Recognizing the educational ‘bright spots’

With all of their teachers attaining a sufficient rating, administrators in the Hewlett-Woodmere and Lawrence school districts believe that the approaches they are using to ensure successful performance by their educators are working.
The ratings which are for the 2012-13 school year rate a teacher on an overall score of 100 comprised of three components: 20 percent state tests; 20 percent local achievement such as reading levels and 60 percent on classroom observations and documentation of such work as planning and assessing.
Each teacher receives a cumulative score where 91-100 is considered “highly effective”; 75-90 is “effective”; 65-74 is “developing” and 64 and below is “ineffective. These annual professional performances reviews (APPR) are state mandated, but negotiated between the individual districts and its related teacher unions. School principals are also rated.
“I say when we negotiated the APPR we focused very, very on an operational rubric to meet our students’ needs, our outcomes and to have the best, most effective teaching,” said Dr. Joyce Bisso, superintendent of the Hewlett-Woodmere district. When observed, Hewlett-Woodmere teachers are judged on their planning and preparation, classroom environment, instruction and professional responsibilities as part of that rubric.
Bisso said that the district reviews the ratings — 89 percent or 240 of Hewlett-Woodmere’s 271 teachers were rated highly effective and the remainder were ranked effective — but a larger emphasis is placed on what the students are learning and doing, and what information can be provided to the teachers to improve their skills. “The greatest value is on the local achievement, performance kinds of assessment,” she said. “When it comes to truly observing what is all important is constructive feedback.”