New York Codes, Rules and Regulations › Title 8 - EDUCATION DEPARTMENT › Chapter I - Rules of the Board Of Regents › Part 30 - Tenure Areas and Annual Professional Performance Reviews For Classroom Teachers and Building Principals › Subpart 30-2 - Annual Professional Performance Reviews of Classroom Teachers and Building Principals Conducted Prior to the 2019-20 School Year or for Annual Professional Performance Reviews Conducted Pursuant to a Collective Bargaining Agreement Entered into on or Before April 12, 2019 Which Remains in Effect on or After April 12, 2019 Until a Subsequent Agreement is Reached › Section 30-2.10 - Training of evaluators and lead evaluators

Current through Register Vol. 46, No. 28, July 10, 2024
(a) The governing body of each district shall
				  ensure that evaluators, including impartial and independent observers and peer
				  observers, have appropriate training before conducting a teacher or principal's
				  evaluation under this section. The governing body shall also ensure that any
				  lead evaluator has been certified by such governing body as a qualified lead
				  evaluator before conducting and/or completing a teacher's or principal's
				  evaluation in accordance with the requirements of this Subpart, except as
				  otherwise provided in this subdivision. Nothing herein shall be construed to
				  prohibit a lead evaluator who is properly certified by the department as a
				  school administrator or superintendent of schools from conducting classroom
				  observations or school visits as part of an annual professional performance
				  review under this Subpart prior to completion of the training required by this
				  section provided such training is successfully completed prior to completion of
				  the evaluation.
(b) To qualify for
				  certification as a lead evaluator, individuals shall successfully complete a
				  training course that meets the minimum requirements prescribed in this
				  subdivision. The training course shall provide training on:
(1) the New York State teaching standards and
				  their related elements and performance indicators and the leadership standards
				  and their related functions, as applicable;
(2) evidence-based observation techniques
				  that are grounded in research;
(3)
				  application and use of the student growth percentile model and any other growth
				  model approved by the department as defined in section
				  30-3.2  of this
				  Subpart;
(4) application and use of
				  the State-approved teacher or principal rubric(s) selected by the district for
				  use in evaluations, including training on the effective application of such
				  rubrics to observe a teacher or principal's practice;
(5) application and use of any assessment
				  tools that the district utilizes to evaluate its classroom teachers or building
				  principals;
(6) application and use
				  of any locally selected measures of student growth used in the optional
				  subcomponent of the student performance category used by the district to
				  evaluate its teachers or principals;
(7) use of the statewide instructional
				  reporting system;
(8) the scoring
				  methodology utilized by the department and/or the district to evaluate a
				  teacher or principal under this Subpart, including the weightings of each
				  subcomponent within a category; how overall scores/ratings are generated for
				  each subcomponent and category and application and use of the evaluation
				  matrix(es) prescribed by the commissioner for the four designated rating
				  categories used for the teacher's or principal's overall rating and their
				  category ratings; and
(9) specific
				  considerations in evaluating teachers and principals of English language
				  learners and students with disabilities.