Sunday, January 08, 2017

THIS IS WHAT UNION SURRENDER LOOKS LIKE

Someone sent me the current New York City approved APPR (teacher and principal evaluation) plan.

Read it and weep.

The matrix from that the state approved is a little bit different than the one that Mulgrew touts as there is this tiny asterisk in the city's approved version that you won't see in the UFT Matrix. This is for the two categories where someone is rated Ineffective for the Measures of Student Learning portion of the rating but they are supposed to be rated Developing overall because their observations are Highly effective or Effective. Here is what the city says in explaining the asterisk.

 5.2) Scoring Matrix for the Overall Rating

 * If a teacher is rated Ineffective on the Student Performance category, and a State-designed supplemental assessment was included as an Optional subcomponent of the Student Performance category, the teacher can be rated no higher than Ineffective overall (see Education Law §3012-d (5)(a) and (7))

You can bet that "a State-designed supplemental assessment" will be somewhere on many teacher MOSL scores so as to ensure Ineffective ratings.

As for observations, the plan is now 20 pages worth of "legaleze" that is totally slanted toward management.

The entire attachment on observations is copied for your reading pleasure, or disgust. But first, here is an observation plan from outside of NYC. This one is from Albany.

4.7) Number and Method of Observations
Indicate the minimum number of unannounced and announced observations for each type of observer, as well as the method of observation, in the tables below.

Tenured Teachers
Minimum 1 Announced from Principal
Minimum 1 Unannounced from Independent Evaluator.

There is one additional observation for probationary teachers.

That's it for Albany teachers.

Now for observations in NYC. (I know nothing about the status of a possible waiver the UFT said NYC is trying to get from the independent, outside evaluations.)

Note for NYC it specifically says that the evaluator has sole discretion as to how many observations to do. These are just minimums.

Here is the entire 20 page attachment:

Task 4.7 – Number and Method of Observations Indicate the minimum number of unannounced and announced observations for each type of observer, as well as the method of observation. Note: The following information relates to the observation process for both tenured and probationary teachers.  

The entire Danielson’s Framework for Teaching (2013 Revised Edition) shall be used for formative purposes only. Evaluators (principal/other school-based trained administrator) will rate teachers for evaluative purposes on the New York City Measures of Teacher Practice Rubric (NYC MOTP Rubric), a variance of the Danielson Framework for Teaching (2013), consisting of eight (8) components of the Framework for Teaching to determine a teacher’s score on the Teacher Observation Category (“Measures of Teacher Practice” or “MOTP”), which shall apply: 1(a), 1(e), 2(a), 2(d), 3(b), 3 (c), 3(d), and 4(e). These eight (8) components shall be referred to herein as the “NYC MOTP Rubric.” The NYC MOTP Rubric addresses all seven (7) NYS Teaching Standards and shall be reviewed annually by the evaluator. Impartial Independent Trained Evaluators (“Independent Evaluators”) will rate teachers for evaluative purposes on the NYC MOTP Rubric in the following components, as consistent with applicable law: 1(a), 1(e), 2(a), 2(d), 3(b), 3 (c), and 3(d), as required. 

The NYC MOTP Rubric will be rated on a 1-4 scale as “Highly Effective”, “Effective”, “Developing”, or “Ineffective.” No other rating may be given to a component. Once all evaluations are complete, the different types of observations (by the principal/other school-based trained administrator and Independent Evaluator, as required) will be combined using a weighted average, producing an overall MOTP score between 0-4.   

If—and only if—a teacher receives scores of one (1) in all components across all observations, the overall MOTP score automatically results in a score of zero (0). In addition, the overall MOTP score shall be converted into an overall MOTP rating, using permissible ranges as prescribed in Subparts §30-3.4 and §30-3.6 of the Rules of the Board of Regents (the Commissioner's Regulations). Please see section 4.4 for scoring ranges.  

Certain schools are designated by the Board of Education of the City School District of the City of New York (DOE) and the United Federation of Teachers (UFT) jointly as participating in the Progressive Redesign Opportunity Schools for Excellence (PROSE) program.  A subset of PROSE schools have been (and additional may be in the future) jointly approved by the UFT and DOE to allow teachers in these schools to choose Observation Option PROSE (“PROSE/PBAT Schools”). All other provisions of the district’s APPR Plan remain the same for these schools and all teachers across the district will be evaluated using the NYC MOTP Rubric. Observation Option PROSE is an option that is available only to teachers in select PROSE/PBAT Schools. Teachers in all other PROSE schools will be able to select options 1, 2, 3, or 4 only. The DOE and UFT joint PROSE Panel may rescind a school’s PROSE designation and, in this event, teachers in schools whose PROSE designation has been rescinded will no longer be eligible for observation Option PROSE in subsequent school years and shall be observed and evaluated under Options 1-4 only. In the event that a school’s PROSE designation is rescinded prior to the completion of the current school year, teachers may continue to be evaluated under observation Option PROSE for the remainder of that year only. The DOE and UFT joint PROSE Panel may approve additional schools as PROSE/PBAT schools annually, so long as approval is in place by the start of the school year. 

Teachers will be assigned an overall MOTP score from 0-4 points based on multiple classroom observations using the NYC MOTP Rubric, with the exception of teachers in PROSE/PBAT schools who select Observation Option PROSE.  Teachers selecting Observation Option PROSE will have multiple classroom observations done by the principal/other school-based trained administrator and a Structured Review using the NYC MOTP rubric as described herein.  These two elements will be combined with a weighting of 60% for the observations done by the principal/other school-based trained administrator and 40% for the Structured Review.  Combined, these two elements will account for a 90% weighting of the Teacher Observation Category, with the remaining 10% weighting of the Teacher Observation Category from the Impartial Independent Trained Evaluator. 

Any changes to the listed processes described in this attachment, will be submitted to NYSED as a material change request to the approved APPR plan. Any forms related to the evaluation of teachers as referenced in this Task 4.7 

attachment will be locally negotiated to the extent required by law and will be consistent with the approved APPR plan and consistent with Education Law 3012-d and Subpart 30-3 of Rules of the Board of Regents.  

OBSERVATIONS OVERVIEW Note: The following information relates to the observation process for both tenured and probationary teachers. 

For school year 2016-17 only Option 1 1 Formal/Long  (Minimum of 1, announced) 3 Informal/Short (Minimum of 3, all can be unannounced, minimum of 1 must be unannounced, 1      shall be by an Impartial Independent Trained Evaluator) 

Option 2  6 Informal/Short (Minimum of 6, all can be unannounced, minimum of 1 must be unannounced, 1    shall be by an Impartial Independent Trained Evaluator) 

Option 3 (Teachers who have received “Highly Effective” as their overall APPR rating in the previous year only) 3 Informal/Short  (Minimum of 3, all can be unannounced, minimum of 1 must be unannounced,       1 shall be by an Impartial Independent Trained Evaluator)  3 non-evaluative Classroom Visits (Maximum of 3 unless teacher consents to additional) 

Option 4 (Teachers who have received “Effective” as their overall APPR rating in the previous year only) 4 Informal/Short (Minimum of 4, all can be unannounced, minimum of 1 must be unannounced, 1 shall be by an Impartial Independent Trained Evaluator) 

Option PROSE (Teachers in approved participating PROSE/PBAT schools [as defined below] only) 3 Informal/Short  (All Can Be Unannounced, minimum of 3, minimum of 1 must be unannounced, 1 shall be by an     Impartial Independent Trained Evaluator) 

All Options done in-person and/or video in accordance with this plan.  


For school year 2017-18 and beyond Option 1 1 Formal/Long  (Minimum of 1, announced) 3 Informal/Short (Minimum of 3, all can be unannounced, minimum of 1 must be unannounced, 1      shall be by an Impartial Independent Trained Evaluator) 

Option 2 6 Informal/Short (Minimum of 6, all can be unannounced, minimum of 1 must be unannounced, 1      shall be by an Impartial Independent Trained Evaluator) 

Option 3 (Teachers who have received “Effective” or “Highly Effective” as their overall APPR rating in the previous year only) 4 Informal/Short  (Minimum of 4, all can be unannounced, minimum of 1 must be unannounced,       1 shall be by an Impartial Independent Trained Evaluator)  2 non-evaluative Classroom Visits     (Maximum of 2 unless teacher consents to additional) 

Option 4 (Teachers who have received “Highly Effective” as their overall APPR rating in the previous year only) 3 Informal/Short (Minimum of 3, all can be unannounced, minimum of 1 must be unannounced, 1      shall be by an Impartial Independent Trained Evaluator) 

3 non-evaluative Classroom Visits     (Maximum of 3 unless teacher consents to additional) 

Option PROSE (Teachers in approved participating PROSE/PBAT schools [as defined below] only) 3 Informal/Short  (All Can Be Unannounced, minimum of 3, minimum of 1 must be unannounced, 1 shall be by an     Impartial Independent Trained Evaluator) 

All Options done in-person and/or video in accordance with this plan.  

OBSERVATIONS EXPANDED  Teachers will have a choice based of the four (4) options (five options for teachers in PROSE/PBAT schools) listed as to the minimum number of observations and the types of observations that will be conducted for the Teacher Observation Category component. Teachers in approved participating PROSE/PBAT schools only will have a choice based on the Observation Options 1, 2, 3, 4, and PROSE described below. Teachers will indicate which observation option they have chosen during the initial planning conference conducted at the beginning of the school year. 

All four options (five for teachers in PROSE/PBAT schools) for teachers to select from for their observations will include the following: formal announced classroom observations (formal) and/or informal short unannounced/announced classroom observations (informal). The formal observation will encompass a three-tiered evaluation process incorporating a pre-observation conference, formal observation, and a post-observation conference. The informal observations may all be unannounced, but at least one (1) must be unannounced, and shall not require a pre- or postobservation conference. A complete detailed analysis of evaluation processes and procedures for both the formal threetiered observation and the informal observation are provided below. 

If the evaluation is conducted for evaluative purposes then the evaluator shall use the Evaluator Form/Teacher Observation Report. The evaluator shall provide feedback within fifteen (15) school days of the observation to the teacher through an in-person conversation, in writing, via email or through any other form of communication. Feedback must be evidence-based and aligned to the NYC MOTP Rubric. In addition, the Evaluator Form/Teacher Observation Report must be provided to the teacher and placed in his/her file within 45 school days of the observation. A teacher’s absences shall not count toward the 45 school-day time frame. From the time an observation (formal or informal, as defined herein) is conducted until the time the teacher receives the Evaluator Form/Teacher Observation Report for that observation, only one (1) additional evaluative observation (formal or informal) may be conducted. Please note that additional informal observations by the principal or other school-based trained administrator are allowable for formative or evaluative purposes and are recommended. Based on evidence from any observations – those for evaluative purposes or those for formative purposes – evaluators should note for teachers areas of strength and also note one or two areas for growth and next steps. The evaluator is not required to provide the teacher with the lowinference notes taken during any classroom visits described herein and below. 

In addition to the evaluative observations by a principal/other school-based trained administrator as described above, the Independent Evaluator will conduct a single announced or unannounced (at the discretion of the Independent Evaluator) observation of teachers, in person for a minimum of 30 minutes, as required by and in accordance with Education Law §3012-d(4)(b)(2) and Subpart 30-3 of the Regulations of the Board of Regents (the “Regulations”). Such observations shall, except as set forth herein, be informal and scored and conducted in the same manner as observations by school-based evaluators. The Independent Evaluator shall be selected by the NYCDOE pursuant to Education Law §3012-d and the Regulations but shall not have worked within the past five (5) years in the school with the current BEDS code as the teacher being observed.  

In accordance with the collective bargaining agreement and, to the extent permitted under the law, for evaluative purposes, no more than one (1) evaluator (as defined herein) and two (2) school-based observers (i.e., the Superintendent or Assistant Superintendent or trained administrator of the teacher’s school) may be present during a formal or informal observation. The evaluator shall be solely responsible for the Evaluator Form/Teacher Observation Report. In extraordinary circumstances, only one (1) of the two (2) observers described herein may be an observer from outside of the school. The outside observer may only be either a Network Leader or Deputy Network Leader (or its functional equivalent). 

For formative purposes, no more than four (4) observers (either school-based or from outside of the school) may be present in a classroom. Additional observers may be present in teacher’s classroom with the teacher’s consent. The formative visits described in this paragraph shall not be considered when scoring the Measures of Teacher Practice component.  
  
In school year 2016-17, the following observation options (by the principal/other school-based trained administrator and Independent Evaluator, as required) shall apply: 

Observation Option 1 In addition to both the mandatory initial planning conference and the summative end-of-year conference held at the beginning and end of school year, respectively, teachers who elect Observation Option 1 on their Measures of Teacher Practice (MOTP) Observation Option Selection Form (completed during the initial planning conference) as the process by which they will be observed and evaluated will have the following observations performed throughout the year: 

Evaluation by a principal or other school-based trained administrator:  One (1) formal announced classroom observation lasting a full class period; and  Minimum of two (2) informal unannounced/announced classroom observations lasting a minimum of 15 minutes each. Both may be unannounced but at least one must be unannounced. 

Evaluation by an Independent Evaluator:   One (1) informal, unannounced or announced classroom observation lasting a minimum of 30 minutes. 

The formal and informal observations shall not be conducted prior to the initial planning conference held between the teacher and school-based evaluator. No initial planning conference shall be held after the last Friday in October, with observations commencing on a rolling basis thereafter with no observations performed later than the first Friday in June absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). 

Optional Video Observation Process within Option 1 The use of video as an alternative observational tool may only be used for the formal announced classroom observation and/or informal classroom observation with the express written consent of the teacher.  Whether and how the formal and/or informal observations will be videotaped shall be discussed and determined pursuant to the collective bargaining agreement during the initial planning conference, memorialized in writing on the MOTP Observation Option Selection Form, and placed in the teacher’s file. Evaluators must be present when classroom observations are videotaped, unless the teacher and evaluator agree that the evaluator does not need to be present. Within Option 1, if a teacher chooses to have his/her observations videotaped he/she shall select among the following options: (a) the evaluator will choose what observations, if any, will be videotaped; or (b) the evaluator shall videotape the formal observation. The teacher shall be provided with an unedited copy of all such videos. The ability to capture a lesson on video can help an evaluator play back parts of the lesson that are addressed in the NYC MOTP Rubric while filling out the rubric and writing observation analysis notes. Videos can also help during a post-observation conference to show a teacher what is being critiqued. 

Observation Option 1 is in effect from school year 2016-17 and beyond, excluding further amendments to the option described herein. 

1. FORMAL ANNOUNCED CLASSROOM OBSERVATION PROCESS 

A three-tier observation process will be performed for all formal announced classroom observations by a principal or other school-based trained administrator consisting of a pre-observation conference, formal announced classroom observation, and a post-observation conference between the evaluator and teacher. As indicated above, the one (1) formal announced classroom observation three- tiered evaluation process will be conducted after the initial planning conference/pre-conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late in the year). Prior to the formal announced classroom observation performed by the evaluator, a pre-observation conference must be scheduled and held as described below. A post-observation conference will be conducted following the formal observation also outlined below. 

A. Pre-Observation Conference Before the evaluator may conduct a formal announced classroom observation, a pre-observation conference must be scheduled by the evaluator and the teacher. The pre-observation conference shall be scheduled and held no less than one (1) school day and a maximum of twenty (20) school days from the date on which the scheduled formal announced classroom observation is to occur. 

For teachers who choose Option 1, the teacher may request to conduct the initial planning conference and the preobservation conference at the same time. Therefore, at the initial planning conference, a teacher may elect to also have a pre-observation conference to discuss the lesson focus, activities, and expectations prior to the formal announced classroom observation being performed. If combined, the initial planning conference and the pre-observation conference must still be held no less than one (1) school day or a maximum of twenty (20) school days from the date on which the scheduled formal announced classroom observation is to occur. If the initial planning conference and the preobservation conference are conducted separately, the formal observation option must include a pre-observation conference no less than one (1) school day and a maximum of twenty (20) school days prior to the formal observation.  

The scheduled pre-observation conference shall be conducted during normal school day hours as described herein.  The pre-observation conference shall be defined as an individual face-to-face conversation between the teacher and evaluator, the purpose of which is to discuss the lesson focus, activities, and expectations prior to the formal announced classroom observation being performed. The evaluator shall address any questions and/or concerns the teacher may have and both shall agree on a time and date on which the formal announced classroom observation is to take place. During the pre-observation conference, the evaluator will take and maintain all relevant notes and communications between the evaluator and the teacher.  

B. Formal Announced Classroom Observation Following the pre-observation conference, the evaluator will conduct a formal announced classroom observation of the teacher on the date and time agreed upon during the pre-observation conference (no earlier than one school day and a maximum of twenty school days from the date in which the pre-observation conference was held). The formal announced classroom observation will last a full class period. Please see the scoring process described in Section 4.3 of the Review Room Submission. 

C. Post-Observation Conference Following the formal announced classroom observation a post-observation conference between the evaluator and teacher shall be held at a mutually agreed upon time no later than twenty (20) school days from which the formal announced classroom observation was performed. The post-observation conference shall be defined as an individual inperson/ face-to-face meeting between the evaluator and teacher during which the parties will reflect upon the teacher’s performance during the classroom visit, discuss student work and learning outcomes, and guide future teaching practice. The post-observation conference will provide an opportunity to discuss any evidence obtained during the formal announced classroom observation using a dialogue which incorporates the NYC MOTP Rubric as a framework for the conversation. The post-observation conference shall be used to discuss the teacher’s progress, prioritize areas in need of further development, and discuss agreed upon concrete next steps to ensure the teacher has the opportunity to continuously improve and develop. 

The formal observation shall be memorialized in the Evaluator Form/Teacher Observation Report. All components of the NYC MOTP Rubric shall be rated for which there is observed evidence. An evaluator may assess a teacher’s preparation and professionalism only if the evaluator’s conclusions are based on observable evidence pertaining to components 1a, 1e, and/or 4e of the NYC MOTP Rubric during an observation or if the evaluator observes evidence for these components during the fifteen (15) school days immediately preceding a classroom observation. An evaluator shall not include or consider evidence regarding the preparation and professionalism on an Evaluator Form/Teacher Observation Report if such evidence (or conduct) is also contained in a disciplinary letter to the teacher’s file, unless the evidence was directly observed by the evaluator during a classroom observation (in which case the evidence may be on both an Evaluator Form/Teacher Observation Report and in a disciplinary letter). Evidence not related to components 1a, 1e, and/or 4e, or directly observed by the evaluator in the fifteen (15) school day period immediately preceding a classroom observation shall not be considered in a teacher’s evaluation. 

2. INFORMAL CLASSROOM OBSERVATION PROCESS For teachers who select Observation Option 1, a minimum of two (2) informal classroom observations will be performed in addition to the one (1) formal announced classroom observation by a principal or other school-based trained administrator. These informal observations may be unannounced, but at least one must be unannounced. Similar to the formal announced classroom observation, the informal observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Unlike the threetiered formal announced classroom observation process, the informal classroom observations shall not require a pre- or post-observation conference; however, a post- observation may occur for formative purposes at the sole discretion of the principal. These classroom observations will provide evaluators with an opportunity to get an authentic sense of each teacher’s workday with students. As such, it will enable evaluators to note areas for targeted growth and development observed during the visit and a formative post-observation conference can facilitate critical conversations between the evaluator and the teacher. For informal observations, the evaluator shall provide feedback to the teacher through an in-person conversation, in writing, via email or through any other form of communication within fifteen (15) school days of the observation. Feedback must be evidence-based and aligned to the NYC MOTP Rubric. In addition, for informal observations, the Evaluator Form/Teacher Observation Report must be provided to the teacher and placed in his/her file within 45 school days of the observation.  A teacher’s absences shall not count toward the 45-day time frame. 

The informal classroom observation will consist of an evaluator observing a class for a minimum of fifteen (15) minutes and shall be memorialized in the Evaluator Form/Teacher Observation Report.  The method in which the evaluator may conduct the informal observation may be either in person or via video following the requirements previously outlined in this Section. All components of the NYC MOTP Rubric shall be rated for which there is observed evidence. An evaluator may assess a teacher’s preparation and professionalism only if the evaluator’s conclusions are based on observable evidence pertaining to components 1a, 1e, and/or 4e of the NYC MOTP Rubric during an observation or if the evaluator observes evidence for these components during the fifteen (15) school days immediately preceding a classroom observation. An evaluator shall not include or consider evidence regarding the preparation and professionalism on an Evaluator Form/Teacher Observation Report if such evidence (or conduct) is also contained in a disciplinary letter to the teacher’s file, unless the evidence was directly observed by the evaluator during a classroom observation (in which case the evidence may be on both an Evaluator Form/Teacher Observation Report and in a disciplinary letter).  Evidence not related to components 1a, 1e, and/or 4e, or directly observed by the evaluator in the fifteen (15) school day period immediately preceding a classroom observation shall not be considered in a teacher’s evaluation. 

The evaluator shall have the sole discretion as to how many informal classroom observations will be performed through the year, however in no case will a covered teacher who chooses Observation Option 1 receive less than one (1) formal observation and two (2) informal observations conducted by the principal or school-based trained administrator, and one (1) Independent Evaluator observation in a given school year except that, when a covered teacher is unexpectedly absent the remainder of the school year (e.g. extended leave), the teacher shall have a minimum of two (2) observations. At least one (1) of these must be unannounced.  

3. INDEPENDENT EVALUATOR OBSERVATION PROCESS For teachers who select Observation Option 1, one (1) informal classroom observation will be performed in person by an Independent Evaluator for a minimum of 30 minutes, in addition to the one (1) formal announced and two (2) informal announced/unannounced classroom observations by a principal or other school-based trained administrator as described herein. Similar to the formal announced classroom observation and informal classroom observations by the school-based evaluator, the Independent Evaluator observation shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Independent Evaluators will rate teachers for evaluative purposes on the NYC MOTP Rubric in the following components, as consistent with applicable law: 1(a), 1(e), 2(a), 2(d), 3(b), 3 (c), and 3(d), as required. The Independent Evaluator observation may be announced or unannounced (at the discretion of the Independent Evaluator) and shall not require a pre- or post-observation conference. Furthermore, an Independent Evaluator shall not communicate with the school’s administration or the observed teacher except for brief, social niceties that do not in any way relate to the teacher, the school’s performance, or any other substantive matter. However, a teacher who is observed by an Independent Evaluator may, at the teacher’s option, provide the Independent Evaluator, in writing only, additional information regarding the lesson that was observed and such information shall be provided within two (2) school days after the observation.  
  
Observation Option 2 In addition to both the mandatory initial planning conference and the summative end-of-year conference held at the beginning and end of the school year, respectively, teachers who elect to use Observation Option 2 on their MOTP Observation Option Selection Form (completed during the initial planning conference) as the process by which they will be observed and evaluated will have the following observations performed throughout the year: 

Evaluation by a principal or other school-based trained administrator:  Minimum of five (5) informal classroom observations lasting a minimum of 15 minutes each. All may be unannounced but at least one must be unannounced. 

Evaluation by an Independent Evaluator:   One (1) informal, unannounced or announced classroom observation lasting a minimum of 30 minutes.   

For teachers who choose Option 2, the informal classroom observations shall not be conducted prior to the initial planning conference held between the teacher and evaluator. In addition, the observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). 

Optional Video Observation Process within Option 2 The use of video as an alternative observational tool may only be used for the informal classroom observation with the express written consent of the teacher. Whether and how the informal observations will be videotaped shall be discussed and determined pursuant to the collective bargaining agreement during the initial planning conference, memorialized in writing on the MOTP Observation Option Selection Form, and placed in the teacher’s file. Evaluators must be present when classroom observations are videotaped, unless the teacher and evaluator agree that the evaluator does not need to be present. Within Option 2, if a teacher chooses to have his/her observations videotaped he/she shall select among the following options: (a) the evaluator will choose what observations, if any, will be videotaped; or (b) the evaluator shall videotape two (2) of the informal observations (at the evaluator’s option). The teacher shall be provided with an unedited copy of all such videos. The ability to capture a lesson on video can help an evaluator play back parts of the lesson that are addressed in the NYC MOTP Rubric while filling out the rubric and writing observation analysis notes. Videos can also help during a formative post-observation conference to show a teacher what is being critiqued. 

Observation Option 2 is in effect from school year 2016-17 and beyond, excluding further amendments to the option described herein. 

1. INFORMAL CLASSROOM OBSERVATION PROCESS For teachers who select Observation Option 2, a minimum of five (5) informal classroom observations will be performed by a principal or other school-based trained administrator. These informal observations may be unannounced, but at least one must be unannounced. Informal observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year), and shall not require a pre- or postobservation conference; however, a post- observation may occur for formative purposes at the sole discretion of the principal. These classroom observations will provide evaluators with an opportunity to get an authentic sense of each teacher’s workday with students. As such, it will enable evaluators to note areas for targeted growth and development observed during the visit and a formative post-observation conference can facilitate critical conversations between the evaluator and the teacher. For informal observations, the evaluator shall provide feedback to the teacher through an inperson conversation, in writing, via email or through any other form of communication within fifteen (15) school days of the observation. Feedback must be evidence-based and aligned to the NYC MOTP Rubric. In addition, for informal observations, the Evaluator Form/Teacher Observation Report must be provided to the teacher and placed in his/her file within 45 school days of the observation.  A teacher’s absences shall not count toward the 45-day time frame. 

The informal classroom observation will consist of an evaluator observing a class for a minimum of fifteen (15) minutes and shall be memorialized in the Evaluator Form/Teacher Observation Report.  The method in which the evaluator may conduct the informal observation may be either in person or via video following the requirements previously outlined in this Section. All components of the NYC MOTP Rubric shall be rated for which there is observed evidence. An evaluator may assess a teacher’s preparation and professionalism only if the evaluator’s conclusions are based on observable evidence pertaining to components 1a, 1e, and/or 4e of the NYC MOTP Rubric during an observation or if the evaluator observes evidence for these components during the fifteen (15) school days immediately preceding a classroom observation. An evaluator shall not include or consider evidence regarding the preparation and professionalism on an Evaluator Form/Teacher Observation Report if such evidence (or conduct) is also contained in a disciplinary letter to the teacher’s file, unless the evidence was directly observed by the evaluator during a classroom observation (in which case the evidence may be on both an Evaluator Form/Teacher Observation Report and in a disciplinary letter). Evidence not related to components 1a, 1e, and/or 4e, or directly observed by the evaluator in the fifteen (15) school day period immediately preceding a classroom observation shall not be considered in a teacher’s evaluation. 

The evaluator shall have the sole discretion as to how many informal classroom observations will be performed through the year, however in no case will a covered teacher who chooses Observation Option 2 receive less than five (5) informal observations conducted by the principal or school-based trained administrator, and one (1) Independent Evaluator observation in a given school year except that, when a covered teacher is unexpectedly absent the remainder of the school year (e.g., extended leave), the teacher shall have a minimum of two (2) observations. At least one (1) of these must be unannounced.  

2. INDEPENDENT EVALUATOR OBSERVATION PROCESS For teachers who select Observation Option 2, one (1) informal classroom observation will be performed in person by an Independent Evaluator for a minimum of 30 minutes, in addition to the five (5) informal announced/unannounced classroom observations by a principal or other school-based trained administrator as described herein. Similar to the informal classroom observations by the school-based evaluator, the Independent Evaluator observation shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Independent Evaluators will rate teachers for evaluative purposes on the NYC MOTP Rubric in the following components, as consistent with applicable law: 1(a), 1(e), 2(a), 2(d), 3(b), 3 (c), and 3(d), as required. The Independent Evaluator observation may be announced or unannounced (at the discretion of the Independent Evaluator) and shall not require a pre- or post-observation conference. Furthermore, an Independent Evaluator shall not communicate with the school’s administration or the observed teacher except for brief, social niceties that do not in any way relate to the teacher, the school’s performance, or any other substantive matter. However, a teacher who is observed by an Independent Evaluator may, at the teacher’s option, provide the Independent Evaluator, in writing only, additional information regarding the lesson that was observed and such information shall be provided within two (2) school days after the observation.  


Observation Option 3 [IN SCHOOL YEAR 2016-17 ONLY] In addition to both the mandatory initial planning conference and the summative end-of-year conference held at the beginning and end of the school year, respectively, teachers who have received “Highly Effective” as their overall APPR rating in the previous year may elect to use Observation Option 3 on their MOTP Observation Option Selection Form (completed during the initial planning conference) as the process by which they will be observed and evaluated. Teachers who select Option 3 will have the following observations performed throughout the year:   Evaluation by a principal or other school-based trained administrator:  Minimum of two (2) informal classroom observations lasting a minimum of 15 minutes each. All may be unannounced but at least one must be unannounced. 

Evaluation by an Independent Evaluator:   One (1) informal, unannounced or announced classroom observation lasting a minimum of 30 minutes.   

In addition, a teacher who chooses Option 3 shall make his/her classroom available for three (3) classroom visits by a colleague per school year. The classroom visits described herein shall not be used for any evaluative purpose.  

If there is an appeal pending during the observation option selection period and a teacher is later rated Highly Effective as a result of this appeal and would like to select Observation Option 3, the teacher will have ten (10) school days from the result of the appeal to notify their principal of their updated observation choice. Any formal or informal observations completed prior to the selection of Observation Option 3 will count toward the minimum number of informal evaluative observations required in Observation Option 3. 

For teachers who choose Option 3, the informal classroom observations shall not be conducted prior to the initial planning conference held between the teacher and evaluator. In addition, the observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Option 3 is subject to the same procedures and scoring rules as Options 1 and 2. 

Optional Video Observation within Option 3 The use of video as an alternative observational tool may only be used for informal classroom observation with the express written consent of the teacher.  Whether and how the informal observations will be videotaped shall be discussed and determined pursuant to the collective bargaining agreement during the initial planning conference, memorialized in writing on the MOTP Observation Option Selection Form, and placed in the teacher’s file. Evaluators must be present when classroom observations are videotaped, unless the teacher and evaluator agree that the evaluator does not need to be present.  Within Option 3, if a teacher chooses to have his/her observations videotaped he/she shall select among the following options: (a) the evaluator will choose what observations, if any, will be videotaped; or (b) the evaluator shall videotape one (1) informal observation (at the evaluator’s option). The teacher shall be provided with an unedited copy of all such videos.  The ability to capture a lesson on video can help an evaluator play back parts of the lesson that are addressed in the NYC MOTP Rubric while filling out the rubric and writing observation analysis notes. Videos can also help during a formative post-observation conference to show a teacher what is being critiqued. 

This Observation Option 3 is in effect for school year 2016-17 only, excluding further amendments to the option described herein. 

1. INFORMAL CLASSROOM OBSERVATION PROCESS For teachers who select Observation Option 3, a minimum of two (2) informal classroom observations will be performed by a principal or other school-based trained administrator. These informal observations may be unannounced, but at least one must be unannounced. Informal observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year), and shall not require a pre- or postobservation conference; however, a post- observation may occur for formative purposes at the sole discretion of the principal. These classroom observations will provide evaluators with an opportunity to get an authentic sense of each teacher’s workday with students. As such, it will enable evaluators to note areas for targeted growth and development observed during the visit and a formative post-observation conference can facilitate critical conversations between the evaluator and the teacher. For informal observations, the evaluator shall provide feedback to the teacher through an inperson conversation, in writing, via email or through any other form of communication within fifteen (15) school days of the observation. Feedback must be evidence-based and aligned to the NYC MOTP Rubric. In addition, for informal observations, the Evaluator Form/Teacher Observation Report must be provided to the teacher and placed in his/her file within 45 school days of the observation. A teacher’s absences shall not count toward the 45-day time frame. 

The informal classroom observation will consist of an evaluator observing a class for a minimum of fifteen (15) minutes and shall be memorialized in the Evaluator Form/Teacher Observation Report. The method in which the evaluator may conduct the informal observation may be either in person or via video following the requirements previously outlined in this Section. All components of the NYC MOTP Rubric shall be rated for which there is observed evidence. An evaluator may assess a teacher’s preparation and professionalism only if the evaluator’s conclusions are based on observable evidence pertaining to components 1a, 1e, and/or 4e of the NYC MOTP Rubric during an observation or if the evaluator observes evidence for these components during the fifteen (15) school days immediately preceding a classroom observation. An evaluator shall not include or consider evidence regarding the preparation and professionalism on an Evaluator Form/Teacher Observation Report if such evidence (or conduct) is also contained in a disciplinary letter to the teacher’s file, unless the evidence was directly observed by the evaluator during a classroom observation (in which case the evidence may be on both an Evaluator Form/Teacher Observation Report and in a disciplinary letter). Evidence not related to components 1a, 1e, and/or 4e, or directly observed by the evaluator in the fifteen (15) school day period immediately preceding a classroom observation shall not be considered in a teacher’s evaluation. 

The evaluator shall have the sole discretion as to how many informal classroom observations will be performed through the year, however in no case will a covered teacher who chooses Observation Option 3 receive less than two (2) informal observations conducted by the principal or school-based trained administrator, and one (1) Independent Evaluator observation in a given school year except that, when a covered teacher is unexpectedly absent the remainder of the school year (e.g. extended leave), the teacher shall have a minimum of two (2) observations. At least one (1) of these must be unannounced.  

2. INDEPENDENT EVALUATOR OBSERVATION PROCESS For teachers who select Observation Option 3, one (1) informal classroom observation will be performed in person by an Independent Evaluator for a minimum of 30 minutes, in addition to the two (2) informal announced/unannounced classroom observations by a principal or other school-based trained administrator as described herein. Similar to the informal classroom observations by the school-based evaluator, the Independent Evaluator observation shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Independent Evaluators will rate teachers for evaluative purposes on the NYC MOTP Rubric in the following components, as consistent with applicable law: 1(a), 1(e), 2(a), 2(d), 3(b), 3 (c), and 3(d), as required. The Independent Evaluator observation may be announced or unannounced (at the discretion of the Independent Evaluator) and shall not require a pre- or post-observation conference. Furthermore, an Independent Evaluator shall not communicate with the school’s administration or the observed teacher except for brief, social niceties that do not in any way relate to the teacher, the school’s performance, or any other substantive matter. However, a teacher who is observed by an Independent Evaluator may, at the teacher’s option, provide the Independent Evaluator, in writing only, additional information regarding the lesson that was observed and such information shall be provided within two (2) school days after the observation.  


3. COLLEAGUE VISITATION PROCESS  Teachers who have received “Highly Effective” as their overall APPR rating in the previous year may choose Option 3. Option 3 consists of a minimum number of informal observations that are used for evaluative purposes as described above. In addition, a teacher who chooses Option 3 shall make his/her classroom available for three (3) classroom visits by a colleague per school year consistent with the applicable collective bargaining agreements. The classroom visits described herein shall not be used for any evaluative purpose. Any additional classroom visits by colleagues shall only be with the consent of the teacher selecting Option 3. The date and time of such visits shall be scheduled jointly by the teacher selecting Option 3 and the principal.   


Observation Option 3 [IN SCHOOL YEAR 2017-18 AND BEYOND] In addition to both the mandatory initial planning conference and the summative end-of-year conference held at the beginning and end of the school year, respectively, teachers who have received “Effective” or “Highly Effective” as their overall APPR rating in the previous year may elect to use Observation Option 3 on their MOTP Observation Option Selection Form (completed during the initial planning conference) as the process by which they will be observed and evaluated. Teachers who select Option 3 will have the following observations performed throughout the year: 

Evaluation by a principal or other school-based trained administrator:  Minimum of three (3) informal classroom observations lasting a minimum of 15 minutes each. All may be unannounced but at least one must be unannounced. 

Evaluation by an Independent Evaluator:   One (1) informal, unannounced or announced classroom observation lasting a minimum of 30 minutes.  

In addition, a teacher who chooses Option 3 shall make his/her classroom available for two (2) classroom visits by a colleague per school year. The classroom visits described herein shall not be used for any evaluative purpose.  

If there is an appeal pending during the observation option selection period and a teacher is later rated Effective or Highly Effective as a result of this appeal and would like to select Observation Option 3, the teacher will have ten (10) school days from the result of the appeal to notify their principal of their updated observation choice. Any formal or informal observations completed prior to the selection of Observation Option 3 will count toward the minimum number of informal evaluative observations required in Observation Option 3. 

For teachers who choose Option 3, the informal classroom observations shall not be conducted prior to the initial planning conference held between the teacher and evaluator.  In addition, the observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Option 3 is subject to the same procedures and scoring rules as Options 1 and 2. 

Optional Video Observation within Option 3 
The use of video as an alternative observational tool may only be used for informal classroom observation with the express written consent of the teacher.  Whether and how the informal observations will be videotaped shall be discussed and determined pursuant to the collective bargaining agreement during the initial planning conference, memorialized in writing on the MOTP Observation Option Selection Form, and placed in the teacher’s file. Evaluators must be present when classroom observations are videotaped, unless the teacher and evaluator agree that the evaluator does not need to be present.  Within Option 3, if a teacher chooses to have his/her observations videotaped he/she shall select among the following options: (a) the evaluator will choose what observations, if any, will be videotaped; or (b) the evaluator shall videotape one (1) informal observation (at the evaluator’s option). The teacher shall be provided with an unedited copy of all such videos. The ability to capture a lesson on video can help an evaluator play back parts of the lesson that are addressed in the NYC MOTP Rubric while filling out the rubric and writing observation analysis notes. Videos can also help during a formative post-observation conference to show a teacher what is being critiqued. 

This Observation Option 3 is in effect from school year 2017-18 and beyond, excluding further amendments to the option described herein. 

1. INFORMAL CLASSROOM OBSERVATION PROCESS For teachers who select Observation Option 3, a minimum of three (3) informal classroom observations will be performed by a principal or other school-based trained administrator. These informal observations may be unannounced, but at least one must be unannounced. Informal observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late in the year), and shall not require a pre- or post-observation conference; however, a post- observation may occur for formative purposes at the sole discretion of the principal. These classroom observations will provide evaluators with an opportunity to get an authentic sense of each teacher’s workday with students. As such, it will enable evaluators to note areas of strength and also note one or two areas for growth and next steps observed during the visit and a formative post-observation conference can facilitate critical conversations between the evaluator and the teacher. For informal observations, the evaluator shall provide feedback to the teacher through an in-person conversation, in writing, via email or through any other form of communication within fifteen (15) school days of the observation. Feedback must be evidence-based and aligned to the NYC MOTP Rubric. In addition, for informal observations, the Teacher Observation Report must be provided to the teacher and placed in his/her file within 45 school days of the observation. A teacher’s absences shall not count toward the 45-day time frame. 

The informal classroom observation will consist of an evaluator observing a class for a minimum of fifteen (15) minutes and shall be memorialized in the Teacher Observation Report.  The method in which the evaluator may conduct the informal observation may be either in person or via video following the requirements previously outlined in this Section. All components of the NYC MOTP Rubric shall be rated for which there is observed evidence. An evaluator may assess a teacher’s preparation and professionalism only if the evaluator’s conclusions are based on observable evidence pertaining to components 1a, 1e, and/or 4e of the NYC MOTP Rubric during an observation or if the evaluator observes evidence for these components during the fifteen (15) school days immediately preceding a classroom observation. An evaluator shall not include or consider evidence regarding the preparation and professionalism on an Evaluator Form/Teacher Observation Report if such evidence (or conduct) is also contained in a disciplinary letter to the teacher’s file, unless the evidence was directly observed by the evaluator during a classroom observation (in which case the evidence may be on both an Evaluator Form/Teacher Observation Report and in a disciplinary letter).  Evidence not related to components 1a, 1e, and/or 4e, or directly observed by the evaluator in the fifteen (15) school day period immediately preceding a classroom observation shall not be considered in a teacher’s evaluation. 

The evaluator shall have the sole discretion as to how many informal classroom observations will be performed through the year, however in no case will a covered teacher who chooses Observation Option 3 receive less than three (3) informal observations conducted by the principal or school-based trained administrator, and one (1) Independent Evaluator observation in a given school year except that, when a covered teacher is unexpectedly absent the remainder of the school year (e.g. extended leave), the teacher shall have a minimum of two (2) observations. At least one (1) of these must be unannounced.  

2. INDEPENDENT EVALUATOR OBSERVATION PROCESS For teachers who select Observation Option 3, one (1) informal classroom observation will be performed in person by an Independent Evaluator for a minimum of 30 minutes, in addition to the three (3) informal announced/unannounced classroom observations by a principal or other school-based trained administrator as described herein. Similar to the informal classroom observations by the school-based evaluator, the Independent Evaluator observation shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Independent Evaluators will rate teachers for evaluative purposes on the NYC MOTP Rubric in the following components, as consistent with applicable law: 1(a), 1(e), 2(a), 2(d), 3(b), 3 (c), and 3(d), as required. The Independent Evaluator observation may be announced or unannounced (at the discretion of the Independent Evaluator) and shall not require a pre- or post-observation conference. Furthermore, an Independent Evaluator shall not communicate with the school’s administration or the observed teacher except for brief, social niceties that do not in any way relate to the teacher, the school’s performance, or any other substantive matter. However, a teacher who is observed by an Independent Evaluator may, at the teacher’s option, provide the Independent Evaluator, in writing only, additional information regarding the lesson that was observed and such information shall be provided within two (2) school days after the observation.  

3. COLLEAGUE VISITATION PROCESS Teachers who have received “Effective” or “Highly Effective” as their overall APPR rating in the previous year may choose Option 3. Option 3 consists of a minimum number of informal observations that are used for evaluative purposes as described above.  In addition, a teacher who chooses Option 3 shall make his/her classroom available for two (2) classroom visits by a colleague per school year consistent with the applicable collective bargaining agreements. The classroom visits described herein shall not be used for any evaluative purpose. Any additional classroom visits by colleagues shall only be with the consent of the teacher selecting Option 3. The date and time of such visits shall be scheduled jointly by the teacher selecting Option 3 and the principal. 


Observation Option 4 [IN SCHOOL YEAR 2016-17 ONLY] In addition to both the mandatory initial planning conference and the summative end-of-year conference held at the beginning and end of the school year, respectively, teachers who have received “Effective” as their overall APPR rating in the previous year may elect to use Observation Option 4 on their MOTP Observation Option Selection Form (completed during the initial planning conference) as the process by which they will be observed and evaluated. Teachers who select Option 4 will have the following observations performed throughout the year: 

Evaluation by a principal or other school-based trained administrator:  Minimum of three (3) informal classroom observations lasting a minimum of 15 minutes each. All may be unannounced but at least one must be unannounced. 

Evaluation by an Independent Evaluator:   One (1) informal, unannounced or announced classroom observation lasting a minimum of 30 minutes.   

If there is an appeal pending during the observation option selection period and a teacher is later rated Effective as a result of this appeal and would like to select Observation Option 4, the teacher will have ten (10) school days from the result of the appeal to notify their principal of their updated observation choice. Any formal or informal observations completed prior to the selection of Observation Option 4 will count toward the minimum number of informal evaluative observations required in Observation Option 4. 

For teachers who choose Option 4, the informal classroom observations shall not be conducted prior to the initial planning conference held between the teacher and evaluator. In addition, the observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late in the year). Option 4 is subject to the same procedures and scoring rules as Options 1 and 2. 

Optional Video Observation within Option 4 The use of video as an alternative observational tool may only be used for the informal classroom observation with the express written consent of the teacher.  Whether and how the informal observation will be videotaped shall be discussed and determined pursuant to the collective bargaining agreement during the initial planning conference, memorialized in writing on the MOTP Observation Option Selection Form, and placed in the teacher’s file. Evaluators must be present when classroom observations are videotaped, unless the teacher and evaluator agree that the evaluator does not need to be present.  Within Option 4, if a teacher chooses to have his/her observations videotaped he/she shall select among the following options: (a) the evaluator will choose what observations, if any, will be videotaped; or (b) the evaluator shall videotape one (1) informal observation (at the evaluator’s option). The teacher shall be provided with an unedited copy of all such videos.  The ability to capture a lesson on video can help an evaluator play back parts of the lesson that are addressed in the NYC MOTP Rubric while filling out the rubric and writing observation analysis notes. Videos can also help during a formative post-observation conference to show a teacher what is being critiqued. 

This Observation Option 4 is in effect for school year 2016-17 only, excluding further amendments to the option described herein. 

1. INFORMAL CLASSROOM OBSERVATION PROCESS For teachers who select Observation Option 4, a minimum of three (3) informal classroom observations will be performed by a principal or other school-based trained administrator. These informal observations may be unannounced, but at least one must be unannounced. Informal observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year), and shall not require a pre- or post-observation conference; however, a post- observation may occur for formative purposes at the sole discretion of the principal. These classroom observations will provide evaluators with an opportunity to get an authentic sense of each teacher’s workday with students. As such, it will enable evaluators to note areas for targeted growth and development observed during the visit and a formative post-observation conference can facilitate critical conversations between the evaluator and the teacher. For informal observations, the evaluator shall provide feedback to the teacher through an in-person conversation, in writing, via email or through any other form of communication within fifteen (15) school days of the observation. Feedback must be evidence-based and aligned to the NYC MOTP Rubric. In addition, for informal observations, the Evaluator Form/Teacher Observation Report must be provided to the teacher and placed in his/her file within 45 school days of the observation.  A teacher’s absences shall not count toward the 45-day time frame. 

The informal classroom observation will consist of an evaluator observing a class for a minimum of fifteen (15) minutes and shall be memorialized in the Evaluator Form/Teacher Observation Report.  The method in which the evaluator may conduct the informal observation may be either in person or via video following the requirements previously outlined in this Section. All components of the NYC MOTP Rubric shall be rated for which there is observed evidence. An evaluator may assess a teacher’s preparation and professionalism only if the evaluator’s conclusions are based on observable evidence pertaining to components 1a, 1e, and/or 4e of the NYC MOTP Rubric during an observation or if the evaluator observes evidence for these components during the fifteen (15) school days immediately preceding a classroom observation. An evaluator shall not include or consider evidence regarding the preparation and professionalism on an Evaluator Form/Teacher Observation Report if such evidence (or conduct) is also contained in a disciplinary letter to the teacher’s file, unless the evidence was directly observed by the evaluator during a classroom observation (in which case the evidence may be on both an Evaluator Form/Teacher Observation Report and in a disciplinary letter).  Evidence not related to components 1a, 1e, and/or 4e, or directly observed by the evaluator in the fifteen (15) school day period immediately preceding a classroom observation shall not be considered in a teacher’s evaluation. 

The evaluator shall have the sole discretion as to how many informal classroom observations will be performed through the year, however in no case will a covered teacher who chooses Observation Option 3 receive less than three (3) informal observations conducted by the principal or school-based trained administrator, and one (1) Independent Evaluator observation in a given school year except that, when a covered teacher is unexpectedly absent the remainder of the school year (e.g. extended leave), the teacher shall have a minimum of two (2) observations. At least one (1) of these must be unannounced.  

2. INDEPENDENT EVALUATOR OBSERVATION PROCESS For teachers who select Observation Option 3, one (1) informal classroom observation will be performed in person by an Independent Evaluator for a minimum of 30 minutes, in addition to the three (3) informal announced/unannounced classroom observations by a principal or other school-based trained administrator as described herein. Similar to the informal classroom observations by the school-based evaluator, the Independent Evaluator observation shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Independent Evaluators will rate teachers for evaluative purposes on the NYC MOTP Rubric in the following components, as consistent with applicable law: 1(a), 1(e), 2(a), 2(d), 3(b), 3 (c), and 3(d), as required. The Independent Evaluator observation may be announced or unannounced (at the discretion of the Independent Evaluator) and shall not require a pre- or post-observation conference. Furthermore, an Independent Evaluator shall not communicate with the school’s administration or the observed teacher except for brief, social niceties that do not in any way relate to the teacher, the school’s performance, or any other substantive matter. However, a teacher who is observed by an Independent Evaluator may, at the teacher’s option, provide the Independent Evaluator, in writing only, additional information regarding the lesson that was observed and such information shall be provided within two (2) school days after the observation.  


Observation Option 4 [IN SCHOOL YEAR 2017-18 AND BEYOND] In addition to both the mandatory initial planning conference and the summative end-of-year conference held at the beginning and end of the school year, respectively, teachers who have received “Highly Effective” as their overall APPR rating in the previous year may elect to use Observation Option 4 on their MOTP Observation Option Selection Form (completed during the initial planning conference) as the process by which they will be observed and evaluated. Teachers who select Option 4 will have the following observations performed throughout the year: 

Evaluation by a principal or other school-based trained administrator:  Minimum of two (2) informal classroom observations lasting a minimum of 15 minutes each. All may be unannounced but at least one must be unannounced. 

Evaluation by an Independent Evaluator:   One (1) informal, unannounced or announced classroom observation lasting a minimum of 30 minutes.  

In addition, a teacher who chooses Option 4 shall make his/her classroom available for three (3) classroom visits by a colleague per school year. The classroom visits described herein shall not be used for any evaluative purpose.  

If there is an appeal pending during the observation option selection period and a teacher is later rated Effective as a result of this appeal and would like to select Observation Option 4, the teacher will have ten (10) school days from the result of the appeal to notify their principal of their updated observation choice. Any formal or informal observations completed prior to the selection of Observation Option 4 will count toward the minimum number of informal evaluative observations required in Observation Option 4. 

For teachers who choose Option 4, the informal classroom observations shall not be conducted prior to the initial planning conference held between the teacher and evaluator. In addition, the observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Option 4 is subject to the same procedures and scoring rules as Options 1 and 2. 

Optional Video Observation within Option 4 The use of video as an alternative observational tool may only be used for the informal classroom observation with the express written consent of the teacher.  Whether and how the informal observation will be videotaped shall be discussed and determined pursuant to the collective bargaining agreement during the initial planning conference, memorialized in writing on the MOTP Observation Option Selection Form, and placed in the teacher’s file. Evaluators must be present when classroom observations are videotaped, unless the teacher and evaluator agree that the evaluator does not need to be present.  Within Option 4, if a teacher chooses to have his/her observations videotaped he/she shall select among the following options: (a) the evaluator will choose what observations, if any, will be videotaped; or (b) the evaluator shall videotape one (1) informal observation (at the evaluator’s option). The teacher shall be provided with an unedited copy of all such videos. The ability to capture a lesson on video can help an evaluator play back parts of the lesson that are addressed in the NYC MOTP Rubric while filling out the rubric and writing observation analysis notes. Videos can also help during a formative post-observation conference to show a teacher what is being critiqued. 

This Observation Option 4 is in effect from school year 2017-18 and beyond, excluding further amendments to the option described herein. 

1. INFORMAL CLASSROOM OBSERVATION PROCESS For teachers who select Observation Option 4, a minimum of two (2) informal classroom observations will be performed by a principal or other school-based trained administrator. These informal observations may be unannounced, but at least one must be unannounced. Informal observations shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year), and shall not require a pre- or postobservation conference; however, a post- observation may occur for formative purposes at the sole discretion of the principal. These classroom observations will provide evaluators with an opportunity to get an authentic sense of each teacher’s workday with students. As such, it will enable evaluators to note areas for targeted growth and development observed during the visit and a formative post-observation conference can facilitate critical conversations between the evaluator and the teacher. For informal observations, the evaluator shall provide feedback to the teacher through an inperson conversation, in writing, via email or through any other form of communication within fifteen (15) school days of the observation. Feedback must be evidence-based and aligned to the NYC MOTP Rubric. In addition, for informal observations, the Teacher Observation Report must be provided to the teacher and placed in his/her file within 45 school days of the observation. A teacher’s absences shall not count toward the 45-day time frame. 

The informal classroom observation will consist of an evaluator observing a class for a minimum of fifteen (15) minutes and shall be memorialized in the Teacher Observation Report. The method in which the evaluator may conduct the informal observation may be either in person or via video following the requirements previously outlined in this Section. All components of the NYC MOTP Rubric shall be rated for which there is observed evidence. An evaluator may assess a teacher’s preparation and professionalism only if the evaluator’s conclusions are based on observable evidence pertaining to components 1a, 1e, and/or 4e of the NYC MOTP Rubric during an observation or if the evaluator observes evidence for these components during the fifteen (15) school days immediately preceding a classroom observation. An evaluator shall not include or consider evidence regarding the preparation and professionalism on an Evaluator Form/Teacher Observation Report if such evidence (or conduct) is also contained in a disciplinary letter to the teacher’s file, unless the evidence was directly observed by the evaluator during a classroom observation (in which case the evidence may be on both an Evaluator Form/Teacher Observation Report and in a disciplinary letter).  Evidence not related to components 1a, 1e, and/or 4e, or directly observed by the evaluator in the fifteen (15) school day period immediately preceding a classroom observation shall not be considered in a teacher’s evaluation. 

The evaluator shall have the sole discretion as to how many informal classroom observations will be performed through the year, however in no case will a covered teacher who chooses Observation Option 4 receive less than two (2) informal observations conducted by the principal or school-based trained administrator, and one (1) Independent Evaluator observation in a given school year except that, when a covered teacher is unexpectedly absent the remainder of the school year (e.g. extended leave), the teacher shall have a minimum of two (2) observations. At least one (1) of these must be unannounced.  

2. INDEPENDENT EVALUATOR OBSERVATION PROCESS For teachers who select Observation Option 4, one (1) informal classroom observation will be performed in person by an Independent Evaluator for a minimum of 30 minutes, in addition to the two (2) informal announced/unannounced classroom observations by a principal or other school-based trained administrator as described herein. Similar to the informal classroom observations by the school-based evaluator, the Independent Evaluator observation shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Independent Evaluators will rate teachers for evaluative purposes on the NYC MOTP Rubric in the following components, as consistent with applicable law: 1(a), 1(e), 2(a), 2(d), 3(b), 3 (c), and 3(d), as required. The Independent Evaluator observation may be announced or unannounced (at the discretion of the Independent Evaluator) and shall not require a pre- or post-observation conference. Furthermore, an Independent Evaluator shall not communicate with the school’s administration or the observed teacher except for brief, social niceties that do not in any way relate to the teacher, the school’s performance, or any other substantive matter. However, a teacher who is observed by an Independent Evaluator may, at the teacher’s option, provide the Independent Evaluator, in writing only, additional information regarding the lesson that was observed and such information shall be provided within two (2) school days after the observation.  

3. COLLEAGUE VISITATION PROCESS Teachers who have received “Highly Effective” as their overall APPR rating in the previous year may choose Option 4. Option 4 consists of a minimum number of informal observations that are used for evaluative purposes as described above.  In addition, a teacher who chooses Option 4 shall make his/her classroom available for three (3) classroom visits by a colleague per school year consistent with the applicable collective bargaining agreements. The classroom visits described herein shall not be used for any evaluative purpose. Any additional classroom visits by colleagues shall only be with the consent of the teacher selecting Option 4. The date and time of such visits shall be scheduled jointly by the teacher selecting Option 4 and the principal. 


Observation Option PROSE Teachers in approved participating PROSE/PBAT schools may choose Option PROSE. Option PROSE consists of a minimum of three (3) informal/short unannounced classroom observations lasting a minimum of 15 minutes each. Additionally, Option PROSE includes a structured review, which allows teachers to select and focus on a specific area of their teaching with a defined purpose in mind. Within the Structured Review process, teachers will create and submit a Structured Review Plan, in which they identify a specific area of focus, the teacher’s purpose in focusing on the area of focus, the activities the teacher will undertake that align with his/her purpose and area of focus, and at least 3 components of the NYC MOTP Rubric upon which the teacher’s work shall be evaluated based on items discussed and presented at the Structured Review. Within the Structured Review, the evaluator will score the teacher-selected documentation discussed during the Structured Review on all components of the NYC MOTP Rubric that are included in the Structured Review Plan, as well as any and all other components of the NYC MOTP Rubric for which there is evidence. 

GENERAL OVERVIEW 
  
In addition to both the mandatory initial planning conference and the summative end of year conference held at the beginning and end of the school year, respectively, teachers in PROSE/PBAT schools who elect to use observation option PROSE on their PROSE/PBAT MOTP selection form (completed during the initial planning conference) as the process by which they will be observed and evaluated will have the following performed throughout the year: 

Evaluation by a principal or other school-based trained administrator:  Minimum of two (2) informal classroom observations lasting a minimum of 15 minutes each (both may be unannounced but one must be unannounced); and  A Structured Review (described below) that includes a Mid-Year Check-In conference (described below) to discuss how the teacher is progressing with the implementation of the SRP (defined below). 

Evaluation by an Independent Evaluator:   One (1) informal, unannounced or announced classroom observation lasting a minimum of 30 minutes.   

1.  INFORMAL/SHORT UNANNOUNCED CLASSROOM OBSERVATION PROCESS 

For teachers who select observation option PROSE, a minimum of two (2) informal/short unannounced classroom observations will be performed throughout the school year by the principal/other school-based trained administrator.  The informal/short unannounced classroom observations conducted through observation option PROSE shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year, absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late in the year), and shall not require a post-observation conference; however, a post- observation may occur for formative purposes at the sole discretion of the principal. These unannounced classroom observations will provide evaluators with an opportunity to get an authentic sense of each teacher’s workday with students. As such, it will enable evaluators to note areas for targeted growth and development observed during the visit and a post-observation conference can facilitate critical conversations between the evaluator and the teacher.  For informal observations, the evaluator shall provide feedback within fifteen school days of the observation to the teacher through an in-person conversation, in writing, via email or through any other form of communication. Feedback must be evidence-based and aligned to the NYC MOTP Rubric. In addition, for informal observations, the Evaluator Form/Teacher Observation Report must be provided to the teacher and placed in the file within 45 school days of the observation. A teacher’s absences shall not count toward the 45 -day time frame. 

The informal observations will consist of an evaluator observing a class for a minimum of 15 minutes using the Evaluator Form/Teacher Observation Report. The evaluator shall have the sole discretion as to how many informal/short unannounced classroom observations will be performed throughout the year, however in no case will a teacher who chooses observation option PROSE receive less than two short unannounced observations for the purposes of an APPR evaluation in a given school year.  The method in which the evaluator may conduct the informal observation may either be in person or via video as described below. 

The informal observation shall be memorialized in the Evaluator Form/Teacher Observation Report.  All components of the NYC MOTP Rubric shall be rated for which there is observed evidence. An evaluator may assess a teacher’s preparation and professionalism only if the evaluator’s conclusions are based on observable evidence pertaining to components 1a, 1e, and/or 4e of the NYC MOTP Rubric during an observation or if the evaluator observes evidence for these components during the fifteen (15) school days immediately preceding a classroom observation. An evaluator shall not include or consider evidence regarding the preparation and professionalism on an Evaluator Form/Teacher Observation Report if such evidence (or conduct) is also contained in a disciplinary letter to the teacher’s file, unless the evidence was directly observed by the evaluator during a classroom observation (in which case the evidence may be on both an Evaluator Form/Teacher Observation Report and in a disciplinary letter).  Evidence not related to components 1a, 1e, and/or 4e, or directly observed by the evaluator in the fifteen (15) school day period immediately preceding a classroom observation shall not be considered in a teacher’s evaluation. 
  
Optional Video Observation The use of video as an alternative observational tool may only be used for the informal classroom observation with the express written consent of the teacher.  Whether and how the informal observations will be videotaped shall be discussed and determined pursuant to the collective bargaining agreement during the initial planning conference, memorialized in writing on the MOTP Observation Option Selection Form, and placed in the teacher’s file. Evaluators must be present when classroom observations are videotaped, unless the teacher and evaluator agree that the evaluator does not need to be present.  Within Option PROSE, if a teacher chooses to have his/her observations videotaped he/she shall select among the following options:  (a) the evaluator will choose what observations, if any, will be videotaped; or (b) the evaluator shall videotape one (1) of the informal observations (at the evaluator’s option).  The teacher shall be provided with an unedited copy of all such videos.  The ability to capture a lesson on video can help an evaluator play back parts of the lesson that are addressed in the NYC MOTP Rubric while filling out the rubric and writing observation analysis notes.  Videos can also help during a formative post-observation conference to show a teacher what is being critiqued. 

2.  STRUCTURED REVIEW 

Teachers selecting observation option PROSE shall participate in a Structured Review Plan (SRP) that allows them to select and focus on a specific area of their teaching with a defined purpose in mind. For example, teachers might seek to:   attain greater mastery of a component of the NYC MOTP Rubric   refine strategies for a subgroup of students with a common challenge  deepen content knowledge   attain greater mastery of strategies that address areas of the curriculum (for example, the teaching of academic vocabulary; scientific modeling; reading in a content area, etc.) 

Steps in the Structured Review Plan process: 

1. For teachers selecting Option PROSE the area of focus will be proposed by the teacher and discussed with the evaluator at the Initial Planning Conference (IPC).  

2. By seven (7) school days after the last Friday in October (the deadline by which all IPCs must be conducted), the teacher will create and submit a Structured Review Plan (SRP) to the evaluator.  The SRP will identify:  a. The specific area of focus  b. The teacher’s purpose in focusing on this area c. The activities the teacher will undertake that align with his/her purpose and area of focus d. At least 3 components of the NYC MOTP Rubric upon which the teacher’s work shall be evaluated based on items discussed and presented at the structured review.   

Activities may include but will not be limited to the following, provided they are conducted in accordance with the collective bargaining agreement:  visiting the classrooms of other teachers (who have chosen Option 3, Option 4 (beginning in school year 2017-18 and beyond) or have consented)/inviting teachers to visit their class (including working with other teachers who have a  similar area of focus)   video-taping lessons for self–review or formative review with others   conducting action research   implementing a focused unit of lessons and assessments   gathering student work as part of a cycle of inquiry  attending  professional development activities  engaging in reflective conversations with peers or administrators and writing reflective pieces associated with the various activities, and documenting their overall experience,  and/or their own successes and challenges with the project  

3. The SRP must be submitted to the evaluator who must either request changes or approve the plan by November 15. The evaluator and teacher must both sign the SRP by November 17, indicating that the plan has been approved. If the SRP is not co-signed by this date, the teacher shall be observed and evaluated under Observation Option 2. 

4. Between the first Friday in January and the second Friday in February, the teacher and evaluator shall participate in a face-to-face Mid-Year Check-In conference. The purpose of the meeting is to discuss how the teacher is progressing with the implementation of the SRP.  

5. Upon the completion of the activities associated with the teacher’s SRP, between the last Friday of April and no later than the last Friday of June, the teacher and evaluator will participate in an individual, face-to-face Structured Review. The purpose of the Structured Review is to discuss the teacher’s overall experience with each part of the SRP, as well as reviewing teacher-selected documentation that the teacher has gathered or created during the implementation of the SRP.  

6. The Structured Review and the summative end of year conference can be conducted at the same time, if there is mutual consent between the teacher and the evaluator.   

7. Using the Structured Review Evaluator Form/Teacher Observation Report, the evaluator will score the teacherselected documentation discussed during the Structured Review on all components of the NYC MOTP Rubric that are included in the SRP, as well as any and all other components of the NYC MOTP Rubric for which there is evidence (see section on scoring below for more information). 

8. For teachers using observation option PROSE, additional attendees may be present at the IPC, Mid-Year Checkin, Structured Review and summative end of year conference with mutual consent of the teacher and the evaluator to the extent permitted under the law. 

Scoring the Structured Review Plan: 

All NYC MOTP Rubric components that are included in the SRP, as well as any and all other components on the NYC MOTP Rubric for which there was evidence in the Structured Review will be weighted equally and averaged to create a Structured Review Score on a scale from 1-4. 

3.  INDEPENDENT EVALUATOR OBSERVATION PROCESS 

For teachers who select Observation Option PROSE, one (1) informal classroom observation will be performed in person by an Independent Evaluator for a minimum of 30 minutes, in addition to the two (2) informal announced/unannounced classroom observations by a principal or other school-based trained administrator as described herein. Similar to the informal classroom observations by the school-based evaluator, the Independent Evaluator observation shall be conducted after the initial planning conference occurs with no observations performed later than the first Friday in June of the current school year absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). Independent Evaluators will rate teachers for evaluative purposes on the NYC MOTP Rubric in the following components, as consistent with applicable law: 1(a), 1(e), 2(a), 2(d), 3(b), 3 (c), and 3(d), as required. The Independent Evaluator observation may be announced or unannounced (at the discretion of the Independent Evaluator) and shall not require a pre- or post-observation conference. Furthermore, an Independent Evaluator shall not communicate with the school’s administration or the observed teacher except for brief, social niceties that do not in any way relate to the teacher, the school’s performance, or any other substantive matter. However, a teacher who is observed by an Independent Evaluator may, at the teacher’s option, provide the Independent Evaluator, in writing only, additional information regarding the lesson that was observed and such information shall be provided within two (2) school days after the observation. 

INITIAL PLANNING CONFERENCE OVERVIEW An initial planning conference ("IPC") is a mandatory component of all teachers’ evaluations for the Teacher Observation Category component. This initial planning conference must be held no later than the last Friday in October between the teacher and the evaluator, and must be held prior to conducting any teacher observations absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late year). School administrator(s) selected to conduct the initial planning conference shall be determined at the school level. 

The evaluator will discuss with the teacher which observation option the teacher will select for the school year and whether observations will occur via video or in-person, to be memorialized on the MOTP Observation Option Selection Form. While not required it is recommended that teachers consider choosing to self-assess on the NYC MOTP Rubric during the initial planning conference as a part of best practice, and to set formative professional goals (2 to 4 are recommended) for the school year. It is also recommended that these formative goals align and help leverage Student Learning Objectives (SLOs), as applicable, to ensure formative instructional decisions and approaches will support academic improvement for all students. Teachers shall have the sole discretion whether to set professional goals as part of the IPC. During the initial planning conference a MOTP Observation Option Selection Form will be completed accordingly and signed by both parties. Notwithstanding anything else in this section, professional goal-setting will not be used as evidence of teacher effectiveness.  

Teachers in PROSE/PBAT schools – and only those teachers – will be given the PROSE/PBAT MOTP selection form that includes option PROSE. 

For teachers who know they intend to choose Option 1, the teacher may request to conduct the IPC and the preobservation conference at the same time. Therefore, at the IPC, a teacher may elect to also have a pre-observation conference conducted simultaneously to discuss the lesson focus, activities, and expectations prior to the formal announced classroom observation being performed. If combined, the IPC and the pre-observation conference must be held no less than one (1) school day and a maximum of twenty (20) school days from the date on which the scheduled formal announced classroom observation is to occur. If the IPC and the pre-observation conference are conducted separately, the formal observation must include a pre- observation conference a maximum of twenty (20) days prior to the formal observation.   


Timelines Note that all timelines must be adhered to absent extraordinary circumstances (e.g., teacher on medical leave, teachers hired mid-year or late in the year).  On or before the last Friday in October: Initial planning conference held  After the Initial Planning Conference occurs (no later than the last Friday in October) and the first Friday in June: All formal, informal, and Independent Evaluator (as required) observations take place  Between the last Friday of April and no later than the last Friday of June on which school is in session: Summative End-of-Year Conference to discuss feedback from evidence-based observations of practice, and steps for continued professional growth.  Following the Summative End-of-Year Conference and no later than September 1 of the following school year of the evaluation: The overall APPR rating (MOTP and MOSL combined) shall be provided to the teacher and placed in his/her personnel file as soon as practicable but no later than September 1st of the school year following the year of the evaluation. During the transition years, the original rating (also known as the Advisory Result) will be provided to the teacher by September 1st of the school year following the year of the evaluation, or as soon as practicable thereafter. 

28 comments:

Anonymous said...

The new observation bands are going to make it impossible, for most, to get a Highly because of the raised score of 3.51-4.
Used to be 3.26-4. Maybe someone should ask at the executive meeting or delegate meeting why there is a raising in the score, while administrators are lowering there scores, aka “norming."

Anonymous said...

As stated in the previous post, yes, at this point, getting rid of this union by withholding dues makes sense. The facts are clear.

Anonymous said...

I'll save this one for the next time I am suffering from insomnia.

Anonymous said...

Let me guess, without the union it would be worse. Yea, great argument. If you guys dont see whats going on you are as dumb as the 77% who said yes to the contract. We are all on our way out anyway.

Anonymous said...

Good news, my sabbatical starts February 1. Its worth the financial hit...

Anonymous said...

Check the NY Post today, big article on UFT money spent, salaries, etc...Yeah, keep supporting this garbage. Remember all this time we wait for pennies, Mulgrew gets a raise every year, now $283,000 plus expenses.

Anonymous said...

Would salaries be a real problem if they did their jobs?

Anonymous said...

It takes more than just a shiny apple to satisfy the city’s teachers union, which is spending member dues at a furious pace.

The United Federation of Teachers has blown through millions of dollars on fancy catered meals, tens of thousands of dollars on Yankees and Mets tickets, and big bucks on trips to destinations like Orlando, New Orleans and Las Vegas, records show.

Overall, the UFT boosted annual spending by more than $13 million in its fiscal year ending June 30, 2016 — from $168.7 million to $182.1 million, matching the entire budget of the city of Albany.

That includes the generous salaries of top UFT brass. Seven UFT staffers make more than $200,000 a year, and six of those exceed the $227,000 salary of Schools Chancellor Carmen FariƱa.

Union boss Mike Mulgrew, for example, got a 3.8 percent pay hike and earns $283,804 — more than Mayor de Blasio.

Sixty-five staffers’ salaries cleared $150,000, nearly double the $80,000 to 85,000 salary of veteran teachers with 10 years’ experience.

And the big salaries are bolstered by pricy perks.

More than $3 million was spent on events catered by famous restaurants, while $1 million-plus was spent for member-training retreats at the Hilton Westchester in Rye, which describes itself as “country club cool.”

Mulgrew and other UFT staffers also paid thousands to attend conventions on union business and career and technical-education meetings, including $27,224 spent at the DoubleTree Hilton in Orlando, Fla. a union spokesman said.

Its membership increased last year from 180,145 to 187,157, thanks in part to new teachers hired under de Blasio’s universal pre-K program.

That membership increase led to a 5 percent increase in revenues, from $143 million to $151 million. Each member pays $56 twice a month in dues. The union also gets money from grants and rents on its properties.

Other than the perks, much of the union’s spending aims to protect its political clout. Donations to community and advocacy groups jumped from $2.3 million to $3 million, a report filed with the US Labor Department said.

The union gave $207,977 to ACORN, New York Communities for Change, which opposes charter schools, as well as $10,000 to Bertha Lewis’ Black Institute.

A pro-charter school group slammed the spending.

“It’s no wonder that, just before Christmas, the mayor went along with the teachers unions’ new performance-evaluation plan that will eliminate the last independent check on teacher performance,” said Jeremiah Kittredge, CEO of Families for Excellent Schools.

Mulgrew defended the spending.

“We are proud of every nickel we spend on — and on behalf of — our members,” he said.

”Defending public education is increasingly expensive.”

Anonymous said...

Yes, this whole job is a big fucking problem. The declining salary, measured against inflation, the crap students, the garbage admins who dont even speak proper english, the worsening benefits, no parking, no parking passes, the list goes on and on.

Anonymous said...

Talented students like this? Who make up 90 percent of the nyc doe, blacks in hoodies, who would've guessed?...Shocking new video from The Bronx shows an 83-year-old man being beaten up by a group robbers who stole his cash and credit cards, authorities said.

The incident happened as the elderly victim was walking down Macombs Road in Morris Heights when the men began punching him around 9 p.m. Friday.

After knocking him to the ground, one of the men continues punching him while the other two kick him, the video shows.

They then stole the victim’s wallet, which contained around $240 and several credit cards.

He was treated at a nearby hospital.

All three suspects are black men about 5 feet, 7 inches tall. They were all wearing dark-colored hoodies and light-colored sweatpants.

Anonymous said...

Preying on an 83 year old, how disgusting. And Im sure they already get all of their income from the poor taxpayers. Black lives matter, what a crock.

Anonymous said...

https://meamatters.com/teaching-without-a-union/

Anonymous said...

What about the PROSE schools, ya know, where the contract doesnt count. Ya know, the ones that have young, naive staffs that dont know any better than to work more for free. Where its more free credits than normal. Where the uft says there is nothing they can do, the staff unknowingly voted...So the veteran teachers get stuck in the same boat

BKNY Teach18 said...

What does Black Lives Matter have to do with that these 3 individuals have done? Nothing. That is a lame attempt to tie the 2 together! Are you and educator? And you teach in NYC complaining about Blacks, African-Americans....Really! You need to teach elsewhere you insesitive, ignorant, A-hole!

BKNY Teach18 said...

Also, as an educator you should have more insight into how poverty affects these children lives and education level of their parents! I AM NOT A Negro, a documentary coming out in February 2017, watch it and educate yourself!

Anonymous said...

They say they are being targeted. Untrue. They commit more crime which makes them get arrested more. And that criminal behavior spills into the school system. And it makes an innocent person like myself rub elbows with people who have rapsheets a mile long.

Anonymous said...

The bigot is back. Nobody takes his stuff seriously. It is sad that he shares a profession with us but what can you do?

Anonymous said...

Whether he is a bigot or not, much of the stuff said is true. Should any of us be treated that way in the education profession?

Anonymous said...

Back the topic: I want to know how the UFT is going to try and spin the 4 observations as being something "good" when every other big district is getting 2 observations. The rank and file ARE AWARE that most NYS school districts are only going with 2 observations. The whole statistical benefit of more observations is total crap and everybody knows it. The most insulting aspect to this new evaluation deal is that tenured teachers are being observed the same amount as newbies.

James Eterno said...

Thank you for getting back on topic and I agree with you 100%. The observation is used as a weapon.

Anonymous said...

They will prob say that if it was 1 or 2 it would be easier to give 1 or 2 gotcha observations. 4 takes more work. Which we all know is bullshit.

Anonymous said...

If a principal wants to "get" you, he or she can do it with 2 observations just as easily as 4. The bottom line is now every single teacher has to live in fear for an entire year as these 4 observations are spread out. I am praying that by some miracle they change it to 2 observations before this has to start in September.

Anonymous said...

Any reason why schools that are predominantly black almost 100 percent of the time shit down? Do they have worse teachers there?
Cops arrested a teen in connection with a streak of violent muggings targeting seniors in Brooklyn, police said Monday.

The 15-year-old suspect, arrested on Dec. 30, was involved in at least one of five recent Coney Island attacks, cops said.

The robberies began on Nov. 30, when muggers approached a 61-year-old woman entering an apartment building on W. 33rd St. They took her purse, which contained a cell phone and a small amount of cash, according to police.

On Dec. 19, the attackers, who traveled as a pack of three, punched a 68-year-old man with a closed fist, knocking him unconscious before taking $120 from his wallet and fleeing, officials said.A week later, on Dec. 27, the muggers attempted to strike a 78-year-old man inside the hallway of an apartment building on W. 30th St. before making off with $160 in cash, a MetroCard and a bank card, police said. The teen arrested on Dec. 30 was charged with robbery in connection to this incident.

The crooks went on to attack women in two separate instances on Dec. 29. They pushed an 82-year-old woman from behind, near Mermaid Ave. and W. 35th St., then took $350 from her pocketbook. Less than an hour later, they kicked a 62-year-old woman in the back, causing her to fall and hit her head outside an apartment building on W. 33rd St. before the attackers fled empty-handed, cops said.

The string of violent robberies has frightened many residents.
"You always have to watch your back around here now," said Vincent Anzalone, 75, who heard about the uptick in robberies.

"Seniors need to be vigilant about paying attention to their surroundings," he added. "That's the only way you can protect yourself."

Pointing in the direction of W. 34th St. along Mermaid Ave., Douglas Pooth, 65, said, "It's bad to go down there at night… I stay away from there, keep indoors after dark. You can't just walk around here freely. "They're picking on the elderly because they can't fight back," said Raymond Cornell, 60. "Something needs to be done about this. It's despicable to prey on people like that, especially seniors. We're defenseless."

Robberies against people 65 and older were up 4% in 2016 through Dec. 18, with 438 victims compared to the same time period in 2015.

Anonymous said...

I know why we should keep paying dues, everything upcoming will be the fault of Trump and Devos.

Anonymous said...

Do you mean shut down? Or, are you really saying shit down?

Anonymous said...

Im sure he meant shut, which is also true. No schools in staten island closed, midwoood, madison, new utrecht, fort hamilton, bk tech...

Anonymous said...

Don't forget the massive patronage for wives, husbands, brothers, sisters, cousins and close friends. The DOE and the UFT are exactly the same in that regard. At least Mike married the his tryst and can now afford a hotel room, heck he can afford the whole hotel, instead of using a classroom desk.

Anonymous said...


Mulgrew married Emma Camacho Mendez last summer. He covered up and hid his marriage.

You can draw the lines of corruption and malfeasance of this Mulgrew reptile!


STATEN ISLAND, N.Y. -- United Federation of Teachers President Michael Mulgrew is telling his union he's staying put and has shrugged off charges in a lawsuit filed by a disgruntled teacher that says Mulgrew was caught having sex with a guidance counselor in a wood shop at a Brooklyn high school and the city and union covered it up.

The allegations are contained in a lawsuit filed by math teacher Andrew Ostrowsky. The teacher, from Frank Sinatra High School in Queens, reportedly believes he is being targeted for firing.

Mulgrew -- a Staten Islander who has held the reins of the city's teachers' union for the past three years -- is accused in the federal lawsuit of having sex with the guidance counselor in William E. Grady High School in 2005, when both were employed there.

The suit also charges that the United Federation of Teachers offered labor concessions to City Hall in an attempt to cover up the alleged Mulgrew tryst.

But in a letter to UFT members, Mulgrew, 47, of Oakwood, who became president in 2009, called the claims "absurd" and "without ... proof."

National United Federation of Teachers President Randi Weingarten, who headed the union here at the time of the alleged incident, said the charges are "utterly baseless in fact."

The suit names Mulgrew, the UFT, Mayor Michael Bloomberg and Schools Chancellor Dennis Walcott.

Ostrowsky's suit, which identifies the guidance counselor as Emelina Camacho-Mendez, alleges that Ms. Weingarten, who was grooming Mulgrew to take over for her, buckled on union demands to keep things hush-hush.

Ms. Camacho-Mendez is currently a full-time union employee.

UFT borough representative Emil Pietromonaco declined comment but forwarded an e-mail Mulgrew sent to members that says, in part: "The UFT has been sued in federal court in a lawsuit that charges, among other things, that the New York state Legislature, Mayor Bloomberg, the schools chancellor and the union have been engaged in a multi-year secret pact to reduce the rights of teachers. The lawsuit names myself ... Weingarten and features false and absurd claims of a wide-ranging conspiracy and personal misconduct without stating any actual proof of either."

Mulgrew called the suit "frivolous" and "unworthy of serious consideration," adding: "When an organization like ours strongly defends the public schools, their students and its members, our opponents will seize on any opportunity to make teachers and their union a target."

During an appearance on the Island yesterday, Walcott deflected questions about the suit, saying: "I understand there's pending litigation, and I'm mentioned in that litigation, so I can't comment at this particular point."

Mulgrew is up for re-election as president next year.

A one-time carpenter, Mulgrew began his teaching career as a substitute in Brooklyn in 1990. He worked his way up through the ranks of the UFT, holding the posts of vice president for career and technical education high schools and chief operating officer before becoming president.