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 30-2.4 - Standards and criteria for conducting annual professional performance reviews of classroom teachers under Education Law section 3012-d

Current through Register Vol. 46, No. 28, July 10, 2024
(a) Annual professional performance reviews
				  conducted under this section shall differentiate teacher effectiveness
				  resulting in a teacher being rated highly effective, effective, developing or
				  ineffective based on multiple measures in two categories: the student
				  performance category and the teacher observation category.
(b)
Student performance
				  category.
The student performance category shall have one mandatory
					 subcomponent and one optional subcomponent as follows:
(1) Mandatory first subcomponent.
(i) For a teacher whose course ends in a
				  State-created or administered test for which there is a State-provided growth
				  model and at least 50 percent of a teacher's students are covered under the
				  State-provided growth measure, such teacher shall have a State-provided growth
				  score based on such model; and
(ii)
				  for a teacher whose course does not end in a State-created or administered test
				  or where less than 50 percent of the teacher's students are covered by a
				  State-provided growth measure, such teacher shall have a student learning
				  objective (SLO) developed and approved by his/her superintendent or his or her
				  designee, using a form prescribed by the commissioner, consistent with the SLO
				  process determined or developed by the commissioner, that results in a student
				  growth score; provided that, for any teacher whose course ends in a
				  State-created or administered assessment for which there is no State-provided
				  growth model, such assessment must be used as the underlying assessment for
				  such SLO. Provided, however, that during the 2015-16 school year, while the
				  department transitions to a new computer based examination, the district shall
				  determine whether to use the New York State Alternate Assessment (NYSAA) as the
				  underlying assessment for such SLO. In instances where a district determines
				  not to use the NYSAA, the district must determine whether to use SLOs based on
				  a list of approved student assessments, or a district- or-BOCES-wide or school-
				  or program-wide group, team, or linked results based on State/Regents
				  assessments, or other assessments approved by the department, as defined by the
				  commissioner in guidance. The SLO process determined by the commissioner shall
				  include a minimum growth target of one year of expected growth, as determined
				  by the superintendent or his or her designee. Such targets, as determined by
				  the superintendent or his or her designee, may take the following
				  characteristics into account: poverty, students with disabilities, English
				  language learners status and prior academic history. SLOs shall include the
				  following SLO elements, as defined by the commissioner in guidance:
(a) student population;
(b) learning content;
(c) interval of instructional time;
(d) evidence;
(e) baseline;
(f) target;
(g) criteria for rating a teacher highly
				  effective, effective, developing or ineffective (HEDI); and
(h) rationale;
(iii) for a teacher whose course does not end
				  in a State-created or administered test or where a State-provided growth
				  measure is not determined, districts may determine whether to use SLOs based on
				  a list of approved student assessments, or a district or BOCES-wide or school
				  or program-wide group, team, or linked results based on State/Regents
				  assessments or other student assessments approved by the department, as defined
				  by the commissioner in guidance;
(iv) districts shall develop back-up SLOs for
				  all teachers whose courses end in a State created or administered test for
				  which there is a State-provided growth model, to use in the event that no
				  State-provided growth score can be generated for such
				  teachers.