2014-15 APPR Plan

54 Pages·2014·0.22 MB·English

Farmingdale
School District
Annual Professional
Performance Review Plan
(APPR)
2013-2014

COMMITTEE:

Katie Fernandez Northside Grade 1 Teacher
Merle Goess Albany Avenue Instructional Coach
Jennifer Olsen SEM Instructional Coach
Carol Ferraris Woodward Grade 5 Teacher
Cordelia Anthony High School Science Teacher
Francis Mayerhofer High School Guidance Counselor
Claire Zatorski High School Music Teacher
William Marzillier Howitt Grade 6 Math/Science Teacher
Patricia O’Regan SEM Principal
Garner Bass District Social Studies Director
Maureen Moloughney District Director of Guidance
Sam Thompson High School Assistant Principal
Dr. Joan F. Ripley District Assistant Superintendent for Curriculum &
Instruction
Barbara J. Horsley District Asst. Superintendent for Administration & Pupil
Personnel Services
APPR 2013-14 Revised 7/1/13

TABLE OF CONTENTS

Page #

Farmingdale Mission Statement and Vision ………………………………………………. 3
Introduction and Purpose ………………………………………………………………….. 4
Guiding Principles and Vision Regarding Teacher and Administrator
Performance Assessment in the Farmingdale School District ……………………………. 5

Farmingdale Teacher Evaluation Process – Year 2 Overview ………………………........ 6
Criteria for Evaluation of Teachers Providing Instructional Services …………………… 7
Evaluation Procedures ……………………………………………………………………. 9
Appeals Process ………………………………………………………………………….. 14
Training of Evaluators …………………………………………………………………… 15
District Process for Data Transmittal and Security ……………………………………… 15
Portfolios ………………………………………………………………………………… 16
Professional Development ………………………………………………………………. 19

APPENDICES

A. Essential Document Links and Key Terms from the New York State
APPR Regulation and from the APPR Statute of May 2010 ………………………… 22

B. Individual Professional Growth Plan Forms
B-1. First Year Teachers and Pupil Personnel Service Providers…………………… 23-28
(includes Guiding Questions for Lesson Planning and Reflection Form)
B-2 Second and Third Year Teachers and Pupil Personnel Service Providers ….…. 29-34
(includes Guiding Questions for Lesson Planning, Sample Questions to Guide
Goal Setting, and Reflection Form)
B-3 Tenured Teachers and Pupil Personnel Service Providers ………….………….. 37-40
(includes Sample Questions to Guide Goal Setting, and Guiding Questions
for the End of Year Reflection Conference)
B-4 Teacher and Pupil Personnel Service Providers Improvement Plan ………….... 41

C. Evaluation Forms:
a. Individual Professional Growth Plan ………………………………………… 42-44
b. Teacher - All Instructional Staff …………………………………………….. 45
c. Guidance Counselors…………………………………………………………. 48
d. Psychologists ………………………………………………………………….. 52
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APPR 2013-14 Revised 7/1/13
e. Social Workers………………………………………………………………… 56
f. Psychologists ………………………………………………………………….. 59
g. Guidance Counselors …………………………………………………………. 62
h. Social Workers ………………………………………………………………... 64
i. Teachers All Instructional Staff ………………………………………………. 66
j. Mid-Year Professional Growth Conference Report for Non-Tenured Teachers 76

D. Crosswalk of New York State Teaching Standards to
Danielson’s Framework for Teaching ...……………………………………………….. 77

E. Farmingdale Teacher / Pupil Personnel Services Performance Rubrics ……………….. 80
G-1 Teachers All Instructional Staff – A Framework for Teaching, 2011 edition
G-2 School Counselors …………………………………………………………..
G-3 Social Workers ………………………………………………………………
G-4 Psychologists ………………………………………………………………...

F. Farmingdale Administrator Performance Rubric
Multidimensional Principal Performance Rubric.............................................................. 81

G. Administrators SMART Goals Framework ……………………………………………… 82

H. Annual Performance Review for Principals and Administrators ……………………….. 84

I. Principal/Administrator Improvement Plan ……………………………………………... 88
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APPR 2013-14 Revised 7/1/13

Farmingdale Mission Statement and Vision

The mission of the Farmingdale School District is to educate our students to become independent thinkers
and problem solvers. It is our goal to empower each student to meet the challenges of tomorrow’s
emerging world. The District will provide a safe, nurturing environment in which individual and civic
responsibility is fostered, diversity is respected, and all students are enabled to realize their full potential.

To that end, we will establish Farmingdale as a high achieving school district as evidenced by high levels
of student performance in all areas including New York State assessments and Regents exams.

In order to assist us in this mission, we will work to reflect the characteristics of high achieving districts
by:
 maintaining a district-wide focus on student achievement across the curriculum
 holding high standards and expectations for all students
 providing a supportive learning environment that is student centered
 offering a consistent, research-based curriculum, instruction and assessments aligned with federal,
state and local standards
 committing to effective school leadership that builds and maintains good relations
 regularly monitoring student learning
 examining and refining teaching and instructional leadership
 actively collaborating and communicating with students, parents, teachers, administrators and
community members
 establishing targeted and phased goals for school improvement with focused district-wide, job-
embedded professional development for leaders and teachers
 using evidence for planning, organizational learning, and accountability

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APPR 2013-14 Revised 7/1/13
Teacher & Administrator Supervision and Evaluation
in the Farmingdale Schools

~ Introduction ~

The Farmingdale Annual Professional Performance Review (APPR) Plan represents the District’s
preliminary response to New York State Commissioner’s Regulation 100.2(o) and Education
Law § 3012-c. The APPR is intended to support the Farmingdale School mission through articulation of
a reflective, collaborative performance appraisal process that will foster exemplary practice and help all
students to achieve at high levels. This APPR is a work in progress and therefore procedures, forms and
protocols, etc., established herein should not be considered precedent setting. It will go through annual
review and revision as the New York State Education Department continues to develop state-wide
protocols, and as State and local models become available for review, consideration, piloting and
implementation. This plan builds on the district’s existing evaluation practices, and is designed to
support district learning goals while meeting State requirements.

The Purpose of Performance Review

Professional performance appraisal is designed to achieve two goals:
 quality assurance and
 the professional growth of teachers

The Annual Professional Performance Review (APPR) is designed to actively engage all Farmingdale
educators in a process that leads to the continuous enhancement of instruction and learning, in the
classroom and in other settings, and that is reflected in increased student achievement. The success of this
plan will be determined based on its ability to unify teachers and administrators in their collective efforts
to maximize student learning.

"Let us think of education as the means of

developing our greatest abilities, because in

each of us there is a private hope and dream

which, fulfilled, can be translated into benefit

for everyone and greater strength of the

nation."
-- John F. Kennedy
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APPR 2013-14 Revised 7/1/13

GUIDING PRINCIPLES
Regarding Teacher and Administrator Performance Assessment
in the Farmingdale School District

1. Professional performance assessment must align with, and link to the District’s mission, vision, and goals.
2. The purpose of professional performance evaluation is to continually improve instruction and ensure high
levels of student engagement and learning while providing data for district decision making (i.e., increase
professional capacity and ensure quality).
3. The professional performance review system needs to be designed to reflect all aspects of the complex work
of teaching and administration, and provide teachers and administrators with opportunities to demonstrate
performance on all assessed criteria, at the highest levels.
4. The assessment system should include activities that will foster professional conversation, reflection, and
analysis, thereby promoting learning.
5. All teachers and administrators need to understand, value, and work to achieve the State and district
expectations and high standards for professional performance and student learning.
6. Ongoing opportunities for teachers and administrators to enhance their ability to meet the State and district
professional performance standards need to be identified and provided, so that the goal of continuous
improvement can be achieved.
7. The means of documenting performance must be responsive to the developmental levels of a teacher’s
career, so as to help all teachers meet district performance expectations.
8. Assessment processes and procedures must be fair and equitable, as well as clear and unambiguous.
9. Teachers and administrators must be active participants in their own performance review process.
10. The assessment process should involve multiple perspectives and sources of data gathered over time, with
data and reflective analysis relating to each of the Teaching Standards informing teacher goal setting and
professional development planning.

Vision of Desired Outcomes

1. Teachers and administrators look upon observations as opportunities for professional growth.
2. Everyone has a shared understanding of what constitutes good practice and student engagement.
3. Administrators and teachers are highly skilled in collecting stable performance data with high levels of
inter-rater reliability.
4. Teachers are active partners in the assessment of their own practice.
5. A set of clearly articulated, differentiated teacher evaluation structures and procedures is developed and
implemented.
6. The District’s system for teacher observation and evaluation contributes to improved teaching and
learning and has clear links to professional development and curriculum design.

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Farmingdale Teacher
APPR 2013-14 Revised 7/1/13
Evaluation Process

To be accomplished within the first 30 calendar days of the school year
 On-going Professional Development of Rubrics and Professional Growth Plan for New Teachers

New & Non-Tenured Teachers Tenured Teachers
Step 2: Professional Growth Plan
Step 2: Training for New Teachers Teacher reflects on rubric and student needs and
Detailed orientation during New Teacher drafts professional growth plan considering
Orientation, Mentor and/or Reflective Practice building and district goals. Teachers will submit
Workshops. New teachers participating will Goals in September using the OASYS form in
be employed 5 months or more. My Learning Plan.
Step 3: Observation Cycle
Step 3: Professional Growth Plan Formal Observations: minimum of 2 with at least
Teacher reflects on rubric and student needs one unannounced observation as per NYSED
and drafts professional growth plan with Regulation.
mentor as outlined on the appropriate o First observation to be completed by
Individual Growth Plan form. December 15th
New Teachers will submit Goals in September o Last observation to be completed by
using the OASYS form in My Learning Plan. April 15th
Post Observation conferences
(feedback / reflection)
Informal Walkthroughs
Step 4: Observation Cycle
Formal Observations: minimum of 5
o First observation to be completed by Step 4: Summative Conference/Evaluation
 Review and discuss data sources and teacher
December 15th
performance according to rubrics
o Last observation to be completed by
 Collaboratively reflect on teacher growth
April 15th
and the growth plan
Post Observation conferences for
 Summative Evaluation forms completed by
feedback & reflection
June 15th
Informal Walkthroughs
 If necessary, create Teacher Improvement
Plan
 Local Assessment Scores will be distributed
as available.
Step 5: Midyear Professional Growth
Conference
Completed by February 15th
Teacher Improvement Plan
**as required**

Step 6: Summative Conference/Evaluation
 identification of specific behaviors to be
 Review and discuss data sources and
changed related to the District and/or New
teacher performance according to rubrics
York State Teaching Standards, with a
 Collaboratively reflect on teacher growth
precise statement of expected outcomes
and the growth plan
 a timeline for accomplishing change,
 Summative Evaluation forms completed including the frequency and nature of
by June 15th
required observations
 If necessary, create Teacher Improvement  actions that the teacher will take in order to
Plan
make the desired changes
 Local Assessment Scores will be
 specific supports that are available to the
distributed as available teacher, including people, materials, or
professional development opportunities
 monitoring/evaluation methods
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APPR 2013-14 Revised 7/1/13
Criteria for the Evaluation of
Teachers Providing Instructional Services

All New York State teachers are to be annually evaluated using the professional performance criteria
outlined in the New York State Teaching Standards, which were adopted by the Board of Regents on
January 11, 2011:

Standard 1: Knowledge of Students and Student Learning
Teachers acquire knowledge of each student, and demonstrate knowledge of student
development and learning to promote achievement for all students.

Standard II: Knowledge of Content and Instructional Planning
Teachers know the content they are responsible for teaching, and plan
instruction that ensures growth and achievement for all students.

Standard III: Instructional Practice
Teachers implement instruction that engages and challenges all students to
meet or exceed the learning standards.

Standard IV: Learning Environment
Teachers work with all students to create a dynamic learning environment that supports
achievement and growth.

Standard V: Assessment for Student Learning
Teachers use multiple measures to assess and document student growth, evaluate
instructional effectiveness, and modify instruction.

Standard VI: Professional Responsibilities and Collaboration
Teachers demonstrate professional responsibility and engage relevant
stakeholders to maximize student growth, development, and learning.

Standard VII: Professional Growth
Teachers set informed goals and strive for continuous professional growth.

The complete New York State Teaching Standards can be found at http://engageny.org/resource/new-york-
state-teaching-standards/. Teacher performance for each of these seven standards will be assessed using
the Framework for Teaching, 2011 edition, developed by Charlotte Danielson, and found in Appendix G.
This set of State-sanctioned rubrics describes what the State Teaching Standards look like in practice at
four different performance levels, forming a continuum of performance from ineffective to highly
effective. The rubrics, hereafter referred to as The Farmingdale Teaching Performance Rubrics, are to be
used as a tool for self-reflection and goal setting, as well as serving as lenses to focus teachers and
observers on essential elements of teaching during formal and informal supervision, teacher evaluation,
and professional development planning. Appendix F contains the State-approved cross-walk between the
State Teaching Standards and the domains and components of The Framework for Teaching.

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APPR 2013-14 Revised 7/1/13
ASSESSING NON-TENURED TEACHERS AGAINST THE NEW YORK STATE TEACHING
STANDARDS: Teachers become highly effective over time, through ongoing study, mentoring, and the
development of knowledge and skill that comes with experience. It is expected that during the first years
of teaching, there will be evidence of both strengths and areas that need to be developed. In order to foster
the development of highly effective teachers and to guide the work of instructional supervisors, the district
induction program is a two-year experience that links professional development, mentoring, supervision,
and evaluation in such ways that new teachers receive assistance in growing to clearly understand the
specific knowledge, skills, and understandings which they need to demonstrate in and beyond the
classroom. Recognizing the complex demands of teaching and the developmental stages through which
new teachers tend to travel, specific components of the teaching standards have been identified as
essential performance targets for teachers in their first year. Mentors and administrators will work with
teachers to support their learning and skill development in these areas, though the responsibility for
achieving the required standard lies with the teacher to provide evidence of growth.

First Year Teachers:
Target Professional Performance Components

DOMAIN 1, incorporating STANDARDS 1 & 2-PLANNING AND PREPARATION with
elements of STANDARD 5- ASSESSMENT: First year teachers must be able to demonstrate
effectiveness in lesson planning and basic assessment of student learning, both rooted in a solid
knowledge of the instructional content, and a growing understanding of the curriculum.

Danielson Domain 1: Components 1a (content), 1c, 1e, & 1f (also found in NYS Teaching
Standards NYS II.1, II.4, II5, &II.3).

DOMAIN 2, incorporating STANDARD 4-THE CLASSROOM ENVIRONMENT: First
year teachers must demonstrate the ability to create an organized, well managed learning
environment that fosters respect and rapport, while establishing a culture for learning.

Danielson Domain 2: Components 2a, 2 b, 2 c, 2 d

DOMAIN 3, incorporating STANDARD 3-INSTRUCTION with elements of STANDARD 5-
ASSESSMENT: First year teachers must demonstrate an ability to engage students in effective
lessons that promote learning by communicating clearly and involving students through question,
discussion, and appropriate assessment of student learning.

Danielson Domain 3: Components 3a, 3b, 3d,

DOMAIN 4, incorporating STANDARDS 6 & 7- PROFESSIONAL RESPONSIBILITIES:
First year teachers must demonstrate the habits and dispositions of a professional, with a special
emphasis in the first year placed on integrity, building foundational teaching skills, and complying
with school and district regulations.

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APPR 2013-14 Revised 7/1/13
EVALUATION PROCEDURES

Evaluation is a professional and highly personal undertaking for both teachers and administrators. Its
primary goal is to enhance individual teacher performance, thereby improving instruction and facilitating
the highest levels of student achievement. It is most effective when it leads to on-going self reflection and
professional goal setting on the part of each teacher. Teacher evaluation will be based on assessment of
teacher effectiveness in meeting the New York State Teaching Standards, as further clarified in the
professional performance rubrics (found in Appendix G), and as informed by student achievement and
growth as measured by state and local assessments.

The best assessor of teacher performance is the teacher him or herself. To be a professional means to
engage in continuous self-appraisal in order to strengthen ones professional skills and help students to
achieve at high levels. In order to grow, however, everyone needs feedback and the opportunity for
structured reflection.

New York State is phasing in a comprehensive new evaluation system. In its first year, this system will be
a two-tiered system. All Farmingdale teachers will be evaluated against the seven New York State
Standards as described in Farmingdale’s Teaching Performance Rubrics, the Danielson Framework for
Teaching, 2011 version. Summative rating categories will be modified to conform to the new regulations.

Old rating categories: Unsatisfactory, Needs Improvement, Proficient, Distinguished
New required rating categories: Ineffective, Developing, Effective, Highly Effective

In keeping with Teaching Standard VII, teachers will participate in a structured collaborative goal setting
process (see page 7 and Appendices B-1 through B4). They will be expected to examine and analyze
formal and informal evidence of student learning, and use this evidence to identify, in consultation with
their supervisors, strengths and areas for growth, leading to completion of an evidence-based Individual
Professional Growth Plan.

Teachers will be evaluated using data gathered from teacher self-reflection and formal and informal
classroom observations (scheduled and/or unannounced), as well as descriptive data relating to other
professional tasks and responsibilities. This may include review of sample lesson plans or units, student
work samples, student assessment instruments, and if desired by a teacher, videotape assessment, peer
visitation, and student or parent feedback.

 During the 2013-14 school year, basic procedures for classroom observation (formal and informal
observations, goal setting, portfolios for non-tenured teachers, and summative review) will continue
for all teachers, with professional development being provided to deepen common understanding of
the elements of the teaching standards.
 Based on the State’s APPR requirements, Teacher Club will no longer be a substitute for formal
observation.
 Forms, rubrics, and goal setting procedures that have been collaboratively developed appear in the
appendices.
 For each individual formal observation, teacher performance will be rated against the rubric in
Domains 1, 2, 3, and 4, yielding a rating of ineffective, developing, effective, or highly effective for
each of these areas. No overall rating will be assigned to any individual observation report.
 The summative evaluation will be based on a review of all observations, informal visits, and other
evidence of teaching competence as described in the New York State Teaching Standards and
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