Pennsylvania Training and Technical Assistance Network

Applying the Danielson Framework for Teaching to Specialists and Licensed

ProfessionalsA Guided Review and Discussion for Supervisors of

Educational Specialists & Licensed Professionals

Project Goal

• To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth.

The term “educator” includes teachers, education specialists, and principals. 2

http://www.youtube.com/watch?v=sDlaf7-JJ14&feature=related

Educator Effectiveness Page

www.education.state.pa.us

Bottom Right of ScreenClick on Educator Effectiveness

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Background

• National Movement – PA has been piloting for 3yrs.

• A multi-phase project that began with $800,000 Gates Foundation grant to facilitate the development of statewide policy, tools and processes to evaluate teachers and principals in which student achievement is a significant factor affecting performance ratings

• PDE is closely following the work of the Pittsburgh Public Schools, recipients of a $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes

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Background

• A University of Pittsburgh researcher is conducting a qualitative analysis regarding the effectiveness of principal training and the comprehensiveness, validity, transparency, practicality, and quality of the teacher evaluation system

• A third party researcher is conducting a quantitative analysis evaluating the relationships between professional practices as measured by classroom observation scores and teacher contributions to student achievement

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Pennsylvania Training and Technical Assistance Network

2012-2013 Phase III Sites

• 293 Local Education Agencies, including School Districts, CTCs, Charter Schools and IUs

• 1,255 Schools• 1,972 Supervisors• 20,360 Teachers in PSSA tested

subjects• 3,771 Teachers in non-PSSA tested

subjects

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Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Education www.education.state.pa.us

Measuring Educator Effectiveness

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Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Education www.education.state.pa.us

Measuring Educator Effectiveness

Observation/EvidenceDanielson Framework Domains1.Planning and Preparation2.Educational Environment3.Delivery of Service 4.Professional Development

Student Performance of All Students in the School Building in which the Nonteaching Professional Employee is Employed District Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Non Teaching Professional Employee Effectiveness System in Act 82 of 2012

Effective 2014-2015 SY

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Who are Educational Specialists?

• Educational Specialists are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines (CSPGs).

• Currently CSPG 75 through 81 list the following specialist certifications: – Dental Hygienist – Elementary School Counselor – Home and School Visitor– Instructional Technology Specialist– Secondary School Counselor– School Nurse– School Psychologist

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What about other Licensed

Professionals hired under Teacher Contracts?

• Given that many LEAs hire licensed professionals under teacher contracts who are not certificated as specialists under Pennsylvania School Code, PDE has made a decision to develop revised Danielson Framework for Teaching rubrics for the following roles, but their use is optional:– Occupational Therapist– Physical Therapist– Social Workers– Behavior Specialists

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Framework Development for Specialists and Licensed Professionals

• PDE recruited practitioners from across the Commonwealth and formed stakeholder workgroups to revise the Danielson Framework for Teaching to reflect their specific roles and functions. – These workgroups consisted of:

• Practitioners- specialists and licensed professionals working in their respective fields in LEA’s

• Representatives from State-wide professional organizations

• Higher Education• PSEA representatives• IU representatives

• Each of the specialist (modified) rubrics must reflect and preserve the fundamental tenets of the Danielson Framework For Teaching (the official language of instruction for ALL educators across PA). – The stakeholder groups were trained by the

Danielson Group in the Framework for Teaching and constructivist learning theory.

• Must closely align with best-practices and national standards for the respective specialists/licensed professionals.

The Stakeholder Workgroups utilized the following guiding principles

Next Steps:

• Small Scale Pilot was held – Spring 2013• Review of feedback and adjustments to

the rubrics• Large Scale pilot (Fall, 2013 and Spring

2014)– Complete one observation and ratings no later

than December 16th

– Both evaluator and educator are to complete Surveys to be submitted to the American Institute for Research (AIR) by December 16th

• Full-scale implementation per Act 82 (Fall, 2014)

Requirements of the Pilot

• This is a pilot– Evidence gathered could be used in a

specialist’s overall evaluation• This is no different than a principal

identifying a strength or weakness of an employee when walking the halls.

– However, the performance ratings that are reported in the pilot should not be used to make any high-stakes decisions.• Should not become part of the employee’s

personnel file, etc.)

Requirements Cont…

• If possible, it is strongly recommended that 2 different evaluators are assigned to each employee.

• Each evaluator will have a pre-conference with the employee (2 separate pre-conferences). 

• Each evaluator will conduct an observation utilizing the respective employee’s modified DRAFT rubric (observation).

• Each evaluator and employee will review the evidence collected (post-conference).

Requirements Cont…

• All evaluators and employees will complete a survey that will ask various questions about the instrument within the context of role and function, services and the evaluation process in general.

• Evaluators will submit ratings for individual specialists and licensed professionals via an online data collection form.– This form will be completed by December

16th

Clarifying Questions and Feedback

1. Will Specialists professionals utilize the same evaluation process as the Danielson Framework for Teaching?– Pre-conference (evidence collection)– Observation (evidence collection)– Post-conference (evidence collection)

YES!

2. Who should evaluate specialists professionals?

This is a local decision, typically, Principals, IU Supervisors, Directors of Pupil Personnel, Directors of Special Education evaluate non-teaching professional

employees

3. What about Licensed Professionals – Local Decision

The Framework for Teaching Charlotte Danielson

Danielson’s Framework for Teaching

• A research-based definition of good teaching

• A roadmap to, and for navigating through, the complex territory of teaching

• A framework for novice-level practitioners, through accomplished teaching

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The Framework for Teaching

The Framework for Teaching Charlotte Danielson

Domain 1: Planning and Preparation a. Demonstrating Knowledge of Content and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d. Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments

Domain 2: The Classroom Environment a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space

Domain 4: Professional Responsibilities a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally f. Showing Professionalism

Domain 3: Instruction a. Communicating With Students b. Using Questioning and Discussion Techniques c. Engaging Students in Learning d. Using Assessment in Instruction e. Demonstrating Flexibility and Responsiveness

Let’s Do a Comparison

Activity•Identifying the Domains in Daily Practice….•Compare your Framework to the Framework for Teaching•Where are the obvious connections?•What evidence might you be able to collect to demonstrate proficiency in a particular Domain or Component?

What did you notice?

• Let’s share out…– Observations?– Challenges?– Questions?

• What it the Evidence that is to be Collected?– How do you know it is evidence?

Evidence vs. Opinion

• This is Key!• Keeping the process transparent• Let’s look at some examples.

Reading the Rubric

A Peek at Customized Danielson Rubrics for…

Educational Specialists and Licensed Professionals

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Deeper Dive Into the Rubrics

•Using the scenario cards at your tables

– Identify the Domain– Identify the Component– Identify the Proficiency Level

•Work independently– One card per specialist– Share at a table– Come to Consensus

Is It Always Clear?

• What were your challenges with coming to consensus?

• Deciding the proficiency level:– Challenges?– Concerns?

Working With Expanded Rubrics

Activity:Let’s take some time to look at your specific rubric…•Expanded version•Includes Examples and Evidence•Read the entire rubric – pay special attention to Proficient and Distinguished

Working With Your Own Rubric

• Develop a realistic example of the Distinguished Performance in each of the four Domains.– You may choose any component– OT’s and PT’s – choose two components from

one of your Domains (you only have 3 Domains)

• Share– Your examples– The difference between Proficient and

Distinguished

Observation/ Evidence 80%

Student Performance 20%

Observation/ EvidenceDanielson Framework Domains1. Planning and Preparation2. Educational Environment3. Delivery of Service 4. Professional Development

Student Performance of All Students in the School Building in which the Nonteaching Professional Employee is Employed District Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Non Teaching Professional Employee Effectiveness System in Act 82 (HB 1901)

Requirements of the Pilot

• This is a pilot– Evidence gathered could be used in a

specialist’s overall evaluation• This is no different than a principal

identifying a strength or weakness of an employee when walking the halls.

– However, the performance ratings that are reported in the pilot should not be used to make any high-stakes decisions.• Should not become part of the employee’s

personnel file, etc.)

Requirements Cont…

• If possible, it is strongly recommended that 2 different evaluators are assigned to each employee.

• Each evaluator will have a pre-conference with the employee (2 separate pre-conferences). 

• Each evaluator will conduct an observation utilizing the respective employee’s modified DRAFT rubric (observation).

• Each evaluator and employee will review the evidence collected (post-conference).

Requirements Cont…

• All evaluators and employees will complete a survey that will ask various questions about the instrument within the context of role and function, services and the evaluation process in general.

• Evaluators will submit ratings for individual specialists and licensed professionals via an online data collection form.– This form will be available by the end of

March or the Beginning of April

The Cycle

Domains 1, 2 and 3

Domains 1, 2, 3, and 4

Domains 1, 2, 3, and 4

Agreed Upon Areas of Focus

Ticket Out the Door

One Strength/Positive

One Challenge

Contact Information www.pattan.net

Dr. Patricia DiRienzoAIU #3

patricia.dirienzo@aiu3.net

Cristine Wagner-Deitch

BVIU #27clw@bviu.org

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of EducationRonald J. Tomalis, Secretary

Carolyn C. Dumaresq, Ed. D., Deputy Secretary

Office of Elementary and Secondary Education

John J. Tommasini, DirectorBureau of Special Education

Patricia Hozella, Assistant DirectorBureau of Special Education