Teacher and Principal evaluation is aligned with all seven New York State Teaching Standards:

1. Knowledge of Students and Student Learning: Educators understand how students develop and learn and recognize that students bring different strengths, needs, backgrounds, and experiences to the classroom.

2. Knowledge of Content and Instructional Planning: Educators demonstrate strong knowledge of their subject matter and develop instruction that is aligned with learning standards and responsive to student needs.

3. Instructional Practice: Educators use research-based instructional practices that engage students, communicate clear expectations, promote higher-level thinking, and support meaningful learning.

4. Learning Environment:  Educators create safe, respectful, inclusive, and well-managed classrooms in which students feel supported, challenged, and able to learn.

5. Assessment for Student Learning:  Educators use multiple forms of assessment to monitor student understanding, provide feedback, adjust instruction, and measure progress.

6. Professional Responsibilities and Collaboration:  Educators demonstrate professional responsibility, communicate with families, collaborate with colleagues, and contribute positively to the school community.

7. Professional Growth:  Educators reflect on their practice, establish professional goals, participate in professional learning, and apply new knowledge to strengthen student outcomes.

• Teacher Practice Rubric

• Principal Standards

Formative evaluation takes place throughout the school year and includes unannounced classroom visits, practical feedback from administrators, professional conversations, faculty meetings, collaboration, examination of student data, and opportunities for professional learning.

These activities are intended to provide timely, constructive feedback and help teachers continually strengthen their practice.

Formal observations provide administrators with opportunities to collect objective evidence of teacher practice. The number and type of required observations are based on a teacher’s tenure status:

• Untenured Teachers: At least 2 Announced Observations & 1 Unannounced Observation

• Tenured Teachers: At least 1 Announced Observation & 1 Unannounced Observation

Formal observations are conducted according to the District’s locally negotiated procedures. The observation process includes:

1. Teacher Self-Reflection: The teacher reflects upon instructional practices, professional strengths, student needs, and areas for continued growth.

2. Pre-Observation Conference: Before an announced observation, the teacher and administrator discuss the lesson’s objectives (including alignment to NYS learning standards), instructional plan, student needs, assessment strategies, and relevant classroom context.

3. Observation and Evidence Collection: The administrator observes instruction and collects objective evidence of teacher and student actions. Evidence may also include lesson materials, assessments, student work, and other relevant instructional artifacts.

4. Post-Observation Conference: The teacher and administrator review the collected evidence, discuss instructional strengths and areas for growth, and identify possible next steps.

5. Summative Evaluation: Evidence from observations, professional practice, student learning outcomes, and other relevant sources is considered as part of the teacher’s annual evaluation.

6. Goal-Setting and Professional Learning: Evaluation results help inform professional goals, professional development, and, when required, a Teacher Improvement Plan.

NYSUT Teacher Practice Rubric

Evidence collected during formal observations is aligned with the criteria contained in the NYSUT Teacher Practice Rubric, with particular emphasis on:

• Standard 3: Instructional Practice

• Standard 4: Learning Environment

Administrators apply the criteria and performance descriptors in the rubric to evaluate teacher practice. Teachers receive a Teacher Practice score based on the following four-point scale:

• Score 4 - Highly Effective

• Score 3 - Effective

• Score 2 - Developing

• Score 1 - Ineffective

The rubric provides a consistent framework for distinguishing among levels of performance and helps ensure that evaluation decisions are based on observable evidence rather than personal opinion.

All teachers also receive a Student Performance score. This measure is based on schoolwide student results from multiple applicable New York State assessments and examinations.

Student Performance is scored using the same four-point scale:

• Score 4 - Highly Effective

• Score 3 - Effective

• Score 2 - Developing

• Score 1 - Ineffective

Using multiple State assessment results provides a broader measure of student performance and recognizes that every educator contributes to the collective success of Sharon Springs students.

Although individual APPR results are not public information, New York State law permits the parent or legal guardian of a student to request the final composite effectiveness score and overall effectiveness rating of the student’s current classroom teacher or principal.

Parents and legal guardians who wish to receive this information must schedule an appointment with the Sharon Springs Central School District Superintendent by telephone, email, or written request.

Before information is released, the parent or legal guardian must provide valid identification and verification of their relationship to the student.

During the scheduled meeting, the parent or legal guardian will be verbally provided with the legally releasable APPR information. An informational handout explaining the APPR rating system will also be provided.

The New York State Education Department has established a process for resolving complaints alleging that a local educational agency, grantee, or NYSED has violated a law, rule, or regulation in its administration of a covered federal program under the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act (ESSA).

These procedures provide parents and other stakeholders with a way to submit concerns and support the timely resolution of complaints. A complaint may be filed by a parent, public agency, individual, or organization.

Learn more about New York State’s ESSA complaint procedures and how to file a complaint.