Byron-Bergen Central School District

ANNUAL PROFESSIONAL PERFORMANCE REVIEW PLAN

Revised June 7, 2022 BOE Approved on June 15, 2022

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TABLE OF CONTENTS

Section 1: Statement of Purpose	4

Section 2: Definitions of Commonly Used Terms	4

Section 3: Plan Requirements	6 Definition of Covered Faculty and Staff	6 Filing and Publication of the APPR Plan	7 Collection and Reporting of Teacher and Student Data	7 Development, Security, and Scoring Assessments	7 Details of Timely and Constructive Feedback Provided	8 Training for Evaluators and Teachers	8

Section 4: Student Performance	8

Section 5: Teacher Observation - Process and Final Score Calculation	9 Observation Process for TENURED Faculty	9 Observation Process for Non-Tenured Faculty                                                                10 Observation Process for Principal (School Visits and Evidence):                                    11 Teacher Observation and Principal Observation Final Score Determination:                  11

Section 6: Appeals Process for Teacher and Principals	11

Section 7: Development of Improvement Plans for Identified Professionals	13

Section 8: APPR for Unit members not covered by Education Law §3012-d	14

LIST OF APPENDICES	18

Appendix A
	
Teacher Component Selection Form

Appendix B
	
Teacher Observation Form

Appendix C
	
NYSED Student Performance Conversion Charts

Appendix D
	
Teacher Improvement Plan Form

Appendix E
	
Principal Improvement Plan Form

Appendix F
	
NYS Teaching Standards

Appendix G
	
Principal Leadership Standards

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Byron-Bergen Central School District

ANNUAL PROFESSIONAL PERFORMANCE REVIEW PLAN

MISSION/VISION:

Byron-Bergen APPR Committee Members: Patrick McGee, Superintendent
Ken Gropp, BBFA President

Nicholas Muhlenkamp, BBFA Representative Nicole Utz, BBFA Representative
Jenna Carney, BBFA Representative Ayn Gardner, BBFA Representative Ashley John Grillo, Jr/Sr HS Principal
Betsy Brown, Director of Instructional Services

Committee Goal: The Committee will develop a plan to present to the Board of Education in order to be in compliance with the requirements from the New York State Education Department (NYSED).

This plan was reviewed and updated by the committee in June 2022.

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Section 1: Statement of Purpose

The overarching goal of the teacher evaluation system is to promote student learning and improve teaching and professional practice. The APPR encourages professional growth and development through a process that is based on current research on best practices and aligned with New York State’s Teaching Standards. It assures a common language, and common expectations among all teachers and evaluators. The following principles will govern the APPR process:
● All tenured teachers are assumed to be competent and effective.

●	It is every teacher’s responsibility to continue to grow professionally.

● The District will support teachers in their improvement of instruction and professional practices. ● The purpose of the evaluation process is that teachers and evaluators examine the evidence
obtained by multiple measures of teaching practice and student achievement to plan for meaningful professional learning and improvement of instruction.
● Evaluations will be conducted openly and objectively with the full involvement of the teacher.

Rationale:

● Motivate continuous professional growth of educators

● Facilitate student learning by creating optimal learning experiences for all students ● Improve student performance
● Stimulate self-reflection and evaluation ● Fulfill the District’s mission
● Comply with legal and contractual requirements ● Provide an accurate written record
● Fulfill the minimum New York State Teaching Standards which includes but is not limited to: 1. Knowledge of Students & Student Learning
2. Knowledge of Content & Instructional Planning 3. Instructional Practice
4. Learning Environment

5. Assessment for Student Learning

6. Professional Responsibilities & Collaboration 7. Professional Growth

Section 2: Definitions of Commonly Used Terms

Classroom Teacher: Defined as a teacher in the classroom teaching service with teaching certification who is the teacher of record.

Common Branch Subjects: Defined as those subjects that are included in the daily program of an elementary school.

Evaluator: An individual who conducts an evaluation (observation) of a classroom teacher or building principal.

Lead Evaluator: The primary individual responsible for conducting and completing an evaluation of a classroom teacher or building principal. To the extent practicable, the building principal, or his/her designee, will be the lead evaluator of a classroom teacher.

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Leadership Standards: These are the Educational Leadership Policy Standards (ISLLC 2008) used to evaluate principals. For APPRs conducted commencing with the 2024-2025 school year, all rubrics must be aligned to the 2015 PSELs
(http://www.nysed.gov/educator-quality/teaching-and-educational-leadership-standards)

Principal: Defined to mean the principal of a registered public school or an administrator in charge of an instructional program of the school district.

Ratings – HEDI:

● H – HIGHLY EFFECTIVE: A rating received by a teacher or principal that falls in the range for the composite effectiveness score.
● E – EFFECTIVE: A rating received by a teacher or principal that falls in the range for the composite effectiveness score.
● D – DEVELOPING: A rating received by a teacher or principal that falls in the range for the composite effectiveness score.
● I – INEFFECTIVE: A rating received by a teacher or principal that falls in the range for the composite effectiveness score.

Rubric: The District will utilize an approved teacher or principal practice rubric that has been approved by the Commissioner and included on the State’s list of approved rubrics. The approved teacher rubric is Danielson’s Framework for Teaching. The approved principal rubric is Multidimensional Principal Performance rubric.

Student Assessment: A student assessment on the list approved by the Commissioner.

Student Growth: Student growth is the change in student achievement for an individual student between two or more points in time.

Student Growth Percentile Score: This percentile score is the result of a statistical model that calculates each student’s change in achievement between two or more points in time on a State Assessment or other comparable measure and compares each student’s performance to that of similarly achieving students.

Teacher or Principal Student Growth Percentile: Defined as a measure of central tendency of the student growth percentile score for a teacher’s or principal’s students after one or more of the following student characteristics are taken into consideration – poverty, students with disabilities, and English language learners.

Testing Standards: Means the “standards for educational and psychological testing.”

The Governing Body of the School District: Defined as the Board of Education.

Value – Added Growth Score: The result of a statistical model that incorporates a student’s academic history and may use other student demographics and characteristics, school characteristics, and/or teacher characteristics to isolate statistically the effect on student growth from those characteristics that are generally not in the teacher’s or principal’s control. Defined in a manner that will be prescribed by the Commissioner.

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Section 3: Plan Requirements

Under Education Law §3012-d, each teacher must receive an APPR score using a two (2) category matrix system that includes student performance and teacher observation. This APPR plan will result in teachers covered under §3012-d receiving an annual rating of “Highly Effective,” “Effective,” “Developing,” or “Ineffective.” Ratings will be determined by the following measures:
● Student Performance: This portion of the plan is based upon student growth measured by New York State assessments and/or Student Learning Objectives (SLO).
● Teacher Observation: This portion of the plan includes teacher observations by school administrators. Each teacher will be observed multiple times throughout the school year via informal observations and/or formal observations. These observations will be rated using the Danielson Framework for Teachers.

Categories
	
TEACHER OBSERVATION

STUDENT PERFORMANCE
	
Ratings
	
HIGHLY EFFECTIVE (H)
	
EFFECTIVE (E)
	
DEVELOPING (D)
	
INEFFECTIVE (I)

HIGHLY EFFECTIVE (H)
	
H
	
H
	
E
	
D

EFFECTIVE (E)
	
H
	
E
	
E
	
D

DEVELOPING (D)
	
E
	
E
	
D
	
I

INEFFECTIVE (I)
	
D
	
D
	
I
	
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Definition of Covered Faculty and Staff

By September 1, 2016, the Byron-Bergen Central School District shall adopt a plan accordance with the requirements of this Subpart, which may be an annual or multi-year plan for the Annual Professional Performance Review (APPR) for all of its classroom teachers and building principals. To the extent that any of the items required to be included in the plan are not finalized by September 1, 2016, or by September 1 of any subsequent year, as a result of pending collective bargaining negotiations, the plan shall identify those specific parts of the plan and the school district shall file an amended plan upon completion of such negotiations.

Included:
	
Not Included:
Existing APPR procedures still apply (Section 8).

● Classroom Teachers ● CTE Teachers
● Principals
	
● Assistant Principals ● Library Media
Specialists
● School Psychologists ● School Counselors
● CSE Chairperson
● Director of Instructional Services
	
● Social Workers ● Teacher Aides
● Teaching Assistants ● Speech
Pathologist/Teacher
● Universal Pre-K Teachers ● Coordinator of Student
Services

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Filing and Publication of the APPR Plan

The APPR Plan will be approved by the Byron-Bergen Board of Education, filed in the District Office and made available on the District’s website no later than September 10th of each school year, or within 10 days after its adoption, whichever shall occur later.

Collection and Reporting of Teacher and Student Data 1. Ensure Accurate Teacher and Student Data
The District will ensure that the NYSED receives accurate teacher and student data, including enrollment and attendance data and any other student, teacher, school, course, and teacher/student linkage data necessary to comply with the 3012d, in a format and timeline prescribed by the NYSED. This process will also provide an opportunity for every classroom teacher and building principal to verify the subjects and/or student rosters assigned to them at the beginning of the year. This information is used in developing the teacher’s Student Learning Objective (SLO).

2. Reporting Individual Component Scores

The District will report to the NYSED the individual component scores and the total composite effectiveness score for each classroom teacher and building principal in the District in a format and timeline prescribed by the NYSED.
● The District will not employ optional, locally selected measure of student growth. ● The District will not employ optional, locally determined observation by trained
peer teacher.

The entire evaluation, including SED provided scores, must be completed and provided to each unit member as soon as practical.

Furthermore, the District will adhere strictly to the requirements for reporting all ratings to the New York State Department of Education established by regulations; a unique identifier will be used. An administrator shall not submit any names of individual teachers, written assessment, or the ratings of an individual teacher to any outside agency or person, without the prior written authorization of the Association, or unless required to do so by law.

Development, Security, and Scoring Assessments

Any assessments and/or measures used to evaluate teachers and principals under this section will be NY State approved and not be disseminated to students before administration. In addition, teachers and principals will not have a vested interest in the outcome of the assessments they score. All assessments will be kept secure.
The District certifies that standardized assessments will not exceed 1% of minimum required instructional hours.
The District certifies that test preparation under standardized testing conditions will not exceed 2% of minimum required instructional hours.

Details of Timely and Constructive Feedback Provided

APPR final scores will be provided to teachers by September 1st of the following year. Extenuating circumstances are to be resolved between the administrator and teacher which will be mutually agreed upon in writing if the aforementioned date is not able to be met.

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Training for Evaluators and Teachers

Evaluators and Lead Evaluators

Lead Evaluators and evaluators will complete a training course that meets the requirements prescribed in Chapter 103 and Section 30-3. Such training shall include application and use of the State approved practice rubrics as selected by the District. Once trained, the evaluator will be deemed certified as a lead evaluator.

Evaluators and lead evaluators will participate in recertification programs to insure inter-rater reliability every two years.

Training Process for Teachers

All teachers will be trained on the observation-evaluation system and its components including the NYS Teaching Standards and the designated performance rubric, the Danielson Model, prior to implementation.

Section 4: Student Performance

This portion of the APPR has been dictated by SED and is centered on student growth measured by New York State assessments or student learning objectives (SLOs).

To meet the requirements of the current moratorium by SED on the use of testing, the following District wide SLO for all teachers will be based on ALL of the following components:
● Students who meet the target of 3 or 4 on the 8th grade New York State science assessment.
● Students who meet the target of passing on the following New York State Regents Exams: Global History, United States History, Common Core ELA, Earth Science, Algebra I, Physics
● The SLO will be based on the percentage of students who meet the passing target student performance on the Science Assessments and Regents Exams. Percentage will be calculated by dividing the number of students that meet the target for the assessments by the total number of students that take the assessments (3 or 4 for science assessments and pass a regents exam).
● Students who are absent 25% or more per class and have negative impact on target are not included.
Once all New York State assessments have been completed and scored, the HEDI rating will be determined using the SED required chart in this Section (see next page).

*Exclude students with lab science absences per NYS Science Attendance Regulation *Student first attempted assessment counts toward target
*Exam walk-ins not included in data

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Section 5: Teacher Observation -Process and Final Score Calculation

Observation Process for TENURED Faculty

The NYSED approved practice rubric that will be used for the evaluation of teachers is the Danielson’s Framework for Teachers.

Two observations (performed by the Principal/Assistant Principal/District Administrator), of a minimum of twenty (20) minutes in length, will take place annually for tenured teachers. Notice of the observation will be given the week prior to the observations.
The tenured teacher may opt for a video coaching session in lieu of one of the observations. The video will be reviewed with the video instructional coach until both the teacher and video instructional coach agree to submit the video to the Lead Evaluator/Evaluator for rubric scoring.
A final composite score for observations will be calculated by averaging the two internal observations that will be weighted as 50% each for a total of 100% of the final score. The teacher, in conference with the Lead Evaluator/Evaluator, may opt to review and reschedule one of the observations by the Principal/Assistant Principal.
Example:

Unannounced Observation 1 Score: 3.48 Unannounced Observation 2 Score:  3.75
7.23/2=Final score of 3.62

The Danielson Rubric components will be discussed and selected at the beginning of the school year.
● The teacher will select TWO components from each domain listed below for a total of 4 components:
○ Domain 2: Classroom Environment ○ Domain 3: Instruction
● The Principal will then be able to select an additional component from each domain for each teacher.
(Total of six components)

During the school year the teacher will be evaluated and scored on the six components when observed during the classroom observation. Although the Evaluator can only score the six components selected they may comment on any of the other components for praise/suggestions. Each observation will address at least one component from each domain. Only observed components will be rated.

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Observations will begin after the third full week of school.

Following an observation, the Lead Evaluator/Evaluator will schedule a post-observation meeting with the tenured teacher. The Lead Evaluator/Evaluator will provide feedback to the tenured teacher for a traditional observation within five (5) school days. Feedback for a video coaching session shall be provided to the tenured teacher within ten (10) school days of it being submitted to the evaluator.

The administration will make a good faith effort to conduct observations at least one month apart. All observations will be completed by the end of May each school year and written evaluations returned to teachers by June 15th.

Observation Process for Non-Tenured Faculty

The NYSED approved practice rubric that will be used for the evaluation of teachers is the Danielson’s Framework for Teachers.

Three observations (two formal and one informal/unannounced by the Principal/Assistant Principal/District Administrator), of a minimum of twenty (20) minutes in length, will take place annually for probationary teachers. Notice of the observation will be given the week prior to the observation.
The teacher may opt for a video coaching session in lieu of one of the formal observations. The video will be reviewed with the video instructional coach until both agree to submit the video to the Lead Evaluator/Evaluator for rubric scoring.
A final composite score for observations will be calculated by averaging the three internal observations that will be weighted as 33 1/3%, for a total of 100% of the final score. Additional observations may be scheduled and averaged for the final score.
Example:

Formal Observation 1	Score: 3.48 Formal Observation 2	Score: 3.67 Unannounced Observation 3	Score: 3.75
10.9/3= Final score of 3.63

Prior to any Formal observation or video coaching session, the Lead Evaluator/Evaluator will schedule a pre-observation conference meeting with the probationary teacher. Following an observation, the Lead Evaluator/Evaluator will schedule a post-observation meeting with the probationary teacher. The Lead Evaluator/Evaluator will provide feedback to the probationary teacher for a traditional observation within five (5) school days. Feedback for a video coaching session shall be provided to the probationary teacher within ten (10) school days of it being submitted to the evaluator.

This structure is the minimum number of observations required for probationary staff.

Formal observations will be conducted by the Building Administration.

The administration will make a good faith effort to conduct observations at least one month apart. All observations will be completed by the end of May each school year and written evaluations returned to teachers by June 15th.

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Observation Process for Principal (School Visits and Evidence):

The NYSED approved practice rubric that will be used for the evaluation of principals is the Multidimensional Principal Performance Rubric (MPPR).

One announced and one unannounced visit by the Principal’s supervisor will take place annually. Components will be discussed and mutually selected. During the school year, the Principal will be evaluated on the components when observed or by evidence collected and discussed at weekly feedback meetings. Each domain shall be evaluated with a 1-4 score. A final composite score for observations and evidence will be calculated by averaging all 6 domains.

Teacher Observation and Principal Observation Final Score Determination:

Scores will be converted to H/E/D/I scale using the following NYS Conversion Chart:

NYSED CONVERSION CHART

Section 6: Appeals Process for Teacher and Principals

Appeals for APPR for Teachers:

Evaluation appeals are limited to tenured teachers who have received an overall rating of “ineffective” or “developing”. Pursuant to Education Law §3012-d, a teacher may only challenge the following in an appeal to the District:

a) the substance of the Annual Professional Performance Review; which shall include the following: 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;

b) the school district’s adherence to the standards and methodologies required for such reviews, pursuant to Education Law §3012-d; and

c) the adherence to the regulations of the Commissioner and compliance with any applicable locally negotiated procedures, as well as the school district’s issuance

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and/or implementation of the terms of the teacher improvement plan, as required under Education Law §3012-d.

A teacher may not file more than one appeal on the same evaluation.

The Superintendent will be the final determiner of all appeals. The written determination from the Superintendent is a final and binding decision. The appeals process is not subject to grievance with the exception that all procedures in this plan are followed. The overall rating of the evaluator is not a basis for a grievance.

The tenured teacher has five school days from receipt of the written overall rating to appeal in writing to the Superintendent. A BBFA member has ten school days to submit supporting documentation for appeal.

Upon receipt of the supporting documentation, the Superintendent has ten school days to meet with the evaluator and the tenured teacher to discuss the appeal.

Within sixty school days from the filing date of the initial written appeal to the Superintendent, a final determination will be made.

Appeals for APPR for Principals:

Evaluation appeals are limited to tenured principals who have received an overall rating of “ineffective” or “developing”. Pursuant to Education Law §3012-d, a principal may only challenge the following in an appeal to the District:

a) the substance of the Annual Professional Performance Review; which shall include the following: In the instance of a principal rated Ineffective on the Student Performance category, but rated Highly Effective on the School Visit category based on an anomaly, as determined locally;

b) the school district’s adherence to the standards and methodologies required for such reviews, pursuant to Education Law §3012-d; and

c) the adherence to the regulations of the Commissioner and compliance with any applicable locally negotiated procedures, as well as the school district’s issuance and/or implementation of the terms of the principal improvement plan, as required under Education Law §3012-d.

A Principal may not file more than one appeal on the same evaluation.

The Superintendent will be the final determiner of all appeals. The written determination from the Superintendent is a final and binding decision. The appeals process is not subject to grievance with the exception that all procedures in this plan are followed. The overall rating of the evaluator is not a basis for a grievance.

The tenured principal has five school days from receipt of the written overall rating to appeal in writing to the Superintendent. A Byron-Bergen Administrators and Supervisors Association (BBASA) member has ten school days to submit supporting documentation for appeal.

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Upon receipt of the supporting documentation, the Superintendent has ten school days to meet with the principal to discuss the appeal.

Within sixty school days from the initial filing date of the appeal, a final determination will be made by the Superintendent.

Section 7: Development of Improvement Plans for Identified Professionals

As per the regulations for the APPR Plan, all school districts must include provisions for the development of a Teacher Improvement Plan (TIP). Teachers rated overall as ineffective or developing must have a TIP developed by the School District in consultation with the teacher.

Ideally, intensive supervision is initiated after both the administrator and the teacher recognize that the teacher needs assistance in order to be successful. Observations and supervision will be frequent (a minimum of monthly) and all observations will be used as the basis for summative evaluation. Feedback will be immediate and specific. All agreed upon appropriate resources will be utilized to support the teacher.

The development of a Teacher Improvement Plan regarding any teacher rated overall as developing or ineffective should be collaborative. It should maintain the supportive climate inherent in the supportive supervision process.

See Appendix for Teacher Improvement Plans form.

The following is a timeline for development and review of the Teacher Improvement Plan (TIP): ● In the event a teacher’s overall performance is found to be ineffective or developing, the
teacher shall be given written notice to such effect within ten school days of the post observation meeting. Ineffective or developing teacher performance in Domains 1 and 4 shall preclude formal notification.

● Within five school days of the receipt of the written notice, a meeting will be set up between the teacher, mentor (if applicable), Principal, Association President (or designee), and Superintendent of Schools (or designee). The purpose of the meeting is to develop specific recommendations that, if satisfactorily implemented by the teacher, should lead to continuous professional improvement. All members participating in the conference can provide input.

● The administrator will observe the teacher and review the TIP until deficiencies are corrected. Revisions to the plan can be discussed at any of these meetings. The administrator will provide written feedback and specific suggestions after each set of formal observations as indicated in the BBFA Contract. In addition, monthly meetings will also be held with the teacher, Superintendent, evaluator, mentor, and Association President.

● The TIP will be signed and dated by the professional and the evaluator after each monthly review and placed in the professional’s permanent record folder.

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● Adjustments and refocusing of the TIP can occur at any time during the above process in response to the staff member’s growth.

● If it is determined that the staff member is not able to meet the District’s professional standards, the administrator will share his/her recommendation with the staff member, the Superintendent, and the Association President.

● The TIP process is to be kept confidential among the members of the improvement team. The effort is a cooperative commitment to professional growth and development.

The following is a timeline for development and review of the Principal Improvement Plan (PIP):

● In the event a principal’s overall performance is found to be ineffective or developing, the principal shall be given written notice to such effect within ten school days of the post observation meeting.

● Within five school days of the receipt of the written notice, a meeting will be set up between the principal, mentor (if applicable), Association President (or designee), and Superintendent of Schools (or designee). The purpose of the meeting is to develop specific recommendations that, if satisfactorily implemented by the principal, should lead to continuous professional improvement. All members participating in the conference can provide input.

● The Superintendent will observe the principal and review the PIP every four weeks until deficiencies are corrected. Revisions to the plan can be discussed at any of these meetings. The Superintendent will provide written feedback and specific suggestions after each set of formal observations as indicated in the BBASA Contract. In addition, monthly meetings will also be held with the principal, Superintendent, evaluator, mentor, and Association President.

● The PIP will be signed and dated by the professional and the evaluator after each monthly review and placed in the professional’s permanent record folder.

● Adjustments and refocusing of the PIP can occur at anytime during the above process in response to the staff member’s growth.

● If it is determined that the principal is not able to meet the District’s professional standards, the Superintendent will share his/her recommendation with the principal and the Association President.

● The PIP process is to be kept confidential among the members of the improvement team. The effort is a cooperative commitment to professional growth and development.

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Section 8: Annual Professional Performance Review Plan (APPR) for Unit members NOT covered by Education Law §3012-d
The overarching goal of a professional evaluation system is to promote student learning and improve teaching and professional practice. This APPR encourages professional growth and development through a process that is based on current research on best practices and aligned to the 2007 edition of Charlotte Danielson’s “Enhancing Professional Practice”. It assures a common language and common expectations among all unit members and evaluators.
Definitions:

For purposes of APPR, a classroom teacher is defined (see §30-2.2(d)) as a teacher in the classroom teaching service as defined in §80-1.1 of the Commissioner’s regulations; who is a teacher of record. Excepted from this definition are supplemental school personnel as defined in §80-5.6 of the Commissioner’s regulations. It is important to note that §80-1.1 of the Commissioner’s regulations specifically excludes pupil personnel service or administrative and supervisory service from the definition of classroom teaching service.

All other BBFA unit members not covered by Education Law §3012-d, and for the purposes of this plan shall include and be defined as: School Nurses, School Counselors, Social Workers, Teachers On Special Assignments, Library Media Specialists, Psychologists, and Speech Language Therapists.

The District and the BBFA agree that expedited 3020-a charges under Education Law §3012-d are not applicable to unit members not covered under the law. These unit members will be evaluated using an APPR plan subsequently outlined in this document.

Observation Process for TENURED Faculty

The NYSED approved practice rubric that will be used for the evaluation of teachers is the Danielson’s Framework for Teachers.

Two observations (performed by the Principal/Assistant Principal/District Administrator), of a minimum of twenty (20) minutes in length, will take place annually for tenured teachers. Notice of the observation will be given the week prior to the observations.
The tenured teacher may opt for a video coaching session in lieu of one of the observations. The video will be reviewed with the video instructional coach until both the teacher and video instructional coach agree to submit the video to the Lead Evaluator/Evaluator for rubric scoring.
A final composite score for observations will be calculated by averaging the two internal observations that will be weighted as 50% each for a total of 100% of the final score. The teacher, in conference with the Lead Evaluator/Evaluator, may opt to review and reschedule one of the observations by the Principal/Assistant Principal.
Example:

Unannounced Observation 1 Score: 3.48 Unannounced Observation 2 Score:  3.75
7.23/2=Final score of 3.62

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The components will be discussed and selected at the beginning of the school year.

● The teacher will select TWO components from both Domain 2: Classroom Environment and Domain 3: Instruction.
● The Principal will then be able to select an additional component from each domain for each teacher.
(Total of six components)

During the school year the teacher will be evaluated and scored on the six components when observed during the classroom observation. Although the Evaluator can only score the six components selected they may comment on any of the other components for praise/suggestions. Each observation will address at least one component from each domain. Only observed components will be rated.

Observations will begin after the third full week of school.

Following an observation, the Lead Evaluator/Evaluator will schedule a post-observation meeting with the tenured teacher. The Lead Evaluator/Evaluator will provide feedback to the tenured teacher for a traditional observation within five (5) school days. Feedback for a video coaching session shall be provided to the tenured teacher within ten (10) school days of it being submitted to the evaluator.

The administration will make a good faith effort to conduct observations at least one month apart. All observations will be completed and written evaluations returned to teachers by the end of May each school year.

Observation Process for Non-Tenured Faculty

The NYSED approved practice rubric that will be used for the evaluation of teachers is the Danielson’s Framework for Teachers.

Three observations (two formal and one informal/unannounced performed by the Principal/Assistant Principal/District Administrator), of a minimum of twenty (20) minutes in length, will take place annually for probationary teachers. Notice of the observation will be given the week prior to the observation.
The teacher may opt for a video coaching session in lieu of one of the formal observations. The video will be reviewed with the video instructional coach until both agree to submit the video to the Lead Evaluator/Evaluator for rubric scoring.
A final composite score for observations will be calculated by averaging the three internal observations that will be weighted as 33 1/3%, for a total of 100% of the final score. Additional observations may be scheduled and averaged for the final score.
Example:

Formal Observation 1	Score: 3.48 Formal Observation 2	Score: 3.67 Unannounced Observation 3	Score: 3.75
10.9/3= Final of 3.63

Prior to any Formal observation or video coaching session, the Lead Evaluator/Evaluator will schedule a pre-observation conference meeting with the probationary teacher. Following an observation, the Lead Evaluator/Evaluator will schedule a post-observation meeting with the

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probationary teacher. The Lead Evaluator/Evaluator will provide feedback to the probationary teacher for a traditional observation within five (5) school days. Feedback for a video coaching session shall be provided to the probationary teacher within ten (10) school days of it being submitted to the evaluator.

This structure is the minimum number of observations required for probationary staff.

Formal observations will be conducted by the Building or District Administration.

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LIST OF APPENDICES

Appendix A
	
Teacher Component Selection Form

Appendix B
	
Teacher Observation Form

Appendix C
	
NYSED Student Performance Conversion Charts

Appendix D
	
Teacher Improvement Plan Form

Appendix E
	
Principal Improvement Plan Form

Appendix F
	
NYS Teaching Standards

Appendix G
	
Principal Leadership Standards

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APPENDIX A: Teacher Component Selection Form

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APPENDIX B: Teacher Observation Form

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21

22

23

24

25

26

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APPENDIX C: NYSED STUDENT PERFORMANCE CONVERSION CHARTS

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APPENDIX D: Teacher Improvement Plan

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APPENDIX E: Principal Improvement Plan

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APPENDIX F: New York State Teaching Standards

1. KnowledgeofStudentsandStudentLearning Teachersacquireknowledgeofeachstudent,anddemonstrateknowledgeofstudent developmentandlearningtopromoteachievementforallstudents.

2. KnowledgeofContentandInstructionalPlanning Teachersknowthecontenttheyareresponsibleforteaching,andplan instructionthatensuresgrowthandachievementforallstudents.

3. InstructionalPractice Teachersimplementinstructionthatengagesandchallengesallstudentsto meetorexceedthelearningstandards.

4. LearningEnvironment Teachersworkwithallstudentstocreateadynamiclearningenvironmentthat supportsachievementandgrowth.

5. AssessmentforStudentLearning Teachersusemultiplemeasurestoassessanddocumentstudentgrowth, evaluateinstructionaleffectiveness,andmodifyinstruction.

6. ProfessionalResponsibilitiesandCollaboration Teachersdemonstrateprofessionalresponsibilityandengagerelevant stakeholderstomaximizestudentgrowth,development,andlearning.

7. ProfessionalGrowth Teacherssetinformedgoalsandstriveforcontinuousprofessionalgrowth.

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APPENDIX G: Principal Leadership Standards

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