Pennsylvania Training and Technical Assistance Network

Applying the Danielson Framework for Teaching to Specialists and Licensed

Professionals

A Guided Review and Discussion

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

http://www.portal.state.pa.us/portal/server.pt/community/educator_effectiveness_project/20903

3

Background

• 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

• 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 4

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

5

Teacher Effectiveness System in Act 82 of 2012

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 ( Specialists and Licensed Professionals ) Effectiveness System in Act 82 (HB 1901)

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

8

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:– Occupational Therapist– Physical Therapist– Social Workers– Behavior Specialists

9

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:

Project Initiation (Feedback Phase)(Spring 2013)•Small scale pilot of the modified rubrics

– Recruitment via IU regions Mid-December to Mid January. • Online tool will be ready by December 17th

•Districts will be recruited based on their participation in the Phase III implementationReview of feedback and development of professional development ( June 20th and 21st and throughout Summer, 2013)Large Scale pilot (Fall, 2013)

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

Clarifying Questions and Feedback

1) Will Specialists/Licensed 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 and licensed professionals?

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

employees

3) How will participants be recruited for the small-scale pilot in the Spring of 2013?

IU regions will make recommendations based on implementation and Pre-requisite background knowledge of the Danielson Framework for Teaching

4) How are Specialists and Licensed professionals going to oriented to the instrument?

WE NEED YOUR FEEDBACK! How should they be?

The Danielson Framework for Teaching

component review

13

15

Recall the Categories:

Talk with a colleague and label each bucket.

15

Label:___ Label:___ Label:___ Label:___

16

Domain Focus— Adapted from Danielson’s Framework for Teaching

16

Planning and Preparation Classroom

Environment

Instruction

ProfessionalResponsibilities

What a teacher knows and does

in preparation for teaching.

All aspects of teaching that

lead to a culture for

learning in the classroom.

Professional responsibilities and behavior in and out of

the classroom.What a teacher does to engage

students in learning.

1717

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

A Deeper Dive into the Domains

Activity

Identifying the Domains in Daily Practice….

The Framework for Teaching Charlotte Danielson

The 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

A Peek at Customized Danielson Rubrics for…

Educational Specialists and Licensed Professionals

17

Customizing Danielson:

Review/respond to the rubric that matches your unique role and function

Danielson Framework, Domain 3: Instruction

Component 1. Failing 2. Needs Improvement

3. Proficient 4. Distinguished

3a: Communicating with students

Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. Teacher’s use of language contains errors or is inappropriate to students’ cultures or levels of development

Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; teacher’s use of language is correct but may not be completely appropriate to students’ cultures or levels of development.

Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate to students’ cultures and levels of development.

Expectations for learning, directions and procedures, and explanations of content are clear to students. Teacher’s oral and written communication is clear and expressive, appropriate to students’ cultures and levels of development, and anticipates possible student misconceptions.

3b: Using questioning and discussion techniques

Teacher’s questions are low-level or inappropriate, eliciting limited student participation, and recitation rather than discussion.

Some of the teacher’s questions elicit a thoughtful response, but most are low-level, posed in rapid succession. Teacher’s attempts to engage all students in the discussions are only partially successful.

Most of the teacher’s questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. The students are engaged and participate in the discussion, with the teacher stepping aside when appropriate.

Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and ensure that all voices are heard.22

Certified School Nurse

Counselor

Home School Visitor

Occupational Therapist/ Physical Therapist

School Psychologist

Social Worker

Customized Rubric Review

Activity:Take 10-15 minutes and review the rubric that aligns with your unique role and function. Pay attention to what constitutes “proficient” versus other categorical ratings.

***Share your thoughts with a colleague.

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)

Questions

1. Given your role, what is most significant about these modified rubrics?

2. What connections do you see to your role and

function?

3. What does this rubric suggest for your role and function in terms of….a. Your practice?

b. Collaboration?

c. Your evaluation?

Written Reflection

One Strength/Positive

One Challenge

Additional Pilot Information

• Updated rubrics will be provided by March 8th

– Will post on Specialist Effectiveness Wiki

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

Additional Pilot Information

• 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).

Additional Pilot Information

• 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 educational specialists and licensed professionals via an online data collection form.

Contact Information

Joe Mahoney, MSW, LSWJoe.Mahoney@iu1.org(724) 938-3241 ext. 125

Kristin Szewczyk, Ed. D./CCC-SLP, CBISKristin.Szewczyk@iu1.org(724) 938-3241 ext. 716

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