mexico Academy and Central Schools

July 1, 2012 – June 30, 2013

Introduction

On May 28, 2010, the Governor signed Chapter 103 of the Laws of 2010, which added a new section

3010-c to the Education law, establishing a comprehensive evaluation system for specified teachers and

school principals.

By September 1, 2011, the governing body of each school district and BOCES shall adopt a plan which

may be an annual or multi-year plan, for the annual professional performance review of its teachers

providing instructional services or pupil personnel services.

The superintendent and assistant superintendent, in collaboration with joint committees of professional

staff members and administrators, developed this annual professional performance review plan. The

members of the various sub committees included representatives from elementary, middle, and high

schools focusing on each of the various components of the APPR plan. Once approved by the Board of

Education of the school district, this plan will be filed in the district office and posted on the district web

site no later than September 10th of each school year. If the work of the plan needs to continue after

September 10th, revisions to the plan will be posted as approved by the Board of Education.

This evaluation system specifically applies to classroom teachers as indicated in Chapter 103 of the Laws

of 2010 section 3010-c of Education Law. The following groups of teachers and pupil personnel service

providers are specifically excluded from this plan: pre-kindergarten teachers, school psychologists,

school counselors, speech teachers, substitutes (including long term substitutes less than 100 days) and

teaching assistants. During the 2011-12 school year, a committee will be formulated to review the

annual professional performance reviews of individuals not covered by Chapter 103 of the Laws of 2010,

section 3010-c of Education Law.

Background

The district would like to acknowledge the work of those individuals who actively contributed to the

development of this plan from July 2011-August 2012.

Local Assessment Sub-Group: Laura Larkin, Angela LaBoda, Karen Metcalf, Kathy Fisher, Melissa

Stoutenberg, Brandy Henning, Patty Brooks, Maggie Pryor, Carol Livingston, Sis Petrocci, Kevin Upcraft,

Cindy Sprole, Hope Pelton, Melanie Chapman, Kim Rice, Diane Bush, Corey Davis, Ben Ariola, Joe

Deckman, Joyce Hould.

Student Learning Objectives Sub-Group: Traci Stanard, Bonnie Krisak, Jen Winans, Jenn Brown, Andrea

Backus, Denise Perkins, Jackie Havener, Lynn Sheldon, Julie Raner, Maryellen Myers, Adam Metcalf, Kim

2

Julian, Chuck Patterson, John Aitken, Lynn Snyder, Jeanne Baldwin, Marla Berlin, Hope Greco, Denise

Bauer, Laura Belfield, Sue Smith, Tom Czarnecki, Dan Caughey.

Rubric Sub-Group: Dianne Barnes, Wendy Willsey, Kenda Simmons, Pam Kuczawa, Lynn Rathbun, Laurie

Byron, Karen Griffin, Lorien Beaulieu, Amy Jones, Kasey Dolson, Cathy Shawcross, Shannon Hogan, Sarah

Oleyourryk, Tara Snyder, Martin Charles, Dave Maidens.

Teacher Evaluation

New York State Teaching Standards

The professional performance review plan for teachers is based upon the New York State Teaching

Standards. These, therefore, are the criteria that will be used to evaluate teachers:

• 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.

• 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.

• Instructional Practice: Teachers implement instruction that engages and challenges all students

to meet or exceed learning standards.

• Learning Environment: Teachers work with all students to create a dynamic learning

environment that supports achievement and growth.

• Assessment for Student Learning: Teachers use multiple measures to assess and document

student growth, evaluate instructional effectiveness, and modify instruction. This includes assessment

techniques based on appropriate learning standards designed to measure student progress in learning

and that he or she successfully utilizes analysis of available student performance data (for example :

State test results, student work, school developed assessments, teacher developed assessments , etc.)

and other relevant information (for example: documented health or nutrition needs, or other student

characteristics affecting learning) when providing instruction.

• Professional Responsibilities and Collaboration: Teachers demonstrate professional

responsibility and engage relevant stakeholders to maximize student growth, development, and

learning. This includes the development of effective collaborative relationships with students, parents,

or caregivers, as needed, and appropriate support personnel to meet the learning needs of students;

and

• Professional Growth: Teachers set informed goals to strive for continuous professional growth.

3

Teacher Effectiveness

Annual professional performance reviews shall differentiate teacher effectiveness using a composite

effectiveness score. Based on such a composite effectiveness score a classroom teacher shall be rated

as Highly Effective, Effective, Developing or Ineffective.

Student Growth Measures

20% of teacher overall effective score is based on student growth on State assessments or other

comparable measures of student growth (increased to 25% upon implementation of a value-added

growth model).

Student growth means the change in student achievement for an individual student between two or

more points in time. Student growth percentile score shall mean the result of a statistical model that

calculates each student’s change in achievement between two or more points in time on a State

assessment or other comparable measure and compares each student’s performance to that of similarly

achieving students. Value-added growth score shall mean the result of a statistical model that

incorporates a student’s academic history and may use other student demographics and characteristics,

school characteristics and/or teacher characteristics to isolate statistically the effect on student growth

from those characteristics that are generally not in the teacher’s control.

Data for performance on State assessments that are provided by the State Education Department will

provide the number of points (out of the possible 20 or 25) toward the composite score a teacher will be

awarded for the student growth portion. The State will assign a score of 0-20 points for this sub-

component, which will contribute to the teacher’s composite effectiveness score using the standards

and scoring ranges for this component as prescribed by Commissioner’s regulation. All assessments

shall be secure and administered in keeping with the District’s Assessment Procedures and Manual. The

district will utilize the state provided growth or value added score when one is provided by the state. For

all other teachers who are not provided with a state provided growth score, the following general rules

will be applied:

4

Group of Teachers Student Learning Objective

Teachers who instruct a

course which ends in a state

exam or Regents exam (ex:

Grade 3, High School

Chemistry)

Teachers will create a student learning objective (SLO) considering

baseline historical data (ex: results of reading assessment, prior student

performance on state assessments, etc.) for student performance targets

on state assessments.

Sample SLO: The average scaled score for student performance on the

grade 3 NYS ELA exams will be 660 or higher.

All grades K-8 classroom

teachers who are not

provided a state growth

score

The district will create an SLO, in collaboration with the SLO sub-group,

based on a three year average of student performance on state exams.

Based on this three year average, a target for growth will be established.

This target for growth will help all stakeholders work towards achieving

performance targets listed in the Comprehensive District Education Plan

(CDEP) and District Race to the Top Application.

All high school classroom

teachers who are not

provided a state growth

score.

The district will create an SLO, in collaboration with the SLO sub-group, to

analyze a school-wide goal of assisting students with successful

completion of required Regents exams for graduation.

Grade 7 Science and Grades

7-8 Social Studies Teachers

MACS teachers contributed to the development of a BOCES regional

assessment. Teachers for these particular subjects will create SLOs

utilizing results from the BOCES regional assessments.

Locally Selected Measures of Student Achievement

20% of the composite effectiveness score is based on locally selected measures of student achievement

that are determined to be rigorous and comparable across classrooms as defined by the Commissioner

(decreased to 15% upon implementation of value –added growth model). For the purposes of this

section the following process will be used to determine locally selected measures of student

achievement:

All teachers in grades kindergarten through grade 12 shall receive a score from 0-20 based upon the

calculation of a sub-component score utilizing a percentage of overall student achievement based upon

K-12 district student performance on NYS Assessments for ELA and Mathematics.

For teachers in grades K-12, the locally selected measure of student achievement will be calculated by

adding the performance index score listed on the 2012-13 district accountability section of the district

report card for both ELA and math. This score will then be multiplied by the maximum 20 points for the

local measure divided by the 800 possible points for the performance indices for ELA and Math. A

sample is shown below based on the 2010-11 school report card:

5

2010-11 District K-8 Performance Index in ELA 132 (out of possible 200)

2010-11 District K-8 Performance Index in Math 152 (out of possible 200)

2010-11 District 9-12 Performance Index in ELA 181 (out of possible 200)

2010-11 District 9-12 Performance Index in Math 185 (out of possible 200)

Total of ELA and Math P.I. 650 (out of possible 800)

650 * 20/800 = 16.25 HEDI points

Multiple Measures of Effectiveness

The remaining 60% (or 60 out of the total 100 point composite) of the composite effectiveness score is

based on other measures of teacher effectiveness consistent with standards prescribed by the

Commissioner’s Regulations and the Teaching Standards. The District and the teacher’s association have

agreed that the New York State United Teachers’ (NYSUT) Rubric will be utilized by the District to collect

evidence and score this section of the teacher’s evaluation.

Trained evaluators will conduct one informal (walk-through), unannounced classroom observation for

tenured teachers. This informal observation will not be scored but will be used to provide teachers with

collected evidence focusing on teaching standards II, III, IV, and V. Teachers will be provided with

commendations and/or recommendations for improvement. Collected evidence from walk-through

forms will be shared with teachers within two school days of walk-through completion. Teachers should

acknowledge receipt of the walk-through evidence within two school days. Tenured teachers or

evaluators have the option of scheduling a post-conference to gain additional insight about collected

evidence. Non-tenured teachers will receive two walk-through observations with post-conferences

along with one formal observation.

Formal observations will follow walk-through evaluations. If a recommendation is made in the walk-

through observation, there must be a minimum window of ten school days between the electronically

signed walk-through and the scheduling of the formal observation. In the event that there are no

recommendations noted in the walk-through evaluation and upon mutual agreement between the

evaluator and the teacher, formal observations may follow immediately after the receipt of the

electronically signed walk-through evaluation.

In regards to the time frame for walk-through observations, it is understood that walk-through

observations may commence no sooner than September 15th of each school year and should be

completed by April 30th of each school year. For formal observation, it is understood that formal

observations may begin no sooner than October 1st of each school year. It is suggested that formal

observations be completed prior to May 15th of each school year. Summative conferences (reviews of

standards VI and VII along with any remaining evidence for performance indicators not previously

6

evaluated) should be completed prior to the June 25th. Final composite scores should be shared with

teaching staff prior to September 15th of the subsequent school year.

For both tenured and non-tenured teachers, formal observations will consist of a scheduled pre-

conference meeting focusing on teaching standards I and II. Trained evaluators will use recommended

questions from New York State United Teachers (NYSUT) Teacher Evaluation and Development System

(TED) workbook to complete the pre-observation evidence collection form. During the pre-conference,

the evaluator and teacher will schedule a planned formal observation time. A formal observation will be

conducted focusing on all applicable teaching standards and emphasized elements and performance

indicators from the NYSUT rubric. Formal observations should be scheduled so that the entire lesson is

observed. The district and association have mutually agreed upon emphasizing fifty-six of the ninety-six

performance indicators that directly relate to district goals. A post-conference will be conducted within

five school days of the observed lesson. At the post-conference, the evaluator will share collected

evidence and ask the teacher to reflect on evidence of student learning. Evidence from the professional

conversation in the post conference will be combined with collected evidence from the pre-conference

and the formal observation. Evidence will be reflected in each of the appropriate standard areas on the

pre-conference, observation, and post-conference forms. Results will be shared with teachers within

five school days of the scheduled post conference. Following the receipt of results from the scheduled

post conference, teachers will have an average rubric score for teaching standards I, II, III, IV, and V.

The summative evaluation conference may be scheduled in conjunction with the post-conference upon

mutual agreement between the evaluator and the teacher. The summative evaluation conference will

allow evaluators to collect evidence of professional growth relating to any remaining performance

indicators not previously assessed. Teachers may share collected evidence in the form of student

artifacts, teaching portfolios, etc. which evaluators may consider. In the event that a teacher received a

score of developing or ineffective on a particular indicator, teachers may share evidence such as student

artifacts, lesson plans, or other evidence for evaluators to consider changing a score. Previous scores

from the pre-conference, observation, or post-conference would be averaged with any new scores

generated from subsequent evidence shared at the summative conference.

Following the summative evaluation, teachers will receive an average rubric score for each of the seven

teaching standards. The score for each of the seven teaching standards will be generated by adding the

average score for each of the emphasized performance indicators and elements within each standard

and dividing the score by the total number of performance indicators assessed. See the following

sample as an illustration for how standard I could be scored:

7

1 Teaching Standard I: Knowledge of Students and Student Learning Score

1.1b Creates developmentally appropriate lessons 3 (out of possible 4)

1.2a Uses strategies to support learning and language acquisition 4 (out of possible 4)

1.4a Communicates with parents, guardians, and/or caregivers 3 (out of possible 4)

1.6a Understands technological literacy 1 (out of possible 4)

A Total of all indicators 11 (out of possible 16)

B Divide A by number of assessed indicators in standard I 4

C Total standard score 2.75

Total standard scores from each of the seven teaching standards will be averaged together. A sample is

included below:

Teaching Standards Scores

Standard I: Knowledge of Students and Student Learning 2.75

Standard II: Knowledge of Content and Instructional Planning 3

Standard III: Instructional Practice 3.6

Standard IV: Learning Environment 3

Standard V: Assessment for Student Learning 2.25

Standard VI: Professional Responsibilities and Collaboration 3.2

Standard VII: Professional Growth 1.75

Subtotal 19.55

Divide by 7 2.79

Total score of professional practice: 57.4 points

The total score of professional practice (total possible points = 60) will be generated using the

conversion chart referenced in Appendix A. Scores will not be rounded. Teachers must attain the

minimum score listed in the chart.

8

The district and the association have agreed to the following total average rubric scores for the HEDI

bands:

Level Description Overall rubric

average score

60 point

distribution

Ineffective Overall performance and results do not meet

standards

1-1.4 0-49

Developing Overall performance and results need

improvement in order to meet standards.

1.5-2.4 50-56

Effective Overall performance and results meet standards 2.5-3.4 57-58

Highly

Effective

Overall performance and results exceed

standards

3.5-4 59-60

Both the district and members of the teacher’s association will work together to make sure that

formal observations are scheduled at times that are mutually agreeable. It is understood that

observations will be conducted on all teachers applicable to the new APPR regulations.

Final Composite Score

Once the student growth, local measures and other 60 points (Multiple Measures) have been

determined, the sum of these three component ratings will comprise the teacher’s total composite

score of effectiveness.

Overall Teacher Rating Total Composite Score

Ineffective 0-64

Developing 65-74

Effective 75-90

Highly Effective 91-100

Evaluator Training

The Superintendent of schools will ensure that all evaluators have been trained and certified in

accordance with the Commissioner’s Regulations. The District will utilize BOCES Network Training or the

services of consultants and vendors for lead evaluator training and certification in accordance with

applicable Education law and Commissioner’s Regulations.

9

The Superintendent of Schools will ensure that lead evaluators participate in annual training and are re-

certified annually. Any individual who fails to achieve required training, certification or re-certification

will not serve as an evaluator until such training and annual certification successfully occurs.

Data Linkage

Each classroom teacher shall be responsible to complete student roster verifications of the students

assigned to their classes and courses upon the dates requested by the District. The district will provide

staff members with training and written procedures for completing the student roster verifications.

Data Reporting to State Education Department

The District shall provide or make accessible to the State Education Department all required student

course/class enrollment, attendance, grades, assessment and demographic data; and all teacher course

assignments , student learning objectives, student roster information for the purposes of the annual

performance review and applicable Education Laws and Commissioner’s Regulations.

The District shall report to SED all teacher sub-component evaluation and the composite effectiveness

score as required by Education Law and Commissioner’s Regulations.

District Assessment Manual

The District shall develop and implement assessment development, storage, administration, scoring

procedures and processes as required by Education law and Commissioner’s Regulations. Such

procedures and processes shall be organized and maintained in a District Assessment manual.

Improvement Plan

It is understood between the district and the association that a teacher improvement plan may be

instituted at any point following the formal observation to assist teachers who demonstrate a need for

improvement. Evaluators should inform teachers at the post conference if there is a need to develop a

Teacher Improvement Plan (TIP). Teacher improvement plans are meant to be used as tools to assist

educators in regards to professional growth. TIPs should not be viewed as a disciplinary consequence

and are not subject to the grievance clauses in the contractual agreement. A procedural error in regards

to the development of a TIP shall constitute grounds for the teacher to appeal the implementation of

TIP using the stated appeals process for this APPR plan.

A teacher who receives a composite rating score of developing or ineffective must work under a Teacher

Improvement Plan (TIP). A teacher who is identified as requiring a teacher improvement plan shall be

notified within the first ten school days of the subsequent school year. Should a teacher appeal his or

her composite rating, a TIP shall be developed and implemented while the appeal is in process. A sample

TIP is attached to this APPR plan.

The building principal shall request that the teacher identify one officer from the teacher’s association

along with one additional colleague to serve on the TIP team. The district shall appoint one

10

administrator to join the TIP team and assist in developing the improvement plan. Teachers working

under a TIP at the start of the school year will be given time to make necessary adjustments to their

professional practices. Therefore, formal observations for teachers working under a TIP shall occur after

January 1st. It is understood that walk-through observations should be utilized as one of the primary

feedback mechanisms for TIPs. Teachers working under teacher improvement plans will receive

additional observations.

Appeal Process

In accordance with New York State Education Law §3012-c and Commissioner’s Regulations §30-12.11

the following procedure is the exclusive means to initiate, review and resolve any and all appeals related

to a teacher’s composite score. No other means shall be used to appeal a teacher’s composite score. It

is understood by both the district and the association that only tenured teachers may initiate an appeal

for an overall composite score rating of ineffective or developing. Additionally, only probationary

teachers who have successfully completed a teacher improvement plan will have the right to initiate

appeals in regards to their composite score.

1. An appeal by a teacher may challenge the following:

• The substance of the evaluation.

• Adherence to standards and methodologies required in the review.

• Adherence to regulations.

• Compliance to negotiated procedures.

• The District’s issuance and implementation of the terms of the Teacher Improvement Plan (TIP).

(The TIP will be mutually developed and implemented.)

2. A teacher who is in disagreement with their overall composite score rating may request a

meeting with the evaluator to review the decision by September 15th. The meeting must occur by

September 30th. The member may request that a representative from MACSFA be present at the

meeting. If there is no agreed upon resolution to the disagreement, then the formal appeals process

will be initiated by the member.

3. The written appeal must be submitted to the Superintendent by October 10th.

4. All grounds for appealing a composite score must be raised within the same appeal and any

grounds not raised at the time the appeal is filed shall be waived.

5. An appeal panel shall be appointed collaboratively between the association and the district. The

president of the association shall appoint a minimum of one teacher for the appeal panel and the

Superintendent shall appoint one administrator not involved in the evaluation of the teacher to serve on

the panel. By mutual agreement between the association and the district, the membership of this panel

may be extended to include two additional members with one additional member being appointed by

11

the president of the teacher’s association and one additional administrator, not involved in the

evaluation of the teacher, being appointed by the Superintendent.

6. The teacher bears the responsibility of proving, by evidence, to the panel the merits of their

appeal. A written detailed description of the specific point(s) of disagreement over the composite score,

along with any and all additional documents that are relevant to the resolution of the appeal should be

included with the written appeal.

7. The appeal panel shall make a recommendation to the Superintendent in regards to the action,

if any, that should be taken. The appeal can recommend to the Superintendent to rescind, modify,

affirm the rating, or order a new evaluation.

8. The final decision of an appeal will be made by the Superintendent. The Superintendent shall

have the authority to rescind, modify, or affirm the rating. A new observation/evaluation may be

ordered. The decisions of the Superintendent shall be final and binding.

9. The Superintendent will render a decision by November 1st.

Signatures

________________________________ ___________________________________

David von Holtz Robert R. Pritchard Ed.D

MACSFA President Superintendent of Schools

_______________________________

Karlene Krzyiewski

MACSFA Vice-President

12

Total Average Rubric Score

Conversion Score for Composite

Ineffective 0 - 49

1.000 0

1.008 1

1.017 2

1.025 3

1.033 4

1.042 5

1.050 6

1.058 7

1.067 8

1.075 9

1.083 10

1.092 11

1.100 12

1.108 13

1.115 14

1.123 15

1.131 16

1.138 17

1.146 18

1.154 19

1.162 20

1.169 21

1.177 22

1.185 23

1.192 24

Ineffective 0 – 49 cont’d

1.200 25

1.208 26

1.217 27

1.225 28

1.233 29

1.242 30

1.250 31

1.258 32

1.267 33

1.275 34

1.283 35

1.292 36

1.300 37

1.308 38

1.317 39

1.325 40

1.333 41

1.342 42

1.350 43

1.358 44

1.367 45

1.375 46

1.383 47

1.392 48

1.400 49

Total Average Rubric Score

Conversion Score for Composite

Developing 50-56

1.5 50

1.6 50.7

1.7 51.4

1.8 52.1

1.9 52.8

2 53.5

2.1 54.2

2.2 54.9

2.3 55.6

2.4 56.3

Effective 57-58

2.5 57

2.6 57.2

2.7 57.4

2.8 57.6

2.9 57.8

3 58

3.1 58.2

3.2 58.4

3.3 58.6

3.4 58.8

Highly Effective 59-60

3.5 59

3.6 59.3

3.7 59.5

3.8 59.8

3.9 60

4 60.25 (round to 60)

Appendix A

13

Mexico Academy and Central School District

Teacher Improvement Plan

Teacher______________________ School year plan is based on__________ Assignment was____________________

Assignment, ensuing school year

(school/grade/subjects)_____________________________________________________

Date of related APPR (attach copy)_____________________ Date of TIP conference__________________________

I. List area(s) to be improved, citing from teacher’s evaluation and correlating with District APPR criteria:

II. Specific objectives for improvement:

III. Plan for self-improvement (activities and timeline):

IV. Administrator’s plan to assist educator to improve performance (activities and timeline):

V. Criteria for measurement of progress:

VI. Date outcome of plan is to be evaluated:

NOTES that provide additional depth and definition to this TIP:

Teacher’s Signature: _______________________________________ Date: __________

Administrator’s Signature: __________________________________ Date: __________

School: _________________________________________________

MACS Instructional Walk-Through Form for 2012-13

Teacher: Date: Class: Observer: Time: to

Part of Lesson Observed: Within 1st

third of class Within 2nd

third of class Within last third of class

X – If Observed

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.

2.2 b -Incorporates individual and collaborative critical thinking and problem solving

NYSED Indicator: Opportunities for students to engage in individual and collaborative critical thinking and problem solving. Teachers model and encourage

effective use of interpersonal communication skills to build student capacity for collaboration.

2.2c - Incorporates disciplinary and cross-disciplinary learning experiences

NYSED Indicator: Opportunities for students to apply disciplinary and cross- disciplinary knowledge to personal experiences and real world problems.

2.4b. Articulates learning objectives/goals with learning standards

NYSED Indicator: Articulate clear learning objectives that align with learning standards.

Notes:

Standard III: Instructional Practice

Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards.

3.1c - Engages Students

NYSED Indicator: Students are actively and cognitively engaged through teacher facilitation of student-to-student and student-to-teacher interactions.

3.2a - Provides directions and procedures

NYSED Indicator: Students understand directions and procedures.

3.2b - Uses questioning techniques

NYSED Indicator: Use a variety of questioning techniques to advance student learning and reflection.

3.2c - Responds to students

NYSED Indicator: Adjust communication in response to student needs.

3.2d - Communicates content

NYSED Indicator: Students understand lesson content through teachers’ use of oral, written and graphic methods.

3.3b - Articulates measures of success

NYSED Indicator: Students have a clear understanding of measures of success.

3.4a - Differentiates instruction

NYSED Indicator: Individualize interactions and differentiate instruction.

3.4b - Implements strategies for mastery of learning outcomes

NYSED Indicator: Incorporate instructional approaches and technologies to provide

students with opportunities to demonstrate mastery of learning outcomes.

3.6a - Uses formative assessment

NYSED Indicator: Utilize various types of formative assessment during instruction to monitor and check for student understanding and assess progress.

3.6b - Provides feedback during and after instruction

NYSED Indicator: Seek and provide feedback during and after instruction.

3.6c - Adjusts pacing

NYSED Indicator: Adjust the pace of instruction, focus of instruction, and method of delivery based on student progress.

Notes:

Standard IV – Learning Environment

Teachers work with all students to create a dynamic learning environment that supports achievement and growth.

4.1a - Interacts with students

NYSED Indicator: Caring and respectful in interactions with students.

4.1c - Reinforces positive interactions among students

NYSED Indicator: Create a climate of acceptance and respect. Create an environment where students feel a sense of responsibility to one another.

4.2a – Establishes high expectations for student learning

NYSED Indicator: Encourage students to set high standards and expectations for their own performance. Motivate students to initiate their own learning and strive to achieve challenging learning goals.

4.2b – Promotes student curiosity

NYSED Indicator: Promote students’ curiosity and enthusiasm for learning.

4.3a – Establishes expectations for student behavior

NYSED Indicator: Establish, communicate, and maintain clear standards and expectations for student behavior.

4.3b – Establishes routines, procedures and transitions

NYSED Indicator: Develop, implement, and adapt routines and procedures to manage activities and transitions.

4.4a – Organizes the physical environment

NYSED Indicator: Arrange and adapt the physical environment to accommodate individual and group learning needs. Ensure that all students have equitable access to available resources and technologies.

4.4b – Manages volunteers and/or paraprofessionals

NYSED Indicator: Effectively use the services and skills of available volunteers and paraprofessionals

Notes:

Standard V: Assessment for Student Learning

Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction.

5.1 Implement required assessment accommodations and modifications.

NYSED Indicator: Implements accommodations and modifications

Notes:

Areas of Commendation: Recommendations:

Directions to Observer: Walk-through observations are conducted prior to the formal observation and are not scored. Provide recommendations for continued

professional growth if applicable and necessary at this time. This document will be utilized for the teacher’s summative evaluation. Walk-through observations

should be shared with teachers within 2 school days of the observation. Post-conferences for walk-through observations will be conducted with non-tenured

teachers but are optional for tenured teachers.

Signature of the Observer:______________________________________________ Date: _____________________________

Directions to the Teacher: Please review the information collected from your walk-through observation and sign within 2 school days of receipt. If you have any

questions or concerns, please contact your evaluator. Tenured teachers will receive one unannounced walk-through observation and one formal observation.

Probationary teachers will receive two walk-through observations (followed by post conferences) and one formal observation. Your formal observation will be

conducted no earlier than two weeks following signed receipt of your walk-through observation form if recommendations are made. Otherwise, the two week

period can be waived by mutual agreement between teacher and evaluator.

Signature of the Teacher:______________________________________________ Date: _____________________________

Teacher Comment Section:

MEXICO ACADEMY & CENTRAL SCHOOL DISTRICT TEACHER COMPOSITE EFFECTIVENESS SCORE

2012-2013

Name: Grade Level/Content:

The ‘composite effectiveness score’ is your total summary score for this school year. It will range from 0-100. If your

overall score is:

91-100, you will be rated Highly Effective 75-90, you will be rated Effective

65-74, you will be rated Developing 0-64, you will be rated Ineffective

The composite effectiveness score is based on the sum of three subcomponent scores:

60% - multiple measures of Professional Practice to include walk-throughs, formal classroom observations, conferences, and evidence review (0-60 points)

20% - student growth on Student Growth based on Math and ELA State Assessments or Student Learning Objectives (0-20 points)

20% - locally selected measures of student achievement (0-20 points)

Section 1 – Professional Practice

This score can be found on page 32 of the Professional Practice Form Points Earned /60

Section 2: Student Growth /Student Learning Objectives There are two variations for this section. Please identify which category applies to this teacher and score accordingly:

Teachers of Math/ELA in Grades 4-8: State Provided Growth Score Points Earned ______/ 20

OR OR

All other teachers: Student Learning Objective (SLO) Score Points Earned ______/ 20

Section 3: Locally Selected Measure/s of Student Achievement All teachers in grades kindergarten through grade 12 shall receive a score from 0-20 calculated by adding the performance

index score will be listed on the 2012-13 district accountability section of the district report card for both ELA and math.

This score will then be multiplied by the maximum 20 points for the local measure divided by the 800 possible points for

the performance indices for ELA and Math. All teachers will receive the same score for this section.

Points Earned ______/ 20

Total Points Earned for Sections 1, 2, and 3 ______/ 100

Your Designation

91-100 Highly Effective 75-90 Effective

65-74 Developing 0-64 Ineffective ___________________

Evaluator’s Signature Date I have read the above and understand that it is being placed in my personnel file. Furthermore, I understand that this score will be submitted to the

New York State Education Department, as required by regulation. My signature does not indicate my agreement with its contents. I understand that I

may respond in writing if I choose, and my written response will be attached to this document in my personnel file.

Unit Member’s Signature Date

Mexico Academy and Central School District

OBSERVATION FORM

2012-2013

Name: Date: Time:

Grade/Content: Observer:

This is an optional data gathering form to be used when conducting the formal observation. The information

noted here will provide the basis for relative “Evidence” sections on the Professional Practice Form.

Pre-Observation Notes:

Observation Notes:

Mexico Academy and Central School District Professional Practice Form 2012-2013

Name: Grade Level/Content:

Activity Date Evaluator

Walk-through 1

Walk-through 2 (required for non-tenured)

Pre-conference

Observation

Post-Conference

Summative Conference

Summary of Professional Practice Component of the APPR

A teacher’s Professional Practice will constitute 60 points of the composite effectiveness score. This sub-component is based on multiple measures to include

unannounced walk-through observations, formal classroom observations, pre- and post- conferences, and an evidence review at the summative conference.

Trained evaluators will conduct one informal (walk-through), unannounced classroom observation for tenured teachers. This informal observation will not be scored

but will be used to provide teachers with collected evidence focusing on teaching standards II, III, IV, and V. Teachers will be provided with commendations and/or

recommendations for improvement. Collected evidence from walk-through forms will be shared with teachers within two school days of walk-through completion.

Teachers should acknowledge receipt of the walk-through evidence within two days. Tenured teachers or evaluators have the option of scheduling a post-

conference to gain additional insight about collected evidence. Non-tenured teachers will receive two walk-through observations with post-conferences along with

one formal observation.

Formal observations will follow walk-through evaluations. If a recommendation is made in the walk-through observation, there must be a minimum window of ten

school days between the electronically signed walk-through and the scheduling of the formal observation. In the event that there are no recommendations noted in

the walk-through evaluation and upon mutual agreement between the evaluator and the teacher, formal observations may follow immediately after the receipt of the

electronically signed walk-through evaluation.

For both tenured and non-tenured teachers, formal observations will consist of a scheduled pre-conference meeting focusing on teaching standards I and II. Trained

evaluators will use recommended questions from New York State United Teachers (NYSUT) Teacher Evaluation and Development System (TED) workbook to

complete the pre-observation evidence collection form. During the pre-conference, the evaluator and teacher will schedule a planned formal observation time. A

formal observation will be conducted focusing on all applicable teaching standards and emphasized elements and performance indicators from the NYSUT rubric.

Formal observations should be scheduled so that the entire lesson is observed. The district and association have mutually agreed upon emphasizing fifty-six of the

ninety-six performance indicators that directly relate to district goals. These specific indicators follow. A post-conference will be conducted within five school days of

the observed lesson. At the post-conference, the evaluator will share collected evidence and ask the teacher to reflect on evidence of student learning. Evidence

from the professional conversation in the post conference will be combined with collected evidence from the pre-conference and the formal observation. Evidence

will be reflected in each of the appropriate standard areas on the pre-conference, observation, and post-conference forms. Results will be shared with teachers

within five school days of the scheduled post conference. Following the receipt of results from the scheduled post conference, teachers will have an average rubric

score for teaching standards I, II, III, IV, and V.

Teachers will have an opportunity to provide additional evidence in the form of student artifacts, lesson plans, or other evidence from teacher portfolios in regards to

previously assessed elements and performance indicators from the teaching standards along with the remaining standards VI and VII at the summative evaluation

conference. The summative evaluation conference may be scheduled in conjunction with the post-conference upon mutual agreement between the evaluator and

the teacher. The summative evaluation conference will allow evaluators to collect evidence of professional growth relating to any remaining performance indicators

not previously assessed. Teachers may share collected evidence in the form of student artifacts, teaching portfolios, etc. which evaluators may consider. In the

event that a teacher received a score of developing or ineffective on a particular indicator, teachers may share evidence for evaluators to consider changing a score.

Previous scores from the pre-conference, observation, or post-conference would be averaged with any new scores generated from subsequent evidence shared at

the summative conference.

The following pages reflect those sections of the NYSUT rubric that the district will emphasize this year. This document, along with feedback from your Walk-

through, will contain all information relative to your Professional Practice score.

Standard 1: 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.

Element I.1: Teachers demonstrate knowledge of child and adolescent development, including students’ cognitive, language, social, emotional, and

physical developmental levels.

NYSED Indicators: Describe orally and in writing an understanding of the developmental characteristics of their students; create developmentally appropriate

lessons that address student learning differences and needs; Teachers implement lessons and modify instruction based upon student developmental needs.

Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score

B. Creates

developmentally

appropriate lessons

Teacher does not

create lessons that

are developmentally

appropriate or that

address individual

student learning

needs.

Teacher creates

lesson plans that

are generally

appropriate to the

developmental

needs of students

and meet the

student learning

needs of groups of

students.

Teacher creates

lesson plans that

are appropriate to

the developmental

needs of students

and meet the

student learning

differences and

needs of groups of

students.

Teacher creates lesson

plans that are appropriate

to the developmental

needs of students and

meet the student learning

differences and needs of

each individual student.

Element I.2: Teachers demonstrate current, research-based knowledge of learning and language acquisition theories and processes.

NYSED Indicators: Design lesson plans and adjust instruction to include a variety of strategies that support the learning needs of each student. Design lesson

plans and adjust instruction to include a variety of strategies that support the language acquisition needs of each student. Teachers explain their instructional

decisions citing current research.


A. Uses strategies

to support learning

and language

acquisition

Teacher designs

lessons with few

strategies that support

student learning and

language acquisition

needs. Teacher does

not adjust instruction.

Teacher designs

lessons to include

some instructional

strategies that

support the learning

and language

acquisition needs of

some students.

Teacher is able to

adjust instruction by

implementing one or

two additional

strategies.

Teacher designs

lessons to include

several instructional

strategies that

support the learning

and language

acquisition needs of

most students.

Teacher is able to

adjust instruction by

adapting and/or

adding strategies to

meet the needs of

specific students.

Teacher designs lessons to

include several instructional

strategies that support the

learning and language

acquisition needs of each

student. Teacher is able to

adjust instruction by adapting

and/or adding strategies to

meet the needs of specific

students. Students suggest

specific strategies that help

them achieve the outcomes

of the lesson and teacher

supports the students’

suggestions.


Element I.3: Teachers demonstrate knowledge of and are responsive to diverse learning needs, strengths, interests, and experiences of all students.

NOT ADDRESSED 2012-2013

Element I.4: Teachers acquire knowledge of individual students from students, families, guardians, and/or caregivers to enhance student learning.

NYSED Indicators: Communicate directly with each student’s parents, guardians, and/or caregivers. Use a variety of techniques to accommodate the

communication needs of each student’s parents, guardians, and/or caregivers.


A. Communicates

with parents,

guardians, and/or

caregivers.

Teacher does not

communicate directly

with student’s

parents, guardians,

and/or caregivers to

enhance student

learning and/or does

not accommodate

the communication

needs of the family.

Teacher occasionally

communicates

directly with student’s

parents, guardians,


enhance student

learning.

Communication is

occasionally modified

to meet the needs of

the family.

Teacher regularly

communicates


parents, guardians,


enhance student

learning.

Communication is

frequent and uses

multiple modes of

contact to

accommodate the


Teacher

communicates


parents, guardians,


enhance student

learning. Multiple

modes of contact are

used to

accommodate the


Students and

parents/guardians

initiate

communication.


Element I.5: Teachers demonstrate knowledge of and are responsive to the economic, social, cultural, linguistic, family, and community factors that

influence their students’ learning.


Element I.6: Teachers demonstrate knowledge and understanding of technological and information literacy and how they affect student learning.

NYSED Indicators: Use technological tools and a variety of communication strategies to engage each student. Assist students to become knowledgeable and

critical consumers and users of quality information.


A. Understands

technological

literacy

Teacher does not

use available

technological tools or

a variety of

communication

strategies to engage

students or assist

them in becoming

critical users of

quality information.

Teacher is unaware

of 21st Century Skills.

Teacher uses

available

technological tools

and communication


some students

and/or to assist them

in becoming critical

users of quality

information.

Teacher’s knowledge

of 21st Century Skills

is rudimentary.

Teacher uses

available

technological tools

and communication


most students, and to

assist them in

becoming critical

users of quality

information.



is current and

embedded in the

communication

strategies.

Teacher uses

available

technological tools

and communication


each student.



is current and

embedded in the

communication

strategies. Students

contribute to the

variety of

technological

strategies used to

engage them in their

own learning and

become critical users

of quality information.

1. Indicate total of all indicators for Standard 1 = ________________; Divided by 4 = ____________________ (repeat on line below)

Final Score for Standard 1 ___________

Standard 2: 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.

Element II.1: Teachers demonstrate knowledge of the content they teach, including relationships among central concepts, tools of inquiry, structures

and current developments within their discipline(s).

NYSED Indicators: Incorporate key concepts during instruction through the use of multiple representations and explanations. Engage students to use key

disciplinary language with comprehension through instruction. Demonstrate the effective use of current developments in pedagogy and content. Design learning

experiences that foster student understanding of key disciplinary themes. Demonstrate knowledge of the learning standards and their application throughout their

instruction and practice.


A. Understands key

concepts and

themes

in the discipline

Teacher does not

understand key

concepts or themes

in the discipline.

Teacher has a

rudimentary

understanding of key

concepts and/or

themes in the

discipline.

Teacher understands

key concepts and

themes in the

discipline and can

relate them to one

another.

Teacher understands

key concepts and

themes in the

discipline and how

they relate within and

outside of the

discipline.

B. Understands key

disciplinary language

Teacher does not

understand the

importance of

students using and

comprehending key

disciplinary

language.

Teacher understands

the importance of

students using and

comprehending key

disciplinary

language.

Teacher understands

the importance of

students being

cognitively engaged

in their use and

comprehension of

key disciplinary

language.

Teacher understands

the importance of

students being

cognitively engaged

in the use and

comprehension of

key disciplinary

language in order to

enrich learning

experiences in the

discipline.


Element II.2: Teachers understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative

problem-solving related to real world contexts.

NYSED Indicators: Facilitate students’ ability to develop diverse social and cultural perspectives. Incorporate perspectives from varied discip lines and use and

model interdisciplinary skills in their instruction. Provide opportunities for students to engage in individual and collaborative critical thinking and problem solving.

Teachers model and encourage effective use of interpersonal communication skills to build student capacity for collaboration. Create opportunities for students to

apply disciplinary and cross-disciplinary knowledge to personal experiences and real world problems.


B. Incorporates

individual and

collaborative critical

thinking and problem

solving

Teacher does not

provide opportunities

for students to

engage in individual

and collaborative

critical thinking and

problem solving.

Teacher provides

Occasional

opportunities for

students to engage

in individual and



solving.

Teacher provides

frequent

opportunities for

students to engage in

individual and



solving that align with

21st Century Skills.

The teacher models

effective

interpersonal skills.

Teacher provides

ongoing

opportunities for

students to engage

in individual and



solving that align with


The teacher models

and encourages

effective use of

interpersonal skills to

build student

capacity for

collaboration.

C. Incorporates

disciplinary

and cross-

disciplinary

learning experiences

Teacher does not

create learning

experiences for

students to apply

disciplinary and

cross disciplinary

knowledge to

personal

experiences and real

world problems.

Teacher creates

occasional learning

experiences for

students to apply

disciplinary and

cross disciplinary

knowledge to

personal

experiences and real

world problems.

Teacher creates

regular learning

experiences for

students to apply

disciplinary and

cross-disciplinary

knowledge to

personal experiences

and real world

problems.

Teacher creates

regular opportunities

for students to apply

disciplinary and

cross-disciplinary

knowledge to

personal experiences

and real world

problems. Teacher

seeks student input

prior to planning

such learning exps.


Element II.3: Teachers use a broad range of instructional strategies to make subject matter accessible.

NYSED Indicators: Design instruction that reflects the multiple experiences, strengths, and learning needs of students. Adapt instruction in response to various

levels of student understanding. Make meaningful connections between content and students’ life experiences. Create opportunities for students to engage in self-

directed learning.


A. Designs

instruction to meet

diverse learning

needs of students

Teacher does not

use a range of

instructional

strategies to design


that reflect the

experiences,

strengths, and

learning needs of

students.

Teacher uses few

differentiated

instructional



that reflect the

experiences,

strengths, and

learning needs of

students. Teacher

plans an alternate

strategy to adapt

instruction if needed.

Teacher uses

several differentiated

instructional



that reflect the

experiences,

strengths, and

learning needs of

students with some

differentiation for

different groups of

students and

awareness of 21st

Century Skills.

Teacher plans

several alternate

strategies to adapt

instruction as

needed.

Teacher uses several

differentiated instructional


learning experiences that

reflect the experiences,

strengths, and learning

needs of all students.

Instruction is

differentiated, as

appropriate, for individual

learners and incorporate


Teacher plans alternate

strategies to adapt

instruction in anticipation

of various levels of

student understanding.

B. Designs learning

experiences that

connect to students’

life experiences

Teacher does not

make connections

between content and

students’ life

experiences or the

connections are

insensitive and/or

inappropriate.

Teacher attempts to

make connections

between the content

and students’ life

experiences; some

connections may be

inappropriate.

Teacher makes

frequent, appropriate

connections between

the content and

students’ life

experiences.

Teacher makes frequent

and appropriate

connections between the

content and students’ life

experiences. Teacher

includes suggestions

offered by students.


C. Designs self-

directed learning

experiences

Teacher does not

design learning

experiences that

engage students in

self-directed

learning.

Teacher designs

limited learning

experiences that

engage students in

self-directed

learning.

Teacher designs

frequent learning

experiences that

engage students in

challenging, self

directed learning.

Teacher designs frequent

learning experiences that

engage students in

challenging, self directed

learning. Teacher seeks

student input in the

design of such

experiences.


Element II.4: Teachers establish goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to

achievement.

NYSED Indicators: Design learning experiences that are aligned with learning standards. Articulate clear learning objectives that align with learning standards.

Include opportunities for students to achieve learning goals in a variety of ways.


B. Articulates

learning

objectives/goals with

learning standards

Teacher is unable to

articulate how

learning objectives

are aligned with

learning standards

and/or how students

will achieve the

learning goals.

Teacher is able to

articulate how some

learning objectives

are aligned with

learning standards

and has designed

some opportunities

for students to

achieve the learning

goals.

Teacher is able to

articulate how the

learning objectives

align with learning

standards and

includes several

different

opportunities for

students to achieve

the learning goals

including application


Teacher is able to

articulate how the

learning objectives

are aligned with

learning standards

and includes several

different

opportunities for

students to achieve

the learning goals

including application


Students suggest

additional ways in

which to

demonstrate their

learning.


Element II.5: Teachers design relevant instruction that connects students’ prior understanding and experiences to new knowledge.

NYSED Indicators: Determine current levels of student understanding and knowledge of content through questioning techniques, discussion, and other methods.

Address common misconceptions in the content area through instructional methods. Design learning experiences that connect students’ prior knowledge and

instruction.


A. Designs

instruction

using current levels

of

student

understanding

Teacher does not

use students’

responses to

questions, discussion

or other work nor

considers possible

misconceptions

when planning

instruction.

Teacher uses

students’ responses

to questions,

discussion or other

work, and may or

may not consider

common

misconceptions

when planning

instruction

Teacher uses

students’ responses

to questions,

discussion, and other

work, and considers

common

misconceptions

when planning

instruction.

Teacher uses

individual students’

responses to

questions,

discussion, and other

work, and routinely

considers common

misconceptions

when planning

instruction.

B. Designs learning

experiences using

prior knowledge

Teacher does not

design learning

experiences that

connect students’

prior content

knowledge to new

learning.

Teacher designs

some learning

experiences that

connect prior content

knowledge to new

learning.

Teacher designs


that connect prior

content knowledge to

new learning within

and across

disciplines.

Teacher designs


that connect prior

content knowledge to

new learning.

Teacher plans

opportunities for

students themselves

to make connections

to prior learning

within and across

disciplines.


Element II.6: Teachers evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals.

NYSED Indicators: Use technological tools and a variety of communication strategies to engage each student. Assist students to become knowledgeable and

critical consumers and users of quality information.


C. Organizes time Teacher does not

consider time

allocations to

achieve learning

goals.

Teacher considers

time allocations but

those times may be

either too long or too

short to achieve the

learning goals.

Teacher assigns

reasonable time

allocations to achieve

the learning goals

and adjusts if

students need more

or less time.

Teacher assigns

reasonable time

allocations to

achieve the learning

goals and adjusts if

students need more

or less time.

Students may

request additional or

less time to achieve

learning goals.

D. Selects materials

and resources

Teacher is unaware

of curricular

materials and

resources that align

with student learning

standards or is

aware but chooses

not to use or adapt

materials and

resources to meet

diverse learning

needs.

Teacher selects

curricular materials

and resources that

align with student

learning standards.


adapts materials and

resources to meet

diverse learning

needs.

Teacher selects

curricular materials

and resources that

align with student

learning standards.

Teacher regularly

adapts materials and

resources to meet

diverse learning

needs.

Teacher selects a

variety of curricular

materials and

resources that align

with student learning

standards. Teacher

regularly adapts

materials to meet

diverse learning

needs and seeks out

additional materials

and resources to

support student

learning.


Final Score for Standard2 ___________

Standard 3: Instructional Practice

Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards.

Element III.1: Teachers use research-based practices and evidence of student learning to provide developmentally appropriate and standards-driven

instruction that motivates and engages students in learning.

NYSED Indicators: Align instruction to standards. Implement instruction proven to be effective in prior research. Students are actively and cognitively engaged

through teacher facilitation of student-to-student and student-to-teacher interactions.


C. Engages students Teacher’s

instructional

practices engage

students at a low

level of cognitive

challenge. Students

have little interaction

with the teacher or

with peers.

Teacher’s

instructional

practices engage

students at an

insufficient level of

cognitive challenge.

Students have

occasional

opportunities to

interact with the

teacher and/or with

peers.

Teacher’s

instructional

practices engage

students at an

appropriately high

level of cognitive

challenge. Students

have regular and

ongoing

opportunities to

interact with the

teacher and with

peers.

Teacher’s

instructional

practices engage

students at an

appropriately high

level of cognitive

challenge. Students

have regular and

ongoing

opportunities to

interact with the

teacher and with

peers. Students

initiate interactions to

deepen cognitive

engagement.


Element III.2: Teachers communicate clearly and accurately with students to maximize their understanding and learning.

NYSED Indicators: Students understand directions and procedures. Teachers use a variety of questioning techniques to advance student learning and reflection.

Students’ comments and questions are acknowledged and utilized to advance learning. Students understand lesson content through teachers’ use of oral, written

and graphic methods. Adjust communication in response to student needs.


A. Provides

directions and

procedures

Teacher directions and

procedures are

confusing to students.

Teacher does not adjust

explanation to meet

student needs.

Teacher directions

and procedures are

clarified after initial

student confusion.

Teacher attempts to

adjust explanations to

meet student needs.

Teacher directions

and procedures are

clear to students.

Teacher adjusts

explanations to meet

student needs.

Teacher directions

and procedures are

clear, complete, and

anticipate possible

student

misunderstanding.

Teacher adjusts

explanations to meet

the needs of

individual students.

B. Uses

questioning

techniques

Teacher’s questions are

largely closed in nature.

Questions do not invite a

thoughtful response or

further discussion.

Teacher’s questions

are a combination of

open and closed

questions. Some

questions invite a

thoughtful response

and/or further

discussion.

Most of teacher’s

questions are open in

nature and engage

students in deeper

thinking and further

discussion.

Teacher’s questions

are open in nature

and challenge

students to think and

demonstrate

reasoning. Students

formulate many

questions to advance

their understanding.

C. Responds to

students

Teacher ignores

students’

questions/comments

and/or provides a

response that shuts

down student learning.

Teacher responds to

some students’

questions/comments.

Response gives

students the answer

rather than challenge

student thinking.

Teacher responds to

students’

questions/comments.

Responses challenge

student thinking.

Teacher and students

respond to students’

questions/comments.

Responses challenge

all students’ thinking.


D.

Communicates

content

Teacher’s spoken

language is inaudible,

and/or written language

is illegible. Spoken or

written language

contains errors. Graphic

methods are not used or

used Ineffective = 1ly.

Teacher’s spoken

language is audible,

and written language

is legible. Both are

used correctly.

Graphic methods are

used occasionally.

Teacher’s spoken and

written language is

clear and correct.

Graphic methods are

used regularly to

enhance content

understanding.

Teacher’s spoken and

written language is

correct and

expressive. Graphic

methods are used

regularly to enhance

content

understanding.

Students offer their

own graphic

representation of the

content.


Element III.3: Teachers set high expectations and create challenging learning experiences for students.

NYSED Indicators: Articulate high expectations for all students. Students have a clear understanding of measures of success. Teachers challenge and support all

students by incorporating various instructional strategies, experiences and resources.


B. Articulates

measures of

success

Teacher does not

articulate how

success will be

measured; students

are unaware of the

criteria for success.

Teacher articulates

how success will be

measured; students

may be confused

about the criteria for

success.

Teacher articulates

how success will be

measured. Students

can articulate how

their success will be

measured and have

scoring criteria as a

guide.

Teacher articulates

how success will be

measured. Students

can articulate how

their success will be

measured and have

scoring criteria and

exemplars as

models. Students

have created or

analyzed the

success criteria with

the teacher.


Element III.4: Teachers explore and use a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage

students and promote achievement.

NYSED Indicators: Use an understanding of students’ diverse backgrounds to individualize interactions and differentiate instruction. Incorporate instructional

approaches and technologies to provide students with opportunities to demonstrate mastery of learning outcomes. Incorporate into instruction motivating and

meaningful opportunities in learning experiences.


A. Differentiates

instruction

Teacher uses

instructional

strategies that are

not appropriate to

students or to

instructional

purposes, and do not

motivate or

cognitively challenge

students.

Teacher uses only

some instructional

strategies that are

appropriate to

students or to the

instructional

outcomes. Some

strategies motivate

and represent a

moderate cognitive

challenge.

Teacher uses

instructional

strategies that are

appropriate to all

students and to the

instructional

outcomes, and

strategies motivate

and represent

significant cognitive

challenge and

promote an

awareness of 21st

Century Skills.

Teacher uses

instructional

strategies that

motivate and engage

all students in high

level cognitive

activities that reflect

instructional

outcomes, 21st

Century Skills, and

are differentiated, as

appropriate, for

individual and

diverse learners.

B. Implements

strategies

for mastery of

learning

outcomes

Teacher adheres

rigidly to an

instructional

approach, even

when a change is

clearly needed to

allow students to

demonstrate mastery

of learning

outcomes.

Teacher attempts to

incorporate

instructional

approaches and

technologies to allow

students to

demonstrate mastery

of learning

outcomes, with

partially successful

results.

Teacher incorporates

instructional

approaches and


students to

demonstrate mastery

of learning

outcomes.

Teacher seamlessly

incorporates

instructional

approaches and


students to

demonstrate mastery

of learning

outcomes. Students

suggest instructional

strategies that will

help them

demonstrate their

own learning.


Element III.5: Teachers engage students in the development of multi-disciplinary skills, such as communication, collaboration, critical thinking, and use

of technology.


Element III.6: Teachers monitor and assess student progress, seek and provide feedback, and adapt instruction to student needs.

NYSED Indicators: Utilize various types of formative assessment during instruction to monitor and check for student understanding and assess progress. Seek and

provide feedback during and after instruction. Adjust the pace of instruction, focus of instruction, and method of delivery based on student progress.


A. Uses formative

assessment

Teacher does not

use formative

assessment during

instruction and does

not monitor student’s

learning.


uses formative

assessment.

Teacher monitors

student learning

unevenly.

Teacher frequently

uses formative

assessment to

immediately inform

instruction. Teacher

monitors the

progress of students,

using assessment

data.

Teacher always uses

formative

assessment to

immediately inform

instruction. Teacher

monitors the

progress of individual

students and uses a

variety of formative

assessments to

adjust and

differentiate

instruction to meet

individual needs.

B Provides feedback

during and after

instruction

Teacher’s feedback

to students is limited,

infrequent and/or

irrelevant.


to students is

inconsistent in

timeliness, frequency

and/or relevance.

Feedback

inconsistently

advances student

learning.


to students is timely,

frequent, and

relevant. Feedback

frequently advances

student learning.


to students is timely,

frequent, and

relevant. Feedback

consistently

advances student

learning. Students

make use of the

feedback in their

learning.



Standard 4: Learning Environment

Teachers work with all students to create a dynamic learning environment that supports achievement and growth.

Element IV.1: Teachers create a mutually respectful, safe, and supportive learning environment that is inclusive of every student.

NYSED Indicators: Caring and respectful in interactions with students. Embrace student diversity as an asset in the classroom. Recognize and reinforce positive

interactions among students. Create a climate of acceptance and respect. Create an environment where students feel a sense of responsibility to one another.


A. Interactions with

students

Teacher interaction

with at least some

students is

inappropriate to the

age or culture of the

students. The

classroom climate is

not conducive to

feeling accepted or

free to take learning

risks.

Teacher-student

interactions are

generally appropriate

but may reflect

occasional

inconsistencies,

favoritism, or

disregard for

students’ cultures.

Only some students

feel accepted and

free to take learning

risks.

Teacher-student

interactions

demonstrate general

caring and respect.

Interactions are

appropriate to the

ages and cultures of

the students.

Teacher creates a

safe learning

environment where

students feel

accepted and free

taking learning risks.

Teacher-student

interactions reflect

genuine respect,

caring, and cultural

understanding for

individuals as well as

groups of students.

Teacher creates a

safe learning

environment where

all students feel

accepted and free

taking learning risks.

C. Reinforces

positive

interactions among

students

Teacher does not

address student

interactions that are

inappropriate and

disrespectful.

Teacher

inconsistently

addresses

inappropriate student

interactions.

Teacher ensures that

student interactions

are generally polite

and respectful. Such

interactions are

appropriate to the

age and cultures of

the students.

Teacher ensures that

students

demonstrate respect

for one another and

monitor one

another’s treatment

of peers. Students

correct classmates

respectfully when

needed, and assume

and demonstrate

personal

responsibility.


Element IV.2: Teachers create an intellectually challenging and stimulating learning environment.

NYSED Indicators: Encourage students to set high standards and expectations for their own performance. Motivate students to initiate their own learning and strive

to achieve challenging learning goals. Promote students’ curiosity and enthusiasm for learning. Students are actively engaged in learning. Students openly express

their ideas. Students show pride in their work and accomplishments.


A. Establishes high

expectations for

achievement

Teacher discourages

students from

expressing their

ideas, and/or

initiating their own

learning and

achievement.

Teacher

inconsistently creates

an environment

where students

express their ideas,

take initiative and

have high

expectations for their

own learning and

achievement.

Teacher creates an

environment where

students are

encouraged to

express their ideas,

take initiative and

have high

expectations for their

own learning and

achievement.

Teacher creates an

environment where

all students are

expected to express

their ideas, take

initiative and have

high expectations for

their own learning

and achievement.

Students monitor

their own progress as

they strive to meet

challenging learning

goals.

B. Promotes student

curiosity and

enthusiasm

Teacher conveys a

negative attitude,

suggesting that

learning is not

important or has

been mandated.

Students are not

cognitively engaged

in learning.

Teacher conveys

importance of

learning, but with

little conviction and

only minimal

apparent buy in by

the students. Some

students are

cognitively engaged.

Teacher conveys

enthusiasm for

learning, and

students

demonstrate

consistent

commitment to its

value. Students are

cognitively engaged

in appropriately

challenging learning.

Teacher conveys

genuine enthusiasm

for learning.

Students— through

their curiosity,

initiative, and active

participation

demonstrate

enthusiasm for

learning. Students

are cognitively

engaged and striving

to meet challenging

learning goals.


Element IV.3: Teachers manage the learning environment for the effective operation of the classroom.

NYSED Indicators: Establish, communicate, and maintain clear standards and expectations for student behavior. Develop, implement, and adapt routines and

procedures to manage activities and transitions. Facilitate instructional groupings to maximize student participation, cooperation, and learning. Students exhibit

respectful classroom interactions.


A. Establishes

expectations for

student behavior

The teacher has not

established

standards of

conduct, or students

are confused by the

standards.

The teacher has

established

standards of

conduct, and most

students seem to

understand them.

The teacher has

established

standards of conduct

and they are clear to

all students.

The teacher and

students have

established

standards of

conduct. They are

clear to all students

and appear to be

internalized.

B. Establishes

routines, procedures

and transitions

The teacher’s

routines, procedures,

and transitions are

chaotic, with much

instructional time

being lost between

activities or lesson

segments.

The teacher’s

routines, procedures,

and transitions are

somewhat efficient,

resulting in some

loss of instructional

time.

Teacher’s routines,

procedures, and

transitions occur

smoothly, with little

loss of instructional

time. Students

assume some

responsibility under

teacher direction.

Teacher’s routines,

procedures, and

transitions are

seamless, with

students assuming

responsibility in

ensuring their

efficient operation.


Element IV.4: Teachers organize and utilize available resources (e.g. physical space, time, people, technology) to create a safe and productive learning

environment.

NYSED Indicators: Arrange and adapt the physical environment to accommodate individual and group learning needs. Ensure that all students have equitable

access to available resources and technologies. Effectively use the services and skills of available volunteers and paraprofessionals. Know and implement policies

and procedures to ensure classroom safety


A. Organizes the

physical

environment

Teacher has not

organized the

physical environment

to meet student

learning needs, or

the teacher makes

poor or inequitable

use of physical

resources.

Teacher has

organized the


to adequately

accommodate

student learning

needs. Available

resources and

technologies are

accessible to most

students. The

resources may be

adjusted for a lesson,

but with limited

effectiveness.

Teacher has

organized the


to accommodate all

student learning

needs. Available

resources and

technologies are

equally accessible to

all students. The

resource

arrangement

supports the learning

activities.

Teacher has organized the

physical environment to

accommodate all student

learning needs. Available

resources and technologies

are equally accessible to all

students. Students adjust

the resources to advance

their learning.

B. Manages

volunteers and/or

paraprofessionals

Teacher does not

effectively use the

services and skills of

available

paraprofessionals

and/or volunteers.

Teacher attempts to

use the services and

skills of available

paraprofessionals

and/or volunteers

with limited

effectiveness.

Teacher effectively

uses the services

and skills of available

paraprofessionals

and/or volunteers.

Teacher effectively uses

the services and skills of

available paraprofessionals

and/or volunteers, and

supports their contributions

to a productive learning

environment

C. Establishes

classroom safety

Teacher does not

know, or knows but

does not implement

classroom safety

procedures.

Teacher

inconsistently

implements

classroom safety

procedures.

Teacher consistently

implements

classroom safety

procedures.

Teacher knows and

implements classroom

safety procedures

consistently. Students have

internalized the safety

procedures.



Standard 5: Assessment for Student Learning

Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction.

Element V.1: Teachers design, select, and use a range of assessment tools and processes to measure and document student learning and growth.

NYSED Indicators: Use appropriate diagnostic and ongoing assessment to establish learning goals and inform instruction. Use formative assessment to inform

teaching and learning. Use summative assessment to measure and record student achievement. Design assessments that are aligned with curricular and

instructional goals. Design and adapt assessments that accurately determine mastery of skills and knowledge. Use multiple measures and multiple formats,

including available technology, to assess and document student performance. Implement required assessment accommodations and modifications.


C. Aligns

assessments to

learning goals

Teacher designs

assessments that are

not aligned with

curricular and

instructional goals

and do not accurately

determine mastery of

student skills and

knowledge.

Teacher designs

some assessments

that are aligned with

curricular and

instructional goals

and accurately


student skills and

knowledge.

Teacher designs

most assessments to

align with curricular

and instructional

goals and to

accurately determine

mastery of student

skills and knowledge.

Teacher designs all

assessments to align

with curricular and

instructional goals

and to accurately


each student’s skills

and knowledge.

D. Implements

testing

accommodations and

modifications

Teacher does not

implement required

testing

accommodations

and/or modifications.

Teacher

inconsistently

implements required

testing

accommodations



implements required

testing

accommodations



implements required

testing

accommodations.

Teacher works with

specialists as

necessary to ensure

accommodations

and/or modifications

to meet student

needs.


Element V.2: Teachers understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction.

NYSED Indicators: Analyze data accurately. Provide timely feedback to students to engage them in self reflection and self-improvement. Use assessment data to

set goals and design and differentiate instruction. Engage students in self-assessment of their learning goals, strategies, and outcomes.


B. Uses assessment

data to set goals and

provide feedback to

students

Teacher does not

use feedback or

assessment data to

set goals with

students or to design

differentiated

instruction.


uses feedback and

assessment data to

set goals with

students and to

design differentiated

instruction.

Teacher frequently

uses feedback and

assessment data to

set goals with

students and to


instruction.

Teacher regularly

uses feedback and

assessment data to

set goals with

students and to


instruction; students

self-monitor their

progress towards

their goals.

Element V.3: Teachers communicate information about various components of the assessment system.

NYSED Indicators: Provide access to information on assessments. Provide appropriate information and interpretation of various assessment data.


A. Accesses and

interprets

assessments

Teacher does not

provide appropriate

information about or

interpretation of

various assessment

data.

Teacher provides

appropriate

information;

interpretation of

various assessment

data may be

rudimentary.

Teacher provides

appropriate

information about

and accurate

interpretation of

various assessment

data.

Teacher provides

appropriate

information about

and accurate

interpretation of

various assessment

data. Students

contribute

information and

interpretation of data.


Element V.4: Teachers reflect upon and evaluate the effectiveness of their comprehensive assessment system to make adjustments to it and plan

instruction accordingly.

NYSED Indicators: Demonstrate an understanding of assessment measures, grading, and procedures. Teachers develop a plan for their overall assessment

system. Use their plans and assessment data to adjust teaching and assessment practices.


A. Understands

assessment

measures and

grading procedures

Teacher

demonstrates little

understanding of

student assessment

measures, or grading

procedures.

Teacher

demonstrates limited

understanding of

student assessment

measures or grading

procedures.

Teacher

demonstrates

understanding of

student assessment

measures and

grading procedures

as a means of

monitoring student

progress.

Teacher

demonstrates

understanding of

student assessment

measures and

grading procedures

as means of

monitoring progress

for individual

students.

B. Establishes an

assessment system

Teacher does not

have an overall

assessment system

in which formative

and/or summative

data is used to

inform instruction.

Teacher develops a

rudimentary plan for

an overall

assessment system

in which formative

and summative data

can be used to

inform instruction

Teacher develops a

plan for an overall

assessment system

in which formative

and summative data

is used to inform

instruction

Teacher develops a

comprehensive plan

for an overall

assessment system

in which formative

and summative data

is used to inform

instruction. The

system is reviewed

regularly, and

adjustments are

made as needed.


Element V.5: Teachers prepare students to understand the format and directions of assessments used and the criteria by which the students will be

evaluated.

NYSED Indicators: Communicate the purposes of the assessments they use. Prepare all students for the demands of particular assessment formats and provide

accommodations, including appropriate accommodations in testing conditions for students with exceptional learning needs. Articulate assessment criteria to

students and provide parameters for success. Students practice various formats of assessments using authentic curriculum. Equip students with assessment skills

and strategies.


B. Provides

preparation and

practice

Teacher does not

prepare students for

assessment formats

using authentic

curriculum and/or

does not provide

appropriate

accommodations

including

accommodations in

testing conditions for

students with

exceptional learning

needs. Teacher

rarely seeks out

specialists to ensure

accommodations

meet individual

student needs.

With limited success,

teacher prepares

students for

assessment formats

using authentic

curriculum and

provide appropriate

accommodations

including

accommodations in


students with


needs. Teacher

occasionally seeks

out specialists to

ensure

accommodations

meet individual

student needs.

Teacher prepares

students for

assessment formats

using authentic

curriculum and

provides appropriate

accommodations

including

accommodations in


students with


needs. Teacher

frequently seeks out

specialists to ensure

accommodations

meet individual

student needs.

Teacher prepares

students for

assessment formats

using authentic

curriculum and

provides appropriate

accommodations

including

accommodations in


students with


needs. Teacher

consistently seeks out

specialists/resources

to ensure

accommodations

meet individual

student needs.



Standard 6: Professional Responsibilities and Collaboration

Teachers demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development, and learning.

Element VI.1: Teachers uphold professional standards of practice and policy as related to students’ rights and teachers’ responsibilities.

NYSED Indicators: Demonstrate a high standard for honesty, integrity, ethical conduct, and confidentiality when interacting with students, families, colleagues, and

the public. Are proactive and advocate to meet the needs of students. Use self-reflection and stakeholder feedback to inform and adjust professional behavior.

Advocate, model, and manage safe, legal, and ethical use of information and technology, including respect for intellectual property and the appropriate

documentation of sources. Complete training in response to State and local requirements and jurisdictions.


A. Demonstrates

ethical, professional

behavior

Teacher interactions

with colleagues,

students, families

and the public are

characterized by

dishonesty and/or

unethical, self-

serving conduct.

Teacher is not self-

reflective and/or

unreceptive to

feedback as a way to

adjust professional

behavior.


with colleagues,

students, families

and the public are

usually characterized

as honest and

ethical. Teacher

occasionally self-

reflects and/or

accepts feedback as

a way to adjust

professional

behavior.


with colleagues,

students, families

and the public are

consistently

characterized by

high standards of

honesty, integrity,

and ethics. Teacher

is self-reflective and

uses feedback as a

way to adjust

professional

behavior.


with colleagues,

students, families

and the public

consistently model

the highest

standards of

honesty, integrity,

and ethics. Teacher

is self reflective and

uses feedback as a

way to adjust

professional

behavior. Teacher

seeks out

stakeholder

feedback on his/her

own initiative.

B. Advocates for

students

Teacher does not

advocate to meet the

needs of students

resulting in some

students or groups

being ill served.

Teacher sometimes

advocates to meet

the needs of

students efforts.


advocates to meet

the students’ needs.

Teacher is proactive

in advocating for

students’ needs, and

in seeking out

resources when

necessary.


Element VI.2: Teachers engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high

expectations for student learning.

NYSED Indicators: Support and promote the shared school and district vision and mission to support school improvement. Participate actively as a part of an

instructional team. Share information and best practices with colleagues to improve practice. Demonstrate an understanding of the school as an organization within

a historical, cultural, political, and social context. Collaborate with others both within and outside the school to support student growth, development, and learning.

Collaborate with the larger community to access and share learning resources.


A. Supports the

school as an

organization

with a vision and

mission

Teacher fails to

understand or

acknowledge the

school’s historical,

cultural, political or

social context.

Teacher does not

support the school

and district vision

and mission and/or

engages in practices

that are explicitly

contrary to the vision

and mission.

Teacher has a

general

understanding of the

school as an

organization with an

historical, cultural,

political and social

context, and has a

general awareness

of the school and

district mission and

vision, but is

inconsistent in

supporting or

promoting the vision

and mission.

Teacher understands

the school as an




context that influences

school policy practices,

and the school and


vision. The teacher

supports the vision and

mission for the purpose

of school improvement.

Teacher understands

the school as an




context that influences

school policy, practices

and the school and


vision. The teacher is

aware of and actively

promotes the school and


vision, and strives to

help others understand

them.

B. Participates on

an instructional team

Teacher makes no

effort to collaborate

with teammates or to

share information

and/or best practices

with colleagues to

support high

expectations for

student learning.

Teacher

inconsistently

collaborates with

teammates to fulfill

duties. Teacher

shares limited

information and/or

best practices with

colleagues to support


student learning.

Teacher collaborates

with teammates to

support high

expectations for student

learning. Teacher

regularly shares

information and/or best

practices with

colleagues to improve

practice and to support


student learning.

Teacher proactively

collaborates with

teammates to support


student learning.


shares information

and/or best practices

with colleagues.


Element VI.3: Teachers communicate and collaborate with families, guardians, and caregivers to enhance student development and success.

NYSED Indicators: Invite families, guardians and caregivers to share information to enhance and increase student development and achievement. Communicate

student performance and progress in various ways and provide opportunities for discussion. Suggest strategies and ways in which families can participate in and

contribute to their student’s education.


A. Engages

families

Teacher does not

engage with family’s

guardians/caregivers to

share information to

involve families in the

instructional program or

to enhance student

development and

achievement.


engages with

families,

guardians/caregivers

to share information

and strategies to


instructional program

and to enhance

student development

and achievement.

Teacher frequently

engages with

families,

guardians/caregivers

to share information

and strategies to


instructional program

and to enhance

student development

and achievement.

Teacher regularly

engages individual

families,

guardians/caregivers to

share information and

strategies to involve

families in the

instructional program and

to enhance student

development and

achievement. Students

contribute ideas that

encourage family

participation.

Element VI.4: Teachers manage and perform non-instructional duties in accordance with school district guidelines or other applicable expectations.

NYSED Indicators: Collect required data and maintain timely and accurate records (e.g. plan books, lunch counts, attendance records, student records, etc.).

Manage their time and attendance in accordance with established guidelines. Maintain classroom and school resources and materials. Participate in school and

district events.


A. Maintains records Teacher does not

collect required data

and/or records are in

disarray, incomplete,

or error-filled.

Teacher collects

required data,

monitoring is

required to maintain

accuracy.

Teacher collects

required data that is

timely and accurately

maintained.

Teacher’s system for

collecting and maintaining

required data is highly

effective and accurate with

students contributing to its

operation and maintenance

as appropriate.


C. Maintains

classroom and

school resources

and materials

Teacher does not

maintain classroom

and/or school

resources and

materials.

Teacher usually

maintains classroom

and/or school

resources and

materials.

Teacher regularly

maintains classroom

and school

resources.

Teacher always maintains

classroom and school

resources and materials.

Students contribute to their

maintenance as

appropriate.


Element VI.5: Teachers understand and comply with relevant laws and policies as related to students’ rights and teachers’ responsibilities.

NYSED Indicators: Communicate relevant regulations and policies to stakeholders. Maintain confidentiality regarding student records and information. Report

instances of child abuse, safety violations, bullying, and other concerns in accordance with regulations and policies. Adhere to board policies, district procedures,

and contractual obligations. Access resources to gain information about standards of practice, relevant law, and policy as they relate to students’ rights and

teachers’ responsibilities.


D. Adheres to

policies and

contractual

obligations

Teacher does not

adhere to board

policies, district

procedures, and/or

contractual

obligations.

Teacher usually

adheres to board

policies, district

procedures, and

contractual

obligations. Teacher

may not be fully

aware of policies and

obligations.

Teacher adheres to

board policies,

district procedures,

and contractual

obligations.

Teacher always

adheres to board

policies, district

procedures, and

contractual

obligations, and

actively advocates

compliance.



Standard 7: Professional Growth

Teachers set informed goals and strive for continuous professional growth.

Element VII.1: Teachers reflect on their practice to improve instructional effectiveness and guide professional growth.

NYSED Indicators: Examine and analyze formal and informal evidence of student learning. Recognize the effect of their prior experience and possible biases on

practice. Use acquired information to identify strengths and weaknesses and to plan professional growth.


A. Reflects on

evidence of

student learning

Teacher does not

examine and/or

analyze formal and

informal evidence of

student learning to

inform professional

growth.


examines and/or

analyzes formal and


student learning;

professional growth

is only loosely

aligned with the

needs of students.

Teacher regularly

examines and

analyzes formal and


student learning;

professional growth

is aligned with the

needs of students.

Teacher engages in an

ongoing examination and

analysis of formal and


student learning;

professional growth is

aligned with the needs of

students. The teacher

reviews the impact of

professional learning on

student achievement.

B. Reflects on

biases

Teacher does not

recognize or

acknowledge how

prior experiences

may bias their

professional

practice.

Teacher reflects on

prior experiences,

however may not

recognize how those

experiences may

bias professional

practice.

Teacher reflects on

prior experiences,

and acknowledges

how those

experiences may

bias professional

practice.

Teacher reflects on prior

experiences and

acknowledges how those

experiences may bias

professional practice,

and identifies necessary

steps to address any

biases.

C. Plans

professional

growth

Teacher rarely uses

reflection or other

information to

identify strengths

and weaknesses to

plan professional

growth.


uses reflection and

other information to

identify strengths

and weaknesses to

plan professional

growth. Teacher may

need guidance

selecting appropriate

professional

opportunities.

Teacher uses

reflection and other

information to

identify strengths

and weaknesses to

plan professional

growth.

Teacher regularly uses

reflection and other

information to identify

strengths and

weaknesses to plan

professional growth.

Teacher seeks out

professional growth

opportunities to address

areas of weakness.


Element VII.2: Teachers set goals for and engage in ongoing professional development needed to continuously improve teaching competencies.

NYSED Indicators: Set goals to enhance personal strengths and address personal weaknesses in teaching practice. Engage in opportunities for professional

growth and development.


B. Engages in

professional growth

Teacher does not

engage in

opportunities for

professional growth

and development.


engages in

opportunities for

professional growth

and development.

Teacher regularly

engages in

opportunities for

professional growth

and development.

Teacher regularly

seeks out and

engages in

opportunities for

professional growth

and development.

Teacher provides

professional

development and/or

support for others.

Element VII.3: Teachers communicate and collaborate with students, colleagues, other professionals, and the community to improve practice.

NYSED Indicators: Demonstrate a willingness to give and receive constructive feedback to improve professional practice. Participate actively as part of an

instructional team to improve professional practice. Receive, reflect and act on constructive feedback from others in an effort to improve their own professional

practice.


A. Gives and

receives

constructive

feedback

Teacher does not

give or receive

constructive

feedback to improve

professional practice.

Teacher

inconsistently gives

or receives

constructive

feedback to improve


Teacher regularly

gives, receives and

acts upon

constructive

feedback to improve


Feedback to

colleagues is

conveyed in a

professional and

supportive manner.

Teacher regularly gives,

receives, and reflects

upon constructive

feedback to improve


Feedback to colleagues

is conveyed in a

professional and

supportive manner.

Teacher encourages

and engages in peer

assessment to improve



Element VII.4: Teachers remain current in their knowledge of content and pedagogy by utilizing professional resources.

NYSED Indicators: Benefit from, contribute to, or become members of appropriate professional organizations. Access and use professional literature and other

professional development opportunities to increase their understanding of teaching and learning. Expand their knowledge of current research as it applies to

curriculum, instruction, and assessment methods.


B. Expands

knowledge base

Teacher does not

expand knowledge of

current research in

curriculum,

instruction, and

assessment

methods.

Teacher acquires a

minimal knowledge

of current research in

curriculum,

instruction, and

assessment

methods, but does

not apply the

knowledge to

improve practice.

Teacher regularly

expands knowledge


curriculum,

instruction, and

assessment methods

and applies the

knowledge to

improve practice.

Teacher regularly

expands knowledge


curriculum,

instruction, and

assessment methods

and applies the

knowledge to

improve practice.

Teacher engages in

research based upon

new learning.

1. Indicate total of all indicators for Standard 7= ________________; Divided by 6 = ____________________ (repeat on line below)


Transfer Final Standard Scores to the boxes below

Standard 1: Knowledge of Students and Student Learning Standard 6: Professional Responsibilities



Standard 3: Instructional Practice Subtotal

Standard 4: Learning Environment Divide by 7

Standard 5: Assessment for Student Learning Total Average Rubric Score

Take the Total Average Rubric Score core above and find it on the chart on the next page. This chart will convert your score to a 60-point scale. This is the

number that will be used toward your Composite Effectiveness Score.

Total Average Rubric

Score for Professional

Practice

Conversion Score to

be used for

Composite

Effectiveness Score



Practice

Conversion Score to be

used for Composite

Effectiveness Score



Practice

Conversion Score to

be used for

Composite

Effectiveness Score

Ineffective 0 - 49 Ineffective 0 – 49 cont’d Developing 50-56

1.000 0 1.200 25 1.5 50

1.008 1 1.208 26 1.6 50.7

1.017 2 1.217 27 1.7 51.4

1.025 3 1.225 28 1.8 52.1

1.033 4 1.233 29 1.9 52.8

1.042 5 1.242 30 2 53.5

1.050 6 1.250 31 2.1 54.2

1.058 7 1.258 32 2.2 54.9

1.067 8 1.267 33 2.3 55.6

1.075 9 1.275 34 2.4 56.3

1.083 10 1.283 35 Effective 57-58

1.092 11 1.292 36 2.5 57

1.100 12 1.300 37 2.6 57.2

1.108 13 1.308 38 2.7 57.4

1.115 14 1.317 39 2.8 57.6

1.123 15 1.325 40 2.9 57.8

1.131 16 1.333 41 3 58

1.138 17 1.342 42 3.1 58.2

1.146 18 1.350 43 3.2 58.4

1.154 19 1.358 44 3.3 58.6

1.162 20 1.367 45 3.4 58.8

1.169 21 1.375 46 Highly Effective 59-60

1.177 22 1.383 47 3.5 59

1.185 23 1.392 48 3.6 59.3

1.192 24 1.400 49 3.7 59.5

3.8 59.8

3.9 - 4 60

Converted Professional Practice Score ____________________ Designation ________________________

Documents

Annual Professional Performance Review (APPR) · 1 Annual Professional Performance Review (APPR) Mexico Academy and Central Schools July 1, 2012 – June 30, 2013 Introduction On May