Teacher End-of-Year Summary

User Information
Name: MICHELLE GENOVESE (2838) Title: TEACHER
Building: HS Department: ENG
Grade: None Evaluation Type: Teacher, Non Ten (1 of 4)
Assigned Administrator: SALZMAN, DANIEL Evaluation Cycle: 09/16/2019 - 09/16/2020
Submitted By: SALZMAN, DANIEL Date Submitted: 06/17/2020 4:08 pm EDT
Acknowledged By: GENOVESE, MICHELLE Date Acknowledged: 06/17/2020 5:18 pm EDT
Finalized By: SALZMAN, DANIEL Date Finalized : 06/17/2020 6:26 pm EDT

Standard I. Comments: (09/01/2019 - 08/31/2020)

NONE

NYSUT 2014 I.1

Criteria
I.1A - Demonstrates and
plans using knowledge of
developmental
characteristics of their
students.
Ineffective
Teacher is unable to
demonstrate in planning,
the developmental
characteristics of their
students.
0 of 4 (0%)
Developing
Teacher demonstrates in
planning, some knowledge
of the developmental
characteristics of their
students.
0 of 4 (0%)
Effective
Teacher demonstrates in planning,
an accurate knowledge of the
typical developmental
characteristics of their students, as
well as exceptions to the general
patterns.
0 of 4 (0%)
Highly Effective
In addition to accurate knowledge of the
typical developmental characteristics of their
students, and exceptions to the general
patterns, teacher demonstrates in planning
the extent to which individual students follow
the general patterns.
1 of 4 (25%)

Totals 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) 1 of 4 (25%)

NYSUT 2014 I.2

Criteria Ineffective Developing Effective Highly Effective

I.2A - Uses strategies Teacher designs lessons with
to support learning few strategies that support
and language student learning and
acquisition. language acquisition needs.
0 of 4 (0%)
Teacher designs lessons to include
some instructional strategies that
support the learning and language
acquisition needs of some students.
0 of 4 (0%)
Teacher designs lessons to include
several instructional strategies that
support the learning and language
acquisition needs of most students.
1 of 4 (25%)
Teacher designs lessons to include
several instructional strategies that
support the learning and language
acquisition needs of each student.
2 of 4 (50%)

I.2B - Uses research. Teacher is unable to identify
research to plan or explain
instructional decisions.
0 of 4 (0%)
Totals 0 of 8 (0%)
Teacher can identify research to Teacher can identify research to Teacher can identify research to
plan but not explain instructional plan and explain instructional plan and explain instructional
decisions. decisions. decisions and seeks out additional
0 of 4 (0%) 1 of 4 (25%) research to inform practice.
0 of 4 (0%)
0 of 8 (0%) 2 of 8 (25%) 2 of 8 (25%)

NYSUT 2014 I.3

Criteria Ineffective Developing Effective Highly Effective

I.3A - Plans for student
strengths, interests,
experiences to meet
diverse learning needs
of each student.
Teacher planning does not
vary or modify instruction to
meet diverse learning needs
of students using student
strengths, interests or
experiences.
0 of 4 (0%)
Teacher planning varies or
modifies instruction to meet
diverse learning needs of
some students using student
strengths, interests,
experiences.
0 of 4 (0%)
Teacher planning varies or
modifies instruction to meet
diverse learning needs of
most students using student
strengths, interests,
experiences.
2 of 4 (50%)
Teacher planning varies or modifies instruction to
meet diverse learning needs of each student using
student strengths, interests or experiences.
Teacher plans for students to suggest ways in
which instruction or lessons might be modified to
advance their own learning and teacher
acknowledges the suggestions.
0 of 4 (0%)

Totals 0 of 4 (0%) 0 of 4 (0%) 2 of 4 (50%) 0 of 4 (0%)

NYSUT 2014 I.4

Criteria Ineffective Developing Effective Highly Effective

I.4A - Teacher does not communicate Teacher occasionally Teacher regularly communicates Teacher communicates directly with
Communicates with directly with student's parents, communicates directly with directly with student's parents, student's parents, guardians, and/or
parents, guardians, guardians, and/or caregivers to student's parents, guardians, guardians, and/or caregivers to caregivers to enhance student learning.
and/or caregivers. enhance student learning and/or caregivers to enhance enhance student learning. Multiple modes of contact are used to
and/or does not accommodate student learning. Communication Communication is frequent and accommodate the needs of the family.
the communication needs of the is occasionally modified to meet uses multiple modes of contact to Students and parents/guardians initiate
family. the needs of the family. accommodate the needs of the communication.
0 of 4 (0%) 0 of 4 (0%) family. 0 of 4 (0%)
1 of 4 (25%)
Totals 0 of 4 (0%) 0 of 4 (0%) 1 of 4 (25%) 0 of 4 (0%)

NYSUT 2014 I.5

Criteria
I.5A - Incorporates the
knowledge of school
community and
environmental factors.
Ineffective
Teacher does not incorporate
knowledge and understanding
of the school community when
designing instruction.
0 of 4 (0%)
Developing
Teacher incorporates general
knowledge of the school
community when planning
instruction.
0 of 4 (0%)
Effective
Teacher incorporates
detailed and specific
knowledge of the school
community when planning
instruction.
0 of 4 (0%)
Highly Effective
Teacher incorporates detailed and specific
knowledge of the school community when
planning instruction. Teacher continuously
seeks additional information to impact
instruction.
0 of 4 (0%)

I.5B - Attends to students Teacher does not consider Teacher inappropriately Teacher considers students' Teacher considers students' personal and
personal and family students' personal and family
experiences. experiences when planning
delivery of instruction.
0 of 4 (0%)
Totals 0 of 8 (0%)
NYSUT 2014 I.6
Criteria Ineffective
I.6A - Understands Teacher does not plan the use of
technological available technological tools or a
literacy and its variety of communication
impact on student strategies to engage students or
learning. assist them in becoming critical
users of quality information.
0 of 4 (0%)
Totals 0 of 4 (0%)
Standard II. Comments: (09/01/2019 - 08/31/2020)
NYSUT 2014 II.1
Criteria Ineffective
II.1A - Understands Teacher does not
key discipline understand or use in
concepts, themes, planning the key discipline
learning standards concepts, themes or
and key disciplinary learning standards and
language. does not plan for students
to use and comprehend
key disciplinary language.
0 of 4 (0%)
II.1B - Uses Teacher does not
developments in understand content-related
pedagogy and pedagogy and is unable to
content. identify research to explain
planned instructional
decisions.
0 of 4 (0%)
Totals 0 of 8 (0%)
NYSUT 2014 II.2
Criteria Ineffective
II.2A - Incorporates Teacher does not plan
diverse social and instruction that facilitates
cultural students' ability to develop
perspectives. diverse social and cultural
perspectives. Instruction is
not aligned with 21st
Century Skills*.
0 of 4 (0%)
II.2B - Incorporates Teacher does not plan
individual and opportunities for students to
collaborative critical engage in individual and
thinking and collaborative critical thinking
problem solving. and problem solving.
0 of 4 (0%)
Totals 0 of 8 (0%)
NYSUT 2014 II.3
Criteria Ineffective
II.3A - Designs self- Teacher does not design
directed learning learning experiences that
experiences. engage students in self-
directed learning.
0 of 4 (0%)
Totals 0 of 4 (0%)
NYSUT 2014 II.4
Criteria Ineffective
II.4A - Articulates Teacher does not design
learning learning experiences or
objectives/goals with articulate how objectives
learning standards. are aligned with standards
and/or how students will
achieve the learning goals.
0 of 4 (0%)
considers students' personal
and family experiences when
planning instruction.
0 of 4 (0%)
0 of 8 (0%)
Developing
Teacher plans the use of
available technological tools and
communication strategies to
engage some students and/or to
assist them in becoming critical
users of quality information.
0 of 4 (0%)
0 of 4 (0%)
NONE
Developing
Teacher has a rudimentary
understanding and use in
planning of the key discipline
concepts and/or themes and
occasionally plans instruction
that allows students to use and
comprehend key disciplinary
language.
0 of 4 (0%)
Teacher has a limited
understanding of content-
related pedagogy and identifies
limited or dated research to
explain planned instructional
decisions.
0 of 4 (0%)
0 of 8 (0%)
Developing
Teacher plans some
instruction to facilitate
students' ability to develop
diverse social and cultural
perspectives. Instruction may
or may not be aligned with
21st Century Skills*.
0 of 4 (0%)
Teacher plans occasional
opportunities for students to
engage in individual and
collaborative critical thinking
and problem solving.
0 of 4 (0%)
0 of 8 (0%)
Developing
Teacher designs limited
learning experiences that
engage students in self-
directed learning.
0 of 4 (0%)
0 of 4 (0%)
Developing
Teacher designs learning
experiences and articulate how
some objectives are aligned
with standards and has
designed some opportunities
for students to achieve the
learning goals.
0 of 4 (0%)
personal and family
experiences when planning
instruction.
1 of 4 (25%)
1 of 8 (12.5%)
Effective
Teacher plans the use of
available technological tools and
communication strategies to
engage most students, and to
assist them in becoming critical
users of quality information.
1 of 4 (25%)
1 of 4 (25%)
Effective
Teacher understands and plans key
discipline concepts and themes in
the discipline and can relate them
to one another. Teacher plans
instruction that allows students to
be cognitively engaged in their use
and comprehension of key
disciplinary language.
1 of 4 (25%)
Teacher understands content-
related pedagogy and identifies
research to explain planned
instructional decisions.
1 of 4 (25%)
2 of 8 (25%)
Effective
Teacher plans most instruction to
facilitate students' ability to develop
diverse social and cultural
perspectives. Teacher incorporates
perspectives from a variety of
disciplines and embeds interdisciplinary
skills in instruction to align with Century
Skills.
0 of 4 (0%)
Teacher plans frequent opportunities
for students to engage in individual and
collaborative critical thinking and
problem solving that align with 21st
Century Skills*. The teacher models
effective interpersonal skills.
1 of 4 (25%)
1 of 8 (12.5%)
Effective
Teacher designs frequent Teacher designs frequent learning experiences
learning experiences that that engage students in challenging, self-directed
engage students in challenging, learning. Teacher seeks student input from
self-directed learning. students in the design of such experiences.
2 of 4 (50%)
2 of 4 (50%)
Effective
Teacher designs learning
experiences and articulates how
most objectives align with
standards. Teacher includes
several different opportunities
for most students to achieve the
learning goals.
1 of 4 (25%)
family experiences when planning instruction.
Students offer their personal perspective as it
relates to the content. The teacher
incorporates those perspectives in planning.
1 of 4 (25%)
1 of 8 (12.5%)
Highly Effective
Teacher plans the use of available
technological tools and communication
strategies to engage each student.
Students contribute to the variety of
technological strategies used to engage
them in their own learning and become
critical users of quality information.
0 of 4 (0%)
0 of 4 (0%)
Highly Effective
Teacher understands and purposefully
plans key discipline concepts and themes in
the discipline and how they relate within
and outside of the discipline. Teacher plans
instruction that allows students to be
cognitively engaged in the use and
comprehension of key disciplinary
language in order to enrich learning
experiences in the discipline.
1 of 4 (25%)
Teacher understands content- related
pedagogy and identifies research to explain
planned instructional decisions. Teacher
seeks out new developments to enhance
practice.
2 of 4 (50%)
3 of 8 (37.5%)
Highly Effective
Teacher plans all instruction to facilitate
students' ability to develop diverse
social and cultural perspectives. The
perspectives are connected to a
sequence of learning both in the
discipline and related disciplines and
align with 21st Century Skills*.
0 of 4 (0%)
Teacher plans on-going opportunities for
students to engage in individual and
collaborative critical thinking and
problem solving that align with 21st
Century Skills*. The teacher models and
encourages effective use of
interpersonal skills to build student
capacity for collaboration.
1 of 4 (25%)
1 of 8 (12.5%)
Highly Effective
1 of 4 (25%)
1 of 4 (25%)
Highly Effective
Teacher designs all learning experiences
and articulates how objectives are aligned
with standards. Teacher includes several
different opportunities for all students to
achieve the learning goals. Students have
opportunities to suggest additional ways in
which to demonstrate their learning.
0 of 4 (0%)
 Totals 0 of 4 (0%) 0 of 4 (0%) 1 of 4 (25%) 0 of 4 (0%)

NYSUT 2014 II.5

Criteria Ineffective Developing Effective Highly Effective

II.5A - Designs Teacher does not use students' Teacher use of students' responses Teacher use of students' Teacher use of individual students'
instruction using responses to questions, to questions, discussion or other responses to questions, responses to questions, discussion,
current levels of discussion or other sources to sources is limited in determining discussion, and other sources is and other sources is appropriate to
student determine student understanding student understanding and appropriate determines student determine current levels of
understanding. and knowledge of content nor knowledge of content and may or understanding and knowledge of knowledge and understanding of
considers possible may not consider common content and considers common content and routinely considers
misconceptions when planning misconceptions when planning misconceptions when planning common misconceptions when
instruction. instruction. instruction. planning instruction.
0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) 1 of 4 (25%)

II.5B - Designs Teacher does not design learning Teacher designs some learning Teacher designs learning Teacher designs learning
learning experiences that connect experiences that connect prior experiences that connect prior experiences that connect prior
experiences using students' prior content content and student life content knowledge and student content knowledge and student life
prior knowledge. knowledge and student life experiences knowledge to new life experiences to new learning experiences to new learning.
experiences to new learning. learning. within and across disciplines. Teacher plans opportunities for
0 of 4 (0%) 0 of 4 (0%) 1 of 4 (25%) students themselves to make
connections to prior learning within
and across disciplines.
2 of 4 (50%)
Totals 0 of 8 (0%) 0 of 8 (0%) 1 of 8 (12.5%) 3 of 8 (37.5%)

NYSUT 2014 II.6

Criteria Ineffective Developing Effective Highly Effective
II.6A - Teacher does not consider time Teacher occasionally considers Teacher frequently assigns Teacher always assigns reasonable time
Organizes allocations to achieve learning time allocations but those times reasonable time allocations to allocations to achieve the learning goals
time. goals. may be either too long or too achieve the learning goals and and adjusts if students need more or less
0 of 4 (0%) short to achieve the learning adjusts if students need more or time.
goals. less time. 0 of 4 (0%)
0 of 4 (0%) 1 of 4 (25%)

II.6B - Selects Teacher is unaware of curricular
materials and materials and resources that align
resources. with student learning standards or is
aware but chooses not to use or
adapt materials and resources to
meet diverse learning needs.
0 of 4 (0%)
Teacher selects curricular
materials and resources that align
with student learning standards.
Teacher occasionally adapts
materials and resources to meet
diverse learning needs.
0 of 4 (0%)
Teacher selects curricular
materials and resources that
align with student learning
standards. Teacher regularly
adapts materials and resources
to meet diverse learning needs.
0 of 4 (0%)
Teacher selects a variety of curricular
materials and resources that align with
student learning standards. Teacher
regularly adapts materials to meet diverse
learning needs and seeks out additional
materials and resources to support student
learning.
0 of 4 (0%)

Totals 0 of 8 (0%) 0 of 8 (0%) 1 of 8 (12.5%) 0 of 8 (0%)

Standard III. Comments: (09/01/2019 - 08/31/2020)

NONE

NYSUT 2014 III.1

Criteria Ineffective Developing Effective Highly Effective

III.1A - Teacher does not Teacher implements some learning Teacher implements most learning Teacher implements all learning
Aligns implement learning experiences that are aligned with experiences that are aligned with experiences that are aligned with learning
instruction to experiences that are learning standards. Students are aware learning standards. Students are standards. Students are aware of the
standards. aligned with learning of the learning objective(s), but may be aware of the learning objective(s) and learning objective(s) and can clearly
standards. Students are unable to clearly convey/demonstrate can convey/demonstrate how they convey/demonstrate how they relate to the
unaware of the learning the purpose of the learning experience. relate to the learning experiences. learning experiences.
objective(s). 0 of 4 (0%) 0 of 4 (0%) 2 of 4 (50%)
0 of 4 (0%)

III.1B - Teacher's instructional Teacher's instructional practices engage Teacher's instructional practices Teacher's instructional practices engage
Engages practices engage students at an insufficient level of engage students at an appropriately students at an appropriately high level of
students. students at a low level of cognitive challenge. Students have high level of cognitive challenge. cognitive challenge. Students have regular
cognitive challenge. occasional opportunities to interact with Students have regular and ongoing and ongoing opportunities to interact with
Students have little the teacher and/or with peers. opportunities to interact with the the teacher and with peers. Students
interaction with the 0 of 4 (0%) teacher and with peers. initiate interactions to deepen cognitive
teacher or with peers. 0 of 4 (0%) engagement.
0 of 4 (0%) 1 of 4 (25%)

Totals 0 of 8 (0%) 0 of 8 (0%) 0 of 8 (0%) 3 of 8 (37.5%)

NYSUT 2014 III.2

Criteria Ineffective Developing Effective Highly Effective

III.2A - Provides Teacher directions and procedures Teacher directions and procedures Teacher directions and Teacher directions and procedures are
directions and are confusing to students. Teacher are clarified after initial student procedures are clear to clear, complete, and anticipate possible
procedures. does not adjust explanation to confusion. Teacher attempts to students. Teacher adjusts student misunderstanding. Teacher
meet student needs. adjust explanations to meet student explanations to meet student adjusts explanations to meet the needs
0 of 4 (0%) needs. needs. of individual students.
0 of 4 (0%) 1 of 4 (25%) 2 of 4 (50%)

III.2B - Uses Teacher's questions are largely
questioning closed in nature. Questions do not
techniques to invite a thoughtful response or
engage students. further discussion. Techniques
result in few students having an
opportunity to respond.
0 of 4 (0%)
Teacher's questions are a
combination of open and closed
questions. Some questions invite a
thoughtful response and/or further
discussion. Techniques result in
some students having an
opportunity to respond.
0 of 4 (0%)
Most of teacher's questions are
open in nature and engage
students in deeper thinking and
further discussion. Techniques
require most students to
respond.
1 of 4 (25%)
Teacher's questions are open in nature
and challenge students to think and
demonstrate reasoning. Techniques
require all students to respond.
Students formulate questions to
advance their understanding.
0 of 4 (0%)

III.2C - Responds Teacher ignores students' Teacher responds to some students' Teacher responds to students' Teacher and students respond to
to students. questions/comments and/or questions/comments. Response questions/comments. students' questions/comments.
 provides a response that shuts gives students the answer rather Responses challenge student Responses challenge all students'
down student learning. than challenge student thinking. thinking. thinking.
0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) 1 of 4 (25%)

III.2D - Teacher's spoken language is
Communicates inaudible, and/or written language
content. is illegible. Spoken or written
language contains content or
serious grammatical errors.
Graphic methods are not used or
used ineffectively.
0 of 4 (0%)
Teacher's spoken language is
audible, and written language is
legible. Content is accurate and
grammatical errors are insignificant
to student understanding. Graphic
methods are used occasionally.
0 of 4 (0%)
Teacher's spoken and written
language is clear. Content and
grammar are accurate. Graphic
methods are used regularly to
enhance content understanding.
1 of 4 (25%)
Teacher's spoken and written language
is clear and expressive. Content and
grammar are accurate. Various graphic
methods are used regularly to enhance
content understanding. Teacher
supports students offering their own
graphic representation of the content.
1 of 4 (25%)

Totals 0 of 16 (0%) 0 of 16 (0%) 3 of 16 (18.8%) 4 of 16 (25%)

NYSUT 2014 III.3

Criteria Ineffective Developing Effective Highly Effective

III.3A - Teacher does not articulate Teacher articulates how success will Teacher articulates how success will Teacher articulates how success will
Articulates how success will be measured; be measured; students may be be measured. Students can be measured. Teacher and students
measures of students are unaware of the confused about the criteria for articulate how their success will be analyze or create success criteria.
success. criteria for success. success. measured and have scoring criteria Students can articulate how their
0 of 4 (0%) 0 of 4 (0%) as a guide. success will be measured and have
0 of 4 (0%) scoring criteria and exemplars as
models.
0 of 4 (0%)

III.3B - Teacher is unable to articulate Teacher articulates low expectations Teacher articulates high Teacher articulates high expectations
Implements student expectations and does for some students and attempts to expectations for most students and for all students and persists in
challenging not challenge or support all challenge and support all students persists in seeking approaches to seeking approaches to challenge and
learning students through instructional through instructional strategies, challenge and support all students, support all students, drawing on a
experiences. strategies, learning learning experiences and/or drawing on a broad repertoire of broad repertoire of strategies,
experiences and/or resources. resources, but efforts are ineffective strategies, learning experiences, experiences, and resources.
0 of 4 (0%) or limited. and resources. 1 of 4 (25%)
0 of 4 (0%) 0 of 4 (0%)
Totals 0 of 8 (0%) 0 of 8 (0%) 0 of 8 (0%) 1 of 8 (12.5%)

NYSUT 2014 III.4

Criteria Ineffective Developing Effective Highly Effective

III.4A - Teacher uses strategies that do
Differentiates not motivate and/or cognitively
instruction. engage students and are not
appropriate to students'
instructional levels. Few students
achieve the instructional
outcomes.
0 of 4 (0%)
Teacher uses only some
differentiated strategies that
motivate and cognitively engage
students at their instructional
levels, allowing some students to
achieve the instructional
outcomes.
0 of 4 (0%)
Teacher uses differentiated
strategies that motivate and
cognitively engage groups of
students at their instructional
levels, allowing students to
achieve the instructional
outcomes.
3 of 4 (75%)
Teacher uses differentiated strategies that
motivate and cognitively engage each
student at their instructional level, allowing
all students to achieve the instructional
outcomes. Teacher supports students'
suggestions of strategies that will help them
demonstrate their own learning.
0 of 4 (0%)

Totals 0 of 4 (0%) 0 of 4 (0%) 3 of 4 (75%) 0 of 4 (0%)

NYSUT 2014 III.5

Criteria Ineffective Developing Effective Highly Effective

III.5A - Provides Teacher provides few
synthesis, critical opportunities in written or oral
thinking, problem- format for students to
solving and synthesize, think critically,
opportunities for problem solve or engage
collaboration. students in multi-disciplinary
and other 21st Century Skills*.
0 of 4 (0%)
Teacher provides occasional
opportunities in written or oral
format for students to
synthesize, think critically,
problem solve or engage
students in multi-disciplinary
and other 21st Century Skills*.
0 of 4 (0%)
Teacher provides frequent
opportunities in written and oral
format for students to
synthesize, think critically,
problem solve or engage
students in multi-disciplinary
and other 21st Century Skills*.
0 of 4 (0%)
Teacher provides regular opportunities in
written and oral format for students to
synthesize, think critically, problem solve
or engage students in multi-disciplinary
and other 21st Century Skills*. Students
initiate collaborative, problem-solving
opportunities and ensure that all voices
and ideas are heard.
1 of 4 (25%)

Totals 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) 1 of 4 (25%)

NYSUT 2014 III.6

Criteria Ineffective Developing Effective Highly Effective

III.6A - Uses Teacher does not use Teacher occasionally uses Teacher frequently uses Teacher always uses a variety of formative
formative formative assessment during formative assessment to monitor formative assessment to assessment to monitor the progress of
assessment to instruction to monitor student student learning. Teacher monitor student learning. individual students. Teacher uses student
monitor and learning. Teacher does not occasionally uses student progress Teacher uses student progress progress to immediately adjust the pace,
adjust pacing. adjust the pace, focus, or to adjust the pace, focus, or to immediately adjust the pace, focus, or delivery of instruction. Students
delivery of instruction. delivery of instruction with uneven focus, or delivery of instruction. self-assess progress and suggest
0 of 4 (0%) results. 2 of 4 (50%) adjustments to instruction.
0 of 4 (0%) 0 of 4 (0%)

III.6B - Provides Teacher's feedback to Teacher's feedback to students is Teacher's feedback to students Teacher's feedback to students is timely,
feedback during students is limited, infrequent inconsistent in timeliness, is timely, frequent, and frequent, and relevant. Feedback
and after and/or irrelevant. frequency and/or relevance. relevant. Feedback frequently consistently advances student learning.
instruction. 0 of 4 (0%) Feedback inconsistently advances advances student learning. Students use the feedback to advance their
student learning. 0 of 4 (0%) own learning.
0 of 4 (0%) 2 of 4 (50%)

Totals 0 of 8 (0%) 0 of 8 (0%) 2 of 8 (25%) 2 of 8 (25%)

Standard IV. Comments: (09/01/2019 - 08/31/2020)

NONE

NYSUT 2014 IV.1

Criteria Ineffective Developing Effective Highly Effective

IV.1A - Teacher-student interactions Teacher-student interactions are Teacher-student interactions Teacher-student interactions reflect
Interactions are inappropriate to the age generally appropriate but may demonstrate general caring and genuine respect, caring, and cultural
with students. or culture of the students. The
classroom climate is not
conducive to feeling accepted
or free to take learning risks.
0 of 4 (0%)
reflect occasional inconsistencies,
favoritism, or disregard for
students' cultures. Only some
students feel accepted and free to
take learning risks.
0 of 4 (0%)
respect. Interactions are appropriate
to the ages and cultures of the
students. Teacher creates a
supportive environment where
students feel accepted and free to
take learning risks.
0 of 4 (0%)
understanding for individual students,
as well as groups of students. Teacher
creates a supportive learning
environment where all students feel
accepted and free to take learning
risks.
3 of 4 (75%)

IV.1B - Supports Teacher ignores diversity in Teacher acknowledges diversity in Teacher acknowledges student Teacher acknowledges student
student the classroom and does not the classroom but is inconsistent in diversity and uses it as an opportunity diversity and uses it as an opportunity
diversity. use it to support the learning using it to enrich the learning to enrich the learning environment. to enrich the learning environment.
environment. environment. 0 of 4 (0%) Students take initiative to respect and
0 of 4 (0%) 0 of 4 (0%) support diversity.
0 of 4 (0%)

IV.1C - Teacher does not address Teacher inconsistently addresses Teacher ensures that student Teacher ensures that students
Reinforces student interactions that are student interactions that are interactions are generally polite and demonstrate respect for one another
positive inappropriate and inappropriate and disrespectful. respectful. Such interactions are and monitor one another's treatment of
interactions disrespectful. 0 of 4 (0%) appropriate to the students. peers. Students correct classmates
among students. 0 of 4 (0%) 0 of 4 (0%) respectfully when needed, and
demonstrate personal responsibility.
0 of 4 (0%)
Totals 0 of 12 (0%) 0 of 12 (0%) 0 of 12 (0%) 3 of 12 (25%)

NYSUT 2014 IV.2

Criteria Ineffective Developing Effective Highly Effective

IV.2A - Promotes Teacher does not promote a
student pride in sense of pride in student work
work and or accomplishment. Teacher
accomplishments. discourages students from
expressing their ideas, and/or
initiating their own learning and
achievement. Students are not
motivated to complete work or
are unwilling to persevere.
0 of 4 (0%)
Teacher inconsistently promotes a
sense of pride in student work or
accomplishment. Teacher
inconsistently creates an
environment where students
express their ideas, take initiative
and have high expectations for
their own learning and
achievement. Students minimally
accept the responsibility to
complete quality work or to
persevere.
0 of 4 (0%)
Teacher consistently promotes a
sense of pride in student work or
accomplishment, creates an
environment where students are
encouraged to express their ideas,
take initiative and have high
expectations for their own learning
and achievement. Students accept
the teacher's insistence on work of
high quality and demonstrate
perseverance.
1 of 4 (25%)
Teacher consistently promotes a
sense of pride in student work or
accomplishment, creates an
environment where all students are
expected to express their ideas,
take initiative and have high
expectations and pride for their own
learning and achievement. Students
monitor their own progress as they
strive to meet challenging learning
goals.
0 of 4 (0%)

IV.2B - Promotes Teacher conveys a negative
student curiosity attitude, suggesting that
and enthusiasm. learning is not important or has
been mandated. Students are
not cognitively engaged or
enthusiastic about learning.
0 of 4 (0%)
Teacher conveys importance of
learning, but with little conviction.
Some students are cognitively
engaged and enthusiastic.
0 of 4 (0%)
Teacher conveys enthusiasm for
learning and demonstrates
consistent commitment to its value.
Students are cognitively engaged
and enthusiastic about appropriately
challenging learning.
0 of 4 (0%)
Teacher and students convey
enthusiasm for learning and are
committed to its value. Students are
cognitively engaged and strive to
meet challenging leaning goals.
3 of 4 (75%)

Totals 0 of 8 (0%) 0 of 8 (0%) 1 of 8 (12.5%) 3 of 8 (37.5%)

NYSUT 2014 IV.3

Criteria Ineffective Developing Effective Highly Effective

IV.3A - Establishes
routines/
procedures/transitions and
expectations for student
behavior.
The teacher's routines/
procedures/ transitions and
standards of conduct, are
chaotic, with much
instructional time being lost.
They are not clear to students
and require repeated
prompting.
0 of 4 (0%)
The teacher's routines/
procedures/ transitions and
standards of conduct are
somewhat efficient, resulting in
some loss of instructional time.
They are clear to some
students and may require
repeated prompting.
0 of 4 (0%)
Teacher's routines/ procedures/
transitions and standards of
conduct occur smoothly, with little
loss of instructional time. They
are clear to most students and
require little prompting. Students
assume some responsibility under
teacher direction.
2 of 4 (50%)
The teacher and students have
established seamless routines/
procedures/ transitions and
standards of conduct. They are
clear to all students and require no
prompting. Students assume
responsibility in reinforcing routines
and standards of conduct, and in
ensuring their efficient operation.
1 of 4 (25%)

IV.3B - Manages Teacher's grouping/managing
instructional groups. results in students who are
not working with the teacher,
are not productively engaged
in learning.
0 of 4 (0%)
Totals 0 of 8 (0%)
Teacher's grouping/managing
results in some students being
productively engaged in
learning while independent of
the teacher.
0 of 4 (0%)
0 of 8 (0%)
Teacher's grouping /managing
results in work being well
organized and most students are
productively engaged in learning
while independent of the teacher.
0 of 4 (0%)
2 of 8 (25%)
Teacher's grouping/managing
results in group work being well
organized and all students are
productively engaged, with students
assuming responsibility for
productivity while independent of
the teacher.
2 of 4 (50%)
3 of 8 (37.5%)

NYSUT 2014 IV.4

Criteria Ineffective Developing Effective Highly Effective

IV.4A - Organizes Teacher has inadequately
learning organized the learning
environment. environment to meet student
learning needs, or the teacher
makes poor or inequitable use
of resources.
0 of 4 (0%)
Teacher has adequately organized
the learning environment to
accommodate student learning
needs. Available resources are
accessible to some students. The
resources may be adjusted for a
lesson, but with limited
effectiveness.
0 of 4 (0%)
Teacher has organized the
learning environment to
accommodate all student learning
needs. Available resources are
accessible to most students. The
resources are adjusted to support
the learning activities.
0 of 4 (0%)
Teacher has modified and organized
the learning environment to
accommodate all student learning
needs. Available resources are
accessible to all students. Teacher
supports students in adjusting the
resources to advance their learning.
0 of 4 (0%)

IV.4B - Manages Teacher does not effectively
volunteers and/or use the services and skills of
paraprofessionals. available paraprofessionals
and/or volunteers. Their
presence is disruptive to the
learning environment.
0 of 4 (0%)
Teacher attempts to use the
services and skills of available
paraprofessionals and/or
volunteers. Their presence may be
distracting to the learning
environment.
0 of 4 (0%)
Teacher effectively uses the
services and skills of available
paraprofessionals and/or
volunteers. Their presence
supports the learning
environment.
0 of 4 (0%)
Teacher effectively uses the services
and skills of available
paraprofessionals and/or volunteers,
resulting in a productive and
proactive learning environment.
0 of 4 (0%)

IV.4C - Establishes Teacher does not implement Teacher inconsistently implements Teacher regularly implements Teacher and students implement
classroom safety. classroom safety procedures. classroom safety procedures. classroom safety procedures. classroom safety procedures.
0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%)
Totals 0 of 12 (0%) 0 of 12 (0%) 0 of 12 (0%) 0 of 12 (0%)

Standard V. Comments: (09/01/2019 - 08/31/2020)

NONE

NYSUT 2014 V.1

Criteria
V.1A - Designs an
assessment system and
selects assessments and a
grading system to
establish learning goals
and inform instruction.
Ineffective
Teacher does not design or
select appropriate, accessible
diagnostic or ongoing formative
assessment and grading
procedures to establish learning
goals or to inform instruction.
0 of 4 (0%)
Developing
Teacher designs or selects
appropriate, accessible
diagnostic and ongoing
formative assessment and
grading procedures to
establish learning goals and
inform instruction.
0 of 4 (0%)
Effective
Teacher designs, or selects
appropriate, accessible
diagnostic and ongoing
formative assessments and
grading procedures to align
learning goals and inform
instruction.
0 of 4 (0%)
Highly Effective
Teacher always designs and selects
appropriate, accessible diagnostic
and ongoing formative assessment
and grading procedures to align
learning goals and inform instruction.
1 of 4 (25%)

V.1B - Measures and Teacher does not use multiple
records student measures to determine a
achievement. summative assessment of
student achievement. Teacher
rarely and/or ineffectively uses
multiple formats, to document
student performance.
0 of 4 (0%)
Totals 0 of 8 (0%)
Teacher uses limited measures
to determine a summative
assessment of student
achievement. Teacher
inconsistently uses multiple
formats, to document student
performance.
0 of 4 (0%)
0 of 8 (0%)
Teacher uses multiple
measures to determine a
summative assessment of
student achievement. Teacher
consistently uses multiple
formats, to document student
performance.
1 of 4 (25%)
1 of 8 (12.5%)
Teacher uses multiple measures to
determine a summative assessment
of student achievement. Teacher
consistently uses multiple formats, to
document student performance.
Students participate in documenting
their own performance.
1 of 4 (25%)
2 of 8 (25%)

NYSUT 2014 V.2

Criteria Ineffective Developing Effective Highly Effective

V.2A - Uses Teacher does not use
assessment data as assessment data as formative
feedback to set goals feedback to set goals with
with students. students or to design
differentiated instruction.
0 of 4 (0%)
Teacher occasionally uses
assessment data as formative
feedback to set goals with
students and to design
differentiated instruction.
0 of 4 (0%)
Teacher frequently uses
assessment data as formative
feedback to set goals with
students and to design
differentiated instruction.
2 of 4 (50%)
Teacher regularly uses assessment data
as formative feedback to set goals with
students and to design differentiated
instruction; students monitor their
progress towards their goals.
0 of 4 (0%)

V.2B - Engages Teacher does not engage Teacher occasionally engages Teacher frequently engages Teacher regularly engages students in
students in self- students in self-assessment of students in self-assessment of students in self-assessment of self-assessment of their learning goals,
assessment. their learning goals, strategies, their learning goals, strategies, their learning goals, strategies, strategies, and outcomes and suggests
or outcomes. and outcomes. and outcomes. next steps for achieving the learning
0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) goals.
1 of 4 (25%)

Totals 0 of 8 (0%) 0 of 8 (0%) 2 of 8 (25%) 1 of 8 (12.5%)

NYSUT 2014 V.3

Criteria Ineffective Developing Effective Highly Effective

V.3A - Accesses, Teacher does not analyze
analyzes and or provide accurate
interprets information about or
assessments. interpretation of various
assessment data.
0 of 4 (0%)
Teacher analyzes data
accurately, provides
appropriate information;
interpretation of various
assessment data may be
rudimentary.
0 of 4 (0%)
Teacher analyzes data accurately,
provides appropriate information
about and accurate interpretation
of various assessment data to
monitor student progress and
inform instruction.
1 of 4 (25%)
Teacher analyzes data accurately, provides
appropriate information about and accurate
interpretation of various assessment data to
monitor student progress and design differentiated
instruction. Teacher supports students to
contribute information and participate in the
interpretation of data.
0 of 4 (0%)

Totals 0 of 4 (0%) 0 of 4 (0%) 1 of 4 (25%) 0 of 4 (0%)

NYSUT 2014 V.4

Criteria Ineffective Developing Effective Highly Effective

V.5A - Teacher does not communicate Teacher occasionally Teacher frequently Teacher regularly communicates
Communicates purposes of assessments, the communicates purposes of communicates purposes of purposes of assessments, the
purposes and assessment criteria or the parameters assessments, the assessment assessments, the assessment assessment criteria, and the
criteria. for success to students. criteria or the parameters for criteria, parameters for parameters for success clearly to
0 of 4 (0%) success to students, and checks success, and checks for student students and checks for student
for student understanding. understanding. understanding. Teacher supports
0 of 4 (0%) 0 of 4 (0%) student explanation of purposes and
criteria to others.
1 of 4 (25%)

V.5B - Provides Teacher does not prepare students for Teacher minimally prepares Teacher adequately prepares Teacher thoroughly prepares students
preparation and assessment formats using authentic students for assessment students for assessment for assessment formats by using
practice. curriculum, skills and strategies. formats by using authentic formats by using authentic authentic curriculum, skills, and
0 of 4 (0%) curriculum, skills, and curriculum, skills, and strategies.
strategies. strategies. 2 of 4 (50%)
0 of 4 (0%) 0 of 4 (0%)

V.5C - Provides Teacher does not provide required
accommodations. accommodations/testing conditions for
students with exceptional learning
needs. Teacher rarely seeks out
specialists to ensure accommodations
meet individual student needs.
0 of 4 (0%)
Teacher provides required
accommodations/ testing
conditions for students with
exceptional learning needs.
Teacher occasionally seeks out
specialists to ensure
accommodations meet
individual student needs.
0 of 4 (0%)
Teacher provides required
accommodations/ testing
conditions for students with
exceptional learning needs.
Teacher frequently seeks out
specialists to ensure
accommodations meet
individual student needs.
0 of 4 (0%)
Teacher provides required
accommodations/ testing conditions
for students with exceptional learning
needs. Teacher consistently seeks out
specialists/resources to ensure
accommodations meet individual
student needs.
1 of 4 (25%)

Totals 0 of 12 (0%) 0 of 12 (0%) 0 of 12 (0%) 4 of 12 (33.3%)

Standard VI. Comments: (09/01/2019 - 08/31/2020)
NONE

NYSUT 2014 VI.1

Criteria Ineffective
VI.1A - Teacher interactions with
Demonstrates colleagues, students, families and
ethical, professional the public are characterized by
behavior. dishonesty and/or unethical, self-
serving conduct. Teacher is not
self-reflective and/or unreceptive
to feedback as a way to adjust
professional behavior.
0 of 4 (0%)
Developing
Teacher interactions with
colleagues, students, families
and the public are usually
characterized as honest and
ethical. Teacher occasionally
self- reflects and/or accepts
feedback as a way to adjust
professional behavior.
0 of 4 (0%)
Effective
Teacher interactions with
colleagues, students, families and
the public are consistently
characterized by high standards
of honesty, integrity, and ethics.
Teacher is self-reflective and
uses feedback as a way to adjust
professional behavior.
1 of 4 (25%)
Highly Effective
Teacher interactions with colleagues,
students, families and the public
consistently model the highest
standards of honesty, integrity, and
ethics. Teacher is self-reflective and
uses feedback as a way to adjust
professional behavior. Teacher seeks
out stakeholder feedback on his/her
own initiative.
1 of 4 (25%)

VI.1B - Advocates Teacher does not advocate to
for students. meet the needs of students
resulting in some students or
groups being ill served.
0 of 4 (0%)
Teacher sometimes advocates Teacher consistently advocates to Teacher is proactive in advocating for
to meet the needs of students meet the students' needs. students' needs, and in seeking out
efforts. 0 of 4 (0%) resources when necessary.
0 of 4 (0%) 0 of 4 (0%)

VI.1C - Teacher does not comply with or Teacher sometimes complies Teacher consistently complies Teacher consistently models ethical
Demonstrates advocate for the ethical use of with and advocates for the with and advocates for the ethical use of information and information
ethical use of information or information ethical use of information and use of information and technology, and ensures respect for
information and technology. information technology. information technology. intellectual property rights, credits
information 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) sources, and adheres to safe and legal
technology. use guidelines.
0 of 4 (0%)

VI.1D - Completes Teacher does not complete Teacher inconsistently Teacher consistently completes Teacher seeks out training
training to comply trainings to meet State and local completes trainings to meet trainings to meet State and local opportunities to meet or exceed State
with State and local requirements. State and local requirements. requirements. and local requirements, and
requirements and 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) contributes positively to student
jurisdictions. achievement.
1 of 4 (25%)

Totals 0 of 16 (0%) 0 of 16 (0%) 1 of 16 (6.3%) 2 of 16 (12.5%)

NYSUT 2014 VI.2

Criteria Ineffective Developing Effective Highly Effective

VI.2A - Supports Teacher fails to understand or
the school as an acknowledge the school's
organization historical, cultural, political or
with a vision social context. Teacher does not
and mission. support the school and district
vision and mission and/or
engages in practices that are
explicitly contrary to the vision
and mission.
0 of 4 (0%)
Teacher has a general
understanding of the school as an
organization with an historical,
cultural, political and social
context, and has a general
awareness of the school and
district mission and vision, but is
inconsistent in supporting or
promoting the vision and mission.
0 of 4 (0%)
Teacher understands the school as
an organization with an historical,
cultural, political and social context
that influences school policy
practices, and the school and
district mission and vision. The
teacher supports the vision and
mission for the purpose of school
improvement.
0 of 4 (0%)
Teacher understands the school as an
organization with an historical, cultural,
political and social context that
influences school policy, practices and
the school and district mission and
vision. The teacher is aware of and
actively promotes the school and
district mission and vision, and strives
to help others understand them.
2 of 4 (50%)

VI.2B - Teacher makes no effort to
Participates on collaborate with teammates,
an instructional paraprofessionals and volunteers
team. or to share information and/or
best practices with colleagues to
support high expectations for
student learning.
0 of 4 (0%)
Teacher inconsistently collaborates
with teammates, paraprofessionals
and volunteers to fulfill duties.
Teacher shares limited information
and/or best practices with
colleagues to support high
expectations for student learning.
0 of 4 (0%)
Teacher collaborates with
teammates, paraprofessionals and
volunteers to support high
expectations for student learning.
Teacher regularly shares
information and/or best practices
with colleagues to improve practice
and to support high expectations
for student learning.
0 of 4 (0%)
Teacher proactively collaborates with
teammates, paraprofessionals and
volunteers to support high
expectations for student learning.
Teacher consistently shares
information and/or best practices with
colleagues.
0 of 4 (0%)

VI.2C - Teacher does not collaborate with Teacher occasionally collaborates Teacher frequently collaborates Teacher regularly and willingly leads
Collaborates the larger community to access with the larger community to with the larger community to efforts to collaborate with the larger
with the larger and/or share learning resources. access and share learning access and share learning community to access and share
community 0 of 4 (0%) resources when invited or required resources. learning resources.
to do so. 1 of 4 (25%) 0 of 4 (0%)
0 of 4 (0%)
Totals 0 of 12 (0%) 0 of 12 (0%) 1 of 12 (8.3%) 2 of 12 (16.7%)

NYSUT 2014 VI.3

Criteria Ineffective
VI.3A - Teacher does not or rarely
Communicates communicates expectations,
student student performance, or
performance to progress, with family's
families. guardians/caregivers to enhance
student development and
achievement and/or discussions
are addressed in a manner that
is insensitive, negative, or
blaming.
0 of 4 (0%)
Developing
Teacher occasionally communicates
expectations, student performance,
or progress with families,
guardians/caregivers to share
information and strategies to
collaborate with families in the
instructional program and to
enhance student development and
achievement. Communication may
not be respectful of and sensitive to
cultural norms.
0 of 4 (0%)
Effective
Teacher frequently communicates
expectations, student performance,
or progress with families,
guardians/caregivers to share
information and strategies to
collaborate with families in the
instructional program and to
enhance student development and
achievement. Communication is
respectful, and sensitive to cultural
norms.
0 of 4 (0%)
Highly Effective
Teacher establishes processes that
enable and encourage regular, two-way
communication with individual families,
guardians/caregivers to share
information and strategies to
collaborate with families in the
instructional program and to enhance
student development and achievement.
Students contribute ideas that
encourage family participation.
Communication is respectful, and
sensitive to cultural norms.
0 of 4 (0%)

Totals 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%)

NYSUT 2014 VI.4

Criteria Ineffective Developing Effective Highly Effective

VI.4A - Maintains Teacher does not collect Teacher collects required data, Teacher collects required data that is Teacher's system for collecting and
records. required data and/or records monitoring is required to timely and accurately maintained. maintaining required data is highly
are in disarray, incomplete, or maintain accuracy. 0 of 4 (0%) effective and accurate.
error-filled. 0 of 4 (0%) 0 of 4 (0%)
0 of 4 (0%)

VI.4B - Manages time Teacher does not manage
and attendance. his/her time and/or
attendance in adherence with
district guidelines, negatively
impacting student learning.
0 of 4 (0%)
Teacher usually manages
his/her time and/or attendance
in adherence with district
guidelines. Student learning is
not negatively impacted.
0 of 4 (0%)
Teacher always manages his/her time
and attendance in adherence with
district guidelines. Teacher attendance
is regular and professional, ensuring
uninterrupted student learning.
0 of 4 (0%)
Teacher always manages his/her time
and attendance in adherence with
district guidelines. Teacher
attendance is exemplary; ensuring
that student learning is always a
priority.
0 of 4 (0%)

VI.4C - Maintains Teacher does not maintain Teacher usually maintains Teacher regularly maintains classroom Teacher always maintains classroom
classroom and classroom and/or school classroom and/or school and school resources. and school resources and materials.
school resources resources and materials. resources and materials. 0 of 4 (0%) Students contribute to their
and materials. 0 of 4 (0%) 0 of 4 (0%) maintenance as appropriate.
0 of 4 (0%)

VI.4D - Participates/ Teacher does not participate Teacher occasionally Teacher regularly participates in school Teacher regularly and willingly
in school, district in school district events. participates in school, district and district events. participates in school/ district and
events 0 of 4 (0%) events or does so only when 0 of 4 (0%) contributes to its success.
specifically asked or required. 2 of 4 (50%)
0 of 4 (0%)
Totals 0 of 16 (0%) 0 of 16 (0%) 0 of 16 (0%) 2 of 16 (12.5%)

NYSUT 2014 VI.5

Criteria Ineffective Developing Effective Highly Effective
VI.5A - Communicates Teacher does not Teacher communicates relevant Teacher knowledgably Teacher is proactive and
policies. communicate relevant regulations and policies to communicates relevant knowledgeable in communicating
regulations and policies to stakeholders, but may have limited regulations and policies to relevant regulations and policies to
stakeholders or is unaware understanding of such policies. stakeholders. stakeholders.
of such policies. 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%)
0 of 4 (0%)

VI.5B - Reports Teacher does not report Teacher reports instances of child Teacher always reports Teacher always reports instances of
concerns. instances of child abuse, abuse, safety violations, bullying and instances of child abuse, child abuse, safety violations, bullying
safety violations, bullying or other concerns but may not be fully safety violations, bullying and other concerns, and models
other concerns. aware of regulations and policies. and other concerns. appropriate reporting.
0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%)

VI.5C - Adheres to Teacher does not adhere to
policies and or access information about
contractual obligations board policies, school/district
and accesses procedures, and/or
resources. contractual obligations.
0 of 4 (0%)
Teacher usually adheres to and
accesses some board policies,
school/district procedures, and
contractual obligations Teacher may
not be fully aware of policies,
obligations and all available resources.
0 of 4 (0%)
Teacher adheres to and
accesses information about
board policies,
school/district procedures,
and contractual obligations.
0 of 4 (0%)
Teacher always adheres to and
accesses information about board
policies, school/ district procedures,
and contractual obligations, and
actively advocates compliance and
serves as a resource to others.
0 of 4 (0%)

Totals 0 of 12 (0%) 0 of 12 (0%) 0 of 12 (0%) 0 of 12 (0%)

Standard VII. Comments: (09/01/2019 - 08/31/2020)

NONE

NYSUT 2014 VII.1

Criteria Ineffective Developing Effective Highly Effective

VII.1A - Reflects Teacher does not examine
on evidence of and/or analyze formal and
student learning. informal evidence of
student learning to inform
professional growth.
0 of 4 (0%)
Teacher occasionally examines and/or
analyzes formal and informal evidence
of student learning; professional growth
is only loosely aligned with the needs of
students.
0 of 4 (0%)
Teacher regularly examines
and analyzes formal and
informal evidence of student
learning; professional growth
is aligned with the needs of
students.
0 of 4 (0%)
Teacher engages in an ongoing examination
and analysis of formal and informal evidence
of student learning; professional growth is
aligned with the needs of students. The
teacher reviews the impact of professional
learning on student achievement.
0 of 4 (0%)

VII.1B - Plans Teacher rarely uses Teacher occasionally uses reflection and Teacher uses reflection and Teacher regularly uses reflection and other
professional reflection or other other information to identify strengths other information to identify information to identify strengths and
growth. information to identify and weaknesses or bias to plan strengths and weaknesses and weaknesses and bias, to plan professional
strengths and weaknesses professional growth. Teacher may need bias to plan professional growth. Teacher seeks out professional
or bias to plan professional guidance selecting appropriate growth. growth opportunities to address areas of
growth. professional opportunities. 1 of 4 (25%) weakness.
0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%)
Totals 0 of 8 (0%) 0 of 8 (0%) 1 of 8 (12.5%) 0 of 8 (0%)

NYSUT 2014 VII.2

Criteria Ineffective Developing Effective Highly Effective

VII.2A - Sets goals. Teacher does not set
goals to enhance
strengths or address
weaknesses in teaching
practice.
0 of 4 (0%)
Teacher sets goals to enhance
areas of strengths or address
areas of weaknesses in practice,
however goals are poorly
formulated and do not improve
teaching and learning.
0 of 4 (0%)
Teacher sets goals to enhance
areas of strengths or address
areas of weaknesses in
practice. Goals are well
formulated and improve
teaching and learning.
1 of 4 (25%)
Teacher sets goals to enhance areas of
strengths or address areas of weaknesses in
practice. Goals are well formulated with specific
student learning needs.
1 of 4 (25%)

VII.2B - Engages in Teacher does not engage
professional in expanding knowledge
growth to expand of research in curriculum,
knowledge base. instruction, and
assessment methods.
0 of 4 (0%)
Teacher occasionally engages in
acquiring minimal knowledge of
research in curriculum, instruction,
and assessment methods, but
does not apply the knowledge to
improve practice.
0 of 4 (0%)
Teacher regularly engages in
expanding knowledge of
research in curriculum,
instruction, and assessment
methods and applies the
knowledge to improve practice.
0 of 4 (0%)
Teacher regularly seeks out and engages in
expanding knowledge of research in curriculum,
instruction, and assessment methods and
applies the knowledge to improve practice.
Teacher engages in research and/or provides
professional development and/or support for
others.
0 of 4 (0%)
 Totals 0 of 8 (0%) 0 of 8 (0%) 1 of 8 (12.5%) 1 of 8 (12.5%)

NYSUT 2014 VII.3

Criteria Ineffective Developing Effective Highly Effective

VII.3A - Gives and Teacher does not give Teacher inconsistently Teacher regularly gives, receives and Teacher regularly gives, receives, and reflects upon
receives or receive constructive gives or receives acts upon constructive feedback to constructive feedback to improve professional
constructive feedback to improve constructive feedback to improve professional practice. practice. Feedback to colleagues is conveyed in a
feedback. professional practice. improve professional Feedback to colleagues is conveyed in professional and supportive manner. Teacher
0 of 4 (0%) practice. a professional and supportive manner. encourages and engages in collaboration to improve
0 of 4 (0%) 0 of 4 (0%) professional practice.
0 of 4 (0%)

VII.3B - Teacher does not Teacher inconsistently Teacher regularly collaborates with Teacher actively and consistently collaborates with
Collaborates with collaborate with peers, collaborates with peers to peers to improve professional peers to improve professional practice. Teacher
peers or interactions are improve professional practice. makes significant contributions to improve practice
negative. practice. 1 of 4 (25%) on the team.
0 of 4 (0%) 0 of 4 (0%) 1 of 4 (25%)
Totals 0 of 8 (0%) 0 of 8 (0%) 1 of 8 (12.5%) 1 of 8 (12.5%)

NYSUT 2014 VII.4

Criteria Ineffective Developing Effective Highly Effective
VII.4A - Accesses Teacher does not belong to any Teacher belongs to relevant Teacher belongs to relevant Teacher belongs to relevant professional
professional relevant professional professional organizations. professional organizations and organizations and demonstrates new
memberships and organizations. Teacher does Teacher occasionally accesses demonstrates new knowledge in knowledge in professional practice.
resources. not access and/or use and/or uses professional professional practice. Teacher Teacher regularly accesses and/or uses
professional resources to resources to increase regularly accesses and/or uses professional resources to increase
increase understanding of understanding of teaching and professional resources to increase understanding of teaching and learning.
teaching and learning. learning. understanding of teaching and Teacher shares and promotes relevant
0 of 4 (0%) 0 of 4 (0%) learning. resources.
0 of 4 (0%) 0 of 4 (0%)
Totals 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%) 0 of 4 (0%)

Teacher Observation Score:

Teacher Observation Rating: N/A

Recommendations (09/28/2019 - 09/17/2020)

Recommendations

Observation #1 80% (Observation #1 80%) - 9/23/2019 SALZMAN, DANIEL

During the post observation conference, we discussed the challenge of providing basic, English skill instruction to mature, older students. Ms. Genovese provided some
examples of project-based learning activities to prepare these future-ready students for college. We also discussed the importance of note taking for student retention of
information. Ms. Genovese utilized mini-whiteboards to enable her students to respond quickly and easily erase and reuse during class. Ms. Genovese was encouraged to
implement a reader's notebook to support student understanding and provide a reference for students. When providing text-based evidence, students at this level should be
required to cite page numbers for future reference.
Ms. Genovese's lesson required students to talk with their partners throughout the lesson to practice spoken language as well as written English. Ms. Genovese strives to
provide her students with many opportunities to practice English language skills is a safe and supportive learning space. Ms. Genovese continues to employ strong models for
students during her lessons to provide clear examples of written and oral work to support the academic and social/emotional needs of our students. Ms. Genovese is
encouraged to integrate individual accountability for students to record what they experience as audience/listeners to support interpersonal communication and increase
student engagement.

Recommendations

Observation #2 80% (Observation #2 80%) - 12/5/2019 SALZMAN, DANIEL

During the post observation conference, we discussed the value of authentic learning activities that are relevant for students. The "commercial project" is an effective way to
provide the transfer of essential skills in this Advanced Placement course through highly engaging and relevant content. Ms. Genovese has implemented clear expectations
supported through digital scaffolds and a continuous feedback loop between the student and teacher. Ms. Genovese is commended for modeling effective accountable talk
during group work and increasing student accountability during class discussions. The Google Site created specifically as a depository of resources for print and video
advertisements is a highly effective tool for students to interact with resources vetted by the teacher at their own pace. Ms. Genovese should continue to create curricular
resources that amplify student choice and voice.

Recommendations

Observation #3 80% (Observation #3 80%) - 12/1/2019 Cohen, David

Michelle,

As we discussed during the post observation conference, there were a number of strengths to this lesson including providing flexibility for your students with regards to
assessments, providing writing prompts that allow for personalized student responses, being organized and structured in your planning to create appropriate chunks and a
scaffolded lesson, knowing your students strengths and needs when planning your lesson, demonstrating enthusiasm and a creating a positive learning environment, using
research to develop your lessons for ELL students and engaging all of your students in meaningful activities.

We also discussed some strategies you should consider when planning and implementing future lessons. First, at the end of the Escape Room activity you had one student per
group engage in a writing assignment. Consider modifying this to have all of the students perform the important writing segment of the activity. This could lead to a formative
assessment with students receiving important writing feedback. Second, with the anticipated potential of groups finishing at different time intervals, prepare an added activity
to support students/groups that finish early. Finally, consider engaging the students in written reflections to summarize their learning. These reflections could be gathered
over time and used as a means for students to self assess their growth.

You are highly reflective in your practice which led to a meaningful observation cycle. I look forward to advancing our work together and supporting your professional
practice.

Comments:
Ms. Genovese is a compassionate and reflective educator. As an English teacher for our ENL students in eleventh grade, Ms. Genovese nurtures a
learning community that facilitates language acquisition and student agency. Ms. Genovese also teaches the Advanced Placement Language and
Composition course and has successfully implemented web-based student reading and writing portfolios to strengthen literacy skills and amplify student
voice in meaningful ways.

Distance learning can take many forms. Ms. Genovese has created a digital learning environment that provides a standards-based approach to reading
and writing workshop and a continuous feedback loop for all students. The students in Ms. Genovese's classes are motivated to read for enjoyment
and use their "digital" voices to amplify the expression of ideas. The multitude of media types, methodologies, and digital literature was balanced with
superior social and emotional support to ensure a nurturing learning environment in these challenging times.

Ms. Genovese should continue to:

Utilize the Next Generation ELA standards to enhance existing curricula.

Integrate focused independent reading to promote active reading skills and inspire a lifelong love of reading and writing.

Implement engaging learning spaces by utilizing technological tools to promote inquiry and creativity.

It is a pleasure to support her continued growth in the profession.

NYSED has suspended APPR reports for the 2019-2020 school year.

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