Frequently Asked Questions

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Click On a Question Below to See the Answer

    • Why is the NYCDOE implementing a new system of teacher evaluation and development?

      The NYCDOE is implementing a new system of teacher evaluation and development, called Advance, for several reasons:

      • Alignment to New York state law on teacher evaluation. Changes to New York State law passed in 2010 require that every district in the state have a robust educator evaluation system in place that fosters teachers’ ongoing development. New York State passed Education Law 3012-c because it recognizes the vital role that teachers play in ensuring that all students achieve at high levels. Learn more about New York State Education Law 3012-c.

      • New York City’s transition the Common Core standards raises the bar for our students. The demands of the common core underscore the importance high-quality teaching as a tool for helping students reach these higher standards. To get there, we must support teachers in continuously developing their instructional practice over time.

      • Teacher effectiveness is the single most important school-based factor in student achievement. The NYCDOE’s most important goal is to ensure that all NYC students graduate high school ready for college and careers. A growing body of research confirms what educators, students, and families know from firsthand experience: that great teaching is key to a great education, and when teachers succeed, students succeed, too.
    • How will teachers be evaluated using Advance?

      Click here to review details of Advance, the new system of teacher evaluation and development.

    • When will Advance take effect?

      The New York City Department of Education (NYCDOE) will implement Advance beginning in fall 2013.

      To learn about how the NYCDOE has been preparing to implement Advance, click here.

    • How will Advance support NYCDOE’s transition to the Common Core Learning Standards?

      The NYCDOE’s transition to the Common Core standards has raised the bar for our students and underscored the power of high-quality teaching as a tool for helping students reach these higher standards. To support our students in meeting the demands of the Common Core, we must support teachers in continuously developing their instructional practice over time. Advance directly supports educators’ preparation for the instructional shifts associated with the NYCDOE’s transition to the Common Core.

      There is an important connection between the shift to the Common Core and the establishment of the new teacher evaluation and development system. The Common Core defines the “what”: the skills and knowledge students need to acquire to graduate from high school prepared for success in college and careers. The NYCDOE utilizes Charlotte Danielson’s 2013 edition of the Framework for Teaching to define the “how”: the teaching practices that enable the development of these skills. 

      The NYCDOE has supported these higher expectations since the 2011-12 school year with Citywide Instructional Expectations designed to prepare educators for the instructional shifts required to effectively implement the Common Core standards.

    • How will Advance benefit students?

      The NYCDOE’s most important goal is to ensure that all of our students are on track to graduate from high school prepared to succeed in college and careers. Improving student outcomes is the central focus of the NYCDOE’s Advance.
      The NYCDOE’s Citywide Instructional Expectations, and the changes to NYC’s system of teacher evaluation and development, center on practices that have been shown to support improvement in teacher practice, as evidenced by improved student achievement outcomes (visit the Research page to learn more):

      • Frequent classroom observations coupled with timely, actionable feedback focused on improving student learning.

      • Regular conversations between school leaders and teachers about each teacher’s ongoing development and impact on student learning.

      • Ongoing professional development to support each teacher’s growth.

      • Support to school leaders in developing skills to fairly and accurately assess teachers’ practice to make fair, informed decisions as they build effective instructional teams.

    • How will Advance support teacher growth?

      A central feature of Advance will be the provision of regular, useful feedback to teachers that helps them to continuously strengthen their practice. Using a rubric, such as Charlotte Danielson’s Framework for Teaching, as a tool for evaluations and feedback supports teacher growth by:

      • Encouraging productive conversation about teaching practices and the impact on student learning in school communities through the development of a shared understanding and language.

      • Defining the teaching practices that are associated with student learning.

      • Setting clear expectations for teachers.

      • Identifying specific supports for a teacher’s current needs.

      The Common Core Library and ARIS Learn both house numerous resources to support NYC educators in developing the skills that support effective teaching practices.

    • Where can I learn more about the 2013 edition of Charlotte Danielson's Framework for Teaching, and find related resources to support related professional development?

      • The “Teacher Practice” section of this website includes introductory materials to orient educators to the Framework

      • ARIS Learn houses numerous resources for NYC educators to engage with Danielson’s Framework. Click here to explore currently highlighted learning opportunities, or visit the “Learning Opportunities” tab on ARIS Learn to search for additional resources (note: ARIS Learn resources are available to NYC educators only).

      • The NYCDOE’s Common Core Library features a suite of professional learning resources related to both Danielson’s Framework and Common Core-related instructional shifts.
    • How are school leaders and teachers being prepared for Advance? What professional development opportunities are available to help them prepare?

      Building upon the foundation of the NYCDOE’s Citywide work and three years of teacher evaluation pilots, the NYCDOE is rolling out a robust system of targeted supports in spring and summer 2013 to ensure that all New York City principals, assistant principals, and teachers are well-prepared to implement a new teacher evaluation and development system this fall. 

      These supports are informed by our Citywide focus of the past two years on increasing the rigor of student work and the quality of teacher practice, as well as three years of pilot work on a new teacher evaluation and development model involving participation and feedback from over 10,000 teachers across the City. 

      To learn more visit the Supports for Teachers and Schools section of this website.