Faculty Document
Annual Professional Performance Review Plan
(APPR)
2012-2013
Holland Central School District
BEDS Code: 14-17-01-04-0000
District Office
103 Canada Street
Holland, New York 14080
Sylvia Root, Interim Superintendent of Schools
Board of Education
Mr. Steven Marom-President
Mrs. Ronda Strauss-Vice-President
Mr. Lawrence Kreminski
Mrs. Judi Geer
Mrs. Kelleen Kensy
Mrs. Taina Hoffman
District Mission Statement
Within an environment geared toward positive growth, the mission of the
Holland Central School District is to nurture and maintain academic,
social, and extracurricular standards, which develop students’
enlightenment and self-esteem while safeguarding against obstacles to
that development. A dedicated staff and informed community enhance
each student’s opportunity to contribute and to succeed in
a changing society.
District Goals
· Maintain an environment that promotes learning for all students and
professional growth for all staff.
· Strive for excellence in all facets of the educational community by setting
high performance expectations for students and staff.
· Promote teacher growth in knowledge and skill through in-service programs
that will result in increased performance in educating and developing the
whole child.
· Enhance a sense of pride in ownership of their school by emphasizing
teamwork among students, teachers, administrators, the Board of Education,
parents, and the community.
Philosophy
The evaluation process should be an opportunity for professionals to reflect on their practice and to work cooperatively with peers and supervisors to enhance growth in their profession. The ultimate goal is to provide a high-level education to all students. The present process is designed to support teachers’ efforts to demonstrate best practice through study and application of research-based strategies, practices, and methodologies.
The following purposes indicate the Holland School District’s objectives for performance evaluation:
1. To establish teaching excellence as a top priority.
2. To provide constructive feedback to individual educators.
3. To recognize and help reinforce outstanding service.
4. To unify teachers and administrators in their collective effort to educate students.
5. To facilitate professional growth and improve performance by assisting educators* in developing improved strategies, practices, and methodologies for more effective classroom instruction, and to refine and improve job performance.
6. To provide a basis for evaluative judgments and actions by the Superintendent of Schools and the Board of Education.
These objectives for educator performance evaluations are directly related to student-centered instruction and are designed to improve student learning and achievement.
*Teacher, social worker, guidance counselor, psychologist and similar terms for certified positions, whether or not included in the Holland Teachers Association.
Guiding Principles
The following principles have guided the development of Holland’s teacher evaluation process. They are intended to guide the implementation and administration of the process as well.
1. The teacher evaluation process is designed to promote a positive learning environment and professional growth.
2. The district will work together with teachers to provide access, to identify, and to have time to collaboratively work with colleagues on effective research-based strategies for improving student learning and achievement.
3. Teacher evaluations provide guidance for professional conversation and decisions regarding teaching practices and student learning.
4. The evaluation process is intended to be a collaborative effort among the teacher(s) and the Administrator, based on clearly defined professional responsibilities.
5. The teacher evaluation process is used to make fair and informed judgments regarding a teacher’s performance, utilizing multiple sources, i.e. not based solely on one formal observation, student performance on one state assessment, and the like.
Overview of the Evaluation Process
The evaluation process, with its emphasis on professional growth, is designed to assist and guide teachers in helping students meet or exceed state learning and performance standards.
Holland Central School District acknowledges that while this is a district-wide evaluation process, the needs of individual teachers must be taken into account. The evaluation process is differentiated as follows:
· Non-tenured teachers
· Tenured teachers
· Tenured teachers on an improvement plan
Table of Contents
Table of Contents and Appendix Reference 2
Committee Members/Introduction 6
APPR HEDI Scores 7
Timely and Accurate Teacher, Course and Student Linkage Data 9
Daily Verification of Roster, Data Certifications 9
Data Correction 10
Process for Reporting Subcomponent Scores and Total Effectiveness for Each Educator 10
Description of the Assessment Development, Security, and Scoring Processes 11
Verification for Scoring Assessments Form 12
Scoring Security for Assessments Form 13
Growth & Achievement HEDI Scales 14
Local Decisions 15
Teacher Evaluation & Documentation 16
Tenured Teachers 17
Non-Tenured Teachers 18
Danielson’s Components of Professional Practice 19
Teacher Evaluation Forms 20-25
Domains 1 & 4 Conversion Chart 26
Other 60% Conversion Chart 27
Locally Selected Measures 28
Training of Evaluators 30
Educators Not Covered by the Law 31
Evaluation of non-tenured non-instructional personnel 32
Non-Instructional Evaluation Forms 33-40
Employment Decisions 41
Teacher Improvement Plan (TIP) 42-43
Teacher Responsibility 44
Awareness Phase & Forms 45-47
Assistance Phase & Forms 48-52
Disciplinary Phase & Forms 53-56
Appeals Process & Forms 57-59
APPR Committee Members
Kathy Cansick Mary Gardon
Geoffrey Hack James Biryla
Marietta O’Malley George Schmidt
Dan Parker Sylvia Root
Missy Wagner
Introduction
· On May 28, 2010, the Governor signed Chapter 103 of the Lase of 2010, which added a new section 3012-c to the Education Law, establishing a comprehensive evaluation system for classroom teachers and building principals. The new regulations require that each classroom teacher and building principal, effective of the 2012-2013 school year receive an annual professional performance review (APPR) resulting in a single composite effectiveness score which will be reflected to a rating of “highly effective” , “effective”, “developing”, or “ineffective.” The composite score is determined as follows:
· 20% is based on student growth on State Assessments or other comparable measures of student growth (increased to 25% upon implementation of a value-added growth model).
· 20% is based on locally-selected measures of student achievement that are determined rigorous and comparable across classrooms as defined by the Commissioner (decreased to 15% upon implementation of the value-added model).
· 60% is based on other measures of teacher’s / principal effectiveness consistent with standards prescribed by the Commissioner in regulation.
The legislation required the Regents to prescribe the scoring ranges for each of the following rating categories: Highly Effective, Effective, Developing, and Ineffective (HEDI)
APPR Scoring
2012/2013No Value Added / Growth of Comparable Measure / Local – Selected Measures of Growth or achievement / Other Measures of Effectiveness / Overall Composite Score
Highly Effective / 18 - 20 / 18 - 20 / 59 – 60 / 91 - 100
Effective / 9 - 17 / 9 - 17 / 57 - 58 / 75 - 90
Developing / 3 - 8 / 3 - 8 / 50 – 56 / 65 - 74
Ineffective / 0 - 2 / 0 - 2 / 0 – 49 / 0 - 64
The Commissioner will review specific scoring ranges annually before the start of each school year and recommend any changes to the Board of Regents.
For the 2012-2013 school year for educators for who there is no approved value-added measure of student growth the scoring range will be:
2012-13 where there is no Value-Added measure / Growth of Comparable Measures / Local-Selected Measures of growth or achievement / Other Measures of Effectiveness / Overall composite ScoreHighly Effective / 18-20 / 18-20 / 91-100
Effective / 9-17 / 9-17 / 75-90
Developing / 3-8 / 3-8 / 65-74
Ineffective / 0-2 / 0-2 / 0-64
For the 2013-2014 school year for educators for who there is an approved Value-Added measure of student growth the scoring range will be:
2013-14 where Value-Added growth measure applies / Growth of Comparable Measures / Local-Selected Measures of growth or achievement / Other Measures of Effectiveness / Overall composite ScoreHighly Effective / 22-25 / 14-15 / 91-100
Effective / 10-21 / 8-13 / 75-90
Developing / 3-9 / 3-7 / 65-74
Ineffective / 0-2 / 0-2 / 0-64
Commencing with the 2012-2013 school year, the district shall implement the following APPR plan pursuant to Section 100.2 of the Rules and Regulations of the Commissioner of Education. This APPR plan will remain in effect until such date the district and related Bargaining Associations, Holland Teacher Association and Holland Leadership Association agree on plan changes.
For the 2012-2013 school year, this APPR Plan and the procedures and methods shall apply to all classroom teachers of record for all students enrolled in grades K-12.
Nothing in this APPR Plan shall be interpreted to prohibit an evaluator or Lead Evaluator who is properly certified by the State as a school administrator from conducting observations or school visits as part of an annual professional performance review. The above person (s) shall undergo such professional training as required and shall be certified by the school superintendent on an annual basis.
Timely and Accurate Teacher, Course and Student Linkage Data
Regulations require that teacher be involved in the review of the Teacher-Student Data Linkage (TSDL) Information.
Reporting TSDL Information for the 2012-2013 School Year
Beginning with the 2012-2013 school year, school district, charter schools, and BOCES must report TSDL information for all classroom teachers.
Federal and State Requirement for reporting TSDL Information
Section 6401€ (2) (D) of the American COMPETES act (20 U.S.C. 9871) requires that the News York State Education Department (NYSEED) establish a longitudinal data system that includes for its local education agencies (LESs) among other things: (1) A teacher identification system with the ability to match teachers to students; and (2) Student-level transcript information, including information on courses completed and grades earned.
Because of the complexity and importance of TSDL information, regulations require that teachers be involved in data verification efforts. In order to ensure the accuracy of the TSDL, two types of information must be reviewed and verified by teachers and other relevant school and district personnel:
· Basic roster information, including which students are linked to which teacher with what beginning and end dates.
· Linkage Durations or the total course time, prior to the administration of the assessment of the end of the school year, that each student was linked to a teacher.
Daily Verification of Roster
Teachers review and verify student rosters in their local student management system each time they take class attendance or, if class attendance in not taken, each time they take daily attendance. If roster are verified n the local student management system on a daily basis and/or daily basis, the task of verification will be manageable.
Holland Central School District uses e School Student Management System.
Data Certifications
Consistent with the reporting of all other school year data, superintendents will be responsible for certifying the completeness and accuracy of all TSDL information, To do so, and consistent with other data collection and reporting initiatives, superintendents will need to create internal processes to gather assurances from teachers and principals that they:
1. Have review the information prior to the verification deadline and determined it to be complete and accurate, and
2. Understand that the data will be used for evaluation and other analysis purposes. Holland Central School District will create a Data Analysis Team (DAT) to create processes for complying with the above.
Data Correction
Holland Central School will ensure that course and teacher data are entered in eSchool (Student management System). Fields will be populated and linked to courses with the New York State Testing Program (NYSTP) exams using available standardized course codes, and teacher’s unique identifier number.
The District’s Chief Information Officer (CIO) and designated individuals will attend informational/update meetings as needed to remain current with the processes and updated lease and regulations. The District will collaborate with WNYRIC (Western New York Regional Information Center) to transfer this information into various state levels of data reporting. Reports will be developed at each level to verify that the information is correct. Personnel from each school office will work together to verify information and correct any discrepancies in the system. Principals will use the verification information via the student management system to validate accuracy. These processes will be monitored and evaluated on a monthly basis to ensure accuracy of data collection. Teachers’ of record will be given updated data via e School Student Management System.
Process for Reporting Subcomponent Scores and Total Effectiveness for Each Educator
The District will report to SED the individual, subcomponent score and the total composite effectiveness score for each classroom teacher and building principal in the district in a format and timeline prescribed by the Commissioner.
During the Annual Professional Performance Review, which will be held with each teacher by September 1 to the extent practicable, each teacher will be provided a review of the observation (s) scores, the walk-through scores, the student growth scores, the local measure score, and the evidence folder score to earn an overall composite score. This information will be recorded through the State Information Repository System (SIRS). This information will be compiled on the Holland Central School Teacher Professional Performance Review Final Scoring Sheet for their personnel file.
Principals will be provided a review of the MPPR (Multidimensional Principal Performance Rubric), local assessment measure score and the student growth measure score to earn an overall composite score. This information will be compiled on the Holland Central School Teacher Professional Performance Review Final Scoring Sheet for their personnel file.
Holland uses e-School Student Management System, (SMS). Information will be inputted into this system to meet the above requirements for providing and verifying student/teacher/school data.
The District’s Chief Information Officer, or designee, and related assigned support staff will attend information/update meetings as required to remain current with the processes of data submission and collection, and updated laws and regulations. The District will collaborate with our BOCES (E2CC) and our Regional Information Center (WNYRIC) to transfer this information into the state reporting system. The District will review, correct, and verify information prior to submitting.