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 30-2.5 - Standards and criteria for conducting annual professional performance reviews of building principals under Education Law section 3012-d

Current through Register Vol. 46, No. 28, July 10, 2024
(a)
Ratings.
Annual professional performance reviews conducted under
					 this section shall differentiate principal effectiveness resulting in a
					 principal being rated highly effective, effective, developing or ineffective
					 based on multiple measures in the following two categories: the student
					 performance category and the school visit category.
(b)
Student performance
				  category.
Such category shall have at least one mandatory first
					 subcomponent and an optional second subcomponent as follows:
(1) Mandatory first subcomponent.
(i) for a principal with at least 30 percent
				  of his/her students covered under the State-provided growth measure, such
				  principal shall have a State-provided growth score based on such model;
				  and
(ii) for a principal where less
				  than 30 percent of his/her students are covered under the State-provided growth
				  measure, such principal shall have a student learning objective (SLO), on 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 principal whose building or program includes courses
				  that end 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 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 principal highly
				  effective, effective, developing or ineffective (HEDI); and
(h) rationale;
(iii) for a principal of a building or
				  program whose courses do not end in a State-created or administered test or
				  where a principal growth score is not determined, districts shall use SLOs
				  based on a list of State approved student assessments. SLOs set for courses in
				  the principal's building which do not end in a State-created or administered
				  test may incorporate district or BOCES-wide or school or program-wide results
				  from State-created or administered tests, or other student assessments approved
				  by the department;
(iv) districts
				  shall develop back-up SLOs for all principals whose buildings or programs
				  contain courses that 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
				  principals.