instructional i to instructional ii teacher performance assessment

Instructional I to Instructional II Teacher Performance Assessment

Pa. Department of Education

Assessment Requirements for Candidates in Pennsylvania

Chapter 49 of School Code requires all teacher candidates to be assessed for

--Basic Skills and General Knowledge

--Professional Knowledge/practice

--Subject Matter Knowledge

ASSESSMENT SCHEDULE

Required assessments for educators are to take place at a minimum of three points (in time)

I. During the candidate’s preparation program, taken as part of admission requirements.

II. Upon application for initial certification. III. Upon application for Level II, supervisory or

administrative certification.

Meeting Chapter 49 Requirements Basic Skills-PPST

Reading, Writing and Math (entry into Ed. Program)

General Knowledge-Fundamental Subjects: Content Knowledge (K-6 & K-12)

Academic Content- Subject Areas Specialty

Principles of Learning and Teaching-Pedagogical Skills

Assessment Choices

Pennsylvania reviewed options ---

Went with a district completed inventory rather than paper/pencil Praxis test.

New Forms Address Other Chapter 49 Requirement

Instructional I to Instructional II Assessment Form (PDE-427)…..resulting from the

Semi-Annual Employee Evaluation Form for Instructional I Teachers (PDE-426)

PDE Forms Background

Old DEBE 5501 Evaluation form seen to be outdated.

Content as Personal Hygiene - not helping to evaluate teachers.

Level II Certification Assessment Design Committee -2001 to 2002

14 Committee Members

Educational Testing Service (ETS) assisted in research/development/survey

Survey gained evaluation considerations from 2,325 Pa. teachers

DEBE 5501 New Forms

5501 Assessed: -Personality -Preparation -Technique -Pupil Reaction

New PDE-426 and 427 Assess:

I. Planning and Preparation

II. Classroom Environment

III. Instructional Delivery

IV. Professionalism

Who’s Using PDE 427 After Sept. 2004?

Teachers with Instructional I issued after 9/1/01 – by September ’99 regulation requirements.

Who’s Using PDE 427 After Sept. 2004?

Earlier Instructional I’s from 1987 regulations if required by schools

PDE 427 Changes What?

Instructional I to II Assessment Form - required as part of Instructional II application as of September 1, 2004.

Staff with Instructional I certificates, dated September 1, 2001 and later, must be evaluated to meet PDE-427 requirements.

Districts encouraged, though not required, to use PDE 427-- December 1, 2002 to September 1, 2004 to recommend for an Instructional II.

Districts encouraged to use PDE 427 for all candidates for Instructional II, including certificates under 1987 regulations.

School Code requirements

Tenure required per Act 16. 3 years At least last review must be successful

Level I to II assessment required per Chapter 49

3 years At least 6 successful evaluations - PDE 427 Other components as 24 credits required for

Level II

PDE 426

Similarities and Differences

Both PDE 426 and 427

Look at 4 categories and aspects of teaching:

Planning and Preparation Classroom Environment Instructional Delivery Professionalism

PDE 426 PDE 427

Optional form Can continue to use PDE 5501 or PDE

approved locally developed form.

Mandatory form to be used when recommending for Instructional II. (Sept. 2004)

PDE 426 and 427 Connection

PDE 426 Semi-Annual Evaluation of

Instructional I teacher in 4 categories; Used 2 times a year for 3 years

(at least). Satisfactory or Unsatisfactory

Rating

PDE 427 Overall Assessment of the 6 (or more) PDE 426

forms & the categories findings. Used for Instructional II recommendation by

Assessor and Superintendent

PDE 426 ----- 427 Connection

PDE 426 Teacher’s Performance Criteria in each category contains content at the level of an initial instructor.

Initial instructor will be gaining further skills over each of the 3 or more years.

PDE 427 level of performance requires that the initial teacher has achieved skills beyond the stated minimums established in the PDE 426.

General Questions on Forms

PDE 426

Semi-Annual Employee Evaluation Form for Instructional I Teachers

PDE 426 - Semi-Annual Evaluation Form use is optional;

Districts may still use their own state approved or PDE 5501 forms

PDE 426 Semi-Annual Form Content Heading: Biographical Information Position title Date conference held Time period review covered Notes: 1st or 2nd evaluation Performance Evaluation directions

426 Content Continued

Categories of Evaluation: Planning and Preparation Classroom Environment Instructional Delivery Professionalism

Teacher and Evaluator must both be aware, before the evaluation takes place, of the categories and performance indicators being used in the PDE 426 AND 427.

Strongly recommend providing PDE 426 and 427 to all new teachers in your buildings.

Levels of Proficiency Measured in 4 Categories

Category I –Planning and PreparationSatisfactory Performance Indicators: Adequate knowledge of Pa. Academic

Standards; Appropriate assessments of student learning

mostly aligned to the instructional goals and partially adapted as needed for student needs.

Category I

Adequate knowledge of students and how to use this knowledge to direct and guide instruction

Appropriate reflection on teaching and learning to enhance instruction

Adequate knowledge of content and pedagogy

Category I

Unsatisfactory teacher performance indicators: Limited or partial knowledge of Pennsylvania

academic standards Inappropriate or incoherent instructional design in

which plans for elements are not aligned with the instructional goals, and have few or inappropriate adaptations for individual student needs

Category II-Classroom Environment

Satisfactory Performance Indicators: Reasonable and clear expectations for

student achievement with reasonable value placed on the qualify of student work

Appropriate interactions between teachers and students and among students

Category II-Classroom EnvironmentSatisfactory Performance Indicators Clear standards of conduct and effective

management of student behavior Effective classroom routines and procedures

resulting in little or no loss of instructional time Safe and adequate organization of physical space,

to the extend it is under the control of the teacher, that provides accessibility to learning and to the use of resources, materials and technology.

Category II

Unsatisfactory Performance Indicators Low or unclear expectations for student

achievement with little or no value placed on the quality of student work

Inappropriate or disrespectful interactions between teacher and students and among students

Absent or unclear standards of conduct, or ineffective management of student behavior

Category III-Instructional DeliverySatisfactory Performance Standards Adequate communication of procedures and

clear explanations of content Adequate use of questions and discussion

strategies that encourage many students to participate

Adequate feedback to students on their learning

Category III

Unsatisfactory Performance Indicators Unclear or inappropriate communication of

procedures and poor explanation of content Little or inappropriate use of formal and

informal assessments to meet learning goals and to monitor student learning

Inflexibility in meeting the learning needs of students

Category IV - Professionalism

Satisfactory Performance Indicators Adherence to school and district procedures and

regulations related to attendance, punctuality and the like

Knowledge of the Professional Code of Conduct Compliance with school or district requirements

for maintaining accurate records, communicating with families

Category IV

Unsatisfactory Performance Indicators Failure to adhere to district procedures and

regulations related to attendance, punctuality and the like

Lack of compliance in participating in school and/or district events and school or district professional growth and development opportunities

Performance indicators:

Judgment of satisfactory or unsatisfactory performance in any category: Based on the rater’s overall evaluation of performance in that category.

Satisfactory rating does not require positive performance in all indicators.

PDE 426 Sources of Evidence

Gathered by teacher and evaluator Further information on judging levels of

proficiency Reviewed at conference date Maintain pertinent documentation Source/dates/types clarifies documentation

requirements

PDE 426 Justification for Evaluation Section Satisfactory or unsatisfactory rating made Provides teacher with clear understanding

of the decision Comments focus on specific strengths or

areas for improvement Level of proficiency for each of 4

categories determines the overall level of proficiency.

PDE 426 final section - Evaluation

Contains pertinent dates Required signatures

PDE 426 Continued

Commendations Section is optional

If used, can summarize strengths of the commendable performance

PDE 426 continued

Recommendations for Professional Development Section:

Makes recommendations for the teacher’s continuing needs for professional development

Addresses each category showing unsatisfactory

Evaluator and teacher can determine professional development goals to be included in that section

If previous goals required in past, completion should be documented.

Timeline for completing new goals should be set.

Instructional I to II Assessment Form-PDE 427

Utilizes same 4 Categories in Semi-Annual Employee Evaluation Form-PDE 426.

Serves as Assessment of the Semi-Annual Evaluation Results.

PDE 427 Form content required with Instructional II application.

PDE 427 Components

Heading information similar to PDE 426 Higher level of proficiency in performance

indicators Form uses the results of at least 6

completed PDE 426 reviews Form addresses summative results from

PDE 426 or local approved evaluations.

Overall categorical assessments on 427 is gained through review of each category’s results on previous forms

PDE 427 can not be submitted unless 6 successful PDE 426 evaluations are present

Sources of Evidence-PDE 427

Easily gathered if using PDE 426 previously-already recorded, may need to summarize

If using other than PDE 427, sources of evidence need to be indicated on PDE 427

PDE 427 Assessment of Category I-IV Factors Resulting from teacher’s summary

performance on PDE 426 series Any supporting evidence reviewed Provides understanding of the decision

based on observations/sources of evidence

Evaluation Section – PDE 427

Similar to PDE 426 Last page, page 4, is only page sent to PDE

with Instructional II application Final assessment of satisfactory or

unsatisfactory is utilized

Superintendent’s signature provides the actual recommendation for an Instructional II Level of Professional Educator

Commendations section optional If used, strengths of the commendable

performance can be listed

PDE 428 - Annual Employee Evaluation for Instructional II’s Optional use form

Uses same categories of evaluation as PDE 426 and 427

High level of proficiency in the categories Category results can be satisfactory or

unsatisfactory

Using the PDE 428

Uses same procedures, format, categories and sections as PDE 426 and 427

Sources of Evidence used should be recorded/maintained as in the PDE 426 and 427.

Using the PDE 428

Overall assessment is either: Commendable Satisfactory Unsatisfactory

Judgment of satisfactory or unsatisfactory performance - any category: Based on the rater’s overall evaluation of performance in that category.

Satisfactory rating does not require positive performance in all indicators.

Other Questions: Contact Marjorie Blaze, Division of

Teacher Educaiton, Bureau of Teacher Certification, PDE at mblaze@state.pa.us or 717-783-9252