1 Annual Professional Performance Review (APPR) Mexico Academy and Central Schools July 1, 2012 – June 30, 2013 Introduction On May 28, 2010, the Governor signed Chapter 103 of the Laws of 2010, which added a new section 3010-c to the Education law, establishing a comprehensive evaluation system for specified teachers and school principals. By September 1, 2011, the governing body of each school district and BOCES shall adopt a plan which may be an annual or multi-year plan, for the annual professional performance review of its teachers providing instructional services or pupil personnel services. The superintendent and assistant superintendent, in collaboration with joint committees of professional staff members and administrators, developed this annual professional performance review plan. The members of the various sub committees included representatives from elementary, middle, and high schools focusing on each of the various components of the APPR plan. Once approved by the Board of Education of the school district, this plan will be filed in the district office and posted on the district web site no later than September 10th of each school year. If the work of the plan needs to continue after September 10th, revisions to the plan will be posted as approved by the Board of Education. This evaluation system specifically applies to classroom teachers as indicated in Chapter 103 of the Laws of 2010 section 3010-c of Education Law. The following groups of teachers and pupil personnel service providers are specifically excluded from this plan: pre-kindergarten teachers, school psychologists, school counselors, speech teachers, substitutes (including long term substitutes less than 100 days) and teaching assistants. During the 2011-12 school year, a committee will be formulated to review the annual professional performance reviews of individuals not covered by Chapter 103 of the Laws of 2010, section 3010-c of Education Law. Background The district would like to acknowledge the work of those individuals who actively contributed to the development of this plan from July 2011-August 2012. Local Assessment Sub-Group: Laura Larkin, Angela LaBoda, Karen Metcalf, Kathy Fisher, Melissa Stoutenberg, Brandy Henning, Patty Brooks, Maggie Pryor, Carol Livingston, Sis Petrocci, Kevin Upcraft, Cindy Sprole, Hope Pelton, Melanie Chapman, Kim Rice, Diane Bush, Corey Davis, Ben Ariola, Joe Deckman, Joyce Hould. Student Learning Objectives Sub-Group: Traci Stanard, Bonnie Krisak, Jen Winans, Jenn Brown, Andrea Backus, Denise Perkins, Jackie Havener, Lynn Sheldon, Julie Raner, Maryellen Myers, Adam Metcalf, Kim
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Annual Professional Performance Review (APPR) · 1 Annual Professional Performance Review (APPR) Mexico Academy and Central Schools July 1, 2012 – June 30, 2013 Introduction On May
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1
Annual Professional Performance Review (APPR)
Mexico Academy and Central Schools
July 1, 2012 – June 30, 2013
Introduction
On May 28, 2010, the Governor signed Chapter 103 of the Laws of 2010, which added a new section
3010-c to the Education law, establishing a comprehensive evaluation system for specified teachers and
school principals.
By September 1, 2011, the governing body of each school district and BOCES shall adopt a plan which
may be an annual or multi-year plan, for the annual professional performance review of its teachers
providing instructional services or pupil personnel services.
The superintendent and assistant superintendent, in collaboration with joint committees of professional
staff members and administrators, developed this annual professional performance review plan. The
members of the various sub committees included representatives from elementary, middle, and high
schools focusing on each of the various components of the APPR plan. Once approved by the Board of
Education of the school district, this plan will be filed in the district office and posted on the district web
site no later than September 10th of each school year. If the work of the plan needs to continue after
September 10th, revisions to the plan will be posted as approved by the Board of Education.
This evaluation system specifically applies to classroom teachers as indicated in Chapter 103 of the Laws
of 2010 section 3010-c of Education Law. The following groups of teachers and pupil personnel service
providers are specifically excluded from this plan: pre-kindergarten teachers, school psychologists,
school counselors, speech teachers, substitutes (including long term substitutes less than 100 days) and
teaching assistants. During the 2011-12 school year, a committee will be formulated to review the
annual professional performance reviews of individuals not covered by Chapter 103 of the Laws of 2010,
section 3010-c of Education Law.
Background
The district would like to acknowledge the work of those individuals who actively contributed to the
development of this plan from July 2011-August 2012.
Local Assessment Sub-Group: Laura Larkin, Angela LaBoda, Karen Metcalf, Kathy Fisher, Melissa
Stoutenberg, Brandy Henning, Patty Brooks, Maggie Pryor, Carol Livingston, Sis Petrocci, Kevin Upcraft,
Cindy Sprole, Hope Pelton, Melanie Chapman, Kim Rice, Diane Bush, Corey Davis, Ben Ariola, Joe
Deckman, Joyce Hould.
Student Learning Objectives Sub-Group: Traci Stanard, Bonnie Krisak, Jen Winans, Jenn Brown, Andrea
Backus, Denise Perkins, Jackie Havener, Lynn Sheldon, Julie Raner, Maryellen Myers, Adam Metcalf, Kim
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.
2.2 b -Incorporates individual and collaborative critical thinking and problem solving
NYSED Indicator: Opportunities for students to engage in individual and collaborative critical thinking and problem solving. Teachers model and encourage
effective use of interpersonal communication skills to build student capacity for collaboration.
2.2c - Incorporates disciplinary and cross-disciplinary learning experiences
NYSED Indicator: Opportunities for students to apply disciplinary and cross- disciplinary knowledge to personal experiences and real world problems.
2.4b. Articulates learning objectives/goals with learning standards
NYSED Indicator: Articulate clear learning objectives that align with learning standards.
Notes:
Standard III: Instructional Practice
Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards.
3.1c - Engages Students
NYSED Indicator: Students are actively and cognitively engaged through teacher facilitation of student-to-student and student-to-teacher interactions.
3.2a - Provides directions and procedures
NYSED Indicator: Students understand directions and procedures.
3.2b - Uses questioning techniques
NYSED Indicator: Use a variety of questioning techniques to advance student learning and reflection.
3.2c - Responds to students
NYSED Indicator: Adjust communication in response to student needs.
3.2d - Communicates content
NYSED Indicator: Students understand lesson content through teachers’ use of oral, written and graphic methods.
3.3b - Articulates measures of success
NYSED Indicator: Students have a clear understanding of measures of success.
3.4a - Differentiates instruction
NYSED Indicator: Individualize interactions and differentiate instruction.
3.4b - Implements strategies for mastery of learning outcomes
NYSED Indicator: Incorporate instructional approaches and technologies to provide
students with opportunities to demonstrate mastery of learning outcomes.
3.6a - Uses formative assessment
NYSED Indicator: Utilize various types of formative assessment during instruction to monitor and check for student understanding and assess progress.
3.6b - Provides feedback during and after instruction
NYSED Indicator: Seek and provide feedback during and after instruction.
3.6c - Adjusts pacing
NYSED Indicator: Adjust the pace of instruction, focus of instruction, and method of delivery based on student progress.
Notes:
Standard IV – Learning Environment
Teachers work with all students to create a dynamic learning environment that supports achievement and growth.
4.1a - Interacts with students
NYSED Indicator: Caring and respectful in interactions with students.
4.1c - Reinforces positive interactions among students
NYSED Indicator: Create a climate of acceptance and respect. Create an environment where students feel a sense of responsibility to one another.
4.2a – Establishes high expectations for student learning
NYSED Indicator: Encourage students to set high standards and expectations for their own performance. Motivate students to initiate their own learning and strive to achieve challenging learning goals.
4.2b – Promotes student curiosity
NYSED Indicator: Promote students’ curiosity and enthusiasm for learning.
4.3a – Establishes expectations for student behavior
NYSED Indicator: Establish, communicate, and maintain clear standards and expectations for student behavior.
4.3b – Establishes routines, procedures and transitions
NYSED Indicator: Develop, implement, and adapt routines and procedures to manage activities and transitions.
4.4a – Organizes the physical environment
NYSED Indicator: Arrange and adapt the physical environment to accommodate individual and group learning needs. Ensure that all students have equitable access to available resources and technologies.
NYSED Indicator: Effectively use the services and skills of available volunteers and paraprofessionals
Notes:
Standard V: Assessment for Student Learning
Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction.
5.1 Implement required assessment accommodations and modifications.
NYSED Indicator: Implements accommodations and modifications
Notes:
Areas of Commendation: Recommendations:
Directions to Observer: Walk-through observations are conducted prior to the formal observation and are not scored. Provide recommendations for continued
professional growth if applicable and necessary at this time. This document will be utilized for the teacher’s summative evaluation. Walk-through observations
should be shared with teachers within 2 school days of the observation. Post-conferences for walk-through observations will be conducted with non-tenured
teachers but are optional for tenured teachers.
Signature of the Observer:______________________________________________ Date: _____________________________
Directions to the Teacher: Please review the information collected from your walk-through observation and sign within 2 school days of receipt. If you have any
questions or concerns, please contact your evaluator. Tenured teachers will receive one unannounced walk-through observation and one formal observation.
Probationary teachers will receive two walk-through observations (followed by post conferences) and one formal observation. Your formal observation will be
conducted no earlier than two weeks following signed receipt of your walk-through observation form if recommendations are made. Otherwise, the two week
period can be waived by mutual agreement between teacher and evaluator.
Signature of the Teacher:______________________________________________ Date: _____________________________
Teacher Comment Section:
MEXICO ACADEMY & CENTRAL SCHOOL DISTRICT TEACHER COMPOSITE EFFECTIVENESS SCORE
2012-2013
Name: Grade Level/Content:
The ‘composite effectiveness score’ is your total summary score for this school year. It will range from 0-100. If your
overall score is:
91-100, you will be rated Highly Effective 75-90, you will be rated Effective
65-74, you will be rated Developing 0-64, you will be rated Ineffective
The composite effectiveness score is based on the sum of three subcomponent scores:
60% - multiple measures of Professional Practice to include walk-throughs, formal classroom observations, conferences, and evidence review (0-60 points)
20% - student growth on Student Growth based on Math and ELA State Assessments or Student Learning Objectives (0-20 points)
20% - locally selected measures of student achievement (0-20 points)
Section 1 – Professional Practice
This score can be found on page 32 of the Professional Practice Form Points Earned /60
Section 2: Student Growth /Student Learning Objectives There are two variations for this section. Please identify which category applies to this teacher and score accordingly:
Teachers of Math/ELA in Grades 4-8: State Provided Growth Score Points Earned ______/ 20
OR OR
All other teachers: Student Learning Objective (SLO) Score Points Earned ______/ 20
Section 3: Locally Selected Measure/s of Student Achievement All teachers in grades kindergarten through grade 12 shall receive a score from 0-20 calculated by adding the performance
index score will be listed on the 2012-13 district accountability section of the district report card for both ELA and math.
This score will then be multiplied by the maximum 20 points for the local measure divided by the 800 possible points for
the performance indices for ELA and Math. All teachers will receive the same score for this section.
Points Earned ______/ 20
Total Points Earned for Sections 1, 2, and 3 ______/ 100
Evaluator’s Signature Date I have read the above and understand that it is being placed in my personnel file. Furthermore, I understand that this score will be submitted to the
New York State Education Department, as required by regulation. My signature does not indicate my agreement with its contents. I understand that I
may respond in writing if I choose, and my written response will be attached to this document in my personnel file.
Unit Member’s Signature Date
Mexico Academy and Central School District
OBSERVATION FORM
2012-2013
Name: Date: Time:
Grade/Content: Observer:
This is an optional data gathering form to be used when conducting the formal observation. The information
noted here will provide the basis for relative “Evidence” sections on the Professional Practice Form.
Pre-Observation Notes:
Observation Notes:
Mexico Academy and Central School District Professional Practice Form 2012-2013
Name: Grade Level/Content:
Activity Date Evaluator
Walk-through 1
Walk-through 2 (required for non-tenured)
Pre-conference
Observation
Post-Conference
Summative Conference
Summary of Professional Practice Component of the APPR
A teacher’s Professional Practice will constitute 60 points of the composite effectiveness score. This sub-component is based on multiple measures to include
unannounced walk-through observations, formal classroom observations, pre- and post- conferences, and an evidence review at the summative conference.
Trained evaluators will conduct one informal (walk-through), unannounced classroom observation for tenured teachers. This informal observation will not be scored
but will be used to provide teachers with collected evidence focusing on teaching standards II, III, IV, and V. Teachers will be provided with commendations and/or
recommendations for improvement. Collected evidence from walk-through forms will be shared with teachers within two school days of walk-through completion.
Teachers should acknowledge receipt of the walk-through evidence within two days. Tenured teachers or evaluators have the option of scheduling a post-
conference to gain additional insight about collected evidence. Non-tenured teachers will receive two walk-through observations with post-conferences along with
one formal observation.
Formal observations will follow walk-through evaluations. If a recommendation is made in the walk-through observation, there must be a minimum window of ten
school days between the electronically signed walk-through and the scheduling of the formal observation. In the event that there are no recommendations noted in
the walk-through evaluation and upon mutual agreement between the evaluator and the teacher, formal observations may follow immediately after the receipt of the
electronically signed walk-through evaluation.
For both tenured and non-tenured teachers, formal observations will consist of a scheduled pre-conference meeting focusing on teaching standards I and II. Trained
evaluators will use recommended questions from New York State United Teachers (NYSUT) Teacher Evaluation and Development System (TED) workbook to
complete the pre-observation evidence collection form. During the pre-conference, the evaluator and teacher will schedule a planned formal observation time. A
formal observation will be conducted focusing on all applicable teaching standards and emphasized elements and performance indicators from the NYSUT rubric.
Formal observations should be scheduled so that the entire lesson is observed. The district and association have mutually agreed upon emphasizing fifty-six of the
ninety-six performance indicators that directly relate to district goals. These specific indicators follow. A post-conference will be conducted within five school days of
the observed lesson. At the post-conference, the evaluator will share collected evidence and ask the teacher to reflect on evidence of student learning. Evidence
from the professional conversation in the post conference will be combined with collected evidence from the pre-conference and the formal observation. Evidence
will be reflected in each of the appropriate standard areas on the pre-conference, observation, and post-conference forms. Results will be shared with teachers
within five school days of the scheduled post conference. Following the receipt of results from the scheduled post conference, teachers will have an average rubric
score for teaching standards I, II, III, IV, and V.
Teachers will have an opportunity to provide additional evidence in the form of student artifacts, lesson plans, or other evidence from teacher portfolios in regards to
previously assessed elements and performance indicators from the teaching standards along with the remaining standards VI and VII at the summative evaluation
conference. The summative evaluation conference may be scheduled in conjunction with the post-conference upon mutual agreement between the evaluator and
the teacher. The summative evaluation conference will allow evaluators to collect evidence of professional growth relating to any remaining performance indicators
not previously assessed. Teachers may share collected evidence in the form of student artifacts, teaching portfolios, etc. which evaluators may consider. In the
event that a teacher received a score of developing or ineffective on a particular indicator, teachers may share evidence for evaluators to consider changing a score.
Previous scores from the pre-conference, observation, or post-conference would be averaged with any new scores generated from subsequent evidence shared at
the summative conference.
The following pages reflect those sections of the NYSUT rubric that the district will emphasize this year. This document, along with feedback from your Walk-
through, will contain all information relative to your Professional Practice score.
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.
Element I.1: Teachers demonstrate knowledge of child and adolescent development, including students’ cognitive, language, social, emotional, and
physical developmental levels.
NYSED Indicators: Describe orally and in writing an understanding of the developmental characteristics of their students; create developmentally appropriate
lessons that address student learning differences and needs; Teachers implement lessons and modify instruction based upon student developmental needs.
Element I.2: Teachers demonstrate current, research-based knowledge of learning and language acquisition theories and processes.
NYSED Indicators: Design lesson plans and adjust instruction to include a variety of strategies that support the learning needs of each student. Design lesson
plans and adjust instruction to include a variety of strategies that support the language acquisition needs of each student. Teachers explain their instructional
Standard 1: Knowledge of Students and Student Learning
Element I.5: Teachers demonstrate knowledge of and are responsive to the economic, social, cultural, linguistic, family, and community factors that
influence their students’ learning.
NOT ADDRESSED 2012-2013
Element I.6: Teachers demonstrate knowledge and understanding of technological and information literacy and how they affect student learning.
NYSED Indicators: Use technological tools and a variety of communication strategies to engage each student. Assist students to become knowledgeable and
critical consumers and users of quality information.
1. Indicate total of all indicators for Standard 1 = ________________; Divided by 4 = ____________________ (repeat on line below)
Final Score for Standard 1 ___________
Standard 2: 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.
Element II.1: Teachers demonstrate knowledge of the content they teach, including relationships among central concepts, tools of inquiry, structures
and current developments within their discipline(s).
NYSED Indicators: Incorporate key concepts during instruction through the use of multiple representations and explanations. Engage students to use key
disciplinary language with comprehension through instruction. Demonstrate the effective use of current developments in pedagogy and content. Design learning
experiences that foster student understanding of key disciplinary themes. Demonstrate knowledge of the learning standards and their application throughout their
Standard 2: Knowledge of Content and Instructional Planning
Element II.2: Teachers understand how to connect concepts across disciplines and engage learners in critical and innovative thinking and collaborative
problem-solving related to real world contexts.
NYSED Indicators: Facilitate students’ ability to develop diverse social and cultural perspectives. Incorporate perspectives from varied discip lines and use and
model interdisciplinary skills in their instruction. Provide opportunities for students to engage in individual and collaborative critical thinking and problem solving.
Teachers model and encourage effective use of interpersonal communication skills to build student capacity for collaboration. Create opportunities for students to
apply disciplinary and cross-disciplinary knowledge to personal experiences and real world problems.
Standard 2: Knowledge of Content and Instructional Planning
Element II.3: Teachers use a broad range of instructional strategies to make subject matter accessible.
NYSED Indicators: Design instruction that reflects the multiple experiences, strengths, and learning needs of students. Adapt instruction in response to various
levels of student understanding. Make meaningful connections between content and students’ life experiences. Create opportunities for students to engage in self-
Standard 2: Knowledge of Content and Instructional Planning
Element II.4: Teachers establish goals and expectations for all students that are aligned with learning standards and allow for multiple pathways to
achievement.
NYSED Indicators: Design learning experiences that are aligned with learning standards. Articulate clear learning objectives that align with learning standards.
Include opportunities for students to achieve learning goals in a variety of ways.
Standard 2: Knowledge of Content and Instructional Planning
Element II.5: Teachers design relevant instruction that connects students’ prior understanding and experiences to new knowledge.
NYSED Indicators: Determine current levels of student understanding and knowledge of content through questioning techniques, discussion, and other methods.
Address common misconceptions in the content area through instructional methods. Design learning experiences that connect students’ prior knowledge and
Standard 2: Knowledge of Content and Instructional Planning
Element II.6: Teachers evaluate and utilize curricular materials and other appropriate resources to promote student success in meeting learning goals.
NYSED Indicators: Use technological tools and a variety of communication strategies to engage each student. Assist students to become knowledgeable and
critical consumers and users of quality information.
1. Indicate total of all indicators for Standard 2 = ________________; Divided by 12 = ____________________ (repeat on line below)
Final Score for Standard2 ___________
Standard 3: Instructional Practice
Teachers implement instruction that engages and challenges all students to meet or exceed the learning standards.
Element III.1: Teachers use research-based practices and evidence of student learning to provide developmentally appropriate and standards-driven
instruction that motivates and engages students in learning.
NYSED Indicators: Align instruction to standards. Implement instruction proven to be effective in prior research. Students are actively and cognitively engaged
through teacher facilitation of student-to-student and student-to-teacher interactions.
Element III.2: Teachers communicate clearly and accurately with students to maximize their understanding and learning.
NYSED Indicators: Students understand directions and procedures. Teachers use a variety of questioning techniques to advance student learning and reflection.
Students’ comments and questions are acknowledged and utilized to advance learning. Students understand lesson content through teachers’ use of oral, written
and graphic methods. Adjust communication in response to student needs.
Element III.3: Teachers set high expectations and create challenging learning experiences for students.
NYSED Indicators: Articulate high expectations for all students. Students have a clear understanding of measures of success. Teachers challenge and support all
students by incorporating various instructional strategies, experiences and resources.
Element III.4: Teachers explore and use a variety of instructional approaches, resources, and technologies to meet diverse learning needs, engage
students and promote achievement.
NYSED Indicators: Use an understanding of students’ diverse backgrounds to individualize interactions and differentiate instruction. Incorporate instructional
approaches and technologies to provide students with opportunities to demonstrate mastery of learning outcomes. Incorporate into instruction motivating and
Element III.5: Teachers engage students in the development of multi-disciplinary skills, such as communication, collaboration, critical thinking, and use
of technology.
NOT ADDRESSED 2012-2013
Element III.6: Teachers monitor and assess student progress, seek and provide feedback, and adapt instruction to student needs.
NYSED Indicators: Utilize various types of formative assessment during instruction to monitor and check for student understanding and assess progress. Seek and
provide feedback during and after instruction. Adjust the pace of instruction, focus of instruction, and method of delivery based on student progress.
1. Indicate total of all indicators for Standard 3 = ________________; Divided by 10 = ____________________ (repeat on line below)
Final Score for Standard 3 ___________
Standard 4: Learning Environment
Teachers work with all students to create a dynamic learning environment that supports achievement and growth.
Element IV.1: Teachers create a mutually respectful, safe, and supportive learning environment that is inclusive of every student.
NYSED Indicators: Caring and respectful in interactions with students. Embrace student diversity as an asset in the classroom. Recognize and reinforce positive
interactions among students. Create a climate of acceptance and respect. Create an environment where students feel a sense of responsibility to one another.
Element IV.2: Teachers create an intellectually challenging and stimulating learning environment.
NYSED Indicators: Encourage students to set high standards and expectations for their own performance. Motivate students to initiate their own learning and strive
to achieve challenging learning goals. Promote students’ curiosity and enthusiasm for learning. Students are actively engaged in learning. Students openly express
their ideas. Students show pride in their work and accomplishments.
Element IV.3: Teachers manage the learning environment for the effective operation of the classroom.
NYSED Indicators: Establish, communicate, and maintain clear standards and expectations for student behavior. Develop, implement, and adapt routines and
procedures to manage activities and transitions. Facilitate instructional groupings to maximize student participation, cooperation, and learning. Students exhibit
Element IV.4: Teachers organize and utilize available resources (e.g. physical space, time, people, technology) to create a safe and productive learning
environment.
NYSED Indicators: Arrange and adapt the physical environment to accommodate individual and group learning needs. Ensure that all students have equitable
access to available resources and technologies. Effectively use the services and skills of available volunteers and paraprofessionals. Know and implement policies
1. Indicate total of all indicators for Standard 4 = ________________; Divided by 9 = ____________________ (repeat on line below)
Final Score for Standard 4 ___________
Standard 5: Assessment for Student Learning
Teachers use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction.
Element V.1: Teachers design, select, and use a range of assessment tools and processes to measure and document student learning and growth.
NYSED Indicators: Use appropriate diagnostic and ongoing assessment to establish learning goals and inform instruction. Use formative assessment to inform
teaching and learning. Use summative assessment to measure and record student achievement. Design assessments that are aligned with curricular and
instructional goals. Design and adapt assessments that accurately determine mastery of skills and knowledge. Use multiple measures and multiple formats,
including available technology, to assess and document student performance. Implement required assessment accommodations and modifications.
Element V.2: Teachers understand, analyze, interpret, and use assessment data to monitor student progress and to plan and differentiate instruction.
NYSED Indicators: Analyze data accurately. Provide timely feedback to students to engage them in self reflection and self-improvement. Use assessment data to
set goals and design and differentiate instruction. Engage students in self-assessment of their learning goals, strategies, and outcomes.
Element V.5: Teachers prepare students to understand the format and directions of assessments used and the criteria by which the students will be
evaluated.
NYSED Indicators: Communicate the purposes of the assessments they use. Prepare all students for the demands of particular assessment formats and provide
accommodations, including appropriate accommodations in testing conditions for students with exceptional learning needs. Articulate assessment criteria to
students and provide parameters for success. Students practice various formats of assessments using authentic curriculum. Equip students with assessment skills
1. Indicate total of all indicators for Standard 5 = ________________; Divided by 7 = ____________________ (repeat on line below)
Final Score for Standard 5 ___________
Standard 6: Professional Responsibilities and Collaboration
Teachers demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development, and learning.
Element VI.1: Teachers uphold professional standards of practice and policy as related to students’ rights and teachers’ responsibilities.
NYSED Indicators: Demonstrate a high standard for honesty, integrity, ethical conduct, and confidentiality when interacting with students, families, colleagues, and
the public. Are proactive and advocate to meet the needs of students. Use self-reflection and stakeholder feedback to inform and adjust professional behavior.
Advocate, model, and manage safe, legal, and ethical use of information and technology, including respect for intellectual property and the appropriate
documentation of sources. Complete training in response to State and local requirements and jurisdictions.
Standard 6: Professional Responsibilities and Collaboration
Element VI.2: Teachers engage and collaborate with colleagues and the community to develop and sustain a common culture that supports high
expectations for student learning.
NYSED Indicators: Support and promote the shared school and district vision and mission to support school improvement. Participate actively as a part of an
instructional team. Share information and best practices with colleagues to improve practice. Demonstrate an understanding of the school as an organization within
a historical, cultural, political, and social context. Collaborate with others both within and outside the school to support student growth, development, and learning.
Collaborate with the larger community to access and share learning resources.
Standard 6: Professional Responsibilities and Collaboration
Element VI.3: Teachers communicate and collaborate with families, guardians, and caregivers to enhance student development and success.
NYSED Indicators: Invite families, guardians and caregivers to share information to enhance and increase student development and achievement. Communicate
student performance and progress in various ways and provide opportunities for discussion. Suggest strategies and ways in which families can participate in and
Element VI.4: Teachers manage and perform non-instructional duties in accordance with school district guidelines or other applicable expectations.
NYSED Indicators: Collect required data and maintain timely and accurate records (e.g. plan books, lunch counts, attendance records, student records, etc.).
Manage their time and attendance in accordance with established guidelines. Maintain classroom and school resources and materials. Participate in school and
Standard 6: Professional Responsibilities and Collaboration
Element VI.5: Teachers understand and comply with relevant laws and policies as related to students’ rights and teachers’ responsibilities.
NYSED Indicators: Communicate relevant regulations and policies to stakeholders. Maintain confidentiality regarding student records and information. Report
instances of child abuse, safety violations, bullying, and other concerns in accordance with regulations and policies. Adhere to board policies, district procedures,
and contractual obligations. Access resources to gain information about standards of practice, relevant law, and policy as they relate to students’ rights and
1. Indicate total of all indicators for Standard 6 = ________________; Divided by 8 = ____________________ (repeat on line below)
Final Score for Standard 6 ___________
Standard 7: Professional Growth
Teachers set informed goals and strive for continuous professional growth.
Element VII.1: Teachers reflect on their practice to improve instructional effectiveness and guide professional growth.
NYSED Indicators: Examine and analyze formal and informal evidence of student learning. Recognize the effect of their prior experience and possible biases on
practice. Use acquired information to identify strengths and weaknesses and to plan professional growth.
Element VII.2: Teachers set goals for and engage in ongoing professional development needed to continuously improve teaching competencies.
NYSED Indicators: Set goals to enhance personal strengths and address personal weaknesses in teaching practice. Engage in opportunities for professional
Element VII.3: Teachers communicate and collaborate with students, colleagues, other professionals, and the community to improve practice.
NYSED Indicators: Demonstrate a willingness to give and receive constructive feedback to improve professional practice. Participate actively as part of an
instructional team to improve professional practice. Receive, reflect and act on constructive feedback from others in an effort to improve their own professional
Element VII.4: Teachers remain current in their knowledge of content and pedagogy by utilizing professional resources.
NYSED Indicators: Benefit from, contribute to, or become members of appropriate professional organizations. Access and use professional literature and other
professional development opportunities to increase their understanding of teaching and learning. Expand their knowledge of current research as it applies to
1. Indicate total of all indicators for Standard 7= ________________; Divided by 6 = ____________________ (repeat on line below)
Final Score for Standard 7 ___________
Transfer Final Standard Scores to the boxes below
Standard 1: Knowledge of Students and Student Learning Standard 6: Professional Responsibilities
Standard 2: Knowledge of Content and Instructional Planning
Standard 7: Professional Growth
Standard 3: Instructional Practice Subtotal
Standard 4: Learning Environment Divide by 7
Standard 5: Assessment for Student Learning Total Average Rubric Score
Take the Total Average Rubric Score core above and find it on the chart on the next page. This chart will convert your score to a 60-point scale. This is the
number that will be used toward your Composite Effectiveness Score.