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PA’s New Teacher Observa1on and Evalua1on Model Mul$ple Measures of Teacher Effec$veness o What is Pennsylvania’s plan for 100% implementa1on in all districts? o Implementa1on of the Teacher Effec1veness Tool is planned for the 20132014 school year. o Implementa1on of the Principal Effec1veness Tool is planned for the 20142015 school year. o Implementa1on of the Teacher Specialist Rubric is planned for the 20142015 school year. 1

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PA’s  New  Teacher  Observa1on  and  Evalua1on  Model  

•  Mul$ple  Measures  of  Teacher  Effec$veness  o What  is  Pennsylvania’s  plan  for  100%  implementa1on  in  all  districts?  

o Implementa1on  of  the  Teacher  Effec1veness  Tool  is  planned  for  the  2013-­‐2014  school  year.  

o Implementa1on  of  the  Principal  Effec1veness  Tool  is  planned  for  the  2014-­‐2015  school  year.  

o Implementa1on  of  the  Teacher  Specialist  Rubric  is  planned  for  the  2014-­‐2015  school  year.  

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Observation/Evidence

•  Classroom  observa1ons  by  Principal/Supervisor,  including  evidence  that  demonstrates  behaviors  associated  with  improving  student  achievement:  

 - Planning  and  prepara,on,  including  selec1ng  standards-­‐based  lesson  goals  and  designing  effec1ve  instruc1on  and  assessment;  

- Classroom  environment,  including  establishing  a  culture  for  learning  and  appropriate  classroom  management  techniques  that  maximize  instrumental  1me;  

-  Instruc,on,  including  the  use  of  research-­‐based  strategies  which  engage  students  in  meaningful  learning  and  u1lize  assessment  results  to  make  decisions  about  student  needs;  and  

- Professional  responsibili,es,  including  systems  for  managing  student  data  and  communica1ng  with  student  families  

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PROCESS:   Ac1vity:   Who:   Resource:  Step  1   1A   Domain1:  Lesson  

Plan  Completed  by  the  teacher  

DOMAIN  1/DOMAIN  4  Instrument  

1B   Pre-­‐Conference   Teacher  and  Evaluator  

DOMAIN  1/DOMAIN  4  Instrument  

Step  2   2A   Observa1on   Teacher  and  Evaluator  

DOMAIN  2/  DOMAIN  3  Evidence  collec1on  instrument  

Step  3  (con1nued  on  next  slide)  

3A   Teacher  Self-­‐Assessment  

Teacher   1.  Teacher  Self-­‐Assessment  rubric  (all  4  domains)    2.  DOMAIN  2/  DOMAIN3  Evidence  collec1on  instrument  

PDE Teacher Effectiveness Pilot Observation/Evaluation Process

3  

PROCESS:   Ac1vity:   Who:   Resource:  Step  3  (con1nued)  

3B   Evaluator  review  of  teacher  self-­‐assessment  

Evaluator   1.  Teacher  Self-­‐Assessment  rubrics  (all  4  domains)  

2.  Evaluator  copy  of  rubrics  

3.  DOMAIN  2/  DOMAIN  3  Evidence  collec1on  instrument  

Step  4   4A   Post-­‐conference   Teacher  and  Evaluator  

Teacher  Self-­‐Assessment  rubrics  (all  4  domains)    Evaluator  copy  of  rubrics    DOMAIN  2/  DOMAIN  3  Evidence  collec1on  instrument  (as  needed)  

PDE Teacher Effectiveness Pilot Observation/Evaluation Process

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4  Ra1ngs  

•  Failing  (formerly  Unsa$sfactory)      •  Needs  Improvement  or  Progressing  

•  Proficient    

•  Dis$nguished  

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Walkthroughs Walkthrough  expecta$ons  –    Evaluator  will  make  an  unannounced  walkthrough  las1ng    anywhere  from  10-­‐15  minutes  of  a  teacher’s  class  in  progress.  The  evaluator  will  look  for  evidence  of  agreed  upon  components  from  the  post  observa1on.      The  evidence  from  the  walkthrough  could  become  a  part  of  the  final  ra1ng.    

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Component   Proficient   Dis$nguished  

2b:  Establishing  a  culture  for  learning  

The  classroom  culture  is  characterized  by  high  expecta1ons  for  most  students,  genuine  commitment  to  the  subject  by  both  teacher  and  students,  with  students  demonstra1ng  visible  pride  in  their  work  

Evidence  of  high  levels  of  student  energy  and  teacher  passion  for  the  subject  that  create  a  culture  for  learning  in  which  everyone  shares  a  belief  in  the  importance  of  the  subject.  All  students  hold  themselves  to  high  standards  of  performance,  for  example  by  ini1a1ng  improvements  to  their  work.  

DOMAIN 2: The Classroom Environment

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Component   Proficient   Dis$nguished  

3a:  Communica1ng  with  students  

Expecta1ons  for  learning,  direc1ons  and  procedures,  and  explana1ons  of  content  are  clear  to  students.  Communica1ons  are  appropriate  to  students’  cultures  and  levels  of  development  

Expecta1ons  for  learning,  direc1ons  and  procedures,  and  explana1ons  of  content  are  clear  to  students.  Teacher’s  oral  and  wriben  communica1on  is  clear  and  expressive,  appropriate  to  students’  cultures  and  levels  of  development,  and  an1cipates  possible  students  misconcep1ons  

DOMAIN 3: Instruction

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Danielson Framework & Observations • Are  there  clear  criteria  to  support  evidence  in  each  domain?    • Will  PDE  provide  training  for  observers?    Training  for  observers  will  be  through  IUs  and  the  online  professional  development  center  in  the  SAS  portal.  Exemplar  models  will  be  available  for  teachers  and  administrators.    

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Work Load/ Differentiated Supervision Model

• PDE  is  planning  to  make  differen1ated  supervision  part  of  the  new  system    • PDE  is  also  looking  at  tools  that  will  offer  efficiencies  and  will  enable  principals  to  avoid  wasted  1me.    

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PDE Forms • Will  this  be  required  for  every  teacher  every  year?    •  If  not,  what  will  be  required?  

The  forms  in  the  new  system  will  be  the  official  PDE  forms  and  will  replace  the  DEBE,  426,  427,  and  428.  The  school  code  requires  that  temporary  professionals  be  evaluated  twice  a  year  and  permanent  professionals  be  evaluated  once  a  year.    

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Legislation, Policy, and Evaluation Issues •  Will  the  new  system  be  the  only  system?    •  Will  PDE  rescind  use  of  the  DEBE,  426,  427,  and  428?    •  The  legisla1on  that  is  currently  being  considered  does  have  language  that  would  make  the  evalua1on  requirements  non-­‐nego1able.  Most  contracts  have  a  savings  clause  that  recognizes  that  when  laws  change,  that  contract  language  that  is  out  of  compliance  is  no  longer  valid.  When  the  newly  approved  forms  are  officially  implemented,  the  old  forms  are  no  longer  available  or  valid.    

•  How  is  the  overall  ra1ng  to  be  decided?    •  How  many  Unsa1sfactory  or  Needs  Improvement  ra1ngs  does  it  require  for  a  teacher  to  be  on  an  Improvement  Plan?    

   

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Timeline

What  is  Pennsylvania’s  plan  for  100%  implementa1on  in  all  districts?    •  Implementa1on  of  the  Teacher  Effec1veness  Tool  is  planned  for  the  2013-­‐2014  school  year.  

•  Implementa1on  of  the  Teacher  Specialist  Rubric  is  planned  for  the  2014-­‐2015  school  year.  

•  Implementa1on  of  the  Principal  Effec1veness  Tool  is  planned  for  the  2014-­‐2015  school  year.  

 

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Teacher Effectiveness System

Building  Level  Data,  

15%  

Teacher  Specific  

Data,  15%  

Elec$ve  Data,    20%  

Observa$on/  Evidence,    50%  

Observa$on/Evidence  Danielson  Framework  Domains  1.  Planning  and  

Prepara1on  2.  Classroom  

Environment  3.  Instruc1on  4.  Professional  

Responsibili1es  

Building  Level  Data  •  PSSA  Achievement  •  PVAAS  Growth  •  Gradua1on  Rate  •  Promo1on  Rate  •  Abendance  •  AP  Courses  Par1cipa1on  

•  SAT/PSAT  

Elec$ve  Data  •  District  Designed  •  Na1onal  Tests  •  District  Rubrics  •  IEP  Growth  •  Projects  

•  Porkolios  •  Surveys  •  PDE  Standards  for  Review  and  Approval  

Teacher  Specific  Data  PVAAS  Growth  

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Multiple Measures

o With  15%  of  the  evalua1on  eventually  devoted  to  school-­‐wide  performance  on  PSSA,  how  will  high  schools  do  this  when  Keystones  are  implemented?  Since  these  are  course  specific,  grading  everyone  on  this  could  be  an  issue.  

o We  expect  the  15%  to  be  a  composite  of  many  variables  not  just  PSSA  or  Keystones.  PDE  will  share  the  final  plan  when  it  is  approved.    

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Who are Education Specialists •  Educa1onal  Specialists  are  defined  in  Pennsylvania  School  Code  with  the  scope  of  their  cer1ficates  and  assignments  described  in  Cer1fica1on  and  Staffing  Policies  and  Guidelines  (CSPGs)  

 •  Currently  CSPG  75  through  81  list  the  following  specialist  cer1fica1ons:  

- Dental  Hygienist  - Elementary  School  Counselor  - Home  and  School  Visitor  -  Instruc1onal  Technology  Specialist  - Secondary  School  Counselor  - School  Nurse  - School  Psychologist  

 •  PDE  is  in  the  process  of  working  with  stakeholder  groups  from  across  the  Commonwealth  to  revise  the  Danielson  Framework  for  Teaching  to  reflect  the  specific  roles  and  func1ons  of  the  iden1fied  specialist  groups  

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Specialists – What about other licenses staff hired under teacher contracts?

•  Given  that  many  LEAs  hire  licensed  professionals  under  teacher  contracts  who  are  not  cer1fied  as  specialists  under  Pennsylvania  School  Code,  PDE  has  made  a  decision  to  develop  revised  Danielson  Framework  for  Teaching  rubrics  for  the  following  roles:  

 - Occupa1onal  Therapist  - Physical  Therapist  - Social  Workers  - Behavior  Analysts  - Educa1onal  Interpreters  

 •  PDE  is  in  the  process  of  working  with  stakeholder  groups  from  across  the  Commonwealth  to  revise  the  Danielson  Framework  for  Teaching  to  reflect  the  specific  roles  and  func1ons  of  the  iden1fied  specialist  groups.  

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