Evaluation of Effectiveness: New York

Analysis of New York's policies

Although the state requires student performance data to be a factor, New York stops short of requiring that objective evidence of student learning be the preponderant criterion of its teacher evaluations.
The state requires that 40 percent of the evaluation score be based on student academic achievement. More specifically, 20 percent is student growth on state assessments or a comparable measure of student achievement growth (this increases to 25 percent on implementation of a value-added growth model), and 20 percent is locally selected measures of student achievement that are determined to be rigorous and comparable across classrooms (this decreases to 15 percent on implementation of a value-added growth model). 

The remaining 60 percent is made up of other measures of teacher effectiveness. A majority of this 60 percent must be based on multiple classroom observations. The remaining portion must be based on one or more of the following: observations by third party evaluators, peer observations, parent/student feedback and/or student portfolios. Further, teachers must earn better than "ineffective" ratings on at least one of the two student growth/achievement subcomponents as well as the other 60 percent measure in order to earn an overall rating higher than "ineffective." In addition, if both student achievement subcomponents are "ineffective," the overall rating will be "ineffective."

Teachers must be rated using the following multiple rating categories: highly effective, effective, developing and ineffective.

Citation

A9554 (2012) Education Law 3012-C

Recommendations for New York

Require instructional effectiveness to be the preponderant criterion of any teacher evaluation. 
New York falls short by failing to require that evidence of student learning be the most significant criterion. The state should either require a common evaluation instrument in which evidence of student learning is the most significant criterion, or it should specifically require that student learning be the preponderant criterion in local evaluation processes. This can be accomplished by requiring objective evidence to count for at least half of the evaluation score or through other scoring mechanisms, such as a matrix, that ensure that nothing affects the overall score more. Whether state or locally developed, a teacher should not be able to receive a satisfactory rating if found ineffective in the classroom. 

Ensure that evaluations also include classroom observations that specifically focus on and document the effectiveness of instruction.
Although New York requires classroom observations as part of teacher evaluations, the state should articulate guidelines that focus classroom observations on the quality of instruction, as measured by student time on task, student grasp or mastery of the lesson objective and efficient use of class time.

State response to our analysis

New York asserted that its teacher and principal evaluation system incorporates state-approved observation rubrics, all of which were reviewed for consistency with the state's goal of increasing student achievement.  Rubrics were specifically reviewed for compliance with Education Law 3012-c, which states, in part, that "such annual professional performance reviews shall result in a single composite teacher or principal effectiveness score, which incorporates multiple measures of effectiveness related to the criteria included in the regulations of the commissioner." As a result, each approved observation instrument relies on student learning as the primary objective. 

New York also pointed out that it has developed and provided multiple sessions of professional development, specifically focused on the appropriate use of the approved rubrics, to ensure that the rubrics are utilized in a manner that successfully measures student growth.  The state has also provided districts with resources and tools that clearly articulate and demonstrate the teaching and learning standards for their use in ensuring that rubrics are adequately aligned with the approved standards, as specified by the Commissioner's Regulations.