State Policy Findings: New York 2013 GRADEB-
Delivering Well Prepared Teachers Year: 2013 B-
- Admission into Teacher Preparation
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Read…
- Elementary Teacher Preparation in Math…
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science
- Special Education Teacher Preparation
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountabi…
- The state's elementary subject-matter test is comprised of three subtests, and candidates must pass each subtest to pass the overall test.
- Elementary teacher candidates must pass a science of reading test to ensure knowledge of effective reading instruction.
- The state's elementary content test includes an independently scored mathematics subtest.
- Middle school teachers may not teach on a K-8 generalist license.
- The state does not offer a K-12 special education certification.
- All new teachers must pass a pedagogy test.
- Teacher candidates are not required to pass a test of academic proficiency as a criterion for admission to teacher preparation programs.
- Some secondary social studies teachers are not required to pass content tests for each discipline they are licensed to teach.
- Requirements for teacher preparation do not ensure a high-quality student teaching experience.
- The teacher preparation program approval process does not hold programs accountable for the quality of the teachers they produce.
Expanding the Pool of Teachers Year: 2013 C+
- Alternate Route Eligibility
- Alternate Route Preparation
- Alternate Route Usage and Providers
- Part-Time Teaching Licenses
- Licensure Reciprocity
- There are no restrictions on alternate route usage or providers.
- Admission criteria for all alternate routes to certification are not sufficiently selective.
- More could be done to ensure that alternate route programs provide efficient preparation that is geared toward the immediate needs of new teachers.
- The state offers a license with minimal requirements that would allow content experts to teach part time, but its use is extremely limited.
- Although out-of-state teachers are appropriately required to meet the state's testing requirements, there are additional obstacles that do not support licensure reciprocity.
Identifying Effective Teachers Year: 2013 B-
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Licensure Advancement
- Equitable Distribution
- The state has established a data system with the capacity to provide evidence of teacher effectiveness and has taken meaningful steps to maximize the system's efficiency and potential.
- Although objective evidence of student learning is not the preponderant criterion of teacher evaluations, it is a significant component, and the state has articulated other important evaluation requirements.
- All teachers must be evaluated annually.
- School-level teacher
effectiveness data are publicly reported.
- Tenure decisions are connected to evidence of teacher effectiveness, but this evidence is not the preponderant criterion.
- Licensure advancement
and renewal are not based on teacher effectiveness.
Retaining Effective Teachers Year: 2013 C+
- Professional Development
- Pay Scales
- Compensation for Prior Work Experience
- Differential Pay
- Performance Pay
- Teachers who receive unsatisfactory evaluations are placed on structured improvement plans.
- Teachers can receive additional compensation for working in high-need schools or shortage subject areas, and teachers in some districts can receive performance pay.
- All new teachers do not receive mentoring or other induction support.
- The state could do more to ensure that all teachers' professional development activities are aligned with findings from their evaluations.
- Districts are not discouraged from basing salary schedules solely on years of experience and advanced degrees.
- The state does not support additional compensation for relevant prior work experience.
Exiting Ineffective Teachers Year: 2013 C-
- Extended Emergency Licenses
- Dismissal for Poor Performance
- Reductions in Force
- Ineffective classroom performance is grounds for dismissal.
- Teachers can teach for up to two years before having to pass required subject-matter tests.
- Performance is not considered in determining which teachers to
lay off during reductions in force.