Embedded Files
The primary purpose of the evaluation system is to provide useful information to administrators and educators that can support the continuous development of educators.
The primary purpose of the evaluation system is to provide useful information to administrators and educators that can support the continuous development of educators.
High quality classroom observations and school visits are an essential component of this process. When implemented in a manner consistent with best practices, these measures are essential to improving teacher and principal practice.
High quality classroom observations and school visits are an essential component of this process. When implemented in a manner consistent with best practices, these measures are essential to improving teacher and principal practice.
The observation/school visit process provides educators with an opportunity to receive timely and actionable feedback based on evidence aligned to research-based standards, which can both leverage expertise and support continuous improvement.
The observation/school visit process provides educators with an opportunity to receive timely and actionable feedback based on evidence aligned to research-based standards, which can both leverage expertise and support continuous improvement.
from: http://www.nysed.gov/common/nysed/files/appr-guidance-3012-d_as-amended_072020.pdf
CASTL_practioner_Part5_single.pdfOur Philosophy
Our Philosophy
- Use observations in the context of relationships.
- Establish a shared vision of what matters in classrooms.
- Use observational data to provide supportive, constructive feedback.
- Use observational data to facilitate follow-through and long-term charting of progress.
"Professional development efforts are most successful when they are embedded in the context of supportive relationships between teachers and those making observations and providing feedback."
"Professional development efforts are most successful when they are embedded in the context of supportive relationships between teachers and those making observations and providing feedback."
What to Expect
What to Expect
All teachers of record will be observed a minimum of twice.
One observation will be part of an observation cycle and will include a lesson plan (using this template in Frontline), pre-observation conversation and post-observation conversation in addition to the actual observation.
This observation will be completed, and documented in Frontline by December 15th.
Additional drop-in, unannounced, targeted observations can happen throughout the year and will be captured in the Cumulative Evaluation Rubric.
A suggested schedule will be shared via a Google calendar.
The District Superintendent will ensure that all evaluators, including: evaluators, independent evaluators, and lead evaluators have been trained and certified in accordance with regulation. TST BOCES Board of Education will certify and re-certify all evaluators annually.
All new evaluators will initially have 12 hours of training over the course of their first six months on the job through the BOCES from one or more of the BOCES in the Mid-State Joint Management Team (JMT). Training of all evaluators of Principals will include all nine required elements of Regents rule 30-3.10.
The district superintendent will ensure that all evaluators participate in at least 3 hours of annual training and are certified and recertified on an annual basis by the TST BOCES Board of Education. The TST BOCES will utilize BOCES services to provide the retraining and recertification on some of the nine elements each year. All of the nine elements will be covered in a three year cycle for returning administrators. Any individual who fails to achieve required training or recertification as applicable shall not conduct or complete evaluations. Inter-rater reliability will be developed through sharing of Principal Case Studies and agreeing on the rating of these principals using the MPPR rubric. These sharings will occur either through the Superintendents Leadership Council ( in collaboration with component school colleagues) or via internal administrative meetings. At least 2 of these opportunities will occur per year.
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