Implementation decisions surrounding the New York State teacher annual professional performance review
Hicks, Geoffrey M.
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This study analyzed two sets of data in order to examine the decisions that were made by school superintendents and collective bargaining teams on elements of the New York State Annual Professional Performance Review (APPR) plan. In the first data set, critical decision points from the approved APPR plans of 673 school districts, as well as correlations between the wealth and size of a school district and those decisions, were examined. In the second data set questionnaire responses submitted by 46 New York State school superintendents were examined. Correlations between the experience level of the superintendent and/or the number of months spent collectively bargaining the APPR plan and the specific factors that influenced plan decisions were also studied. The study found a number of correlations between district wealth and district size with regard to APPR plan choices. School district wealth had more predictive power than district size on APPR plan decisions related to growth assessments, total number of tenured observations, and the choice of a teacher practice rubric. School district size had more predictive power than district wealth on decisions regarding locally selected assessments, cut scores on assessments, and the total observations for probationary teachers. The study also found that superintendent experience and months spent bargaining the APPR plan correlated with APPR plan decisions. Superintendent experience had more predictive power than months spent in collective bargaining on the majority of decisions made in the APPR plan.