annual professional performance review (appr) · 1 annual professional performance review...
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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
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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.
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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:
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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:
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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
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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:
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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.
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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.
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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
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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
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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
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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
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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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 1: Knowledge of Students and Student Learning
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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,
and/or caregivers to
enhance student
learning.
Communication is
occasionally modified
to meet the needs of
the family.
Teacher regularly
communicates
directly with student’s
parents, guardians,
and/or caregivers to
enhance student
learning.
Communication is
frequent and uses
multiple modes of
contact to
accommodate the
needs of the family.
Teacher
communicates
directly with student’s
parents, guardians,
and/or caregivers to
enhance student
learning. Multiple
modes of contact are
used to
accommodate the
needs of the family.
Students and
parents/guardians
initiate
communication.
Standard 1: Knowledge of Students and Student Learning
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.
NOT ADDRESSED 2012-2013
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
strategies to engage
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
strategies to engage
most students, and to
assist them in
becoming critical
users of quality
information.
Teacher’s knowledge
of 21st Century Skills
is current and
embedded in the
communication
strategies.
Teacher uses
available
technological tools
and communication
strategies to engage
each student.
Teacher’s knowledge
of 21st Century Skills
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 2: Knowledge of Content and Instructional Planning
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
collaborative critical
thinking and problem
solving.
Teacher provides
frequent
opportunities for
students to engage in
individual and
collaborative critical
thinking and problem
solving that align with
21st Century Skills.
The teacher models
effective
interpersonal skills.
Teacher provides
ongoing
opportunities for
students to engage
in individual and
collaborative critical
thinking and problem
solving that align with
21st Century Skills.
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.
Standard 2: Knowledge of Content and Instructional Planning
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
A. Designs
instruction to meet
diverse learning
needs of students
Teacher does not
use a range of
instructional
strategies to design
learning experiences
that reflect the
experiences,
strengths, and
learning needs of
students.
Teacher uses few
differentiated
instructional
strategies to design
learning experiences
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
strategies to design
learning experiences
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
strategies to design
learning experiences that
reflect the experiences,
strengths, and learning
needs of all students.
Instruction is
differentiated, as
appropriate, for individual
learners and incorporate
21st Century Skills.
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 2: Knowledge of Content and Instructional Planning
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
of 21st Century Skills.
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
of 21st Century Skills.
Students suggest
additional ways in
which to
demonstrate their
learning.
Standard 2: Knowledge of Content and Instructional Planning
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
learning experiences
that connect prior
content knowledge to
new learning within
and across
disciplines.
Teacher designs
learning experiences
that connect prior
content knowledge to
new learning.
Teacher plans
opportunities for
students themselves
to make connections
to prior learning
within and across
disciplines.
Standard 2: Knowledge of Content and Instructional Planning
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Teacher occasionally
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.
1. Indicate total of all indicators for Standard 2 = ________________; Divided by 12 = ____________________ (repeat on line below)
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 3: Instructional Practice
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 3: Instructional Practice
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 3: Instructional Practice
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
technologies to allow
students to
demonstrate mastery
of learning
outcomes.
Teacher seamlessly
incorporates
instructional
approaches and
technologies to allow
students to
demonstrate mastery
of learning
outcomes. Students
suggest instructional
strategies that will
help them
demonstrate their
own learning.
Standard 3: Instructional Practice
Element III.5: Teachers engage students in the development of multi-disciplinary skills, such as communication, collaboration, critical thinking, and use
of technology.
NOT ADDRESSED 2012-2013
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
A. Uses formative
assessment
Teacher does not
use formative
assessment during
instruction and does
not monitor student’s
learning.
Teacher occasionally
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.
Teacher’s feedback
to students is
inconsistent in
timeliness, frequency
and/or relevance.
Feedback
inconsistently
advances student
learning.
Teacher’s feedback
to students is timely,
frequent, and
relevant. Feedback
frequently advances
student learning.
Teacher’s feedback
to students is timely,
frequent, and
relevant. Feedback
consistently
advances student
learning. Students
make use of the
feedback in their
learning.
1. Indicate total of all indicators for Standard 3 = ________________; Divided by 10 = ____________________ (repeat on line below)
Final Score for Standard 3 ___________
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 4: Learning Environment
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 4: Learning Environment
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 4: Learning Environment
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
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
physical environment
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
physical environment
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.
1. Indicate total of all indicators for Standard 4 = ________________; Divided by 9 = ____________________ (repeat on line below)
Final Score for Standard 4 ___________
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
determine mastery of
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
determine mastery of
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
and/or modifications.
Teacher consistently
implements required
testing
accommodations
and/or modifications.
Teacher consistently
implements required
testing
accommodations.
Teacher works with
specialists as
necessary to ensure
accommodations
and/or modifications
to meet student
needs.
Standard 5: Assessment for Student Learning
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Teacher occasionally
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
design differentiated
instruction.
Teacher regularly
uses feedback and
assessment data to
set goals with
students and to
design differentiated
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 5: Assessment for Student Learning
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 5: Assessment for Student Learning
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
testing conditions for
students with
exceptional learning
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
testing conditions for
students with
exceptional learning
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
testing conditions for
students with
exceptional learning
needs. Teacher
consistently seeks out
specialists/resources
to ensure
accommodations
meet individual
student needs.
1. Indicate total of all indicators for Standard 5 = ________________; Divided by 7 = ____________________ (repeat on line below)
Final Score for Standard 5 ___________
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Teacher interactions
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.
Teacher interactions
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.
Teacher interactions
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.
Teacher consistently
advocates to meet
the students’ needs.
Teacher is proactive
in advocating for
students’ needs, and
in seeking out
resources when
necessary.
Standard 6: Professional Responsibilities and Collaboration
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
organization with an
historical, cultural,
political and social
context that influences
school policy practices,
and the school and
district mission and
vision. The teacher
supports the vision and
mission for the purpose
of school improvement.
Teacher understands
the school as an
organization with an
historical, cultural,
political and social
context that influences
school policy, practices
and the school and
district mission and
vision. The teacher is
aware of and actively
promotes the school and
district mission 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
high expectations for
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
high expectations for
student learning.
Teacher proactively
collaborates with
teammates to support
high expectations for
student learning.
Teacher consistently
shares information
and/or best practices
with colleagues.
Standard 6: Professional Responsibilities and Collaboration
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Teacher occasionally
engages with
families,
guardians/caregivers
to share information
and strategies to
involve families in the
instructional program
and to enhance
student development
and achievement.
Teacher frequently
engages with
families,
guardians/caregivers
to share information
and strategies to
involve families in the
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Standard 6: Professional Responsibilities and Collaboration
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
1. Indicate total of all indicators for Standard 6 = ________________; Divided by 8 = ____________________ (repeat on line below)
Final Score for Standard 6 ___________
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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.
Teacher occasionally
examines and/or
analyzes formal and
informal evidence of
student learning;
professional growth
is only loosely
aligned with the
needs of students.
Teacher regularly
examines and
analyzes formal and
informal evidence of
student learning;
professional growth
is aligned with the
needs of students.
Teacher engages in an
ongoing examination and
analysis of formal and
informal evidence of
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.
Teacher occasionally
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.
Standard 7: Professional Growth
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
B. Engages in
professional growth
Teacher does not
engage in
opportunities for
professional growth
and development.
Teacher occasionally
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
professional practice.
Teacher regularly
gives, receives and
acts upon
constructive
feedback to improve
professional practice.
Feedback to
colleagues is
conveyed in a
professional and
supportive manner.
Teacher regularly gives,
receives, and reflects
upon constructive
feedback to improve
professional practice.
Feedback to colleagues
is conveyed in a
professional and
supportive manner.
Teacher encourages
and engages in peer
assessment to improve
professional practice.
Standard 7: Professional Growth
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.
Ineffective = 1 Developing = 2 Effective = 3 Highly Effective = 4 Description of Evidence Score
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
of current research in
curriculum,
instruction, and
assessment methods
and applies the
knowledge to
improve practice.
Teacher regularly
expands knowledge
of current research in
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)
Final Score for Standard 7 ___________
Transfer Final Standard Scores to the boxes below
Standard 1: Knowledge of Students and Student Learning Standard 6: Professional Responsibilities
Standard 2: Knowledge of Content and Instructional Planning
Standard 7: Professional Growth
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
Total Average Rubric
Score for Professional
Practice
Conversion Score to be
used for Composite
Effectiveness Score
Total Average Rubric
Score for Professional
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 ________________________