Forestville CSD
Annual Professional Performance Review Plan

The primary goal of the Annual Professional Performance Review (APPR) Plan is tofoster a culture of continuous professional growth which in turn promotes student achievement. The APPR will be used to foster ongoing professional growth and development, reflection, and refinement of professional practice for all faculty and staff in order to improve teaching and learning.

Principal Effectiveness: ISLLC Standards

Evaluations of building principals are to be based on multiple measures, aligned with the Educational Leadership Policy Standards (ISLLC 2008). A principal’s performance must be assessed using a principal practice rubric approved by the Department.

Any of the Educational Leadership Policy Standards (ISLLC 2008) not addressed in the broad assessment must be assessed at least once a year.

The district is currently in negotiations related to the processes and procedures related to the evaluation of principals. Upon completion of negotiations, this section will be updated.

Teacher Effectiveness: NYS Teaching Standards

Evaluations of classroom teachers are to be based on multiple measures, aligned with the NYS Teaching Standards (adopted 1/11/11). A teacher’s performance must be assessed using a teacher practice rubric approved by the Department.

In the 2011-2012 school year, the new evaluation system must include teachers of English Language Arts or mathematics in grades 4-8 (including common branch teachers who teach ELA or mathematics). Beginning in the 2012-2013 school year, the evaluation system must include all classroom teachers.

Any of the NYS Teaching Standards (adopted 1/11/11) not addressed in the broad assessment must be assessed at least once a year.

The district is currently in negotiations related to the processes and procedures related to the evaluation of teachers. Upon completion of negotiations, this section will be updated.

Teacher Effectiveness Composite Score [To be inserted once plan developed]

In accordance with NYS Education Law §3012c regarding Annual Professional Performance Reviews (APPR) for teachers, the districtwill differentiate teacher and principal effectiveness using four rating categories – Highly Effective, Effective, Developing, and Ineffective. Additionally, Education Law §3012-c(2)(a) requires annual professional performance reviews (APPRs) to result in a single composite teacher or principal effectiveness score, which incorporates multiple measures of effectiveness. The final composite score for teacher effectiveness shall be determined as follows:

In the event a professional employee receives a rating of “Developing” or “Ineffective,” the evaluator will schedule a meeting to discuss the overall performance rating and begin development of a Teacher Improvement Plan according to the FTA contract and the process outlined in this document.

Locally Selected Measures of Student Achievement

Sections 3012-c(2)(e)(ii) and (f)(ii) require that 20% of an APPR be based on other locally selected measures of student achievement that are determined to be rigorous and comparable across classrooms in accordance with the Commissioner’s regulations.

The district is currently in negotiations related to the procedures for selecting the local measures of student achievement, including the persons or committees charged with selection of the assessment measures. Upon completion of negotiations, this section will be updated.

Other Measures of Teacher Effectiveness

Pursuant to Section 3012-c,evaluations of classroom teachers are to be based on multiple measures, aligned with the New York State Teaching Standards. Teacher performance will be assessed based upon theDanielson’s Framework for Teaching (2011 Revised Edition)approved by NYSED on July 19, 2011. 

1.    Tenured teachers

2.    Probationary Teachers

Types of Evaluation and Documentation

The plan includes the methods that the school district shall employ to assess teachers’ performance, which may include but is not limited to the following: classroom observation, video tape assessment, self-review, peer review, and portfolio review. For teachers possessing a transitional or initial certificate, the plan shall require the teacher to be evaluated based on portfolio review, which may include but is not limited to: a video of teaching performance, a sample lesson plan, a sample of student work, student assessment instruments, and the teacher’s reflection on his or her classroom performance.

Evaluators

The primary responsibility for evaluation of each employee rests with the immediate supervisor, who is normally that employee’s building principal or designee. The district will ensure that all evaluators are properly trained and certified to complete the performance reviews of professional employees.

Evaluator training will include the following:

·NYS Teaching Standards and ISSLC Standards

·Evidence-based observation

·Application and use of Student Growth Percentile and Value-Added Growth Model data

·Application and use of the State-approved teacher or principal rubrics

·Application and use of any assessment tools used to evaluate teachers and principals

·Application and use of State-approved locally selected measures of student growth/achievement

·Use of the Statewide Instructional Reporting System

·Scoring methodology used to evaluate teachers and principals

·Specific considerations in evaluating teachers and principals of English Language Learners (ELL) and students with disabilities.

The Superintendent will certify that evaluators have received the training required to complete the performance reviews as described in this document. The district will ensure that the evaluators maintain inter-rater reliability over time and that they are re-certified on an annual basis.

Teacher Improvement Plans (TIP)

Upon rating a teacher as “developing” or “ineffective” through an annual professional performance review, the district must develop and commence implementation of a teacher or principal improvement plan (TIP) for such pursuant to Section 3012-c.

A TIP or PIP must be implemented no later than 10 days after the date on which teachers are required to report prior to the opening of classes for the school year.

The district is currently in negotiations related to the development of Teacher Improvement Plans. Upon completion of negotiations, this section will be updated.

Appeal Process

Section 3012-c of the Education Law establishes a comprehensive annual evaluation system for classroom teachers and building principals, as well as the issuance and implementation of improvement plans for teachers and principals whose performance is assessed as either developing or ineffective

To the extent that a teacher wishes to challenge a performance review and/or improvement plan under the new evaluation system, the law requires the establishment of an appeals procedure, the specifics of which are to be locally negotiated pursuant to article XIV of the Civil Service Law.

The district is currently in negotiations related to the appeal process. Upon completion of negotiations, this section will be updated.

Data Management

The district will work with WNYRIC and NYSED to develop a process that aligns its SISPowerSchool, TEACH (NYSED Portal), and HRWinCapsystems to ensure that NYSED receives timely and accurate teacher data, course and student “linkage” data, as well as process for teacher and principal verification of the courses and/or student rosters assigned to them.

The district will work with WNYRIC and NYSED to develop a process that aligns its SISPowerSchool, TEACH (NYSED Portal), and HRWinCapsystems for reporting to NYSED the individual subcomponent scores and the total composite effectiveness score for each applicable educator.

The district will store all Regents exams in the [storage location] prior to test administration. Regents administration will follow all NYSED protocols for test administration and scoring to ensure assessments are not disseminated to students before the administration date and that teachers or principals do not have a vested interest in the outcome of the assessments they score.

The district will store all 3-8 Assessments in either the [storage location] prior to test administration. All administrations of 3-8 assessments will follow NYSED protocols for test administration and scoring to ensure that neither teachers nor principals have a vested interest in the scoring process.

Review of APPR Plan

The processes and procedures contained in this document may be reviewed annually by the district.