The New York State Board of Regents adopted regulations implementing a statewide teacher and principal performance evaluation system that includes multiple measures of educator effectiveness. These regulations took effect during the 2011-2012 school year. The new law establishes a comprehensive evaluation system for all classroom teachers and building principals in New York. These evaluations will play a significant role in a wide array of employment decisions, including promotion, retention, tenure determinations, termination, and supplemental compensation, and will be a significant factor in teacher and principal professional development.

Under the new system, each teacher and principal will receive an annual professional performance review (APPR) resulting in a single composite effectiveness score and a rating of “highly effective,” “effective,” “developing,” or “ineffective.” The composite score will be determined as follows:

  • 20%: student growth on state assessments or a comparable measure of student achievement growth (increases to 25% upon implementation of a value-added growth model);
  • 20%: locally-selected measures of student achievement that are determined to be rigorous and comparable across classrooms (decreases to 15% upon implementation of a value-added growth model); and
  • 60%: other measures of teacher/principal effectiveness.

If a teacher or principal is rated “developing” or “ineffective,” the school district or BOCES is required to develop and implement a teacher or principal improvement plan. Tenured teachers and principals with a pattern of ineffective teaching or performance, defined as two consecutive annual “ineffective” ratings, may be charged with incompetence and considered for termination through an expedited hearing process.  The law further provides that all evaluators must be appropriately trained and that appeals procedures are to be locally established. The evaluation system’s three components are designed to complement one another:

  1. Statewide student growth measures will identify those educators whose students’ progress exceeds that of similar students, as well as those whose students are falling behind compared to similar students.
  2. Locally selected measures of student achievement will reflect local priorities, needs, and targets.
  3. Teacher observations, survey tools, and other measures will provide educators with detailed, structured feedback on their professional practice.

Taken together, this information will be used to tailor professional development and support for educators to develop and improve their instructional practices, with the ultimate goal of ensuring that there is an effective teacher in every classroom and an effective leader in every school.

 TUFSD APPR Plan 2016 

Request for Teacher APPR Scores  

Request for Teacher or Principal Overall Composite Score and Effectiveness  

Assessment Administration in Conjunction with APPR