The TST BOCES system responds to the APPR criteria set by New York State and:

• Focuses on the professional growth of teachers in their instructional practices as its main goal.

• Provides a differentiated model for tenured and non-tenured teachers.

• Uses evidence-based rubrics in each area of classroom instruction that are more objective and rubrics that clearly defined.

• Includes differentiated standards for specialized areas such as guidance counselors, social workers, and school psychologists.

• Establishes this procedural manual to make the system clear and available to everyone.

• Ensures collaborative teacher/administration involvement in an assessment process that utilizes multiple sources of evidence to ensure a comprehensive view of teacher effectiveness.

• Fosters quality in teaching and evaluation.

• Provides timely and constructive feedback to encourage growth and development of professional staff.

• Facilitates the improvement and enhancement of instructional practices for all members of the TST BOCES Teachers Association

• Views evaluation as a continuous improvement model.

Key concepts in this work:

• Content Knowledge — Knowledge of the subject area and curriculum.

• Pedagogical Preparation — Employ the necessary pedagogical practices to support instruction.

• Instructional Delivery — Demonstrate delivery of instruction that results in active student involvement, appropriate teacher/student interaction, and meaningful lesson plans resulting in student learning.

• Classroom Management — Demonstrate classroom management skills, supportive of diverse student learning needs, which create an environment conducive to student learning.

• Student Development — Demonstrate knowledge of student development, an understanding and appreciation of diversity, and regular application of developmentally appropriate instructional strategies for the benefit of all students.

• Student Assessment — Implement assessment techniques based on appropriate learning standards designed to measure student progress in learning and successfully use analysis of available student performance data and other relevant information.

• Collaboration — Demonstrate effective collaborative relationships with students, parents, or caregivers and appropriate support personnel to meet the learning needs of students.

• Reflective and Responsive Practice — Demonstrate that practice is reviewed and effectively assessed, and appropriate adjustments are made on a continuing basis.

• Student Growth — Foster a positive change in student achievement between at least two points in time as determined by the school district or BOCES, taking into consideration the unique abilities and/or disabilities of each student, including English language learners.

"Teaching is a lifelong profession.

We are all interested in growing and learning every year.

The evaluation is about having a conversation about that growth.

It is a reflection of a moment in time not you as a person.

It is going to take your whole career; growing and learning every year. "

~ Michelle Nolan, Regional Alternative School Principal (Retired)