Preparing for Advance







  • Mouse over the timeline above to view past and future milestones in NYC’s transition to a new system of teacher evaluation and development.
  • 2009-10: In May 2010, New York State adopts education law 3012-c, mandating significant changes to the current Annual Professional Review (APPR) for teachers and school leaders.
  • 2010-11: 20 NYCDOE schools participate in the first Teacher Effectiveness Pilot, testing an approach to teacher evaluation and development aligned to New York State education law 3012-c.
  • 2011-12: The NYCDOE expands its pilot work to engage more than 100 schools - spanning six networks, five boroughs, and all grade levels, including District 75.

    The first annual Citywide Instructional Expectations are implemented in schools citywide, engaging educators in job-embedded preparation for coming curricular and instructional shifts.
  • 2012-13: The pilot engages 200 schools spanning 12 networks, five boroughs, and all grade levels, working with over 8,500 teachers and school leaders.

    NYCDOE launches over 35 teacher teams and 10 lab sites to develop new, Common Core-aligned, assessments to measure student learning.The second annual Citywide Instructional Expectations are implemented in schools across the city, providing all educators with continued practice in implementing Common Core-aligned units of instruction and in using a common language about effective instruction.

    Network instructional teams across the City participate in cycles of intensive training focused on how to support schools in using the Danielson Framework for teacher evaluation and development.

    The NYCDOE launches an expanded suite of resources, supports, and professional learning opportunities, including job-embedded professional development at every school in the city. Learn more about the NYCDOE’s approach to teacher development.

  • 2013-14: The NYCDOE implements Advance, the new system of teacher evaluation and development along with a new principal evaluation system aligned to New York State education law 3012-c, and continues to support schools leaders, teachers, and field staff via job-embedded professional development, centrally-provided training, and online resources.

    The third annual Citywide Instructional Expectations focus schools on improving curriculum and teaching to support all students to meet the higher standards of the Common Core Learning Standards.

While Advance will be implemented for stakes for the first time in the 2013-14 school year, the NYCDOE has prepared for a more rigorous teacher evaluation and development system for years through pilot research studies, assessment development, and professional development.

Pilot Research Studies

Between 2010 and 2013, over 10,000 teachers from across the City participated in research studies using models of teacher evaluation and development that combined frequent classroom observations and feedback with measures of student learning. The teachers and school leaders at participating schools helped to determine what works, and what doesn’t.

By soliciting frequent feedback from teachers and school leaders regarding the pilot model’s impact upon teaching and learning in their schools, the NYCDOE has refined its approach to supporting teachers and school leaders as they engage in this important work.

Lessons learned from the NYCDOE’s pilot work align to findings from districts across the country that are implementing similar models of teacher evaluation and development, and include:

    • With regular feedback and a renewed focus onstudent outcomes, teacher practice improves.
      There was a seven percentage-point increase in teachers who received pilot ratings of “Effective” or “Highly Effective” among teachers who participated in the pilot for two years.
    • Teachers want more rigorous and frequent feedback on their practice.
      89% of teachers surveyed agreed that “all teachers should be observed regularly throughout the year,” and 96% agreed that “all teachers should receive feedback on their teaching practice throughout the year.”
    • School leaders agreed that the pilot approach produced results aligned to student outcomes.
      92% of school leaders surveyed agreed that teachers who demonstrated effective practice as defined by the Danielson rubric are the most effective at accelerating student growth.
    • Pilot school leaders overwhelmingly agreed that the pilot approach supports more meaningful differentiation of teacher performance.
      92% of pilot school leaders surveyed agreed that the pilot evaluation and development system is more effective at differentiating teacher performance than the existing S/U teacher evaluation system.

Assessment Development

The NYCDOE has also developed and field-tested a wide array of locally-designed and third-party assessments for use in Advance. This work included the creation of over 35 teacher design teams and 10 schools serving as lab sites. Our design teams and lab sites bring NYCDOE practitioners together with national assessment experts to create and field test new Common Core-aligned performance assessments and standard rubrics to help measure student learning for all of NYC’s students.

Professional Development

Finally, the NYCDOE used professional development to prepare all principals and networks for a new teacher evaluation and development system. We believe that educators, like students, learn by doing; as such, we launched annual Citywide Instructional Expectations in 2011-12 to begin to familiarize teachers and school leaders with the Common Core Learning Standards and new processes for classroom observation and feedback to practice and hone their skills prior to formal implementation of Advance. We also provided job-embedded professional development to all NYCDOE principals in the spring of 2013 to give evaluators even more practice and coaching with new expectations for observations and feedback.