Download - Teacher APPR Handbook

TEACHER APPR HANDBOOK Binghamton City School District

Teacher Annual Professional

Performance Review (APPR)

TABLE OF CONTENTS District APPR Committee Membership.................................................................2

Overview of Purpose and Process........................................................................3

APPR Timeline........................................................................................................4

Student Learning Objectives (SLO) for Growth ...................................................4

Verification of Student Enrollment........................................................................5

Observation of Teacher Practice...........................................................................5

Walk-Throughs .......................................................................................................7

Scoring of Observations........................................................................................8

Optional Post-Scoring Conference .......................................................................8

Petition for Observation Rating Review ...............................................................9

Overall Observation of Practice Score ...............................................................10

Overall Evaluation Rating....................................................................................12

APPR Teacher Improvement Plan (TIP) Process and Products........................ 13

Appeals of the APPR............................................................................................15

Training Lead and Independent Evaluators .......................................................19

Parental Request for Teacher APPR Scores ......................................................19

APPENDIX (A) Other Teachers – APPR Forms........................................................................21

(B) APPR Handout .................................................................................................40

(C) APPR Q & A Document....................................................................................42

(D) Pearson Rubric & BCSD Walk-Through Form ..................................................49

(E) Announced and Unannounced Observation Form ............................................51

(F) Pre- and Post-Conference Form.......................................................................53

(G) Petition for Observation Score Review .............................................................57

(H) Teacher Improvement Plan Notification and Form............................................58

(I) Parent Request Form for Teacher or Principal APPR Scores.............................62

Binghamton City School DistrictTeacher Annual Professional Performance Review 1

DISTRICT APPR COMMITTEE MEMBERSHIP Dr. Tonia Thompson, Superintendent of Schools

Christine Choi, Assistant Superintendent for Instruction and Budget

Michele Rozen, Binghamton Teachers’ Association President/Kindergarten Teacher—Woodrow Wilson Elementary

Kelly Mastronardi, TK Teacher – Calvin Coolidge

Marissa McNamara, Fourth-Grade Teacher—MacArthur Elementary

Renee DeSantis, Art Teacher—Roosevelt Elementary School

Joseph Zapach, Seventh-Grade Science Teacher—West Middle School

John Clement, Math Teacher – Binghamton High School

Quana Bice, English Teacher – Binghamton High School

Margaret Doherty, School Guidance Counselor – Calvin Coolidge Elementary

Susan Mayer, Science Teacher – Binghamton High School

Cynthia Raymond, Special Education Teacher – West Middle School

Brenda Lidestri, Director of Math, Science, and Technology, Pre-K-12

Lori Asquith, Principal – MacArthur Elementary

Ron Smith, Assistant Principal – East Middle School


OVERVIEW OF APPR PURPOSE AND PROCESS The New York State Board of Regents amended Chapter 103 of the Laws of

2010, and Chapter 21 of the Laws of 2012 amended Education Law §3012-d, to

fundamentally change the way teachers and principals are evaluated. While the

components of the district’s plan are required by law to be in place, the

Binghamton City School District has created an evaluation system that fosters a

culture of continuous professional growth for educators to grow and improve their

instructional practices, while recognizing the quality instruction that exists on a

daily basis.

Only teachers defined by New York State as “teachers of record” are held

accountable to the rules and regulations related to Education Law 3012-d.

Teachers who are teaching a minimum of 40 percent of the day fall into the

category of teacher of record. Faculty not included in the state definition include

prekindergarten teachers, long-term substitute teachers, social workers,

psychologists, guidance counselors, speech therapists and occupational

therapists, school nurses and part-time faculty. The process and forms used for

these staff are listed in Appendix A.

Under the law, New York State has differentiated teacher and principal

effectiveness using four rating categories – Highly Effective, Effective,

Developing and Ineffective. Education Law §3012-d (a) requires Annual

Professional Performance Reviews (APPRs) to result in a single composite

teacher or principal effectiveness rating that takes into consideration both the

observation of an educator’s practice and the growth in student performance that

results. The evaluation plays a significant factor in employment decisions,

including but not limited to promotion, retention, tenure determination, and

termination, as well as teacher and principal professional development (including

coaching, induction support, and differentiated professional development). If a

teacher or principal is rated overall as developing or ineffective, the school

district/BOCES is required to develop and implement a teacher or principal

improvement plan (TIP or PIP).


There are some events related to the APPR process that are predictable and the

district sets due dates for these elements, while other events are on-going

throughout the school year. The graphic below outlines the APPR events.

APPR TIMELINE

• Student Learning Objective (SLO) isdefined district-wide

• Non-tenured staff receive a walk-through within first 6 weeks of school

September

• 1-Announced Observation

• 1-Unannounced Observation

• Walk-throughs

September through

June

Five (5) school days prior to end of school

year, the final observation rating is

received by staff

June

STUDENT LEARNING OBJECTIVES (SLO) FOR GROWTH A student learning objective, or SLO, is an academic goal set for an educator’s

students at the start of the school year. It represents the most important learning

that is aligned to Common Core, state or national standards, as well as any other

school and district/BOCES priorities. The goals must be specific and measurable.

A district-wide SLO is

calculated for all teachers

using Grade 4 Science, Grade

8 Science and high school

Regents courses associated

with a high school Regents

Exam as each have been

approved for use by the state.

The APPR Committee will

continue to evaluate the impact of any changes and make adjustments to the

SLO calculation if needed.


VERIFICATION OF STUDENT ENROLLMENT The district provides APPR data to the New York State Education Department

(SED) in a format and timeline prescribed by the Commissioner. The district also

provides an opportunity for every teacher to verify the subjects and/or student

rosters assigned to him/her for assessments included in the calculation of the

district-wide SLO. The Director of Educational Technology and Innovation is in

charge of collecting, overseeing, and maintaining local data management

systems, and ensuring accuracy of the data. The Director of Educational

Technology and Innovation assigns tasks and deadlines, as required, to ensure

that the student data is verified prior to submittal to the state. Enrollment may be

verified using the state Teacher Student Data Linkage (TSDL) system.

Additionally, teachers whose students participate in the Grade 4 Science, Grade

8 Science or high school Regents Exams must verify their student participation in

these exams.

OBSERVATION OF TEACHER PRACTICE All teachers receive at least one announced and one unannounced formal

observation per year. Lead and Independent Evaluators are identified via a

memo sent to all teachers the first full week of school. Lead Evaluators will

conduct a minimum of one announced observation, while independent evaluators

will conduct a minimum of one unannounced observation. For a first-year

teacher, a walk-through will occur within the first six weeks of school by the Lead

Evaluator.

Announced observations may include the completion of a pre-observation and

post-observation form on the part of the teacher, with an opportunity for teachers

to complete a post-observation form after an unannounced observation. The

purpose of the forms is to provide additional insight and support for the planning

and decision-making that goes into the teaching that is observed. Completion of the pre- and post-observation forms is strongly recommended (Appendix F). Only information relevant to the observed lesson is considered. In addition, either


the teacher or the administrator may elect to request a pre- and post-observation

conference. The announced and unannounced classroom observations shall

consist of no less than one instructional period/lesson. Specific timeframes,

based on a number of school days, have been established throughout the

observation cycle.

Administrator submits

Observation Score Report to Teacher

within five (5)school days

Opportunity for Teacher to

complete Post-Observation

Form/Conference within five (5)

school days

Announced Observation occurs

with feedback received by

Teacher within ten (10) school days

Opportunity for Teacher to

complete Pre-Observation

Form/Conference(completed prior to

observation)

Administrator informs Teacher

Announced Observation will

occur

Evidence gathered during an observation cycle is used in determining the scores

assigned to each domain of the Pearson rubric (see scoring of observations).

Nothing above precludes administrators from conducting more observations. It is

expected that a teacher who is deemed ineffective or developing may be subject

to a greater number of observations than one who has earned a rating of

effective or highly effective. Teachers may request additional observations.

Nothing in the two paragraphs above prevents the evaluator and the teacher

from mutually agreeing that an unforeseen event(s) in the classroom may render

the observation meaningless. The final determination on whether the observation

counts shall be made by the administrator. Should the observation be moot, the

observation shall be rescheduled.

The feedback provided to teachers is based on the domains and indicators on

the district’s adaptation of the Pearson rubric (See Appendix D).


WALK-THROUGHS Walk-throughs are informal observations that provide the

teacher with immediate feedback using the district adopted

walk-through tool on a portion of a teacher’s practice. They

typically do not last longer than 10 minutes and focus on a

few elements of observed instruction. It would be atypical

for a teacher to have more than one walk-through per

quarter without prior notice given to faculty or an individual

faculty member. Walk-throughs are not given a score, but

do provide additional observable evidence that the administrator will use to

support a final evaluation rating given at the end of the year. The information

collected via a walk-through will only be used as a support for the final

observation rating when collected by the teacher’s assigned Lead or Independent

Evaluator.

Administrators may conduct walk-throughs for a number of reasons. A primary

reason is to recognize teachers for their efforts and excellent teaching. A second

reason for conducting walk-throughs is for an administrator to provide feedback

to all staff in a building or department around a specific area of practice for which

they are receiving professional development or have set a goal to review and/or

improve. Under this circumstance, it is expected that the administrator provide

their staff with advance notice and reason for doing such.

An additional reason an administrator would conduct walk-throughs is to seek out

additional evidence of a teacher’s performance in an area that was not observed

during a formal observation. Walk-throughs may also likely be conducted to

demonstrate growth in a teacher’s practice in an area that has previously been

noted as being developing or ineffective.


SCORING OF OBSERVATIONS The announced and unannounced observation narrative and scores shall be

shared with the teacher within ten (10) school days of the observation. Following

the receipt of the written narrative, the teacher can complete a post-observation

form and may, if they wish, request a meeting with the evaluator within five (5)

school days. Completion of the forms associated with an observation cycle is

strongly recommended. Within five (5) school days of the administrator receiving

the post-observation form, or in the event the teacher does not meet or complete

the post-observation form, five (5) school days after submitting the written

observation narrative to the teacher, the administrator will submit an observation

score report to the teacher. In the event the score report contains ratings of 1 or

2, it is expected that the teacher will receive a written rationale for the score

based on evidence recorded from the observation cycle. The teacher may also

request a walk-through or an additional observation with the understanding that

additional walk-throughs and observations cannot be used to change the

teacher’s original observation. However, additional walk-throughs and

observations may impact the teacher’s final observation rating.

OPTIONAL POST-SCORING CONFERENCE At times, a teacher may believe that domains observed and scored by an

administrator during an observation do not accurately reflect the teacher’s

practice. In such cases, once a teacher has received his/her observation score,

the teacher may, within five (5) school days of receiving the observation score,

request a post-scoring conference with the evaluator. The post-scoring

conference will be held within five (5) school days of receipt of the request to

meet.

During the post-scoring conference the teacher may:

• Clarify additional evidence from the observed lesson for the domains in

question.


• Discuss his/her rationale for revising a score in one or more observed

domains.

• Discuss the content of the teacher’s pre- and post-observation forms.

If a teacher requests a revised observation score, the administrator will provide

the teacher with either a revised score or a written explanation explaining why

the original score has not changed. The revised score or explanation will be

provided to the teacher within five (5) school days of the post-scoring conference.

PETITION FOR OBSERVATION RATING REVIEW Criteria for Filing a Petition If a teacher is not satisfied with the result of the Post-Scoring Conference, the

teacher shall have the right to submit a Petition for Observation Rating Review

(Appendix G).

Procedure for Filing a Petition The teacher will have ten (10) school days after attending a Post-Scoring

Conference to complete and submit a Petition for Observation Rating Review to

the Assistant Superintendent responsible for instruction.

Observation Rating Review Meeting Within ten (10) school days of receipt of the Petition for Observation Rating

Review, the Assistant Superintendent will meet with the teacher and

administrator to hear their concerns and review with them the observation in

question. The teacher will have the right to union representation at this meeting.


Outcome of Meeting The Assistant Superintendent shall issue one or more of the following actions:

• Determine that the observation as conducted is invalid.

• Determine that the existing observation remains in place as performed.

• Determine that evidence exists to support revising the teacher’s

observation rating for one or more observed domains.

• Conduct an additional observation with a new administrator with the same

level of evaluation authority (lead or independent).

Assistant Superintendent’s Decision Within ten (10) school days of the Observation Rating Review Meeting, the

Assistant Superintendent will render his/her decision regarding the teacher’s

petition. The Assistant Superintendent’s decision will include a written

explanation to the teacher and the administrator. The decision of the Assistant

Superintendent shall be final. A procedural error in the Observation Rating

Review process shall be the only basis for an appeal to the Superintendent.

Exceptions and Modifications of the Observation Rating Review Procedures

• Observations occurring during the first two (2) years of a teacher’s

employment in the District are ineligible for the Petition for Observation

Rating Review process.

• The timelines for the Petition for Observation Rating Review process can

be modified if mutually agreed to by the teacher, the administrator, and the

Assistant Superintendent.

OVERALL OBSERVATION OF PRACTICE SCORE A final observation rating of the teacher’s practice is determined by both the lead

evaluator and the independent evaluator. A rating for each domain of the

Pearson rubric is determined by taking into consideration the scores the teacher

received as a result of one or more observations conducted by each evaluator,


as well as evidence collected through walk-throughs. In the case that multiple

observations are conducted by the evaluator, the evaluator will be looking for

growth in areas of need when determining an overall score at the end of the year.

Each of the ten (10) domains on the overall observation of practice form for each

evaluator will be first averaged. A weight of 80 percent will be given to the score

determined by the lead evaluator, the administrator who is assigned to a building.

In the case of elementary teachers, this is the building principal. For secondary

teachers, this may be either the building principal or an associate/assistant

principal assigned to the building. A second observation will be conducted by an

independent evaluator, who is an administrator assigned to work with teachers at

the elementary and/or secondary level. These observations are given a weight of

20 percent. The weighted values are applied on the overall observation of

practice form, completed and submitted to the teacher at the end of the school

year. See also announced/unannounced observation forms (Appendix E).

The overall weighted average, a total out of four (4), is then compared to the

following chart to determine the teacher’s observation rating as being highly

effective (H), effective (E), developing (D), or ineffective (I):


OVERALL EVALUATION RATING At least six (6) school days before the last scheduled school day for teachers,

each teacher will receive their overall observation of practice form and may, if

requested, participate in a summative evaluation conference with the evaluator.

The purpose of this conference will be to review the evidence gathered

throughout the school year. This rating will be combined with the rating for

student growth on state approved assessments to arrive at the teacher’s overall

composite HEDI (highly effective, effective, developing and ineffective) rating.

A teacher receives a HEDI rating for observations (50 percent) and a HEDI

rating for student performance (district-wide growth score-50 percent). These two

(2) ratings are used in the matrix below to determine the overall HEDI rating for

each teacher. The green arrows illustrate one example. If a teacher receives a

rating of effective on his/her observations and a rating of effective on student

growth, their overall evaluation rating will be effective.


BINGHAMTON TEACHERS’ ASSOCIATION ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR) TEACHER IMPROVEMENT PLAN (TIP) PROCESS AND PRODUCTS

If based on evaluations and observations completed in accordance with Article

VI, Evaluation and Supervision of the Binghamton Teachers’ Association

Collective Bargaining Agreement the Administration of the Binghamton City

School District, it is determined that a teacher needs to be placed on a teacher

improvement plan based on being identified as either a developing or ineffective

teacher: 1) The teacher will be notified, in a personal conference and in writing

ten (10) days prior to the start of the school year, with every effort made to make

the teacher aware as soon as all applicable information is available, 2) The

option of having the Binghamton Teachers’ Association (BTA) involved as a

partner in the development of an improvement plan shall be included with the

initial notice to the teacher, and 3) All notices will be copied to the BTA President.

See also Appendix H.

The teacher and his/her evaluator(s) will cooperatively develop a TIP, in

accordance with the APPR model. The teacher at his/her sole discretion may

avail himself or herself of the existing resources of the district during the

development and/or implementation of the TIP. The teacher and the BTA do not

waive any contractual rights by participating in the intervention plan activities.


The collaborative plan shall be signed by the teacher and his/her evaluator(s).

Timelines for completion of the plan shall be mutually agreed upon. All copies of

all plans and all subsequent communications about such shall be filed with the

BTA President.

Successful completion of the TIP by the teacher will result in the teacher being

notified on the subsequent year’s APPR form. Plans that are not successful may

be referred to the Superintendent of Schools or central office designee.


APPEALS OF THE ANNUAL PROFESSIONAL PERFORMANCE REVIEW To the extent that a teacher wishes to appeal an

evaluation, the following appeals procedure is

established.

1) Appeals will be limited to the following

situations:

a) A non-tenured teacher may appeal only an

ineffective APPR composite rating;

b) Any tenured teacher may appeal an

ineffective or developing APPR composite

rating;

c) A tenured teacher may appeal an

improvement plan if and only if the plan was generated as the result of an

ineffective or developing composite rating, in accordance with Section II, below.

2) The scope of any appeal will be limited to the following subjects:

a) The substance of the annual professional performance review; which shall

include the following:

b) In the instance of a teacher rated ineffective on the student performance

category, but rated highly effective on the observation category based on an

anomaly, as determined locally;

c) The school district's/BOCES' adherence to the standards and methodologies

required for such reviews, pursuant to Education Law §3012-d; and

d) The adherence to the regulations of the Commissioner and compliance

with any applicable locally negotiated procedures, as well as the school

district's/BOCES' issuance and/or implementation of the terms of the teacher

or principal improvement plan, as required under Education Law §3012-d.

3) A teacher may not file multiple appeals regarding the same performance

review or teacher improvement plan. All grounds for appeal must be raised


with specificity within one (1) appeal. Any grounds not raised at the time the

appeal is filed shall be deemed waived.

4) In an appeal, the teacher has the burden of demonstrating a right to the relief

requested and the burden of establishing the facts upon which petitioner

seeks relief.

5) The following timelines will be strictly adhered to unless extended by mutual

agreement. Failure of the petitioner to meet a timeline will nullify the appeal;

failure of the respondent to meet a timeline will allow movement of the appeal

to the next level. This appeals process will remain timely and expeditious in

accordance with Education Law 3012-d.

i) Level 1 – Evaluator

(Informal) Following a qualifying event, as defined in Sections I and II

above, the teacher shall be encouraged and shall be entitled to schedule a

follow-up meeting within five (5) school days to informally discuss with the

evaluator any and all related issues.

ii) Level 2 – Evaluator

(Formal) Should the teacher not be satisfied with the results of the

Informal Level 1 meeting, the appeal must be submitted to the evaluator in

writing no later than five (5) school days of the date when the teacher

informally discussed the evaluation appeal with the evaluator. If a teacher

is challenging the implementation of a teacher improvement plan, the

appeal must be submitted in writing within ten (10) school days of

issuance or of the time when the teacher knew or should have known of

an alleged implementation breach of such plan.

When filing an appeal, the teacher must submit a detailed written

description of the specific grounds for the appeal as well as the

performance review and/or improvement plan being challenged. Along

with the appeal, all supporting documentation must be submitted, or


specifically noted if pending. Any grounds for appeal or any supporting

documentation/information not submitted or noted at the time the appeal is

filed shall not be considered.

Within five (5) school days of receipt of an appeal, the evaluator

responsible for the issue(s) being appealed must submit a detailed written

response to the appeal. Along with the response, all supporting

documentation must be submitted, or specifically noted if pending, as well

as any additional documents or materials relevant to the response. Any

supporting documentation/information not submitted or noted at the time

the response is issued shall not be considered in the deliberations related

to the resolution of the appeal.

The teacher initiating the appeal, and the Teachers’ Association President,

shall receive copies of the response and any and all additional information

submitted with the response.

iii) Level 3 – Superintendent

Within five (5) school days of receipt of the Level 2 response, if a teacher

is not satisfied with such response the teacher must submit the appeal to

the Superintendent of Schools, or the Superintendent’s designee. The

Superintendent or designee will be provided all documentation submitted

in both the appeal and the evaluator’s response.

Within five (5) school days of receipt of the teacher’s appeal, the

Superintendent or designee will conduct a hearing at which the teacher

(and representative at the option of the teacher) and the evaluator (and

representative at the option of the evaluator) will be allowed to present

oral arguments in support of the appeal and the response, respectively.

Within five (5) school days of the Superintendent Hearing, the

Superintendent or designee will issue a written determination to the

teacher, the Teachers’ Association President, and the evaluator.


iv) Level 4 – Panel

Within five (5) school days of receipt of the Level 3 determination, if a

teacher is not satisfied with such determination and if the Teachers’

Association deems the appeal meritorious, the association must submit

the appeal to a bipartisan panel comprised of three Board of Education

representatives, one chosen by the Superintendent, one chosen by the

evaluator association, and one chosen by the Teachers’ Association

President. The panel shall be selected at the beginning of each school

year.

Within five (5) school days of receipt of the Teachers’ Association’s appeal,

the panel will jointly conduct a paper review and deliberation of the matter

and will issue a written determination for resolution to the Teachers’

Association President and the Superintendent of Schools or designee. The

determination may be to deny the appeal, to sustain the appeal and grant

the remedy sought, or to sustain the appeal and modify the remedy; further,

reasoning for the determination, as well as dissenting opinions, if any, will

be included with the determination. The determination is final and binding.

6) The entire appeals record will be part of the teacher’s APPR.

7) This appeals procedure constitutes the exclusive means for initiating, reviewing,

and resolving any and all appeals within the scope of Sections I and II, above. A

teacher may not resort to any other contractual grievance procedure for the

resolution of these appeals, except as otherwise authorized by law.

8) Nothing in this appeals procedure will restrict the right of the district or the

obligation of the teacher to proceed in accordance with otherwise standard

practice, e.g., implementation of an improvement plan or denial/granting of

tenure, while an appeal is pending.

9) This appeals process will remain timely and expeditious in accordance with

Education Law 3012-d.


TRAINING LEAD AND INDEPENDENT EVALUATORS All evaluators shall successfully complete a training course that meets the minimum

requirements prescribed by the law and shall include application and use of teacher

practice rubrics selected for use by the parties in evaluations. Each year, the district

will recognize that evaluators are annually re-certified by participating in a district

prescribed process to ensure inter-rater agreement is maintained. This process is

intended to provide consistency in the scoring and feedback provided to staff as a

result of their participation in the evaluation process.

PARENTAL REQUEST FOR TEACHER APPR SCORES New York State law allows parents and legal

guardians of a student to request the

effectiveness scores and final ratings of teachers

and principals to which the student is assigned

for the current school year. Requests for this

information are made in writing using the

appropriate teacher or principal request form

(See Appendix I) and delivered to the Director of

Personnel. Only the overall composite score

(point value out of 100) and composite rating

(HEDI) are released.

This information may be released only to parents

or legal guardians, and the district will verify that

any request received has been submitted by a parent or legal guardian.

Additionally, the information is intended only for the use of the requesting parent

or legal guardian. Both the teacher and the principal are notified when a parent

makes a request.

The Q & A document in Appendix C provides further information regarding the

APPR process.


APPENDIX (A) Other Teachers – APPR Forms.............................................................. 21

(B) APPR Handout ....................................................................................... 40

(C)APPR Q & A Document.......................................................................... 42

(D)Pearson Rubric & BCSD Walk-through Tool .......................................... 49

(E) Announced/Unannounced Forms........................................................... 51

(F) Pre- and Post-Conference Forms........................................................... 53

(G) Petition for Observation Review Form ................................................... 57

(H) Teacher Improvement Plan Notification and Form ................................ 58

(I) Parent Request Form for Teacher APPR Scores ................................... 62

Binghamton City School District 20Teacher Annual Professional Performance Review

Non-APPR classroom teacher’s name_______________________________ APPENDIX A: Other Teachers – APPR Forms

Building_____________________________Date_________ Tenure_________ Probationary________________________

As of 1.2020

BINGHAMTON CITY SCHOOL DISTRICT Annual professional performance summative review – Non-APPR classroom teacher

Review scale criteria Unsatisfactory Satisfactory Outstanding examples

Content knowledgeDemonstrates a thorough knowledge of the subject area, curriculum, and/or area of responsibility in written plans, classroom work or consultation

The teacher… � does not demonstrate knowledge of curriculum maps (if existing).

� does not demonstrate knowledge of NYS learning standards.

� does not demonstrate awareness of subject matter.

The teacher… � demonstrates knowledge of curriculum maps (if existing).

� demonstrates knowledge of NYS learning standards.

� demonstrates awareness of subject matter.

Instructional deliveryDemonstrates that the delivery of instruction results in active student involvement, appropriate teacher/student interaction

The teacher… � sets no learning target/objective for the instruction period.

� does not provide a variety of meaningful, engaging learning opportunities.

� demonstrates little or no flexibility and responsiveness to student learning needs and styles through monitoring and modifying learning opportunities.

� does not develop a rapport with students.

� does not make the subject matter relevant to students’ experience, for example, by making reference to real life.

The teacher… � sets clear learning target/objective for content, curriculum maps (if existing), instructional strategies, and diverse, developmentally appropriate student needs.

� provides a variety of meaningful, engaging learning opportunities.

� demonstrates flexibility and responsiveness to student learning needs and styles through monitoring and modifying learning opportunities.

� develops a rapport with students. � makes the subject matter relevant to students’ experience, for example, by making reference to real life.




Student assessment Demonstrates assessment techniques based on appropriate learning standards designed to measure student progress

The teacher… � does not demonstrate a variety of assessment methods that are aligned with the NYS learning standards and curriculum maps (if existing).

� does not give appropriate and timely feedback to students/parents.

� does not follow district curriculum. � does not use assessment results to plan instruction for individuals and groups of students.

The teacher… � demonstrates a variety of assessment methods that are aligned with the NYS learning standards and curriculum maps (if existing).

� gives appropriate and timely feedback to students/parents.

� follows district curriculum. � uses assessment results to plan instruction for individuals and groups of students.

PreparationDemonstrates appropriate preparation employing the necessary pedagogical practices to support instruction in written plans or consultation

The teacher … � does not show evidence of adequate preparation in lesson content.

� does not show evidence of adequate preparation in the use of student performance data to make instructional decisions.

� does not show evidence of adequate preparation in varied instructional strategies and resources.

� does not show evidence of adequate preparation in meeting diverse, developmentally appropriate needs.

The teacher … � shows evidence of adequate preparation in lesson content.

� shows evidence of adequate preparation in the use of student performance data to make instructional decisions.

� shows evidence of adequate preparation in varied instructional strategies and resources.

� shows evidence of adequate preparation in meeting diverse, developmentally appropriate needs.




Classroom managementDemonstrates classroom management skills supportive of diverse student learning needs

The teacher … � loses considerable instructional time in performing non-instructional functions.

� does not create a learning environment that promotes respect and responsibility.

� does not respond to student behavior in a way that reflects established standards.

� does not create a classroom that is safe and nurturing and does not make adjustments as needed.

� does not demonstrate good classroom management skills and procedures.

The teacher … � loses little or no instructional time in performing non-instructional functions.

� creates a learning environment that promotes respect and responsibility.

� responds to student behavior in a way that reflects established standards.

� creates a classroom that is safe and nurturing and makes adjustments as needed.

� demonstrates good classroom management skills and procedures.

Professional responsibilityDemonstrates a professional attitude in working with students, colleagues and the community.

The teacher … � does not support BCSD policies and/or school policies.

� does not work cooperatively with colleagues.

� does not interact in a professional and courteous manner with students, colleagues and community members.

� is not flexible and open to constructive criticism/new ideas.

� does not demonstrate a positive attitude in dealing with students, colleagues and parents.

The teacher … � supports BCSD policies and/or school policies.

� works cooperatively with colleagues. � interacts in a professional and courteous manner with students, colleagues and community members.

� is flexible and open to constructive criticism/new ideas.

� demonstrates a positive attitude in dealing with students, colleagues and parents.


___________________________________

___________________________________


Evaluator comments:

Evaluator’s Signature/Date

Teacher’s comments:

Non-APPR Teacher’s Signature/Date

Teacher will receive a copy of the final signed document.


APPENDIX A: Other Teachers – APPR Forms

School Counselor/School Psychologist/School Social Worker name _____________________________

Building_____________________________ Date_________ Tenure_________ Probationary________

As of 1.2020

BINGHAMTON CITY SCHOOL DISTRICT Annual professional performance summative review – School Counselor/School Psychologist/School Social Worker


Content knowledgeDemonstrates a thorough knowledge of all subject areas and NYS curriculum requirements

The school counselor/school psychologist/school social worker … � does not demonstrate knowledge of curriculum and graduation requirements.


� does not demonstrate awareness of subject matter.

The school counselor/school psychologist/school social worker … � demonstrates knowledge of curriculum and graduation requirements.


� demonstrates awareness of subject matter.

Instructional deliveryDemonstrates that the delivery of instruction results in active student and parent involvement

The school counselor/school psychologist/school social worker … � is unable to clearly convey information to parents in group settings

� is unable to clearly convey information to students in group settings.

� does not develop a rapport with students.

� does not develop a rapport with parents.

� does not develop a rapport with staff.

The school counselor/school psychologist/school social worker … � is able to clearly convey information to parents in group settings

� is able to clearly convey information to students in group settings.

� develops a rapport with students. � develops a rapport with parents. � develops a rapport with staff.


APPENDIX A: Other Teachers – APPR Forms School Counselor/School Psychologist/School Social Worker name _____________________________


PreparationDemonstrates appropriate preparation employing the necessary counseling practices to support students

The school counselor/school psychologist/school social worker … � does not show evidence of adequate

preparation in counseling skills. � does not show evidence of adequate

preparation in the use of student performance data to make decisions.

� does not show evidence of adequate preparation in meeting the needs of a diverse student population.

� does not show knowledge of student scheduling (if applicable).

The school counselor/school psychologist/school social worker … � shows evidence of adequate preparation in

counseling skills. � shows evidence of adequate preparation in the

use of student performance data to make decisions.

� shows evidence of adequate preparation in meeting the needs of a diverse student population.

� shows knowledge of student scheduling (if applicable).

Records managementDemonstrates records management skills supportive of students

The school counselor/school psychologist/school social worker… � does not accurately manage student records. � does not share appropriate and pertinent data

with teachers and parents. � does not schedule students appropriately. � does not demonstrate office management

skills and procedures.

The school counselor/school psychologist/school social worker… � accurately manages student records. � shares appropriate and pertinent data with

teachers and parents. � schedules students appropriately. � demonstrates office management skills and

procedures.

Professional responsibilityDemonstrates a professional attitude in working with students, colleagues and the community

The school counselor/school psychologist/school social worker… � does not support BCSD policies and/or

school policies. � does not work cooperatively with colleagues. � does not interact in a professional and

courteous manner with students, colleagues and community members.


� does not demonstrate a positive attitude in dealing with students, colleagues and parents.

The school counselor/school psychologist/school social worker… � supports BCSD policies and/or school policies. � works cooperatively with colleagues. � interacts in a professional and courteous

manner with students, colleagues and community members.


� demonstrates a positive attitude in dealing with students, colleagues and parents.




Student advocacyDemonstrates advocacy for all students

The school counselor/school psychologist/school social worker… � is not cognizant of community agencies and services for students.

� is not an advocate for all students. � does not refer students for scholarships, awards and college placement (if applicable).

The school counselor/school psychologist/school social worker… � is cognizant of community agencies and services for students.

� is an advocate for all students. � refers students for scholarships, awards and college placement (if applicable).


_____________________________________

_____________________________________


Evaluator comments:


School Counselor/School Psychologist/School Social Worker’s comments:

School Counselor/School Psychologist/School Social Worker Signature/Date

School Counselor/School Psychologist/School Social Worker will receive a copy of the final signed document.


APPENDIX A: Other Teachers – APPR Forms School Nurse Teacher name _________________________________________________


As of 1.2020

BINGHAMTON CITY SCHOOL DISTRICT Annual professional performance summative review – School Nurse Teacher


Office managementDemonstrates office management skills supportive of diverse student needs

The school nurse teacher … � does not create a health office that is safe and

nurturing and does not make adjustments as needed.

� does not create a health office environment that promotes respect and responsibility.

� does not show evidence of adequate preparation of physical assessment for individual students and health lessons for both individuals and groups of students.


� does not demonstrate fairness and consistency in dealing with students and in applying the district’s required Code of Conduct.

Suggestions for improvement:

The school nurse teacher … � creates a health office that is safe and

nurturing and adjustments are made as needed.

� creates a health office environment that promotes respect and responsibility.

� shows evidence of adequate preparation of physical assessment for individual students and health lessons for both individuals and groups of students.


� demonstrates fairness and consistency in dealing with students and in applying the district’s required Code of Conduct.





The school nurse teacher … � does not support established, appropriate

and relevant policies and procedures. � does not work cooperatively with colleagues. � does not interact in a professional and

courteous manner with students, parents, colleagues and community members.



The school nurse teacher … � supports established, appropriate and

relevant policies and procedures. � works cooperatively with colleagues. � interacts in a professional and courteous

manner with students, parents, colleagues and community members.



_______________________________________

_______________________________________


Assessment of performance: Satisfactory

Satisfactory with the following recommendations:

Unsatisfactory (refer to voluntary early intervention plan)


School Nurse Teacher comments:

School Nurse Teacher Signature/Date

School Nurse Teacher will receive a copy of the final signed document.



Registered Nurse name _________________________________________________


As of 1.2020

BINGHAMTON CITY SCHOOL DISTRICT Annual professional performance summative review –Registered Nurse


Office managementDemonstrates office management skills supportive of diverse student needs

The registered nurse… � does not create a health office that is safe and

nurturing and does not make adjustments as needed.

� does not create a health office environment that promotes respect and responsibility.

� does not show evidence of adequate preparation of physical assessment for individual students and health lessons for both individuals and groups of students.


� does not demonstrate fairness and consistency in dealing with students and in applying the district’s required Code of Conduct.


The registered nurse… � creates a health office that is safe and

nurturing and adjustments are made as needed.

� creates a health office environment that promotes respect and responsibility.

� shows evidence of adequate preparation of physical assessment for individual students and health lessons for both individuals and groups of students.


� demonstrates fairness and consistency in dealing with students and in applying the district’s required Code of Conduct.


APPENDIX A: Other Teachers – APPR Forms Registered Nurse name _________________________________________________



The registered nurse… � does not support established, appropriate

and relevant policies and procedures. � does not work cooperatively with colleagues. � does not interact in a professional and

courteous manner with students, parents, colleagues and community members.



The registered nurse… � supports established, appropriate and

relevant policies and procedures. � works cooperatively with colleagues. � interacts in a professional and courteous

manner with students, parents, colleagues and community members.



_______________________________________

_______________________________________


Registered Nurse name _________________________________________________

Assessment of performance: Satisfactory

Satisfactory with the following recommendations:

Unsatisfactory (refer to voluntary early intervention plan)


Registered Nurse’s comments:

Registered Nurse’s Signature/Date

Registered Nurse will receive a copy of the final signed document.


APPENDIX A: Other Teachers – APPR Forms Teacher on special assignment’s name_______________________________


As of 1.2020

BINGHAMTON CITY SCHOOL DISTRICT Annual professional performance summative review – Teacher on Special Assignment

Proficiency in the management and administration of program Review scale criteria Unsatisfactory Satisfactory Outstanding examples

Content knowledgeDemonstrates a thorough knowledge of the subject area, curriculum, and/or area of responsibility in written plans, classroom work or consultation

The teacher on special assignment … � does not demonstrate knowledge of curriculum maps (if existing).


� does not demonstrate awareness of subject matter and/or area of responsibility.

The teacher on special assignment … � demonstrates knowledge of curriculum maps (if existing).


� demonstrates awareness of subject matter and/or area of responsibility.

Long-range goals forcontinuous improvementEstablishes long-range plans in conjunction with others that are consistent with the district’s strategic goals

The teacher on special assignment … � does not establish long-range plans in conjunction with others that are consistent with the district’s strategic goals.

The teacher on special assignment … � establishes long-range plans in conjunction with others that are consistent with the district’s strategic goals.



Proficiency in the management and administration of program (continued)


Administration of budgetDemonstrates awareness of the budget allocation and submits orders in a timely manner

The teacher on special assignment … � does not demonstrate awareness of the budget allocation and does not submit orders in a timely manner.

The teacher on special assignment … � orders supplies and materials in a timely manner and in collaboration with administration and colleagues to determine needs.

TechnologyUtilizes and maintains technology

The teacher on special assignment … � does not request or use new, updated technology.

The teacher on special assignment … � requests and uses new, updated technology.

OrganizationOrganizes office or room and maintains records so resources can be found easily by others

The teacher on special assignment … � does not properly organize office or room so materials can be found easily by others.

� does not catalogue or inventory records properly.

The teacher on special assignment … � properly organizes office or room so materials can be found easily by others.

� catalogues or inventories records properly.

Collaboration Solicits suggestions from administration or colleagues

The teacher on special assignment … � does not solicit suggestions from administration or colleagues.

The teacher on special assignment … � solicits suggestions from administration or colleagues.



Proficiency in communications


Faculty and administration Communicates progress or potential problems to faculty and administration

Not applicable

The teacher on special assignment … � does not inform faculty and administration about progress or potential problems of assigned students.

The teacher on special assignment … � informs faculty and administration about progress or potential problems of assigned students.

Parents Communicates student progress and program components to parents

Not applicable

The teacher on special assignment … � does not keep parents informed about student progress and the program.

The teacher on special assignment … � keeps parents informed about student progress and the program.




Identification of key data elements Identifies key data elements to measure program effectiveness

Not Applicable

The teacher on special assignment … � has not identified key data elements that can be used to measure program effectiveness.

The teacher on special assignment … � has identified key data elements that can be used to measure program effectiveness.

Maintenance of data Collects data on the performance of assigned students

Not Applicable

The teacher on special assignment … � does not collect data regarding the performance of assigned students.

The teacher on special assignment … � collects data regarding the performance of assigned students.

Shared data Provides student-level data for district use

Not Applicable

The teacher on special assignment … � does not provide student-level data for use in the district’s data warehouse.

The teacher on special assignment … � provides student-level data for use in the district’s data warehouse.


_________________________________________

________________________________________


Evaluator comments:


Teacher on special assignment’s professional comments:

Teacher on Special Assignment’s Signature /Date

Teacher will receive a copy of the final signed document.


APPENDIX B: APPR Handout

Binghamton City School DistrictTHE ANNUAL PROFESSIONAL PERFORMANCE REVIEW (APPR)

An Informational Handout

• What is the Annual Professional Performance Review (APPR)? o The Annual Professional Performance Review (APPR) is an evaluation of a teacher’s practice. o A teacher’s practice must reflect the NYS Teaching Standards. o Teacher evaluations include a measure of student growth data.

• How often are teachers evaluated? o Teachers are evaluated each year.

• What are the APPR components? o Observation of Practice – 50% o Student Growth Data – 50%


APPENDIX B: APPR Handout

Student Growth, 50%

Observation of Practice,

50%

Student Growth

All staff using the outcome of a single district-wide SLO.

Who Evaluates Teachers and Principals?

Observation of Practice

Teachers are observed and assessed using the modified Pearson Observation Rubric.

A minimum of 1 announced and 1 unannounced observation occurs. Observations that are conducted by Principals or those assigned as Lead Evaluators count for 80% of rating; Independent Evaluators count for 20% of rating.

How is a Teacher’s Overall Rating Determined?

•

•

Teachers will receive a single overall rating for each year. A rating of • Teachers are evaluated by their principal, associate/assistant Highly Effective, Effective, Developing and Ineffective is identified principal, and/or supervisor (Department Chair or Director). based on the ratings received for observation of practice and student • The law requires that evaluations be conducted by Lead growth. Evaluators.

What Happens if a Teacher Scores Poorly?

• If a teacher receives a final rating of “developing” or “ineffective,” he/she will receive a teacher improvement plan (TIP).

Where Can I Find Information on my District’s APPR Plan?

• The district’s APPR plan can be found at: http://www.binghamtonschools.org/district/district_plans


http://www.binghamtonschools.org/district/district_plans

Appendix C: APPR Q & A Document

BINGHAMTON CITY SCHOOL DISTRICT: Questions and answers to district APPR of teachers Note: Some of the information contained below is provided per NYSED regulations, while other information is being communicated on behalf of the district or the

adopted district plan. Staff should use caution with any attempt to compare the

responses below with direction that staff across the region are being provided since

every district plan is different.

Resources and contacts: • To find information regarding New York State regulations, Common Core

Standards, and information on guidance from the state on SLOs, go to:

http://www.engageny.org.

• To request a change to your district-adopted system account, contact

[email protected].

• If you are having trouble with the district-adopted evaluation tool, contact

[email protected].

Please note that, depending on the volume of requests, it may take up to two days

to rectify your account. We thank you for your patience.


http://www.engageny.org./

mailto:[email protected]


Appendix C: APPR Q & A Document 1. Do students who move into or out of my class who have been attending BCSD all year count?

New York State has established that students must be enrolled in a teacher’s

course for 60 percent, or 108 days, in order for them to count toward the district

growth goals. In order to count as part of your enrolled course and have the test

data included in the district growth goals, the student must have been enrolled (not

in attendance) in your full year course for a minimum of 60 percent of the course

duration (i.e. in the case of a full-year course, 108 days).

2. How will I be verifying my course rosters?

Teachers will be identifying students who are to count in the district goals. At the

end of the year, teachers will have an opportunity to re-identify students who

have met the enrollment rule. If a student is not appearing in the district

approved system as part of a teacher’s course, they should contact the

individuals who are responsible for scheduling students in SchoolTool.

3. Why do I have to verify students who are enrolled in my course through the state Teacher Student Data Linkage portal as well?

All staff who are required to participate in the APPR process are assigned an

account with New York State where the students who have been enrolled in the

courses they teach are uploaded from the district. Any student who has been

enrolled and attended your course at any time during the year should appear.

For all staff, it is a requirement - and the State Education Department’s

accountability to the federal government - that teachers are verifying they are

delivering instruction for a given set of minutes to individual students. School

districts then use these lists to hold staff accountable for ensuring that student

performance is being used to calculate growth goals.


Appendix C: APPR Q & A Document 4. What are the regulations around home-bound students (i.e. students

placed on home instruction due to health or discipline issues)?

Students are enrolled in courses and courses are linked to teachers. Teachers

are responsible for keeping accurate attendance of students enrolled in their

courses. Courses are linked to a school and, in turn, a principal for purposes of

accountability.

Students who are suspended, on medical leave, or homebound should be

continuously enrolled in the courses to which they are assigned. The student’s

attendance should accurately reflect whether the student received instruction by

the teacher of the course on each school day. Students who are tutored at home

should continue to be enrolled in the courses they were taking prior to being

placed on homebound status. If the teacher of record is also the district-

assigned tutor, the instruction time should be reflected in attendance data

reported by the district. Please see the student information reporting rules for

additional information (http://www.p12.nysed.gov/irs/sirs/).

5. Who do I contact if I cannot see my students or the classes I teach in the district approved system?

First, confirm that the student has been scheduled in your class in SchoolTool

with the individual in your building responsible for scheduling. Please forward

any question regarding your account settings and the students you can see to

[email protected].

6. Are long-term substitutes held accountable to the APPR rules?

Long-term substitutes are not covered by the regulations governing the teacher

APPR system.

7. How do teaching assistants fit into the teacher APPR process?

Teaching assistants do not participate in the teacher APPR process as they are

not included under the Commissioner’s regulations.


http://www.p12.nysed.gov/irs/sirs/


Appendix C: APPR Q & A Document 8. How is enrollment and attendance linkage information for teachers who have a long-term absence or take a leave of absence reported? In order to ensure that enrollment and attendance linkage information is

accurate for teachers who have a long-term absence or a leave of absence,

districts should place an end date as of the first day of the long-term absence or

leave of absence and begin the teacher assignment again on the date that the

teacher returns. For the purpose of reporting enrollment and attendance linkage

information, a long-term absence or leave of absence is defined by applicable

federal and state laws, rules and regulations, and local policy/practice.

Substitute teachers, including long-term substitutes, are not subject to APPR,

but staff student course records accurately reflecting the time a long-term

substitute instructs a class should be reported. This information is important for

connecting student outcomes to principals.

9. How are state test refusals factored into the district and school accountability status?

Students who refuse to take the entire test must be reported at the local level

with a final score of "999" and a standard achieved code of 96, indicating

refusal. These students will be considered to have "no valid test score" and will

be counted as not tested. Students who indicate refusal to take the test but

answer at least one question on the test will receive a scaled score and

performance level based on the questions answered.

Because these students are counted as “not tested,” they count against the

building’s requirement of 95 percent participation. A building that does not meet

the 95 percent participate rate cannot be considered for recognition school status

and will need to create an action plan to increase participation.


Appendix C: APPR Q & A Document 10.How is the district-wide SLO calculated?

The goal is for 100 percent of students to demonstrate growth. More specifically,

the district-wide student growth is determined by calculating the percent of

students who achieve at or higher than the score earned by 90 percent of the

students as averaged across the previous three years.

The following is an illustration of the steps taken when computing the single

district-wide SLO with the results of the Grade 4 Science test, Grade 8 Science

test, and the Regents Exams.

1. Place in a spreadsheet the past three years’ scores for a course as defined

above.

2. List all the scores in numerical order and determine, starting with the highest

score, where 90 percent of the students scored. For example, let’s say there

are a total of 300 scores from students in a Regents Science class over the

past three years. These scores are listed and the score that is listed as

number 270 from the top is considered the cut-point at which 90 percent (.9 x

300=270) of the students scored. In this case it would be established at 45

percent.

100% …….85%………..74%……….. 52%….45%………….15%

90%

100%

3. To find the target score for the current year, three percentage points will be

added to the cut-point (45 percent + 3 percent = 48 percent) or by

determining what the score would be to create a 10 percent gap-closing

target (100 percent – 45 percent = 55 percent; 10 percent of 55 = 5.5

percent), making the target 45 percent + 5.5 percent, or 50.5 percent. The

lower target is used.


Appendix C: APPR Q & A Document 4. Forty-eight (48) percent would become the target score for all students

enrolled in this teacher’s course. At the end of the year, the percent of

students who achieve this score or higher is determined and is converted to

a point value out of 20 and a HEDI rating.

5. Let’s say that at the end of the year, 88 percent of students earned a 48

percent or higher. The following state mandated chart is used to determine what the value out of 20, and hence, a HEDI rating would be based on the

percent of students earning the target score:

6. At the district-level, all the point values out of 20 for each of these teachers

and for the total results of the Science 4 exam, are weighted based on the

number of students enrolled in each class. If 3,000 scores are used across

all Regents Exams, Grade 8 Science, and Grade 4 Science exams, and an

individual teacher had 100 scores from a Grade 8 Science exam, then this

teacher’s point value out of 20 would be multiplied by 100/3,000 or .033 to

determine the district-wide SLO.

7. Each of the weighted values are then added together to determine the

overall point value out of 20, which is converted to a HEDI value for all staff.

For example, if all of the weighted values are added and result in the number

16.3, then the resulting HEDI rating would be effective for the entire district.

Only the resulting student evaluation rating (growth SLO) of highly effective (H),

effective (E), developing (D) or ineffective (I); no number is used when

determining the overall evaluation rating.


Appendix C: APPR Q & A Document

11.Under what conditions can a co-taught lesson be used as an evaluative observation for both teachers?

There are a few administrators who have oversight for multiple departments.

When teachers from these departments are observed in a co-teaching situation,

the observation can be used for both teachers as part of their evaluations. For

example, an elementary principal announces an observation will occur during a

scheduled co-taught lesson between a special education teacher and general

education teacher. The elementary principal then conducts the observation.

In a situation where an administrator does not have direct oversight for the

department, but has the opportunity to observe co-teaching, the observation may

be considered for both teachers if the administrator is listed as a possible

evaluator on the memo issued at the start of the year. In this instance, the

administrator should check with the teacher who is not a participant in that

department’s meetings first to see if they wish to have the co-taught lesson count

as one of their observations. An example of this would occur if the Director of

Special Services observed a lesson being co-taught with a general education

teacher. The Director of Special Services would reach out to the general

education teacher asking if they wish for the co-taught lesson to count as their

observation. If the teacher agrees, this administrator will become the independent

evaluator for him/her. If the teacher did not want for this to occur, the observation

would only hold for the special education teacher.


Appendix D: Pearson Rubric and BCSD Walk-Through Form Domain I. Plan and

Indicators • implements a lesson that is directly aimed at meeting the

Comments

organize the objective(s) and will logically lead to the desired learning lesson for • breaks down complex lesson activities/skills into a series of learning manageable steps that aids students in mastering the learning

objective(s) • incorporates into the lesson an appropriate balance of direct

instruction, guided practice, and opportunities for independent practice (as applicable)

• organizes a lesson that emphasizes students doing and thinking over passively watching and listening to the teacher

II. Promote • links what students are learning in the lesson to their lives student and/or to real-world issues interest and • employs strategies/activities in the lesson that encourage and engagement require active student engagement

• uses feedback and praise to reinforce student efforts and encourage learning

III. Demonstrate • implements a lesson sufficiently rigorous and demanding to high challenge students expectations • communicates through words and/or behaviors the for student learning

expectation that all students can do the work and learn the lesson content

• provides encouragement for each student to produce his/her best work and recognition of student progress and achievement of lesson goals

• models and requires students to use higher-order thinking skills

IV. Respond to • uses auditory, visual, and kinesthetic modalities when diverse presenting material to the class student • adjusts the pace of instruction, the focus of instruction, and/or characteristics and needs

the method of delivery based on student response and progress as the lesson proceeds

• accommodates varied student time needs by providing relevant, meaningful skill applications for students who complete work early

• incorporates elements of students’ cultural/community backgrounds into instruction

V. Make ideas • begins the lesson by presenting clear, measurable learning clear, objective(s) in student friendly language that states specifically connected, and accessible to students

what students should know and be able to do as a result of the lesson; then checks to see that students understand the objective(s)

• links instructional concepts and activities to previously covered material and students’ prior learning

• leads students in guided practice, reducing support as students are able to proceed independently

• uses content-specific language that extends students’ language development

• students use content-specific language with comprehension


Appendix D: Pearson Rubric and BCSD Walk-Through Form

Domain VI. Ask

Indicators • uses questioning to promote different types and levels of

Comments

questions thinking (e.g., recall, critical thinking, divergent thinking) and lead • uses wait time appropriate to the goals of questioning and the discussions to promotelearning

types of questions asked • uses follow-up questions to prompt students to explain their

thinking and extend their knowledge • perseveres and returns to students who give partial answers to

state the full answer in correct academic language • prompts students to interact with and react to one another

during class discussion • uses students’ comments, questions, and ideas to advance

learning for the class VII. Maintain a • provides encouragement for students performing at all levels

positive • circulates and interacts to maintain proximity with students emotional • demonstrates rapport with the class through positive verbal climate and nonverbal interaction

• builds a sense of affiliation and mutual support among students • students are comfortable seeking support from teacher or

peers when assistance is needed VIII. Manage the • maintains an instructional pace that reflects a sense of urgency

classroom to and purpose maximize • uses consistent routines, procedures, and cues to minimize productivity time required for routine tasks (e.g., collecting homework

assignments) • structures quick and efficient transitions (e.g., switching from

individual to group work) IX. Manage the • maintains order in the class through verbal and nonverbal

classroom to communication and other behaviors promote • communicates the expectation that all students will follow learning directions and behave in accordance with class rules

• uses proactive behavior management strategies (e.g., engaging in constant monitoring, maintaining physical proximity)

• uses efficient and effective disciplinary responses that minimize disruption and instructional downtime

• students understand and adhere to behavior expectations • gives students voice and choice in shaping aspects of

classroom life X. Assess • checks for understanding frequently and broadly across the

student class (e.g., through questioning, observation, discussion) performance • uses in-class formative assessment to adjust instruction as and progress needed

• provides students with frequent, targeted feedback (i.e., direct, specific, timely, constructive) on their performance

• gives students opportunities to engage in self-assessment of their own work and learning

• has students set realistic, specific, and attainable learning goals based on their self-assessments and plan steps to achieve their goals


Appendix E: Announced and Unannounced Observation Form

Announced/Unannounced Observation Form

Date and time of observation:

Description of Activity

I. Plan and Organize the Lesson for Learning

II. Promote Student Interest and Engagement

III. Demonstrate High Expectations for Student Learning

IV. Respond to Diverse Student Characteristics and Needs

V. Make Ideas Clear, Connected and Accessible to Students


Appendix E: Announced and Unannounced Observation Form

VI. Ask Questions and Lead Discussions to Promote Learning

VII. Maintain a Positive Emotional Climate

VIII. Manage the Classroom to Maximize Productivity

IX. Manage the Classroom to Promote Learning

X. Assess Student Performance and Progress

Additional Comments (optional):


Appendix F: Pre- and Post-Conference Form

Please note: Teachers electing to complete this form, please submit this to the administrator at least one (1) day prior to the scheduled observation or prior to a scheduled meeting with the observing administrator

Pre-Observation Form

Scheduled date of observation:

Planning for the Lesson

1. What do you expect the students will have learned by the end of the lesson? (Pearson Domains I and V)

2. Are there any special approaches/strategies you will use to accomplish your goal that I should be aware of? What approaches/strategies learned/acquired through professional development will you be using? (Pearson Domains I and IV)

3. How will you know during the lesson and/or following the lesson that the students learned what you planned they would learn? (Pearson Domain X)

Upload additional evidence that supports your planning and preparation for this lesson



Background Information

4. How will I know you are engaging and meeting the diverse learning needs of your students? Is there anything special I should be aware of about the students lesson before observing? (Pearson Domain II and IV)

5. Please give me some idea of your students’ familiarity with the material in your lesson. (Pearson Domain V)

Upload evidence that supports your understanding of diverse needs, interests of students and methods of engagement

Focus of the Observation

6. How do you structure your classroom to maintain a positive climate and maximize productivity? (Pearson Domain VII and VIII)

Upload evidence of classroom management and opportunities for relationship building that leads to a positive classroom climate. Please have your lesson plans accessible, along with other teacher generated materials you wish to share that supports the instruction that is being observed.



Post-Observation Form

Scheduled date of observation:

Instructional Strategies

1. What instructional strategies most successfully engaged the students? Explain. (Pearson Domain II)

2. In what ways was instruction monitored and adjusted during the lesson to promote high expectations of student learning? (Pearson Domain III)

Upload additional evidence that supports use of instructional strategies and/or adjustments made to planned lesson

Focus of the Observation

3. How did the assessment demonstrate student achievement of the objective? Whatevidence demonstrates that the questions that you asked were effective? (PearsonDomain X)


Appendix F: Pre- and Post-Conference Form 4. Describe an instance that occurred during the lesson in which a question asked led to

deeper understanding. (Pearson Domain VI)

5. If given the opportunity to teach this particular lesson again to the same group of students, what would be done differently? Why? (Reflection)

Upload additional evidence that supports the use of assessments to gauge learning and planning

Evidence of Effectiveness

6. Based on the lesson’s outcome, what areas of your overall practice would you like to improve? (Reflection)

Evidence of Professional Responsibilities and Collaboration

7. Please list any relevant examples of professional involvement outside the classroom and collaboration that has had a positive impact on the teaching and learning in your classroom. (THIS WILL NOT BE SCORED. It will be reflected in your end of the year evaluation.)

Please note: Teachers electing to complete this form, please submit this to the administrator within five (5) school days following the receipt of the written observation. Prior to submitting this post-observation form, you have the option of scheduling with the administrator a post-observation conference within five (5) school days from receipt of the written observation.


Appendix G: Petition for Observation Review

Date:

Teacher Name:

Date of Observation:

Evaluator Who Completed the Observation:

Title of Pearson Rubric Domain(s) in Question:

Describe the evidence presented to evaluator, identifying the specific indicators in the Domain(s) in question that the evidence supports:

Note: Please attach to this document any evidence not already found in the district approved system.


Appendix H: Teacher Improvement Plan Notification and Form

<<Date>> <<First_Name>> <<Last_Name>> <<Address_Line1>> <Address_Line2>> <<City>>, <<State> <Zip>>

Dear <<First_Name>>,

Based on evaluations and observations completed in accordance with Article VI Evaluation and Supervision of the Binghamton Teachers’ Association Collective Bargaining Agreement, the administration of the Binghamton City School District has determined that you need to be placed on a teacher improvement plan (TIP). In accordance with the approved annual professional performance review (APPR) plan:

I am notifying you in writing prior to the start of the school year.

You have the option of scheduling a personal conference with me prior to the start of the school year to review the component and composite scores reflective of your overall APPR rating.

You have the option of having the BTA involved as a partner in the development of an improvement plan.

This notice will be copied to the BTA President and your personnel file.

Your participation in this process is a requirement as a result of your rating as either developing or ineffective on last year’s APPR. A meeting will be scheduled within the first ten (10) school days of the school year with your building principal to begin the development of your teacher improvement plan.

Should you have any further questions, please do not hesitate to contact me or the BTA President.

Sincerely,

Director of Personnel

Cc: Personnel file Cc: Building Principal Cc: BTA President



BINGHAMTON CITY SCHOOL DISTRICT Teacher Improvement Plan

Teacher’s Name: School:

Grade and/or Subject Area: School Year to Commence:

Evaluator(s) Developing the Plan: APPR Area(s) of Concern:

Briefly describe areas of strength the teacher brings to the plan:

Briefly describe areas in need of improvement:

Note: Only state goals for which the teacher has received a 1 or 2 overall category rating. Delete all areas not being addressed through this plan.



Goals

Action steps (providedetailed description)

Needed support/resources

Who is responsible for implementingand collectingevidence?

Expecteddates of completion

Evidence of goalbeing met

I. Plan and organize the lesson

II. Promote student interest and engagement

III. Demonstrate high expectations for student learning

IV. Respond to diverse student characteristic and needs

V. Make ideas clear, connected and accessible to students

VI. Ask questions, lead discussions and promote student learning

VII. Maintain a positive emotional climate

VIII. Manage the classroom to maximize productivity

IX. Manage the classroom to promote learning

X. Assess student performance and progress

Student Growth



STRATEGIES FOR IMPLEMENTING THE PLAN:

Signature of evaluator(s) Date

Signature of teacher Date


_____________________________________ _____________________________________

_______________________________________________________________________

_______________________________________________________________________

Appendix I: Parent Request Form for Teacher or Principal APPR Scores

Parent or legal guardian request for Annual Professional Performance Review (APPR)effectiveness score and rating for teacher(s) or principal

New York State law allows parents and legal guardians of a student to request the effectiveness scores and final ratings of teachers to which the student is assigned for the current school year. To request this information about your child’s current teacher(s) please complete this request form and bring it to: Director of Personnel, 164 Hawley Street, Binghamton, New York 13902

Teachers and principals will be notified when a parent or legal guardian requests their composite score or rating.

The rating and score is not a basis for changing a student’s class assignment. It is the obligation of the school district to verify all information provided in this request. Proof of identity will be required (i.e. a photo ID) upon receipt of this form.

Student name: _________________________________________ Birthdate: _________________________________ School and grade where student currently attends: _______________________________ Name of parent or legal guardian making request: _______________________________ Address: _____________________________________

Phone number: _______________________________ Teacher(s) or Principal first and last name(s) for whom final quality rating and composite effectiveness is requested:

I attest that I am the parent or legal guardian of the above-mentioned student and that I understand that the information is intended for my own use only.

Signature of Parent or Legal Guardian Date

For School District Use Only Date/Staff Initials: _______________ Form Received in District: __________ Proof of ID Verified Type of ID Provided: __________ Parent/Guardianship Verified: __________ Request Verified: __________ Reply to Score Phone: __________ Letter: __________ Reply sent to – Parent: __________ Teacher/Principal: __________


Download - Teacher APPR Handbook

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