FAQsFullList Pub 11222013

8/12/2019 FAQsFullList Pub 11222013

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Advance

Frequently Asked Questions

Date Updated Question(s)November 22 MOTP Scoring and Artifacts (in yellow highlight)

October 29 ROTC teacher eligibility

October 28Librarian eligibility info (footnote 1) & info on itinerant

teachers (in green highlight)

October 25 MOTP Questions (in green highlight)October 16 MOTP Questions

October 10 Data Systems Question

October 8 Q2 (footnote 1)

October 7 MOTP Questions

September 26 Key Dates & Deadline and Data Systems

September 24 Fixed Return to Menu link


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Table of Contents

TEACHER ELIGIBILITY ....................................................................................................................... 8

Eligibility .......................................................................................................................................... 81) The law requires that all classroom teachers be evaluated. Who is classified as a classroom

teacher?................................................................................................................................................... 8

2) Eligibility: Which teachers will be evaluated using the new Advanceevaluation system? ...................... 8

KEY DATES & DEADLINES ................................................................................................................. 9

General ............................................................................................................................................ 9

3) What resources are available to help me understand the key dates and deadlines for

implementingAdvance? ............................................................................................................................ 9

MEASURES OF TEACHER PRACTICE .............................................................................................. 9

General ............................................................................................................................................ 9

4) How is the observation process underAdvancedifferent from the former system? .............................. 9

5) What research supports the use of the Danielson Frameworkfor Teaching and the other

aspects ofAdvance? ................................................................................................................................ 10

6) Which meetings must be scheduled by mutual agreement? ................................................................. 11

7) Can schools change required forms? Can they change optional forms? ................................................ 11

Conferences ................................................................................................................................... 11

8) What is the window during which Initial Planning Conferences can be held? ....................................... 12

9) What are the expectations for the Initial Planning Conference? ........................................................... 12

10) Does the Initial Planning Conference have to be 1:1? ............................................................................ 12

11) A teacher communicates that the Initial Planning Conference (IPC) was not held at a mutually

agreeable time, and a second IPC is held in which the teacher changes her Observation Option

from 1 to 2. If the principal has already conducted an informal/formal observation prior to the

second IPC, does that observation count for evaluation purposes? ...................................................... 12

12) When may Summative End of Year Conferences occur? ........................................................................ 13

Evaluator Certification ................................................................................................................... 13

13) How are evaluators being trained to use the Framework for Teachingfairly and accurately? ............. 13

14) Who else can serve as an evaluator? ...................................................................................................... 14

15) Can retired principals/APs serve as F-status staff and legally conduct teacher observations? ............. 14


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Observations .................................................................................................................................. 14

16) What are the differences between the two observation options? ........................................................ 14

17) What are the protocols for formal and informal observations? ............................................................. 15

18) Do teachers have to receive a rating on all 22 components of the Danielson Framework for

Teachingduring the formal observation process as part of Observation Option 1? ............................. 15

19) Do evaluators need to wait until after October 25th to begin observations? ........................................ 15

20) What is the difference between feedback and an observation report? ................................................. 16

21) For Observation Option 1, must the pre-observation conference for a formal observation be

lesson-specific? ........................................................................................................................................ 16

22) How is the formal observation scored if your principal performs more than one formal

observation? ............................................................................................................................................ 16

23) Can observations be combined for co-teachers?.................................................................................... 17

24) Can multiple observers collect evidence for a single teacher during the same lesson? ........................ 17

25) Does the tenure status of a teacher matter when choosing between Observation Options 1 and

2? ............................................................................................................................................................. 17

26) Can a principal unilaterally change a teachers observation option choice?......................................... 17

27) Can a teacher change his or her observation option selection mid-year? ............................................. 17

28) Are the evaluators low-inference/observation notes required to be provided to the teacher? .......... 17

29) Is there a minimum threshold of evidence that must be collected for each Danielson

component? ............................................................................................................................................ 17

30) I understand we have to rate all 22 components using the observation process, artifacts, and

other evidence, however, can we rate a component more than once? ................................................ 18

31) Can evaluators request that teachers provide them with their lesson plan as part of an

observation that is rated as part of Advance? ........................................................................................ 18

32) Can principals rate teachers as Ineffective for failure to provide a lesson plan? ................................... 18

33) Can evidence of misconduct be included in a teachers rating?............................................................. 18

34) How is outside evidence included in a teachers rating?..................................................................... 19

35) Can outside evidence, other than from teacher-submitted artifacts and classroom observations,

be considered when rating the 22 components of the Danielson Framework for Teaching? ............... 20

36) How do I use Evaluator Form 1 (Artifacts Ratings)?................................................................................ 20

37) How is the Measures of Teacher Practice (MOTP) rating calculated? .................................................... 21

38) The 2013 Danielson rubric has different rating levels (Unsatisfactory, Basic, Proficient, and

Distinguished) than the version that DOE staff are using. Why? ............................................................ 23

39) What is the process for videotaping observations? ................................................................................ 23

40) What should school leaders do if h/she misses deadlines associated with the observation

process? ................................................................................................................................................... 23

Artifacts ......................................................................................................................................... 23

41) What are teacher-submitted artifacts? ................................................................................................... 24

42) When do teachers submit the artifacts they select? .............................................................................. 25

43) Can school leaders request additional artifacts? .................................................................................... 25


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44) How are artifacts reviewed and scored? ................................................................................................. 25

45) What discretion does a school leader have to define what constitutes an artifact? ............................. 26

46) Are principals mandated to keep/store artifacts that they are provided? For how long? ..................... 26

47) Can a teacher submit artifacts that she has not created independently? .............................................. 26

48) Can a teacher be paid for an artifact that is submitted as evidence? For example, if a teacher is

paid per session for attending a school dance or event, did she still demonstrate professional

responsibility per Domain 4 of the rubric?............................................................................................ 27

49) Can teachers submit artifacts that were created during the summer? .................................................. 27

Student Surveys ............................................................................................................................. 27

50) What is the Tripod Student Survey? ....................................................................................................... 27

51) Which students participate in the Tripod Survey? .................................................................................. 27

52) Will Tripod Surveys be administered to students in all grades? ............................................................. 28

53) How will the Tripod Survey be differentiated across grade-levels and populations? ............................ 28

STATE AND LOCAL MEASURES OF STUDENT LEARNING ..................................................... 28

General .......................................................................................................................................... 28

54) Committee and Principal Decision Making: Can a new principal change committee members or

schools Local and State Measures selections? What is the role of the School Local Measures

Committee after the start of the school year? ....................................................................................... 28

55) Funding: What funding is available to support schools with the implementation of State and

Local Measures? Will the DOE pay for 3rd

party assessments? .............................................................. 28

56) Missed Deadlines: What happens if a school misses a deadline (e.g., the September 9 deadline

to make its State and Local Measures selections)? ................................................................................ 29

57) Parents: How will parents be notified about their students taking additional assessments? ............... 29

58) Other Accountability Measures: How do State and Local Measures relate to other DOE

accountability measures? ........................................................................................................................ 29

School MOSL Committee ................................................................................................................ 30

59) What happens if a School Local Measures Committee does not meet the September 9th

deadline, either because the committee cannot agree or because members were not available

over the summer and the committee needs additional time? ............................................................... 30

60) Who determines School Local Measures Committee meeting times, in the event that all

committee members do not agree or cannot identify times at which all members can attend? .......... 3061) Should the principal and chapter chair identify alternate School Local Measures Committee

members in case any member(s) have to miss scheduled meeting times? ........................................... 30

62) Does the School Local Measures Committee decision have to be unanimous; is it majority rule,

something else? ....................................................................................................................................... 30

63) How are votes conducted for the School Local Measures Committee (show of hands, ballot,

etc.)? ........................................................................................................................................................ 30


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64) Is attendance at meetings required to vote? What constitutes a quorum that must be present in

order for a School Local Measures Committee meeting and/or a vote to take place? .......................... 31

65) Does anybody on the School Local Measures Committee have veto power, even if all other

members agree? ...................................................................................................................................... 31

66) What happens if the School Local Measures Committee agrees on Local Measures for some

teachers/grades but not all? ................................................................................................................... 31

67) What happens if a school exhausts its schedule of meetings without having reached a decision? ...... 31

68) If the principal and chapter chair agree on the state-defined default option, is the principal still

required to convene the committee? What if the principal and the chapter chair agree, but a

substantial portion of the faculty does not and wants to engage in the committee process? .............. 31

69) How will new schools create a School Local Measures Committee if the whole staff is fewer

than eight people and/or they have not yet chosen a Chapter Chair? .................................................. 32

70) How will new schools get support through this process?....................................................................... 32

Assessments, Target Populations, Local Measures Default ............................................................. 32

71) Students who do not take assessments: Are students who do not take assessments included in

a teachers score?.................................................................................................................................... 32

72) Regents courses: What is the definition of a course culminating in a Regents exam? .......................... 32

73) Regents exams: What happens if a student takes the same Regents exam twice in a year? ................ 33

74) Middle School Regents and Regents equivalents: Can Regents exams and Regents equivalents

administered in middle schools be used as State or Local Measures? ................................................... 33

75) Students taking the same assessment multiple times: Can a student take the same assessment

twice? ...................................................................................................................................................... 33

76) Using assessments from a different subject or grade: Can a teacher use an assessment in a

subject or grade that is different from what s/he teaches (e.g., a social studies teacher uses an

ELA NYC Performance Assessment)? ...................................................................................................... 33

77) Periodic Assessments: Can schools change their periodic assessment selections? ............................... 34

78) Assessment Data Errors: What happens if schools enter assessment data incorrectly? ....................... 34

79) Consortium and IB schools: Can Consortium and IB schools use Regents-equivalent exams as

State or Local Measures? ........................................................................................................................ 34

80) Baselines: What baseline assessments are allowed?.............................................................................. 34

81) School-created assessments: Can schools use school- or teacher-created assessments as their

State Measures or Local Measures? ....................................................................................................... 36

82) Target Population: Which target populations are allowed for each assessment? ................................. 36

83) Local Measures Default: What is the Local Measures default? .............................................................. 37

Growth Measurement: Growth Models and Goal-Setting ............................................................... 38

84) Growth models: How will SED and DOE growth models be calculated? ................................................ 38

85) Inability to calculate growth models: Are there any situations where the DOE will be unable to

calculate a growth model? ...................................................................................................................... 38

86) DOE suggested targets: How will DOE suggested targets be calculated? .............................................. 38


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87) Goal-setting: How do student targets get approved? ............................................................................ 39

88) Goal-setting with grade and school target populations: Who approves goals for grade and

school target populations?.................................................................................................................. 39

89) Student attendance and teacher attendance: Is student and/or teacher attendance taken into

account in calculating teachers scores?................................................................................................. 40

90) Multiple Local or State Measures: Can a school choose to use multiple Local or State Measures

for the same grade and subject? How are multiple measures going to be weighted to

determine a teachers overall score?...................................................................................................... 40

91) Timing of Teachers Scores: How will a teachers Local and State Measures scores be calculated? ..... 40

Specific Situations: Teachers .......................................................................................................... 41

92) Trimester, semester, cycle schools: How are measures of student learning scores calculated for

teachers who teach trimesters, semesters, or cycles? ........................................................................... 41

93) Itinerant teachers: How do State and Local Measures work for itinerant teachers? Who does

their Measures of Teaching Practice observations and conferences? ................................................... 42

94) Teachers on leave: How do State and Local Measures work for teachers on leave? What about

Measures of Teaching Practice? .............................................................................................................. 42

95) Classes with students from multiple schools: How do State and Local Measures work for classes

with students from multiple schools (e.g., a district school that includes students from a District

75 inclusion program or anAdvanced Placement class that includes students from multiple high

schools in the same building)? ................................................................................................................ 42

96) Co-teaching: What are the State Measures and Local Measures for co-teachers? ............................... 43

97) Multi-grade classes: What assessments should be administered for multi-grade classes? ................... 43

98) District 79: How do State and Local Measures work for District 79, non-GED teachers? ...................... 43

99) Teachers of students with disabilities, English Language Learners, SETSS, and AIS teachers: What

are the State and Local Measures for teachers of students with disabilities, English Language

Learners, SETSS and AIS teachers? .......................................................................................................... 44

Rules for Assigning Teachers to State and Local Measures .............................................................. 45

100)Teacher license: Does a teachers license area impact his/her State or Local Measures?..................... 45

101)50% rule: What is the 50% rule? Can schools go above or below the 50% rule? ................................... 45

102)Minimum number of students: Is there a minimum number of students for State and Local

Measures (when using an individual target population)? ...................................................................... 45

103)Minimum time for student-teacher assignment: When using an individual target population, is

there a minimum amount of time that a student needs to be assigned to a teacher in order tohave that students results included in the teachers State or Local Measures score?.......................... 46

TEACHERS OVERALL RATINGS .................................................................................................... 46


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Advance Ratings ............................................................................................................................. 46

104)If a teacher received an Ineffective rating for both Measures of Student Learning elements, is

the teacher rated Ineffective overall?................................................................................................. 46

105)What recourse does a teacher have if he/she doesnt agree with his/her rating?................................ 46

106)What are the consequences for a teacher who is rated Ineffective two consecutive years?............ 47

107)What happens if teachers are unsatisfactorily rated this year? Will the Unsatisfactory rating

carry over into the new system? If a teacher gets a U this year, can that evidence be used

during a 3020-a process? ........................................................................................................................ 47

108)DoesAdvancechange anything with respect to the discontinuance or denial of completion for

probationary teachers at the end of the 2012-13 school year? ............................................................. 47

109)How can schools make informed tenure decisions when complete teacher ratings are not

available until September of the following school year? ........................................................................ 47

110)Is there any difference in follow-up when a tenured teacher receives an ineffective rating? .............. 47

Independent Validator ................................................................................................................... 48

111)Is the Independent Validator's rating compared with the prior or current year's rating? ..................... 48

DATA SYSTEMS THAT SUPPORT MY WORK ............................................................................ 48

General .......................................................................................................................................... 48

112)Which features of the Advance Web Application are required and which are optional? ...................... 48

Resources ...................................................................................................................................... 49

113)Where can I find information about how to use theAdvanceWeb Application to enterAdvance-

related data? ........................................................................................................................................... 50

114)Where can I find information about how to enter students NYC Performance Assessmentscores into ATS and STARS? .................................................................................................................... 50

PROFESSIONAL DEVELOPMENT & SUPPORT .......................................................................... 50

Trainings ........................................................................................................................................ 50

115)What development and support will teachers receive related to implementation ofAdvance?

Are there any specific requirements for schools? .................................................................................. 50

Resources ...................................................................................................................................... 51116)Where can I find more resources to implementAdvance? .................................................................... 51


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TEACHER ELIGIBILITY

Eligibility

1) The law requires that all classroom teachers be evaluated. Who is classified as a classroomteacher?

Education law 3012-c requires that classroom teachers who have been assigned primary

responsibility for a students learning in a subject/course with aligned performance measuresbe evaluated according to the new system. NYCDOE is preparing guidance on how this rule

applies to New York City teachers.

2) Eligibility: Which teachers will be evaluated using the newAdvanceevaluation system?All school staff serving as K-12 classroom teachers will be evaluated using theAdvance

evaluation system. The charts below show specific categories of teachers that are and are not

eligible. This list is not comprehensive; it addresses some of the most frequently asked

questions about categories of teachers. Teachers not evaluated usingAdvancewill be evaluated

using the current Satisfactory/Unsatisfactory system.

Eligible Roles

(will be evaluated usingAdvancesystem)

Not Eligible Roles

(will be evaluated using S/U system)

Career and technical teachers Pre-kindergarten teachers

Special education teachers, ESL teachers, SETSS

teachers, AIS teachers, and resource room teachers

Adult, community, and continuing education teachers

(including GED teachers)

Transfer school and D79 non-GED teachersAttendance teachers, counselors, secretaries, dental

hygiene teachers, nurses, psychologists, social workers

Librarians1 Teacher aides and teaching assistants

Non-public school teachers and charter school teachersTeachers who teach less than 40% of a full-time

position (including coaches/deans)2

YABC teachers

Home and hospital teachers

Suspension site teachers

Speech teachers who perform only related services3

ROTC teachers4

1Only Librarians who are considered a teacher of record and who are assigned groups of students for instruction for 40% or more of a full-time

position are eligible underAdvance. For the 2013-14 school year, librarians who spend more than 60% of their time teaching flexible schedules

are not eligible under Advance. Information regarding eligibility in future years will be forthcoming.2A full-time teaching position usually corresponds to five teaching periods per day. In these schedules, teachers must teach at least two periods

per day, on average, to be eligible underAdvance.3We estimate that the large majority of speech teachers in NYC only provide related services at this time. Please contact your network if

you believe you have a speech teacher who does not onlyprovide related services.4ROTC teachers who spend 100% of their time teaching ROTC are not eligible under Advance. If a teacher spends part of his/her time

teaching classes other than ROTC, then other eligibility rules apply.

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KEY DATES & DEADLINES

General

3) What resources are available to help me understand the key dates and deadlines forimplementingAdvance?

The NYCDOE has created a number of resources to help schools implementAdvance. A

particularly helpful resource is the Critical Action Steps for ImplementingAdvance(one for

schools that chose goal-setting and one for schools that chose growth models) on theAdvance

Measures of Student Learning intranet page.

MEASURES OF TEACHER PRACTICE

General

4) How is the observation process underAdvancedifferent from the former system?Advancefully replaces the collectively bargained teacher evaluation process in place prior to

the start of 2013-2014 for all eligible teachers. (Questions 1 and 2 in this FAQ document

describe teacher roles that will still be evaluated under the old Satisfactory/Unsatisfactory or

S/U system.) UnderAdvance, teachers receive annual ratings on a four-point scale (HEDI or

Highly Effective, Effective, Developing, Ineffective) that is based on both Measures of Student

Learning and Measures of Teacher Practice, as opposed to the former Satisfactory /

Unsatisfactory system (S/U).

There are several key differences from the former system in the observation portion of the new

evaluation and development system. Most importantly, observation ratings underAdvanceare

evidence-based and developed with reference to a research-based rubric. Specifically, in

Advance, school leaders observe and rate a teachers practice based on the 4 domains and 22

components of Charlotte Danielsons Framework for Teaching. Other key differences

elaborated in other portions of this FAQ document include:

Differences in types of required meetingsTeachers and school leaders now participate

in required Initial Planning Conferences and Summative End of Year Conferences as part

of the process.

Differences in the number and types of required observationsObservation Option 1

requires at least one formal observation and three informal observations; Observation

Option 2 requires at least 6 informal observations.

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Differences in what is observedObservers look at evidence of classroom teaching as

well as teachers professional practice outside of classrooms in order to evaluate

teachers and help them develop professionally.

Differences in feedback expectationsFeedback is expected to be more frequent and

focuses on helping teachers to develop their practice. It can now take any form - verbal

or written.

Differences in written documentationThe traditional narrative observation report

has been replaced with two standard report forms, Evaluator Forms 1 and 2, in order to

provide both ratings and notes for teachers.

5) What research supports the use of the Danielson Frameworkfor Teaching and the otheraspects ofAdvance?

Danielsons Framework for Teachingis a research-based rubric that has undergone multiple

revisions over time to ensure that it reflects the most up-to-date research available on teacher

practice. In 2009, the Framework was one of five models used as part of the Measures of

Effective Teaching (MET) Project, a research project that assessed over 23,000 lessons toidentify which aspects of teacher practice were most highly correlated with student

achievement. As a result of this project, the Frameworkwas revised to include enhancements

to strengthen its use as an evaluation tool. The 2013 edition of the Frameworkfurther

strengthens its use as a tool to assess the classroom effectiveness of teachers by building in

stronger alignment to the Common Core State Standards and increasing overall clarity of the

tool.

This Frameworkis a research-validated instrument for teacher observation, evaluation and

development, and is used widely across the State and country for evaluation purposes. In

addition, over the course of NYCs three-year low-stakes pilot of the new evaluation and

development system, New York City has gathered data to show that the Danielson rubric was

accurately implemented.

Further research conducted through the DOEs pilot supports the implementation ofAdvance

to improve instruction and student outcomes. The pilot has found:

With regular feedback and a renewed focus on student outcomes, teacher practice

measurably improves.

For two consecutive years we saw a six to seven percentage point increase in teachers

rated effective and highly effective among teachers who participated in the pilot for two

years.

Teachers want more rigorous and frequent feedback on their practice.

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89% of teachers surveyed agreed that all teachers should be observed regularly

throughout the year, and 96% agreed that all teachers should receive feedback on

their teaching practice throughout the year.

School leaders agreed that the pilot approach produced results aligned to student

outcomes.

92% of school leaders surveyed agreed that teachers who demonstrated effective

practice as defined by the Danielson rubric are the most successful at accelerating

student growth.

Pilot school leaders overwhelmingly agreed that the pilot approach supports more

meaningful differentiation of teacher performance.

92% of pilot school leaders surveyed agreed that the pilot evaluation and

development system is more effective at differentiating teacher performance than the

existing S/U teacher evaluation system.

More information about the research that supportsAdvanceand similar initiatives can be foundat theAdvancepage of the DOE website, linked here:

http://schools.nyc.gov/Offices/Advance/About/Research+on+TE/default.htm

6) Which meetings must be scheduled by mutual agreement?Meetings to be scheduled by mutual agreement

Observation Option 1 Observation Option 2

Initial Planning Conference Initial Planning Conference

Pre-Observation Conference forformal observations

Formal Observation

Post-Observation Conference for

formal observations

7) Can schools change required forms? Can they change optional forms?No. Schools cannot change the required or optional forms.

Conferences

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8) What is the window during which Initial Planning Conferences can be held?Initial Planning Conferences may be held between the first day teachers report (September 3rd

in 2013-2014) and the last Friday in October (October 25th in 2013-2014). For teachers who

start at a school after the first day of school, the initial planning conference does not need to be

held by the last Friday in October.

9) What are the expectations for the Initial Planning Conference?The Initial Planning Conference is a mandatory meeting between the teacher and evaluator that

occurs prior to any formal or informal classroom observations. There is no minimum length of

time for an Initial Planning Conference (i.e., it does not need to be a full class period), but the

conference should be long enough to cover all of the goals of the conference. Assistant

Principals and other secondary evaluators may conduct the Initial Planning Conference. At this

meeting, teachers are required to select an observation option and indicate whether

observations can occur via video. Teachers record their choices by completing and signing the

Teacher Evaluation Selection Form. Teachers may also submit up to two artifacts to the

evaluator.

For teachers who select Observation Option 1, the Initial Planning Conference may serve as a

teachers Pre-Observation Conference if the teacher chooses and if the Initial Planning

Conference occurs between 1 and 20 days prior to the formal observation.

While it is not required, the State recommends that teachers utilize the Initial Planning

Conference to prepare for the school year by a) self-assessing their professional practice on the

Danielson Framework for Teaching and b) setting 2-4 formative professional goals. Teachers

self-assessment and their students learning objectives should inform these professional goals.

The purpose of professional goal-setting is to guide teachers instructional decisions and

pedagogical approaches in order to maximize academic achievement for all students.

10) Does the Initial Planning Conference have to be 1:1?Yes. Principals/Evaluators must hold conferences individually with each teacher.

11) A teacher communicates that the Initial Planning Conference (IPC) was not held at a mutuallyagreeable time, and a second IPC is held in which the teacher changes her Observation

Option from 1 to 2. If the principal has already conducted an informal/formal observation

prior to the second IPC, does that observation count for evaluation purposes?

No. In this case, the observation cannot be included in the final evaluation.

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12) When may Summative End of Year Conferences occur?Summative End of Year Conferences between a teacher and evaluator may occur anytime

between the last Friday in April and the last Friday in June when school is in session. For 2013-

14, Summative End of Year Conferences may take place between Friday, April 25, 2014 and

Friday, June 20, 2014.

Evaluator Certification

13) How are evaluators being trained to use the Framework for Teachingfairly and accurately?Advanceis intended to support teachers with fair and accurate information about their practice

that helps them to develop. Evaluators will receive robust support and training this year. All

evaluators will receive ongoing job-embedded implementation support from Talent Coaches

and from their networks. This support focuses on helping school leaders to support teachers

with understanding the rubric and developing their practice, as well as on teacher evaluation.Additional training by The Danielson Group focused on the 2013 Framework for Teachingrubric

will be offered to both lead and secondary (AP) evaluators from every school. Principals, as

lead evaluators, continue to remain responsible for determining a teachers annual measures of

teacher practice rating, as in the former S/U system.

In addition, principals must be certified annually in order to serve as lead evaluators. Principals

achieve certification prior to issuing final Measures of Teacher Practice (MOTP) ratings. Before

certification is granted, principals must confirm they have met all certification criteria. For a

principal to achieve certification for the 2013-2014 school year, s/he must meet four criteria:

1) Spring 2013: Participate in 7 hours of job-embedded support with DOE Talent Coaches

School leaders who participated in the Teacher Effectiveness pilot automatically meet

this criterion. Principalsincluding interim acting principals participating as APs who

participated in two job-embedded support visits between March and June will also meet

this criterion.

2) Summer 2013: View online webinars outlining components ofAdvance

All principals must view the two June 2013 webinars (Introduction to NYCDOEs NewTeacher Evaluation and Development System and Introduction to Measures of Student

Learning posted here:http://www.learndoe.org/dhr/recordings/ ). Principals should log in to

view the webinars with their DOE email address.

3) July/August 2013: Participate in a school team training that detailsAdvance

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This summer, the DOE led a series of full-day, in-person trainings for all principals with

members of their school teams. Make up sessions are available any principals who were

unable to attend.

4) Fall 2013: Participate in an online video review of effective teaching practice

The DOE is partnering with Teachscape to provide principals with professional

development opportunities aligned to the Danielson Framework. More informationabout these online professional development opportunities will be provided by

September 30.

In August and September 2013, the DOE will offer expedited supplemental support to ensure

that any new principals or those returning from leave are able to achieve certification.

14) Who else can serve as an evaluator?Assistant principals and other administrative staff can serve as secondary evaluators under

Advance. Secondary evaluators can:

a. Hold Initial Planning and Summative End of Year Conferencesb. Conduct informal and formal classroom observationsc. Collect, review, and evaluate teacher-submitted artifacts, andd. Give feedback and ratings based on low-inference evidence

Secondary evaluators must view both the June 2013 online webinar describingAdvance(posted

to learndoe.org) and view additional webinars, as available. The DOE will offer additional

voluntary trainings during the fall of 2013 for secondary evaluators.

Please note that principals, as lead evaluators, continue to remain responsible for determining

a teachers annualAdvancerating, as in the S/U system.

15) Can retired principals/APs serve as F-status staff and legally conduct teacher observations?Yes, schools can hire F-status assistant principals/principals to serve as secondary evaluators.

See the question Who else can serve as an evaluator? for more information.

Observations

16) What are the differences between the two observation options?Advancefully replaces the evaluation process in place prior to the start of 2013-2014. Teachers

may not choose from the observation options that existed under the previous evaluation

process. Advancerequires that, at the Initial Planning Conference, teachers choose from two

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distinct observation options. The two observation options differ in the number and type of

classroom observations that the teacher receives over the course of the year.

For Observation Option 1, teachers receive a minimum of four observations over the course of

the year. These observations must include a minimum of one (1) formal, announced, full-

period observation, and three (3) informal, unannounced, observations, at least 15 minutes in

duration. There is no maximum number of observations a teacher may receive.

For Observation Option 2, teachers receive at least six (6) informal, unannounced, observations

that each last at least 15 minutes in duration. There is no maximum number of informal

observations a teacher may receive.

17) What are the protocols for formal and informal observations?Formal observations are announced, full-period observations. The evaluator and teacher must

meet, in-person, for pre-and post-observation conferences. Teachers have an opportunity to

submit to the evaluator up to two artifacts for review at each conference. Evaluators must

include a written post-observation report in the teachers file within 90 school days of theobservation, excluding any days that the teacher is absent.

Informal observations are at least 15 minutes in duration and need not be announced. There is

no maximum time for an informal observation. Informal observations do not require pre- and

post-observation conferences. After each informal observation, evaluators must provide

feedback to teachers via email, verbally, in writing, or by using any other form of

communication. Evaluators must include the post-observation report in the teachers file

within 90 school days of the informal observation, excluding any days that the teacher is

absent.

18) Do teachers have to receive a rating on all 22 components of the Danielson Framework forTeachingduring the formal observation process as part of Observation Option 1?

No. Evaluators do not need to rate all 22 components in a single formal observation (including

the pre and post observation conference). The formal observation process does cover all four

domains of the Danielson Framework for Teaching, but produces a rating on only those

components for which evidence is observed.

19) Do evaluators need to wait until after October 25th to begin observations?No. Evaluators can begin classroom observations for evaluative purposes for a teacher as soon

as the teacher has participated in the Initial Planning Conference. Note: Initial Planning

Conferences can begin starting September 3rd. As an example, if a teacher participated in an

Initial Planning Conference on September 16th

, the evaluator could begin classroom

observations for evaluative purposes immediately thereafter. Note: Evaluators can always visit

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classrooms for formative, non-evaluative purposes, both before and after the Initial Planning

Conference.

20) What is the difference between feedback and an observation report?InAdvance, teachers receive bothfeedbackand a Danielson-aligned rating captured on

Evaluator Form 2 after each observation, formal or informal. Feedback should include the

sharing of evidence aligned to the Danielson Framework. It is shared in any format (verbal or

written communication). The primary purpose of feedback is to help teachers improve; for

example, school leaders may note for teachers areas of growth that were observed and also

note one or two key change levers.

The observation report, Evaluator Form 2, includes a score and space to provide a rationale for

each Danielson component that is being rated. This form also has a space for additional

evaluator notes, which are optional. It can be prepared by entering teachers ratings inthe

AdvanceWeb Application or off-line by printing a blank form from the Web Application. The

completed form must be submitted to the teachers file within 90 school days.

For formal observations or informal observations for teachers who select Observation Option 2

(a minimum of 6 informal observations), teachers can be rated on any of the 22 Danielson

components during an observation. For informal observations for teachers who select

Observation Option 1 (a minimum 1 formal; 3 informal), teachers can only be rated on

components in Domain 2 and Domain 3.

21) For Observation Option 1, must the pre-observation conference for a formal observation belesson-specific?

Yes. The purpose of the pre-observation conference is to review the objectives, activities, andexpectations for the lesson that will occur during the teachers formal observation. The pre-

observation conference is an opportunity for teachers to submit to the evaluator up to two

teacher artifacts that align with Danielson rubric components in Domain 1 (Planning and

Preparation) and Domain 4 (Professional Responsibilities). While it is not required, teachers

may also submit to the evaluator a completed pre-observation conference form designed to

give the evaluator additional context for the lesson he/she will observe. Finally, the evaluator

and the teacher should discuss any outstanding questions or concerns and should agree on the

date and time the formal observation will occur.

22) How is the formal observation scored if your principal performs more than one formalobservation?

Under Observation Option 1, if the evaluator chooses to complete more than one formal

observation, then the scores of the formal observations are averaged together.

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23) Can observations be combined for co-teachers?While concurrent observations are allowable, they are strongly discouraged. All pre- and post-

observation conferences (if applicable) must be face-to-face conversations between the

individual teacher and his/her evaluator.

24) Can multiple observers collect evidence for a single teacher during the same lesson?Yes. In such cases, only one of the observers shares feedback, creates the report and submits it

with signatures to the teachers file.

25) Does the tenure status of a teacher matter when choosing between Observation Options 1and 2?

No, any teacher can select either Observation Option 1 or Observation Option 2, regardless of

tenure status.

26) Can a principal unilaterally change a teachers observation option choice?No, a principal cannot change the teachers observation choice. However, if a teacher declines

to choose an observation option at the Initial Planning Conference, then the principal will select

the teachers observation option for him/her.

27) Can a teacher change his or her observation option selection mid-year?While teachers cannot unilaterally change their observation option after the Initial Planning

Conference, if a teacher requests a change in his/her observation option, principals have

discretion to grant that request.

28) Are the evaluators low-inference/observation notes required to be provided to the teacher?No, low-inference observation notes taken by the evaluator during the classroom observation

are not required to be shared with the teacher or placed in the teachers file.

29) Is there a minimum threshold of evidence that must be collected for each Danielsoncomponent?

No, evaluators must collect enough evidencevia classroom observations, interactions with

the teacher and artifact reviewto rate each of the 22 components of the DanielsonFramework for Teaching. If an evaluator lacks sufficient evidence to rate a teachers practice on

a specific component of the Danielson Framework prior to the Summative End of Year

Conference with the teacher, the evaluator must conduct additional observations, have

additional discussions with the teacher, and/or request additional artifacts from the teacher to

gather such evidence. If a teacher chooses not to submit any additional artifacts requested by

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the evaluator to complete the review of any component in Domains 1 and 4, then the teacher

receives a rating of Ineffective for the relevant component(s).

30) I understand we have to rate all 22 components using the observation process, artifacts, andother evidence, however, can we rate a component more than once?

Yes. Evaluators will take notes during each observation to collect evidence of practice for each

component being rated. After each observation evaluators will align evidence to the DanielsonFramework and use Evaluator Form 2 to report a rating for each component for which there is

evidence to inform a rating. For informal observations under Observation Option 1, only

components in Domains 2 and 3 for which there is evidence can be rated. Evidence for any

component may be observed, and subsequently rated, in multiple observations.

31) Can evaluators request that teachers provide them with their lesson plan as part of anobservation that is rated as part of Advance?

Yes. New York City teachers are required to have daily lesson plans as part of the teachers

contract between the Department of Education and the UFT. If you observe a lesson, you cansubsequently request to see the lesson plan attached to that lesson.

32) Can principals rate teachers as Ineffective for failure to provide a lesson plan?No. When rating Domain 1, school leaders should focus on the six components in the domain

and be open to multiple sources of evidence to inform evaluation. Lesson plans provide

valuable evidence to school leaders about the teachers planning and preparation process, but

unit plans, use of assessment data, conversations with the teacher and other evidence related

to planning and preparation may also be considered. Therefore, if a teacher refuses to provide

a lesson plan, principals must use any available other evidence of their planning to rate their

performance on the Danielson rubric.

Teachers may choose, but cannot be required, to submit lesson plans as teacher-submitted

artifacts, in which case they should be rated using Form 1 (Artifact Form).

33) Can evidence of misconduct be included in a teachers rating?Misconduct is handled through a disciplinary process that is separate from the teacher

evaluation and development system. However, misconduct that has been documented may

also relate directly to a Danielson component and provides evidence for a component rating.

The process for documenting misconduct through the placement of letters in teachers files

remains the same. However, school leaders should also work with their CFN HR Director and

Field Counsel regarding the possible overlap of misconduct and evidence that is rated on the

Danielson rubric.

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34) How is outside evidenceincluded in a teachers rating?Outside Evidence is evidence aligned to a Danielson component that the school leader collects

outside of a classroom observation. Outside evidence:

can only be considered as part of Domain 1 and Domain 4 ratings

can be rated during any formal observation

cannot be rated on informal observations for teachers selecting Observation Option 1(as you cannot rate on Domains 1 and 4 in informal observations in Observation Option

1)

can be rated on informal observations for teachers selecting Observation Option 2 (as

you can rate on any of the Domains in informal observations in Observation Option 2)

can be considered as part of the Summative End of Year Conference and as part of the

end of year artifact rating for any teacher, no matter their observation selection

Therefore, how outside evidence is scored depends on the observation type and the

observation option selected by the teacher:

Observation Option 1: For a teacher who selects Observation Option 1, the school leader can

rate outside evidence in two distinct ways:

A school leader can rate outside evidence during the formal observation cycle by

discussing the outside evidence during the pre- or post-observation conference and

rating the outside evidence as part of the observation using Evaluator Form 2. The

school leader should ensure that the evidence is aligned to the Danielson rubric.

If the formal observation has already occurred (and the school leader does not plan to

conduct another), the school leader can discuss outside evidence alongside teacherartifacts at the Summative End of Year Conference as long as it is pertinent to a

component(s) of Domains 1 or 4. That evidence can then be taken into account when

determining a final artifacts component score. It is recommended that the school leader

provide feedback to the teacher about the outside evidence in a timely manner.

Note that under Observation Option 1, Domains 1 and 4 cannot be rated as part of an informal

observation and, therefore, outside evidence cannot be considered as part of the scoring of an

informal observation.

Observation Option 2: For a teacher who selects Observation Option 2, the School Leader canrate outside evidence in two distinct ways:

Outside evidence on any of the components may be included in the feedback for the

next rated informal observation using Evaluator Form 2 as part of the rating for that

observation. Again, the school leader should ensure that the evidence is aligned to the

Danielson rubric.

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School leaders who wish to include outside evidence in Observation Option 2 should

discuss the outside evidence with the teachers, such as (but not limited to):

o Optionally, the school leader may conduct a post-observation conference afterthe next informal observation.

o When sharing feedback, review the evidence with the teacher and consider italong with other evidence relevant to the component being discussed.

If all observations have been completed, then the school leader can discuss outside

evidence alongside teacher artifacts at the Summative End of Year Conference as long as

it is pertinent to a component(s) of Domains 1 or 4. That evidence can then be taken

into account when determining a final artifacts component score. It is recommended

that the school leader provide feedback to the teacher about the outside evidence in a

timely manner.

35) Can outside evidence, other than from teacher-submitted artifacts and classroomobservations, be considered when rating the 22 components of the Danielson Framework for

Teaching?

Yes. New York City is implementingAdvancewith reference to the full Framework for Teaching

including all four Domains. As some of the components, particularly in Domains 1 and 4, cannot

be readily observed in the classroom, consideration of evidence that is seen outside of the

actual classroom is permitted as long as it is aligned to a component in the Danielson

Framework. Examples of outside evidence include, but are not limited to evidence of teacher

practice at teacher-parent meetings/interactions, professional development activities that

teachers participate in or lead, or a teachers record keeping system for student assessments.

36) How do I use Evaluator Form 1 (Artifacts Ratings)?Evaluators should rate each artifact on a separate Evaluator Form 1 and bring all artifacts to the

Summative End of Year Conference to review with the teacher. The evaluator should use the

checkbox at the top of the form to indicate when the artifact was submitted:

For Artifacts Submitted by the Teacher

Box on Evaluator Form 1 When to Use

Initial Planning Conference If submitted for the Initial Planning Conference

Pre-Observation ConferenceIf submitted for the Pre-Observation Conference

(Only applicable to teachers who selected Observation Option 1)

Post-Observation Conference If submitted for the Post-Observation Conference(Only applicable to teachers who selected Observation Option 1)

Evaluator Request for

Additional Artifacts

If submitted in response to an evaluator request, after the second Friday

in April, because the evaluator does not have evidence to rate the

teacher on a particular component.

Summative End of Year

Conference

If submitted by a teacher at all other times of year (excluding the four

occasions described above).

For the End of Year Artifacts Rating only

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End of Year Artifact Rating

Completed by the evaluator within 10 days of the Summative End of

Year Conference. While evaluators can note outside evidence on this

form throughout the year, they should not finalize the form until after

the Summative End of Year Conference.

Evaluators should produce only oneEvaluator Form 1 (with checkbox

indicating End of Year Artifacts Rating) per teacher.

The End of Year Artifacts Rating counts for 5% of a teachers overall Measures of Teacher

Practice (MOTP) rating. To generate the End of Year Artifacts Rating evaluators should examine

teachers ratings on all artifacts and outside evidence in order to determine an overall rating for

each applicable Danielson rubric component. Evaluators are not required to rate every

component for the End of Year Artifacts Rating but must rate at least one component. If there is

no evidence for a particular component across all sources (observations, artifacts or outside

evidence) AND the teacher has refused to submit additional artifacts at the evaluators request,

then the evaluator should assign a final rating of Ineffective to that component on the End of

Year Artifacts Rating form. Once the evaluator determines the component ratings, the overall

End of Year Artifacts Rating is generated by averaging each rated component.

TheAdvanceWeb Application will not automatically calculate the component ratings for the

End of Year Artifacts Rating. Once the evaluator enters the component ratings, the Application

generates an overall End of Year Artifacts Rating by averaging each of the rated components.

37) How is the Measures of Teacher Practice (MOTP) rating calculated?The Measures of Teacher Practice (MOTP) component ofAdvancecounts for 60% of a teachers

annual rating. 75% of the MOTP rating is based on Domains 2 and 3 of the Danielson

Framework for Teaching, while 25% of the MOTP rating is based on Domains 1 and 4. ForDomains 1 and 4, 20% of the MOTP rating is based on the Overall Observation Rating and 5% is

based on the End of Year Artifacts Rating. The following describes the steps prescribed by state

law to calculate teachers MOTP ratings.

Step 1: Calculating Individual Observation Rating

Each observation receives an Observation Rating. Each rated component for an observation is

averaged together to create the Observation Rating. Components in Domain 1 and 4 are

weighted 20% and components within Domains 2 and 3 are weighted 75%.

Note: For Informal Observations in Observation Option #1, components in Domains 1 and 4 arenot rated. For these observations, the rated components are averaged together with equal

weights.

Step 2: Calculating an Overall Observation Rating

Observation Option 1: Informal Observations are worth 50% of the MOTP rating.

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Formal Observation(s) is worth 45% of the MOTP rating. The End of Year Artifacts Rating is

worth 5% of the MOTP rating.

The Informal Observations Score is the average of each of the Individual Observation Ratings

for the teachers Informal Observations. The Formal Observation(s) Score is the average of each

of the Individual Observation Ratings for the teachers Formal Observation(s). See the question,

How do I use Evaluator Form 1 (Artifacts Ratings)? for information about how the End of Year

Artifacts Rating is calculated.

Observation Option 2: Informal Observations are worth 95% of the MOTP rating. The End of

Year Artifacts Rating is worth 5% of the MOTP rating.

The Informal Observations Score is the average of each of the Individual Observation Ratings

for the teachers Informal Observations. See the question, How do I use Evaluator Form 1

(Artifacts Ratings)? for information about how the End of Year Artifacts Rating is calculated.

Step 3: Calculating the MOTP Rating

Teachers Overall Observation Ratings and End of Year Artifacts Rating are averaged together tocreate an MOTP rating on a scale from 1-4. These ratings are then converted to MOTP points on

a scale of 0-60, and to MOTP component HEDI rating (Highly Effective, Effective, Developing, or

Ineffective) using the below conversion chart.

MOTP Rating

(1.00 to 4.00)

MOTP Points

(0 to 60)

MOTP

HEDI Rating

1.00-1.75 0-38 Ineffective

1.76-2.50 39-44 Developing

2.51-3.25 45-54 Effective

3.26-4.00 55-60 Highly Effective

Using the Advance Web Application

Evaluators may opt to record all observation and artifact ratings on Evaluator Forms 1 and 2 in

theAdvanceWeb Application or manually, by hand.

Schools that opt to enter all observation and artifact ratings in the Advance Web Application

will have teachers scores automatically calculated for them in the web application.

Schools that opt to manually calculate teachers overall scoresmust follow formulas

determined by law. A Measures of Teacher Practice Score Tracker is posted on theAdvance

Measures of Teacher PracticeIntranet page to help schools calculate teachers ratings. These

schools are required to enter teachers final 0-60 MOTP rating in theAdvanceWeb Application.
http://intranet.nycboe.net/HR/advance/MOTP/MoTP_Tools.htmhttp://intranet.nycboe.net/HR/advance/MOTP/MoTP_Tools.htmhttp://intranet.nycboe.net/HR/advance/MOTP/MoTP_Tools.htm


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38) The 2013 Danielson rubric has different rating levels (Unsatisfactory, Basic, Proficient, andDistinguished) than the version that DOE staff are using. Why?

New York State Education Law 3012-c requires that the DOE use the categories Highly Effective,

Effective, Developing, and Ineffective (HEDI). The Danielson Rubric can be matched to these

HEDI categories. This summer, the DOE will provide to all principals an updated 2013 Danielson

rubric that reflects the HEDI language to describe rating levels.

39) What is the process for videotaping observations?When the Teacher Evaluation Selection Form is executed and signed and retained in the

teachers file at the Initial Planning Conference, each teacher must indicate whether

observations may be videotaped. Teachers can select whether they want only informal or

formal observations to be videotaped, both, or none at all.

School-based capacity to implement video classroom observations may vary and evaluators are

not required to conduct observations by video regardless of any teachers election. The

evaluator may, but is not required to, attend the observed classroom lesson if video is used.Principals may exercise their professional judgment regarding use of school resources when

using video as a formal observation tool.

Please note that the use of video outside of the evaluation process for formative purposes,

such as for coaching and professional development of teachers, is allowable and

recommended.

40) What should school leaders do if h/she misses deadlines associated with the observationprocess?

Schools should plan ahead to ensure no deadlines are missed. If a school experiences

extraordinary circumstances that cause it to miss, for example, the Initial Planning Conference

deadline, the school leader should contact his or her network for support.

In addition, school leaders should keep records of any scheduling issues that pose a barrier to

meeting deadlines. Please note that the dates associated with the observation process

deadlines apply only to teachers that have been on staff since the first day of school; for

teachers who started after the first day of school, the required meetings may occur after the

stated deadline.

Artifacts

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41) What are teacher-submitted artifacts?UnderAdvance, teachers now submit artifacts that may be used to document their teaching

practice in one or more components from Domains 1 and 4 to inform their annual evaluation.

Over the course of the year, teachers may submit up to eight artifacts that provide evidence

related to the 12 components in Domains 1 and 4. A sample list of artifacts that teachers may

submit is below. Note that this list is non-exhaustive; teachers may choose to submit other

tangible evidence which they feel is illustrative of their practices in Domains 1 and 4.

Unit plan with all component parts (essential questions, skills/knowledge,

assessments, aligned lessons)

1a, 1b, 1c,

1d, 1e, 1f

Lesson or unit plan that shows teacher adapted instruction to address

student needs (demonstrates differentiated instructional strategies)

1b, 1c

Technology-infused learning designs resulting in depth of student

engagement and original student product

1d

Teacher created assessments (formative or summative)

1a, 1b, 1c,

1e, 1f

Student achievement data 1b, 1f, 4b

Parent, student surveys 1b, 4c

Analysis of student work 1f

Video or audio of student performance assessment 1f

Student behavioral plan 4b

Classroom management plan and procedures 4b

Reflection Journal 4a

Back to school night, open house agendas 4c

Evidence of attendance and active participation in local, state or national

professional organizations4d, 4e

Evidence of a leadership role in at least one aspect of school life 4d, 4e

Curriculum leadership evidenced by participation in teacher team and/or

grade level planning meetings1a, 4d, 4e

Hosting a student teacher1a, 1b, 4d, 4e

Regular teacher participation in and support of school and community

initiatives4d, 4e

Evidence of attendance and participation in professional development

sessions focused on Data Driven Instruction, Common Core State Standards,

and/or components of the APPR system

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Team action planning template that includes thoughtful, rich discussion of

data, targeted, measurable achievement goal, action steps targeting leverage

points

4d, 4e, 4f

Documented communication with: counselors, health professionals, other

staff members, parents, community support agencies4c, 4f

42) When do teachers submit the artifacts they select?Teachers can submit up to eight artifacts as evidence of their teaching practice prior to the

second Friday in April (April 11, 2014). It is important to note that teachers have complete

discretion on what artifacts to submit. Principals cannot mandate that teachers submit certain

types of artifacts.

Observation Option 1: Teachers can submit up to two artifacts of their choice at the Pre-

Observation Conference, as well as another up to two artifacts at the Post-Observation

Conference.

Observation Option 2: Teachers can submit up to two artifacts at the Initial PlanningConference.

All teachers may submit any remaining (up to eight) artifacts throughout the year up until the

second Friday in April (April 11, 2014). School Leaders are required to review teacher-submitted

artifacts and bring all of them to the Summative End of Year Conference. It is also

recommended that teachers bring copies of their artifacts.

43) Can school leaders request additional artifacts?The eight teacher-selected artifacts are chosen by the teacher. However, if prior to theSummative End of Year Conference, after reviewing any artifacts and all evidence from

observations, the school leader does not have evidence to provide a rating on any component

within Domains 1 and 4, he or she may then request that the teacher submit additional

artifacts. If a teacher chooses to not submit any artifacts requested by his/her school leader to

complete the review of any of the components of the rubric in Domains 1 or 4, the school

leader will record a component score of 1 (Ineffective) for that component on the Form 1

report that records the end of year artifact score after the Summative End of Year Conference.

44) How are artifacts reviewed and scored?Each artifact to be rated should be reviewed and scored based on the evidence aligned to the

rubric. The school leader uses Evaluator Form 1 to record ratings for any Danielson 2013

components from Domains 1 and 4 that are evidenced by the artifact (an artifact may cover

multiple Danielson components, however, a school leader should only use one form per

artifact). If an artifact is not relevant to/does not illustrate evidence for a component, N/A

should be entered. Once completed and signed by the school leader and teacher, school

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48) Can a teacher be paid for an artifact that is submitted as evidence? For example, if a teacheris paid per session for attending a school dance or event, did she still demonstrate

professional responsibility per Domain 4 of the rubric?

Yes. A teacher can be paid for attending a school event and submit their attendance at the

school event as an artifact.

49) Can teachers submit artifacts that were created during the summer?Artifacts must pertain to the current school year during which the teacher is being evaluated.

Artifacts of planning and preparation that occurred during the summer for this school year may

be submitted as evidence of teacher practice for the current year.

Student Surveys

50)

What is the Tripod Student Survey?

Developed by researchers at Harvard, the Tripod Student Survey is a research-based,

classroom-level, confidential student survey measuring teaching practice based on student

responses. The survey is grounded in a conceptual framework that emphasizes 7 Cs of

teaching practice:

Care about students

Control behavior

Clarify lessons

Challenge students

Captivate students

Confer with students

Consolidate knowledge

The Tripod Student Survey will be piloted (not for stakes) in 2013-14 for teachers in grades in 3-

12 and then comprise 5% of a teachers evaluation beginning in 2014-15. More information is

forthcoming.

51)

Which students participate in the Tripod Survey?

Students in grades 312 will participate in the Tripod Survey. All students in self-contained

classes (e.g., elementary teachers, special education teachers) will take the survey. For

departmentalized teachers (i.e., teachers who teach one or more subjects to multiple sections

of students), principals will choose at least two (2) class periods of students to participate in the

Tripod survey. The principal or his/her designee will determine the selection of the classes.

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There is a possibility that students may be selected to complete surveys on more than one

teacher.

52) Will Tripod Surveys be administered to students in all grades?No, Tripod Surveys are administered only to student in grades 312. Students in Kindergarten

through 2nd

grade will not complete surveys. Teachers of grades 312 will pilot no-stakes

surveys for the 2013-14 school year and administer for-stakes student surveys starting in 2014-

15.

53) How will the Tripod Survey be differentiated across grade-levels and populations?The length and content of the student surveys vary across grade bands. There will be two

versions of the surveyone for students in grades 35 and another version of the survey for

students in grades 612. More information is forthcoming regarding Tripod accommodations

and implementation.

STATE AND LOCAL MEASURES OF STUDENT LEARNING

General

54) Committee and Principal Decision Making: Can a new principal change committee membersor schools Local and State Measures selections? What is the role of the School Local

Measures Committee after the start of the school year?

Any principal assigned after September 9 must implement the selections of his/her predecessor

for that school year (Local and State Measures are selected annually). A new principal assigned

to a schoolprior to September 9 can select different individuals for the four members of the

committee appointed by the principal and can also make different selections for State and Local

Measures than his/her predecessor. Interim acting principals or principals assigned have the

same decision making authority with regard to Local and State Measures as other principals.

There are no required roles or responsibilities of the School Local Measures Committee after

September 9.

55) Funding: What funding is available to support schools with the implementation of State andLocal Measures? Will the DOE pay for 3

rdparty assessments?

The DOE will pay for approved 3rd

party assessments used for State Measures and Local

Measures. In late September, the DOE will provide information about the mechanism for

fundingAdvanced Placement exams (APs) to those schools that opt to use these exams as Local

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Measures. In mid-August, the DOE will provide information to early childhood schools about

the delivery and payment mechanisms for the Discovery Math assessment.

Additionally, the DOE will provide each school with flexible per session funding to be used to

support the implementation of Measures of Student Learning. Schools per session funding is

allocated based on schools expected student enrollment in the same manner as Citywide

Instructional Expectations (CIE) allocations. Allocations by enrollment tier are listed below. In

late August, the DOE will provide information about how these funds will be transferred toschools.

Number of students per school Tier 1: < 500 Tier 2: 501-1350 Tier 3: > 1350

Per school per session

allocation$1500 $1700 $2095

Schools can also use 3 hours per month of 37.5 minutes time to support implementation of

Advance, as well as to support implementation of new Common Core curricula.

56) Missed Deadlines: What happens if a school misses a deadline (e.g., the September 9deadline to make its State and Local Measures selections)?

Principals who miss the September 9 deadline must use the Local Measures Default. Schools

should plan ahead to make sure that no critical deadlines are missed. If a school experiences

extraordinary circumstances that may cause it to be unable to meet a deadline, the principal

should contact his/her network for support.

57) Parents: How will parents be notified about their students taking additional assessments?In September, the DOE will provide principals with a letter via PrincipalsWeekly that will

explain the new assessments that will be administered for State and Local Measures. Principals

should distribute the letter to parents.

58) Other Accountability Measures: How do State and Local Measures relate to other DOEaccountability measures?

The DOE has been and will continue to work with SED to align growth model methodologies

used for both school and teacher accountability by SED and the DOE.

Currently there are no plans to incorporate new assessments used for State and Local Measures

in school accountability measures such as Progress Reports, Quality Review, and School Report

Cards.

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64) Is attendance at meetings required to vote? What constitutes a quorum that must be presentin order for a School Local Measures Committee meeting and/or a vote to take place?

The state-defined guidelines around committee formation and voting do not specify that

members must attend meetings in order to vote, and do not specify that a quorum is required

for a meeting or vote.

The intent of the committee process, however, is to create a recommendation that will be bestfor each school. Committee members need to take their participation seriously and make best

efforts to attend the scheduled meetings. Whenever possible, a vote should only take place on

a date where all committee members are available to attend. Any school that cannot

successfully conclude the committee process will use the state-defined default measure.

65) Does anybody on the School Local Measures Committee have veto power, even if all othermembers agree?

Nobody on the committee has veto power. The committee may choose to present a

recommendation to the principal or not. The principal reviews the recommendations andeither agrees or disagrees with the recommendations. If the principal does not agree, or if the

committee does not present a recommendation, the school will automatically default to the

state-defined default option.

66) What happens if the School Local Measures Committee agrees on Local Measures for someteachers/grades but not all?

The committee can present an incomplete plan to the principal. Those teachers/grades (in

which there is a choice to make) that the proposed plan does not cover will automatically

revert to the state-defined default option.

67) What happens if a school exhausts its schedule of meetings without having reached adecision?

The school will automatically default to the state-defined default option, which provides

meaningful Measures of Student Learning for teachers without creating additional work for the

school.

68) If the principal and chapter chair agree on the state-defined default option, is the principalstill required to convene the committee? What if the principal and the chapter chair agree,

but a substantial portion of the faculty does not and wants to engage in the committee

process?

The principal is required to convene a committee. Each committee should meet and go through

the decision-making process. Following the process, the committee makes a set of

recommendations to the principal. The principal reviews the recommendations and either

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agrees or disagrees with the recommendations. If the principal does not agree, the school will

automatically default to the state-defined default option, which provides meaningful Measures

of Student Learning for teachers without creating additional work for the school.

69) How will new schools create a School Local Measures Committee if the whole staff is fewerthan eight people and/or they have not yet chosen a Chapter Chair?

In new schools, the Committee must consist of at least four staff members; these can includeteachers and the principal or his/her designee. All UFT teachers on the new school staff should

be invited to participate as committee members. Generally, the principal is encouraged to

participate in the Committee to ensure alignment between state and locally selected measures.

70) How will new schools get support through this process?New schools will be supported by their networks and MOSL specialists, just like other schools.

In the event that a new school cannot attend the network training or needs extra help, the

Office of New Schools will also assist in supporting them.

Assessments, Target Populations, Local Measures Default

71) Students who do not take assessments: Are students who do not take assessments includedin a teachers score?

Students who do not take post-test assessments will not be included in a teachers score. This

includes students who are absent for the duration of the post-test administration period as well

as students who refuse to take assessments. No student should be coerced into taking or not

taking any assessment. Principals are responsible for ensuring that teachers adhere to these

guidelines and ensuring that any decisions about assessment administration are in the best

interests of students. The DOE will monitor and investigate unusual patterns in assessment

taking.

72) Regents courses: What is the definition of a course culminating in a Regents exam?Principals are responsible for determining which courses offered in their school culminate in a

Regents exam. Courses that culminate in a Regents exam should:

Be offered in the same school year as the Regents exam

Cover content and standards aligned with the Regents exam

Be designed such that students in the course are expected to take the Regents exam

after completing the course

Schools should ensure that their coding of courses in STARS aligns with their determination of

courses leading to a Regents exam.

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73) Regents exams: What happens if a student takes the same Regents exam twice in a year?School Target Population: If a student takes the same Regents exam in January and June, only

the higher result will be used for State and Local Measures.

Individual Target Population: If a student takes the same Regents exam in January and June,

and has the same teacher in the fall and spring, only the higher result will be used for State and

Local Measures. If the student has different teacher

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