teacher appr handbook

Teacher APPR HandbookTeacher Annual Professional
Performance Review (APPR)
Overview of Purpose and Process........................................................................3
Verification of Student Enrollment........................................................................5
Observation of Teacher Practice...........................................................................5
Overall Evaluation Rating....................................................................................12
Appeals of the APPR............................................................................................15
Parental Request for Teacher APPR Scores ......................................................19
APPENDIX (A) Other Teachers – APPR Forms........................................................................21
(B) APPR Handout .................................................................................................40
(F) Pre- and Post-Conference Form.......................................................................53
(I) Parent Request Form for Teacher or Principal APPR Scores.............................62
Binghamton City School District Teacher 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) is defined district- wide
• Non-tenured staff receive a walk- through within first 6 weeks of school
September
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
Regents courses associated
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
Opportunity for Teacher to
Opportunity for Teacher to
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.
situations:
ineffective APPR composite rating;
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.
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
(E) Announced/Unannounced Forms........................................................... 51
(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________________________
Review scale criteria Unsatisfactory Satisfactory Outstanding examples
Content knowledge Demonstrates 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 delivery Demonstrates 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.
Preparation Demonstrates 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 management Demonstrates 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 responsibility Demonstrates 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:
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
Content knowledge Demonstrates 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 delivery Demonstrates 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 _____________________________
Preparation Demonstrates 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 management Demonstrates 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.
procedures.
Professional responsibility Demonstrates 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.
APPENDIX A: Other Teachers – APPR Forms School Counselor/School Psychologist/School Social Worker name _____________________________
Student advocacy Demonstrates 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 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
Office management Demonstrates 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.
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
Unsatisfactory (refer to voluntary early intervention plan)
Evaluator’s Signature/Date
School Nurse Teacher comments:
School Nurse Teacher Signature/Date
School Nurse Teacher will receive a copy of the final signed document.
APPENDIX A: Other Teachers – APPR Forms
Registered Nurse name _________________________________________________
As of 1.2020
Office management Demonstrates 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.
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 _________________________________________________
Unsatisfactory (refer to voluntary early intervention plan)
Evaluator’s Signature/Date
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
Proficiency in the management and administration of program Review scale criteria Unsatisfactory Satisfactory Outstanding examples
Content knowledge Demonstrates 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 for continuous improvement Establishes 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 budget Demonstrates 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.
Technology Utilizes 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.
Organization Organizes 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 will receive a copy of the final signed document.
APPENDIX B: APPR Handout
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
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
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.
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.
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.
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 promote learning
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
Description of Activity
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
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? What evidence demonstrates that the questions that you asked were effective? (Pearson Domain 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:
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,
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
Needed support/resources
Expected dates of completion
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: __________
Review scale criteria
does not show evidence of adequate preparation in lesson content.
shows evidence of adequate p

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