§ 3012-c. Annual professional performance review of classroom teachers\nand building principals. 1. Notwithstanding any other provision of law,\nrule or regulation to the contrary, the annual professional performance\nreviews of all classroom teachers and building principals employed by\nschool districts or boards of cooperative educational services shall be\nconducted in accordance with the provisions of this section. Such\nperformance reviews which are conducted on or after July first, two\nthousand eleven, or on or after the date specified in paragraph c of\nsubdivision two of this section where applicable, shall include measures\nof student achievement and be conducted in accordance with this section.\nSuch annual professional performance reviews shall be a significant\nfactor for employment decisions including but not limited to, promotion,\nretention, tenure determination, termination, and supplemental\ncompensation, which decisions are to be made in accordance with locally\ndeveloped procedures negotiated pursuant to the requirements of article\nfourteen of the civil service law where applicable. Provided, however,\nthat nothing in this section shall be construed to affect the unfettered\nstatutory right of a school district or board of cooperative educational\nservices to terminate a probationary teacher or principal for any\nstatutorily and constitutionally permissible reasons, including but not\nlimited to misconduct and until a tenure decision is made, the\nperformance of the teacher or principal in the classroom. Such\nperformance reviews shall also be a significant factor in teacher and\nprincipal development, including but not limited to, coaching, induction\nsupport and differentiated professional development, which are to be\nlocally established in accordance with procedures negotiated pursuant to\nthe requirements of article fourteen of the civil service law.\n 2. a. (1) The annual professional performance reviews conducted\npursuant to this section for classroom teachers and building principals\nshall differentiate teacher and principal effectiveness using the\nfollowing quality rating categories: highly effective, effective,\ndeveloping and ineffective, with explicit minimum and maximum scoring\nranges for each category, for the state assessments and other comparable\nmeasures subcomponent of the evaluation and for the locally selected\nmeasures of student achievement subcomponent of the evaluation, as\nprescribed in the regulations of the commissioner. There shall be: (i) a\nstate assessments and other comparable measures subcomponent which shall\ncomprise twenty or twenty-five percent of the evaluation; (ii) a locally\nselected measures of student achievement subcomponent which shall\ncomprise twenty or fifteen percent of the evaluation; and (iii) an other\nmeasures of teacher or principal effectiveness subcomponent which shall\ncomprise the remaining sixty percent of the evaluation, which in sum\nshall constitute the composite teacher or principal effectiveness score.\nSuch annual professional performance reviews shall result in a single\ncomposite teacher or principal effectiveness score, which incorporates\nmultiple measures of effectiveness related to the criteria included in\nthe regulations of the commissioner.\n (2) For annual professional performance reviews conducted in\naccordance with paragraph b of this subdivision for the two thousand\neleven--two thousand twelve school year and for annual professional\nperformance reviews conducted in accordance with paragraphs f and g of\nthis subdivision for the two thousand twelve--two thousand thirteen\nschool year, the overall composite scoring ranges shall be in accordance\nwith this subparagraph. A classroom teacher and building principal shall\nbe deemed to be:\n (A) Highly Effective if they achieve a composite effectiveness score\nof 91-100.\n (B) Effective if they achieve a composite effectiveness score of\n75-90.\n (C) Developing if they achie
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