Teacher evaluation in new york state
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Teacher Evaluation in New York State. . . . and what it means for teachers of non-tested subjects Johanna J. Siebert, Ph.D. NAfME Symposium on Assessment June 24-25, 2012. NYS Initiatives. Common Core Standards. What do we want our students to know and be able to do?. APPR

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Teacher evaluation in new york state

Teacher Evaluation in New York State . . .

. . . and what it means for teachers

of non-tested subjects

Johanna J. Siebert, Ph.D.

NAfME Symposium on Assessment

June 24-25, 2012

Nys initiatives

NYS Initiatives

  • Common Core Standards

  • What do we want our students to know

  • and be able to do?

  • APPR

  • Annual Professional Performance Review

  • Data Driven Instruction

  • Ensuring high quality instruction in every classroom

  • How will we know?

Appr a 100 point system

APPR – A 100 – Point System

Annual Professional Performance Review

Inspired by Race to the Top Legislation

  • New APPR a condition of the award

  • Some portions of evaluation process negotiated between the district and its teacher union

  • Some portions state-mandated

  • Evaluation process results in teacher “HEDI” score

    • Highly Effective,

    • Effective,

    • Developing,

    • Ineffective

  • Can lead to expedited 3020-A process for teacher termination

Multiple measures of effectiveness for teacher evaluation

Multiple Measures of Effectiveness for Teacher Evaluation

District wide decision making

District-wide Decision Making

NY – districts can make individual decisions regarding:

  • Specific supervision model to be used

  • Priorities and academic need

  • Which subjects/teachers will use state-provided ELA/Math scores and which will have SLOs

  • In-house processes for SLO assessing, scoring, implementation

    Other States:

  • Similar conditions

  • Entire state interprets uniformly

  • Teacher evaluation in new york state

    The First 60%

    Step 1

    Step 1

    Select a teacher practice rubric from the State-approved list or apply for a variance

    • Danielson’s Framework for Teaching

    • Marzano’s Causal Teacher Evaluation Model

    • NYSTCE Framework for the Observation of Effective Teaching

    • NYSUT Teacher Practice Rubric

      Collective Bargaining considerations

    Step 2

    Step 2

    Agree on the definition of “classroom observation” and any additional measures in the 60 point category (40 pts must be multiple observations)

    Choose one or more of the following other measures of teacher practice:

    • A portfolio or evidence binder (student work or teacher artifacts)

    • Feedback from students, parents, and/or other teachers using a survey

    • Professional growth goals using self reflection (maximum of 5 points)

    We negotiated

    We negotiated . . .

    Observation = 2 learning walks (15-minute informal walk-through, follow-up conversation)


    A formal class-length observation

    Multiple “observations” needed (2)

    Could be

    • 2 class-length observations

    • 1 class-length observation, 2 learning walks

    • 4 learning walks

    Teacher evaluation in new york state

    And . . .

    • A portfolio or evidence binder (student work and/or teacher artifacts)

    • Professional growth goals using self-reflection (Professional Learning Plan, PLP)

      WCSD selects 9 components from the 4 Domains

      Teachers select an additional 5 components

    Who evaluates whom

    Who evaluates whom?

    “The governing body of each school district and BOCES is responsible for ensuring that evaluators have appropriate training—including training on the application and use of the rubrics—

    before conducting an evaluation.  The governing body is also responsible for certifying a lead evaluator as qualified before that lead evaluator conducts or completes a teacher’s or principal’s evaluation. ”

    NYS Commissioner’s Regulations

    Lead evaluators

    Lead Evaluators

    Responsible for carrying out observations, summative evaluations

    Must be trained and calibrated across each school district in selected model

    • Knowledge of model

    • Walk-through, observation protocols

    • Evidence-based reports

    • Use, knowledge of specific rubrics

    • Forms, feedback for teachers

    • Professional Learning Plans

    How do districts calibrate supervision

    How do districts calibrate supervision?

    Districts design a plan for:

    • Training for all evaluators

    • Certification for lead evaluators

    • Role clarification

    • Subcomponent and overall scoring

    • Improvement plans

    • Knowledge of appeals procedures (i.e., NYSED model appeals procedure in guidance)



    Develop Professional Learning Plan (PLP)

    Attention to multiple professional areas (4 Domains)

    • Preparation

    • Classroom Environment

    • Instruction

    • Reflection, Professional Responsibilities

      Student-Centered Aspects

    • Individual SLOs/Student Growth

    • Student achievement

    • Data-driven instruction

    • Select observation protocol

      • Traditional observation (class length)

      • Walk-through/Learning Walk

    Proposed calendar of supervision

    Proposed Calendar of Supervision

    More frequent interactions between teacher/supervising administrator

    • Mid-October – describe and set PLP, content are SLO(s)

    • November-December – observation and follow-up

    • January – midterm check-in on PLP, SLO progress

    • February-March - observation and follow-up

    • May-June – summative evaluation conference

    Summer work

    Summer Work

    Districts are choosing specific models, scheduling and implementing administrator training

    Administrators, teachers at various stages

    • Learning new protocols

    • Scheduling workshops

    • Goal-setting

    • Setting district calendars

      To begin in September, 2012

    The first 20

    The First 20%

    Student Learning Objectives

    What is a slo

    What IS a SLO?

    A student learning objective:

    • Is an academic goal for a teacher’s students that is set at the start of a course.

    • Represents the most important learning for the year (or semester, where applicable)

    • Is specific and measureable based upon available prior student learning data

    • Aligned with Common Core, AND State or National Standards, as well as any other school and district priorities

    • Represents growth from beginning to end of the course

      Teachers’ scores are based upon the degree to which their goals are attained.

    More on slos

    More on SLOs

    • Need common assessments for individual growth across grade levels, content

    • 50% rule, applied to total student load

    • Teacher sets individual growth targets per student

    • Cross-scoring of summative assessments needed, to ensure equity in HEDI scoring (need for inter-rater reliability)

    Who needs a slo and how many

    Who Needs a SLO, and How Many?

    • Any teacher who does not use a state growth measure (ELA/Math assessments, gr 4-8)

    • “non-tested” subjects (70%)

    • 50% + of student load

    • Full-credit courses carry more weight than part-credit, or semester

    • Teacher will likely have multiple SLOs

    • Teacher tracks, monitors progress of each student in SLO classes to impact growth

    How do you design the slo

    HOW do you design the SLO?

    For Growth, Start with EVIDENCE

    Teacher sets individual student baseline using

    • Historical data (ex., prior year’s grades)

    • Pre-Assessment performance

      Teacher predicts individual student growth in his/her course

    • Sets individual growth targets for students

    • Post-assessment given at end of course (can be state assessment)

    • Data analysis yields success rate of students, and teacher’s score on this section

    New york state assessments

    New York State Assessments

    There are

    • NO state assessments in the arts

    • NO common opportunity-to-learn standards

      Regional BOCES are sponsoring writing sessions to design SLOs and assessments in the arts

      Local districts design, implement their own

    Some districts

    Some districts…

    … are using ELA and/or Math state test scores


    assessment data in non-tested subjects

    (the district-based SLO model)

    Due to:

    • Lack of common assessments

    • Lack of inter-rater reliability

    • Lack of content oversight by content specialist

    • Lack of effective data system for monitoring and tabulating results

    • Ambitious timeline for implementation

    Slos must include

    SLOs must include . . .

    • NYS Learning Objective per grade selected

    • Specific population/grade level

    • Learning content

    • Interval of instructional time (full year, usually)

    • Evidence to be used/collected (three forms)

      • Historical

      • Pre-assessment

      • Post-assessment

    • Individual students’ baseline


    continued. . . .

    • Individual student targets (set by teacher)

    • Teacher goal set

    • Teacher scoring range, by HEDI ratings

    • Rationale for the SLO and targets


    • Final individual student growth score

    • % of students meeting individual targets

    • Student % aligned with specific scoring band for HEDI rating

    The other 20

    The Other 20%

    Local Achievement Assessment

    Achievement measures the last 20

    Achievement Measures – the Last 20%

    • Must be common across districts for grade level and content areas

    • Should represent summative measure of the course

    • Not to be applied to the SLO course(s)

    • Teacher sets target for students

    • Can NOT be scored by the teacher of record

    What is the difference

    What is the difference . . .

    . . . Between SLO and Achievement measures?

    SLO involves setting a target for students based upon previous performance data, i.e. measuring students’ growth; applied to 50% of student load

    Achievement does not measure “growth” over the length of the course, but teacher needs to set group target; applied to one other course

    Still to come

    Still to come

    Addition of Value-Added Growth Model

    Inclusion of other data in targeting growth

    • Demographic

    • Graduation

    • Attendance

      Planned for 2013-2014 school year

    Release of teacher evaluation information

    Release of Teacher Evaluation Information

    Plans to release individual teacher evaluation ratings to the public (HEDI)

    • Highly effective

    • Effective

    • Developing

    • Ineffective

      “Teachers evaluations can be viewed as the equivalent of a Carfax report, empowering parents to attempt to avoid the ‘lemons.’ “

      B. Jason Brooks, Foundation for Education Reform and Accountability




    • Determine next year’s SLO courses, populations

    • Design pre-, summative assessments

      July and August

    • Summer workshops, planning with like SLO teachers

    • Calibrate scorers

    • Design post-assessments, local common measures

    • Administrators’ training in APPR forms, protocols


    • Meet students, get historical achievement data

    • Administer, grade pre-assessments

    • Set goal targets for students and self

    • Meet with administration to review goals, etc.


    • Set SLOs, student targets

    • Start applying strategies to gain student growth!

    Wish us luck

    Wish Us Luck!

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