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A BUDGET BILL submitted by the Governor in accordance with Article VII of the Constitution AN ACT to amend the education law, in relation to annual professional performance review of classroom teachers and building principals Assem-

The people of the State of New York, represented in Senate and bly, do enact as follows:

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Section

1.

Subdivision

1 of section 3012-c of the education law, as

added by chapter 103 of the laws of 2010, is amended to read as follows: 1. Notwithstanding any other provision of law, rule or the regulation to

contrary, the annual professional performance reviews of all classschool districts or

room teachers and building principals employed by

boards of cooperative educational services shall be conducted in accordance with the provisions of this section. Such performance reviews which are conducted on or ~ July first, two thousand eleven, or on or c of subdivision two of this

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after the date specified in paragraph section

where applicable, shall include measures of student achievement Such annual profes-

and be conducted in accordance with this section. sional

performance reviews shall be a significant factor for employment to, promotion, retention, tenure

decisions including but not limited determination, termination,

and supplemental compensation, which deciwith locally developed procedures

sions are to be made in accordance

negotiated pursuant to the requirements of article fourteen of the civil service law where applicable. Provided, however, that nothing in this right of a school

section shall be construed to affect the statutory district or board of

cooperative educational services to terminate a and constitutionally

probationary teacher or principal for statutorily

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permissible reasons other than the performance of the teacher or principal in the classroom or school, including but not limited to misconduct. Such and performance principal reviews shall also be a significant factor in teacher including but not limited to, coaching,

development,

induction support and differentiated professional development, which are to be locally pursuant law.
§

established the

in

accordance

with

procedures

negotiated

to

requirements of article fourteen of the civil service

2. Paragraph a of subdivision 2 of section 3012-c of

the

education

law,

as added by chapter 103 of the laws of 2010, is amended to read as

follows: a. to

1ll The annual professional performance reviews conducted pursuant
this section for classroom teachers and building principals shall using the following
-'.-:':

differentiate teacher and principal effectiveness quality
I

rating

categories: highly effective, effective, developing and for each

ineffective, with explicit minimum and maximum scorin9 ranges category, for the state assessments and other

comparable measures of

subcomponent of the evaluation and for the locally pelected measures

student achievement subcomponent of the evaluation, as prescribed in the regulations of the commissioner. There shall be: (i) a state assessments and other comparable measures subcomponent which shall comprise twenty meas-

or twenty-five percent of the evaluation; (ii) a locally selected ures

of student achievement subcomponent which shall comprise twenty or

fifteen pl3'rcentf the evaluation; and (iii) an other measures of teacho er or principal effectivene$s subcomponent which shall comprise the

remaininq sixty percent of the eva,luation,which in sum sl:tallons"ti ute c t the composite teacher or principal effectiveness score. Such annual result in a single composite

professional performance reviews shall

02/16/12 1 2 3 teacher measures lations or principal effectiveness related

3 score, which incorporates included

72019-04-2 multiple regu-

of effectiveness

to the criteria

in the

of the commissioner. annual professional performance reviews conducted in accordeleven--

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(2) For

ance with paragraph two thousand twelve

b of this subdivision school

for the two thousand professional

year and for annual with paragraphs thousand be

performance

reviews

conducted

in accordance

f and g of this subdivithirteen in school year, with the this

sian for the two thousand overall composite scoring

twelve--two ranges teacher

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10 11 12 13 14

shall

accordance

subparagraph. to be:
(A)

A classroom

and building

principal

shall be deemed

Highly

Effective

if they achieve

a composite

effectiveness

score

of 91-100. (B) Effective if they achieve a composite effectiveness score of

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75-90.
(e) Developing if they achieve a composite
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effectiveness

score of

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65-74.
(D) Ineffective 0-64. --_ (3) For annu.al professional performance reviews conducted in accordeleven-if they achieve a composite effectiveness score of

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ance with paragraph two thousand twelve

b of this subdivision

for the two thousand professional

school year and for annual with paragraph thirteen

perfprmance for

reviews

conducted

in accordance twelve--two

f of this subdivision school

the two thousand teachers approved s~hools model,

thousand

year for classroom has not in

in subjects a

and grades model

for which

the board of regents principals principal

value-added

and for building is no approved growth

employed

or programs the scoring

for which ranges

there

value-added or

for the student

on state assessments

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other comparable measures subcomponent shall be in accordance with

subparagraph. A classroom teacher and building principal shall receive: (A) a highly effective rating in this subcomponent if the teacher's or principal's results are well-above the state average for similar

students and they achieve a subcomponent score of 18-20~ (B) an effective rating in this subcomponent if the teacher's or principal's results meet the state average for achieve a subcomponent score of 9-17; or (e) a developing rating in this subcomponent if the teacher's or principal's results are below the state average for similar students and similar students and they

they achieve a subcomponent score of 3-8~ or (D) an ineffective rating in this SUbcomponent, if principal's results are well-below the state the teacher's for or

average

similar

students and they achieve a subcomponent score of 0-2. (4) For annual professional performance reviews conducted anQe in accord-

with paragraph g of this subdivision for the two thousand twelve--

two thousand thirteen school year for classroom teachers in subjects and grades for which the board of regents has approved a and for building value-added model

principals employed in schools or programs for which

there is an approved principal value-added model, the scoring ranges for the 9tudent growth on state assessments subcomponent or other comparable measures

shall be in accordance with this subparagraph. A classroom

teacher and building principal shall receive: (A) a highly effective r,3.tjng n this SUbcomponent if the teacher's or i principal's results are well-above the state average for similar

students and they achieve a subcomponent score of 22-25~

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(B) an effective rating in this subcomponent if the teacher's or principal's results meet the state average for similar students and th.ey

achieve a subcomponent score of 10-21; or (e) a developing rating in this subcomponent if the teacher's or principal's results are below the state average for similar students and

they achieve a subcomponent score of 3-9; or (D) an ineffective rating in this subcomponent, if principal's results are well-below the state the teacher's for or

average

similar

students and they achieve a subcomponent score of 0-2. (5) For annual professional performance reviews conducted ance in accord-

with paragraph b of this subdivision for the two thousand eleven-performance

two thousand twelve school year and for annual professional

reviews conducted in accordance with paragraph f of this subdivision for the two thousand twelve--two thousand thirteen school year for classroom teachers
I

in

subjects and grades for which the board of regents has not building principals employed in

approved a value-added model and for

schools or programs for which there is no approved principal value-added model, the scoring ranges for the locally selected measures of student subparagraph.

achievement subcomponent shall be in accordance with this A classroom teacher and building principal shall receive: CA)

a highly effective rating in this subcomponent if the results are achieve-

well-above district-adopted expectatJons for student growth or ment and they achieve a subcomponent score of 18-20; or (B) an effective rating in this

subcomponent if the results meet

district-adopted expectations for growth or achievement and they achieve a subcomponent score of 9-17; or

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(e) a developing rating in this subcomponent if the results are

district-adopted expectations for growth or achievement and they achieve a subcomponent score of 3-8~ or (D) an ineffective rating in this subcomponent if the results are achievement and

well-below district-adopted expectations for growth or they achieve a subcomponent score of 0-2. (6) For

annual professional performance reviews conducted in accordeleven--

ance with paragraph b of this subdivision for the two thousand two

thousand twelve school year and for annual professional performance

reviews conducted in accordance with paragraph g of this subdivision for the two thousand twelve--two thousand thirteen school year for classroom teachers in subjects and grades for approved a value-added model which the board of regents has

and for building principals employed in

schools or programs for which there is an approved principal value-added model, the scoring ranges for the locally selected measures achievement ~ subcomponent shall be inacoordance of student

with this subparagraph.

A classroom teacher and building principal shall receive: (A) a highly effective rating in this subcomponent if the results well-above are

district-adopted expectations for student growth or achieve-

ment and they achieve a subcomponent score of 14-15~ or (B) an effeqtive rating in this subcomponent if the results meet

district~adopted expectations for growth or achievement and they achieve a subcomponent score of 8-13~ or (e) a developing rating in this subcomponent if the results are below district-adopted expectations for growth or achievement and they achieve a subcomponent score of 3-7~ or

02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 (D) an ineffective rating in this well-below district-adopted

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expectations for growth or achievement and

they achieve a subcomponent score of 0-2. (7) For the two thousand thirteen--two thousand fourteen school year

and thereafter, the commissioner shall review the specific scoring ranges for each of the rating categories annually before the start school of each

year and shall recommend any changes to the board of regents for

consideration. ~ Except for the student growth measures on the state assessments or e,

other comparable measures of student growth prescribed in paragraphs f and g of this subdivision,

the elements comprising the composite which points are assigned to

effectiveness score and the process by subcomponents

shall be locally developed, consistent with the standards the requirements to the

prescribed in the regulations of the commissioner and of this section, through negotiations conducted,

pursuant

requirements of article fourteen of the civil service law.
§

3. Paragraphs band

c of subdivision 2

of

section

3012-c

of

the

education

law, as added by chapter 103 of the laws of 2010, are amended

to read as follows: b.

111 Annual professional performance reviews
[on or after

conducted

by

school

districts

July first, two thousand eleven] or boards of thou-

cooperative educational services for the two thousand eleven--two sand

twelve school year of classroom teachers of common branch subjects all

or English language arts or mathematics in grades four to eight and

building principals of schools in which such teachers are employed shall be conducted pursuant to this subdivision and shall use two thousand the baseline for

ten--two thousand eleven school year student data as

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the initial computation of the composite teacher or principal effectiveness score for such classroom teachers and principals. (2) Subject to paragraph k of this subdivision the entire annual to the

professional performance review shall be completed and provided teacher or principal

as soon as practicable but in no case later than provisions of subparagraphs

September first, two thousand twelve. The two and three of

paragraph c of this subdivision shall apply to such

reviews. c.

111 Annual professional performance
or boards of

reviews

conducted

by

school

districts

cooperative educational services [on or after thou-

July first, two thousand twelve] for the two thousand twelve--two sand thirteen

school year and thereafter of all classroom teachers and subdivision

all building principals shall be conducted pursuant to this and shall use two thousand eleven--two

thousand twelve school year compos-

student data as the baseline for the initial computation of the

ite teacher or principal effectiveness score for such classroom teachers and principals. For purposes of this section, an administrator in charge of an instructional program of a board of cooperative educational

services shall be deemed to be a building principal. (2) Subject to paragraph k professional performance of this subdivision the entire annual

review shall be completed and provided to the case later than

teacher or principal as soon as practicable but in no September first of

the school year next following the school year for

which the classroom teacher or building principal's performance is being measured. The teacher'S and principal's score and rating on the selected locally

measures subcomponent, if available, and on the other measures teacher's or

of teacher and principal effectiveness subcomponent for a

principal's annual professional performance review shall be computed and

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the teacher or principal, in writing, by no later than the being

last day of the school year for which the teacher or principal is measured. teacher

Nothing in this subdivision shall be construed to authorize a or principal to trigger the appeal process prior to receipt of

his or her composite effectiveness score and rating. (3) Each such annual professional performance review shall be based on the state assessments or other locally selected measures teacher comparable measures subcomponent, the

of student achievement subcomponent and the and principal effectiveness subcomponent,

other measures of determined

in accordance with the applicable provisions of this section for which

and the regulations of the commissioner, for the school year the teacher's or principal's performance is measured.
§

4.

Paragraphs e, f and g of subdivision 2 of section 30l2-c of the amended

education law, as added by chapter 103 of the laws of 2010, are to read as follows: e.

111 For

annual

professional

4

performance

reviews

conducted in two thou-

accordance with paragraph b of this subdivision [in] for the sand eleven--two thousand twelve school year,

forty percent of the student achievement

composite score of effectiveness shall be based on measures as follows: (i)

twenty percent of the evaluation shall be

based upon student growth data on state assessments as prescribed by the commissioner or a comparable measure of student growth data is if such growth

not available; and (ii) twenty percent shall be based on other to

locally selected measures of student achievement that are determined be rigorous and comparable across

classrooms in accordance with the

regulations of the commissioner and as are developed locally in a manner consistent with procedures negotiated pursuant to article fourteen of the civil service law. the requirements of

02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 (2) Such locally selected

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measures may include measures of student and/or

achievement or growth on state assessments, regents examinations department

approved equivalent, provided that such measures are differof

ent from those prescribed by the commissioner pursuant to clause (i) subparagraph

one of this paragraph. The regulations of the commissioner growth or achievement

shall describe the types of measures of student that may be locally selected.

The selection of .the local measure(s) as or board

described in this paragraph to be used by the school district of

cooperative educational services shall be determined through collec-

tive bargaining. f. ill For annual professional c of for performance reviews conducted in

accordance

with

paragraph

this subdivision [in any school year which the board of regents has

prior to the first school year approved use of

a value-added growth model, but not earlier than] for

the two thousand twelve--two thousand thirteen school year and thereaft~ er for classroom teachers in subjects a~d grades for which the board of

regents has not approved a value-added model and for building principals employed in schools or programs for which there is no approved principal value-added model, forty percent of the composite score of effectiveness shall be based on student achievement measures as follows: (i) twenty student growth data on

percent of the evaluation shall be based upon state assessments as prescribed by

the commissioner or a comparable

measure of student growth if such growth data is not available; and (ii) twenty percent shall be based on student achievement that other locally selected measures of

are determined to be rigorous and comparable

across classrooms in accordance with the regulations of the commissioner and as are developed locally in a manner consistent with procedures

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negotiated pursuant to the requirements of article fourteen of the civil service law.
(2)

One or more of the following types of locally selected measures of achievement or growth may be used for the evaluation of class-

4 student
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room teachers: (i) student achievement or growth on state assessments, regents inations and/or department approved the alternative examas not

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examinations but

described in the regulations of

commissioner

including,

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limited to, advanced placement examinations, international baccalaureate examinations, and SAT II, using a measure that is different from the student growth on such

growth score prescribed by the department for assessments or examinations for purposes

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of the state assessment or

other comparable measures subcomponent that is either:
(A)

the change in percentage of a teacher's level of performance as

students

who

achieve on

a

specific

determined

locally, of

such

assessments/examinations compared to those students' level ance on

perform-

such assessments/examinations in the previous school year such proficient

as a three percentage point increase in students earning the level (three) or better performance

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level on the seventh grade math on

state assessment compared to those same students' performance levels the

sizth grade math state assessment, or an increase in the percentage

of a teacher's students earning the advanced performance level (four) on the fourth compared to grade English language arts or math state on assessments

those

students'

performance

levels

the third grade

English language arts or math state assessments~ or (B) a teacher specific growth score computed by the department based

on the percent of the teacher's students earning a department determined level of growth. The methodology to translate such growth into the

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state-established subcomponent scoring ranges shall be determined locally; or (C) a teacher-specific achievement or growth score computed in a performance on

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manner determined locally based on a measure of student the state

assessments, regents examinations and/or department approved

alternative examinations other than the measure described in item (A) or (B) of this subparagraph; (ii) student growth or achievement computed locally in a manner determined

based on a student assessment approved by the department pursuprocess established in the regu-

ant to a request for qualification lations of the commissioner; (iii) student growth

or achievement computed in a manner determined

locally based on a district, regional or BOCES-developed assessment that is rigorous and comparable across classrooms; (iv) a school-wide measure of either based on either: (A) a state-provided student growth score covering all students in the school that took the state assessment in English language arts or mathstudent growth or achievement

ematics in grades four through eight; (B) a school-wide measure of student growth or achievement computed in a manner determined locally based on a district, regional cooperative educational across or board of

services developed assessment that is rigorous or a department approved student

and comparable

classrooms

assessment or based on a state assessment; or (v) where applicable, for teachers in any grade or.subject where there no growth or value-added growth model approved by the board of structured district-

regents at that grade level or in that SUbject, a wide student growth goal-setting process to

be used with any state

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assessment or an approved student assessment or a district, regional

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BOCES-developed assessment that is rigorous and comparable across classrooms. (3) One or more of the following types of locally selected measures of student achievement or growth may be used for the evaluation of princimeasure is rigorous and comparable across ·1

I

pals, provided that each classrooms and

that any such measure shall be different from that used

for the state assessment or other comparable measures subcomponent: (i) student arts achievement and/or levels on in state grades assessments four to in English

language

mathematics

eight such as on state

percentage of students in the school whose performance levels

assessments are proficient or advanced, as defined in the regulations of the commissioner; (ii) student growth or achievement on state or other assessments in four to
!

English language arts and/or mathematics in grades students

eight

for

in each of the performance levels described in the regulations

of the commissioner; (iii) student growth or achievement on state language arts and/or assessments in English

mathematics in grades four to eight for students

with disabilities and English language learners in grades four to eight; (iv) student performance on any or all of the district-wide locally

selected measures approved for use in teacher evaluations;
(v) for principals employed in a school with high school grades, fo.ur,

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five and/or six-year high school graduation and/or dropout rates; (vi) percentage of students who earn a regents diploma with advanced the commis-

designation and/or honors as defined in the regulations of

sioner, for principals employed in a school with high school grades;

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1 2 3 4 5 6 7 8 9 on (vii) percentage regents of a cohort and/or

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of students department to, that achieve approved

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specified scores

examinations

alternative

examina-

tions

including,

but not limited

advanced and

placement SAT

examinations,

international employed students in

baccalaureate

examinations

II, for principals of

a school with high school grades

such as the percentage

in the two thousand placement

nine cohort that scored at least since entry into the

a three on grade;

an advanced and/or

examination

ninth

(viii) students' predictive grade credit ninth ation and/or and/or

progress

toward

graduation

in the school to ninth students associated number employed

using and/or that

strong tenth pass

10 11 12
13

indicators, accumulation

including and/or

but not limited of

the percentage

tenth grade students'

subjects in

most commonly passing the

with graduof required

progress

14
15

regents

examinations

for graduation,

for principals

in a school

with high school grades. (ix)
I

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18

For

school

districts

or

boards

of

cooperative

educational meas-

services ures grade ures

that choose

to use more than one set of locally for principals

selected

described

in this paragraph or program

in the same or similar selected measset

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configuration is used

such as one set of locally in some K-5 schools

to evaluate

principals

and another

of locally K-5 dent the

selected

measures

is used .to evaluate the superintendent performance

principals or district plan,

in the other superintenthat

schools shall, sets

in the district,

in their professional of measures are

review

certify

comparable,

in accordance

with the testing

standards

as d~fined

in regulations

of the comwissioner. in schools or programs for which

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(x) For buildin9 there is

principals

employed

no approved

principal

value-added

model,

the types of locally specified in subpara-

selected

measures

of student

achievement

or growth

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graph three of paragraph 9 of this subdivision may be used. In addition, a structured district-wide student growth used with any goal-setting process to be

state assessment or an approved student assessment or a of BOCES-developed assessment that is rigorous and

district,

regional

comparable across classrooms may be a locally selected measure. (4) The selection of the local measure or subparagraphs two measures as described in

and three of this paragraph to be used by the school shall be deter-

district or board of cooperative educational services mined through collective bargaining. g.

ill

For

annual

professional

performance subdivision

reviews [in] for

conducted in the [first

accordance with paragraph c of this school

year for which the board of regents has approved use of a valuethousand thirteen school

added growth model] two thousand twelve--two year and thereafter for

classroom teachers in subjects and grades in model approved by the board of

which there is a value-added growth regents

~ and for building principals employed in schools or programs for

which there is an approved principal value-added model, forty percent of the composite score of effectiveness shall be based on student ment measures based as follows: student (i) achieve-

twenty-five percent of the evaluation data on state assessments as

shall be

upon

growth

prescribed by the commissioner or a comparable measure of student growth if such growth data is not available; and (ii) fifteen percent shall be

based on other locally selected measures of student achievement that are determined to be rigorous and comparable across classrooms in accordance with the regulations of the commissioner and as are locally developed in a manner consistent with procedures negotiated pursuant to the require-

ments of article fourteen of the civil service law. The department Bhall develop the value-added growth model and shall consult with the advisory

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16 established pursuant to subdivision

72019-04-2 seven of this section

committee

prior to recommending that the board of regents approve its use in evaluations. (2)One or more of the following types of locally selected measures of student achievement or growth may be used for the evaluation of class-

4
5

6

room teachers: (i) student achievement or growth on state assessments, regents inations and/or department approved the alternative examas not

7
8 9

examinations but

described in the regulations of

commissioner

including,

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15

limited to, advanced placement examinations, international baccalaureate examinations and SAT II, using a measure that is different from the student growth on such

growth score prescribed by the department for assessments or examinations for purposes

of the state assessment or

other comparable measures subcomponent that is either:
(A) the change in percentage of a teacher's

students

who

achieve on

a
f

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specific

level

of

performance

as

determined

locally, of

such

assessments/examinations compared to those students' level ance on

perform-

such assessments/examinations in the previous school year such proficient

as a three percentage point increase in students earning the level (three) or better performance

level on the seventh grade math on

state assessment compared to those same students' performance levels the

sixth grade math state assessment, or an increase in the percentage

of a.teacher's sttidentsearning the advanced performance level (four) on the fourth compared to grade English language arts or math state on assessments

those

students'

performance

levels

the third grade

English language arts or math state assessments~ or (B) a teacher specific growth score computed by the state based on the percent of the teacher's students earning a state determined level of

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The methodology to translate such growth into the state-establ-

ished subcomponent scoring ranges shall be determined locally: or (C) a teacher-specific achievement or growth score computed in a performance on

manner determined locally based on a measure of student the state

assessments, regents examinations and/or department approved

alternative examinations other than the measure described in item (A) or (B) of this subparagraph; (ii) student growth or achievement computed locally in a manner determined

based on a student assessment approved by the department pursuprocess established in the regu-

ant to a request for qualification lations of the commissioner; (iii) student growth

or achievement computed in a manner determined

locally based on a district, regional or BOCES-developed assessment that is rigorous and comparable across classrooms; (iv) a school-wide measure of either based on either: (A) a state-provided student growth score covering all students in the school that took the state assessment in English language arts or mathstudent growth or achievement

ematics in grades four through eight; or (B) a school-wide measure of student growth or achievement computed in a manner determined locally based on a district, regional cooperative educational across or board of

services developed assessment that is rigorous or a department approved student

and comparable

classrooms

assessment or based on a state ~ssessment. (3) One or more of the fOllowing types of locally selected measures of student achievement or growth may be used for the evaluation of princimeasure is rigorous and comparable acrosS

pals, provided that each

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classrooms

that any such measure shall be different from that used

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3

for the state assessment or other comparable measures subcomponent: (i) student achievement levels on in state grades assessments four to in English such as

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language arts and/or percentage of

mathematics

eight

students in the school whose performance levels on state

assessments are proficient or advanced, as defined in the regulations of the commissioner, (ii) student growth or achievement on state or English language arts and/or other assessments in

mathematics in grades four to eight for regulations

students in each of the performance levels described in the of the commissioner, (iii) student growth

or achievement on state assessments in English eight for students

language arts and/or mathematics in grades four to

with disabilities and English language learners in grades four to eight; (iv) student performance on any or all of the district-wide locally
l

selected measures approved for use in teacher evaluations; (v) for principals employed in a school with high school grades, four, five and/or six-year high school graduation and/or dropout rates; (vi) percentage of students who earn a regents diploma designation and/or with advanced

honors as defined in the regulations of the commis-

sioner, for principals employed in a school with high school grades, (vii) percentage of a cohort of students that achieve specified scores on regents examinations and/or department approved alternative tions including, but examina-

not limited to, advanced placement examinations, and SAT II, for principals

international baccalaureate examinations employed in

a school with high school grades such as the percentage of

students in the two thousand nine cohort that scored at least a three on

.02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

19 entry into the

72019-04-2 ninth grade;

an advanced placement examination since and/or

(viii) students' progress toward graduation in the school using strong predictive indicators, including but not limited to ninth andLor tenth students that pass

grade credit accumulation andLor the percentage of ninth and/or

tenth grade subjects most commonly associated with graduprogress in passing the number of required

ation andLor students'

regents examinations for graduation, for principals employed in a school with high school grades. (ix) For school districts or boards of cooperative educational meas-

services that choose to use more than one set of locally selected ures described

in this paragraph for principals in the same or similar or district super-

grade configuration or program, the superintendent intendent

shall, in their professional performance review plan, certify

that the sets of measures are comparable, in accordance with the testing
I

standards as defined in regulations of the commissione~. (4) The selection of the local measure or me.asures as described in

subparagraphs

two

and three of this paragraph to be used by the school shall be deter-

district or board of cooperative educational services mined through collective bargaining.

1il The

department

shall

develop

the value-added growth model and

shall consult with the advisory committee established pursuant to subdivision seven of this section prior to recommending regents approve its use in evaluations.
§

that

the

board

of

5.

Paragraph h of subdivision 2 of section 3012-c of the education as

law, as added by chapter 103 of the laws of 2010, is amended to read follows:

02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 h.

20

72019-04-2

The remaining sixty percent of the evaluations, ratings and effecthe stand-

tiveness scores shall be locally developed, consistent with ards

prescribed in the regulations of the commissioner, through negoti-

ations conducted pursuant to article fourteen of the civil service law. (1) A majority of the sixty points for classroom teachers shall be by a principal or

based on multiple classroom observations conducted other trained administrator, which may

be performed in-person or by thousand thir-

video. For evaluations for the two thousand twelve--two teen

school year and thereafter, at least one such observation shall be

an unannounced visit. (2) For the remaining portion of these sixty for the two thousand eleven--two points for evaluations

thousand .twelve

school year, the

commissioner's regulation shall prescribe the other forms of evidence of teacher and principal effectiveness that may be used. (3) For evaluations of classroom teachers for the two thousand twelve-two thousand thirteen school year and thereafter, the remaining portion of these sixty points shall be based on one or more of the following: (i) one or more classroom observations by independent ators selected by the trained evalu-

,

school district or board of cooperative educademonstrated

tional services who are teachers or form~r teachers with a

record of effectiveness and have no prior affiliation with the school in which they are conducting the evaluation and no other relationship with

the teachers being evaluated that would affect their impartiality; (ii) classroom observations by trained in-school peer teachers; and/or (iii) use of a state-approved instrument for parent or back; and/or student feed-

02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 (iv) evidence of

21

72019-04-2

student development and performance through lesson and other artifacts of teacher practices

plans, student portfolios

through a structured review process. (4) A majority of these sixty points for building principals shall be

based on a broad assessment of the principal's leadership and management actions based on the principal practice rubric by the building princi-

palls supervisor, a trained administrator or a trained independent evaluator, with one or more visits conducted by the supervisor, and, for thousand thirteen school

evaluations for the two thousand twelve--two year and thereafter, that such

assessment must incorporate multiple trained

school visits by a supervisor, a trained administrator or other evaluator, with at

least one visit conducted by the supervisor and at of these sixty

least one unannounced visit. For the remaining portion points

for evaluations for the two thousand eleven--two thousand twelve other forms of
{

school year, such regulations shall also prescribe the

evidence of principal effectiveness that may be used consistent with the standards prescribed by the commissioner. (5) For evaluations of building principals for the two thousand remaining

twelve--two thousand thirteen school year and thereafter, the

portion of these sixty points shall include, in addition to the reguirements of subparagraph three of this paragraph, at least two other sources of evidence and/or from the following using options: feedback from teachers, instruments~ school

students, visits by

families

state-approved

other trained evaluators~ and/or review of school documents, state accountability processes. Any such remaining

records, and/or points shall

be assigned based on the results of one or more ambitious set collaboratively with principals and their

aod measurable goals

superintendents or district superintendents as follows:

02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 (i) at least one

22

72019-04-2

goal must address the principal's contribution to the

improving teacher effectiveness, which shall include one or more of following: improved retention

of high performing teachers, the correscores or of teachers granted tenure as

lation between student growth opposed to those denied

tenure;

improvements in the proficiency standards in

rating of the principal on specific teacher effectiveness the principal practice rubric. (ii) any other goals shall address quantifiable

and

verifiable

improvements in academic results or the school's learning such as student or teacher attendance. (6) The district

environmental

or board of cooperative educational services shall perform-

establish specific minimum and maximum scoring ranges for each

ance level within this subcomponent before the start of each school year and shall assign points to a teacher or principal for this subcomponent commission-

based on the standards prescribed in the regulations of the er, graph
§

all
j

in

accordance with, and subject to, the requirements of para-

I

of this subdivision. is amended

6. Subdivision 2 of section 3012-c of the education law

by adding a new paragraph j to read as follows:
j •.

(1)

The process by which points are assigned in subcomponents and avail-

the scoring ranges for the subcomponents must be transparent and able

to those being rated before the beginning of each school year. The

process by which points are assigned in the respective subcomponents are to be determined as follows: (i) For the state assessment or other nent, that process shall be comparable measures subcompo-

formulated by the commissioner with the

approval of the board of regents.

02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 (ii) For the locally selected subcomponent,

23 measures of the student

72019-04-2 achievement

that process shall be established locally through negoti-

ations conducted under article fourteen of the civil service law. (iii) For the other measures of teacher and principal effectiveness negoti-

subcomponent, that process shall be established locally through

ations conducted under article fourteen of the civil services law. (2) Such process must ensure that it is possible for a teacher or

principal to obtain each point in the applicable scoring ranges, including zero, for the state assessment or other comparable measures ponent, the subcom-

locally se~ected measures of student achievement sUbcompoprocess must also ensure

nent and the overall rating categories. The that it

is possible for a teacher or principal to obtain each point in board of cooperative

the scoring ranges prescribed by the district or educational services for the

other measures of teacher and principal

effectiveness subcomponent. (3) The superintendent, district superintendent or chancellor and
4

the

president of the collective bargaining representative (where one exists) shall certify in its plan that the process will use the narrative ranges provided in the

descriptions of the standards for the scoring regulations of

the commissioner to effectively differentiate a teacher subcomponents and in their

or principal's performance in each of the

overall ratings to improve student learning and instruction. (4) The scoring ranges for the other measures of teacher and principal effectiveness subcomponent shall be established locally throuQh negoti-

ations conducted under article fourteen of the civil service law.
§

7. Subdivision 2 of section 3012-c of the education law

is

amended

by adding a new paragraph k to read as follows:

02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 k. Notwithstanding

24

72019-04-2

any other provision of law, rule or regulation to of

the contrary, by July first, two thousand twelve, the governing body

each school district and board of cooperative educational services shall adopt a plan, on a form prescribed by the commissioner, for the annual performance review of all of its classroom teachers and section

professional

building principals in accordance with the requirements of this and the

regulations of the commissioner, and shall submit such plan to or multi-year

the commissioner for approval. The plan may be an annual plan, for the annual and professional building performance The

review of all of its commissioner shall

classroom teachers approve or

principals.

reject the plan by September first, two thousand twelve, or reject a plan

as soon as practicable thereafter. The commissioner may that does not

rigorously adhere to the provisions of this section and Should any plan be rejected, the

the regulations of the commissioner. commissioner shall describe

each deficiency in the submitted plan and

direct that each such deficiency be resolved through collective bargaining to the extent required under article fourteen of the law. If civil service

any material changes are made to the plan, the school district submit the material

or board of cooperative educational services must changes, on

a form prescribed by the commissioner, to the commissioner or

for approval. To the extent that by July first, two thousand twelve, by

July first of any subsequent year, if all the terms of the plan have

not been finalized as a result of unresolved collective bargaining negotiations, the entire plan shall be submitted to resolution the commissioner upon

of all of its terms, consistent with article fourteen of the

civil service law.
§

8. Subdivision 4 of section 3012-c of the education law, as added by

chapter 103 of the laws of 2010, is amended to read as follows:

02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 4. Notwithstanding upon rating a any other or a

25 law, rule or regulation principal performance the school to the

72019-04-2 contrary,

teacher

as developing review

or ineffective pursuant to

through

an annual

professional

conducted

subdivision ative

two of this section, services

district

or board of cooperimplementation or principal days after

educational

shall formulate

and commence

of a teacher

or principal

improvement

plan for such teacher than ten school

as soon as practicable [the date on which of classes

but in no case later are required

teachers

to report prior

to] the opening

for the school year. of the

Such improvement commissioner

plan shall be consistand developed locally

ent with through service ed to,

the regulations negotiations law. Such

conducted

pursuant plan

to article

fourteen

of the civil

improvement of

shall include,

but need not be limita timeline for

identification improvement,

needed

areas of improvement, improvement

achieving

the manner

in which

will be assessed, a teacher'S

and, where appropriate, or principal's
§ ~.
f

differentiated

activities

to support

improvement

in those areas. 3012-c of the education is amended law, as added by

Subdivision

5 of section

chapter 5. ~ district the

103 of the laws of 2010, An appeals procedure

to read as follows: established in each school by which of or

shall be locally

and in each board of cooperative teacher or principal performance educational

educational

services

evaluated

may only challenge review, services' the school

the substance district's

the annual board of

professional cooperative

adherence pursuant to

to the standards this section, with

and methodologies the adherence any applicable

required

for such reviews,

to the regulations locally

of the commissioner procedures, educational teacher

and compliance

negotiated

as well as the school issuance and/or

district's

or board of cooperative of the terms of the

services' or

implementation

principal

improvement

02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 or plan, as

26 required under this section.

72019-04-2 Appeal procedures shall provide of any appeal under this

for the timely and expeditious subdivision. established The specifics of

resolution the

appeal procedure shall be locally

through negotiations conducted pursuant to article fourteen which is the subject of an

of the civil service law. An evaluation appeal shall not be sought to be

offered in evidence or placed in either section three

evidence in any proceeding conducted pursuant to thousand twenty-a of

this article or any locally negotiated alternate

disciplinary procedure, until the appeal process is concluded. b. the Nothing in this section shall be construed to authority of the alter or diminish

governing body of a school district or board of

cooperative educational services to grant or deny tenure to or terminate probationary teachers or probationary pendency of an appeal pursuant to building principals during the

this section for statutorily and

constitutionally permiSSible reasons other than the teacher's or principal's performance that is the subject of the appeal. c. Nothing in this section shall be construed to authorize principal to trigger a teacher
f

the appeal process prior to receipt of their board of

composite effectiveness score and rating from the district or cooperative educational services.
§

10.

Section 30l2-c of the education law is amended by adding a new

subdivision 9 to read as follows: 9. a. The department shall annually monitor and analyze trends and

patterns in teacher and principal evaluation results and data to identify school districts, boards of cooperative educational services and/or evaluation student system

schools where evidence suggests that a more rigorous is needed to improve educator effectiveness and

learning

outcomes. The criteria for identifying school districts, boards of coop-

02/16/12 1 2 3 4 5 6 7 8 9 10 11 12 13

27

72019-04-2 in the

erative educational services and/or schools shall be prescribed regulations of the commissioner. b. A school, school district or

board of cooperative educational categories enumer-

services identified by the department in one of the ated in paragraph a

of this subdivision may be highlighted in public order a corrective action plan,

reports and/or the commissioner may

which may include, but not be limited to, reguirements that the district or board of cooperative educational services arrange for additional and/or

professional development, provide additional in-service training utilize independent trained evaluators

to review the efficacy of the with law

evaluation system, provided that the plan shall be consistent

and not in conflict with any applicable collective bargaining agreement.
§

11. This act shall take effect immediately.

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