HUNTINGDON AREA SCHOOL DISTRICT

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1 1 Board Approved HUNTINGDON AREA SCHOOL DISTRICT DIFFERENTIATED SUPERVISION MODEL COMMITTEE MEMBERS Mr. Fred Foster Mr. Sean Powers Mrs. Deborah Luffy Mr. Brian Pelka Mrs. Robin Whitsel Mr. Travis Martin Mr. Todd Quinter Mrs. Patricia Wargo Mrs. Jennifer Mitchell Mr. Nick Payne Mrs. Kim Rieffannacht Ms. Kammy Laird Dr. Kathy Suba Mrs. Mary Ann Buckley Mrs. Ashley Wallace PURPOSE 1. Maximize Teacher Performance for enhanced student learning- Be the best that you can be! 2. Provide assistance and support to facilitate professional growth. 3. Foster self-reflection of professional practices. 4. Ensure teacher accountability. 5. Build collegial relationships between/among teachers and administrators. 6. Provide a variety of choices to fit personal learning styles. 7. Build ownership of one s own learning. 8. Establish expectations of professional behavior and practices.

2 2 HUNTINGDON AREA SCHOOL DISTRICT EVALUATION AND SUPERVISION OF TEACHER PERORMANCE Evaluation of teacher performance in the classroom is one aspect of the overall process of supervision. The primary goal of supervision is to provide assistance to professional employees in improving the quality of learning opportunities afforded within the context of the curriculum. Supervision is, therefore, a supportive act done for and with teachers, and ultimately for the benefit of students. Evaluation is a meaningful activity when it benefits teachers and learners. It is a continuous process and should be the best method by which to improve instruction. Consistent with this philosophy, the Huntingdon Area School Distinct believes an effective observations/evaluation program should provide the flexibility necessary for professional employees to improve instruction. To that end, employees are given the choice of the following programs: Formal Observation Model Self-Directed Action Research Model Collaborative Action Plan Model Portfolio Peer Observation/Coaching Model ( ) Professional employees deemed to be at risk will be assigned to an Intensive Assistance Program.

3 3 TABLE OF CONTENTS Code of Professional Conduct... 4 Professional Growth and Evaluation Decision Flowchart... 5 Formal Observation Model... 6 Self-Directed Research Action Plan... 8 Collaborative Action Plan Portfolio Peer Observation/Coaching Framework Rubrics... 50

4 4 PENNSYLVANIA S CODE OF PROFESSIONAL CONDUCT FOR EDUCATORS Professional practices are behavior and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the professional educator s conduct toward students and colleagues and the educator s employer and community. Professional educators are expected to abide by the following: Abide by the Public School Code and other school laws of the Commonwealth. Be prepared, and legally certified in their areas of assignment, educators may be assigned to or accept assignments outside their certification area on a temporary, short-term, emergency basis. Maintain high levels of competence throughout their careers. Exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate. Accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning. Impart to their students principles of good citizenship and societal responsibility. Exhibit acceptable and professional language and communication skills (verbal and written to students, parents and staff). Be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment. Keep in confidence information obtained in confidence in the course of professional service unless required to be disclosed by law or by clear and compelling professional necessity as determined by the professional educator. Exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student s health and safety.

5 5

6 6 Formal Observation Model This process is designed to provide feedback and suggestions for instructional improvement through a cooperative effort between the administrator and professional. An added factor for individuals in Formal Observation is to develop and work toward reaching professional goal(s) for the year. Formal Observation- Administrators will visit one class period in length for the observation. Procedures (aligned to Danielson Framework) A. Pre-Observation Employee will submit lesson plan in advance of planning meeting. Employee will complete PAETEP. Observer will hold meeting to review lesson plan and add to documentation needed for observation (Domain 1). Meeting will be held no more than five (5) school days before observation. B. Observation (Domain 2 and 3) Observer will arrive 5 minutes prior to lesson to collect evidence from classroom walls, bulletin boards, etc. Observer will take written notes (paper or computer) to collect evidence during the formal observation. The written plan for the lesson and the teacher s grade book (paper copy or electronic access) will be available to the administrator during his/her observation. Observer will provide evidence through PAETEP. C. Preparing for Post-Conference Employee will have the opportunity to add evidence to the observation form that may have been overlooked by Observer through PAETEP. Employee completes will complete Domain 4 and the self-assessment rubric on PAETEP prior to the post-observation conference. D. Post- Observation Conference Employee will meet with Observer to reflect on lesson. Observer and Employee will review evidence and provide opportunity for the employee to discuss other components Components will be collaboratively rated, however Observer will be the rater of record in the event of non-agreement. Evidence will be the basis for rating. A reasonable effort will be made to have this meeting within five (5) school days following the observation. Observer and Employee will authenticate the observation using PAETEP.

7 7 E. Additional Evidence and Observation Follow-up Observer will complete walk-throughs after the observation to collect additional evidence or to follow-up on identified component areas of growth in the teacher s practice. Guidelines 1. Non-tenured employees (minimum of two formal observation and four walk throughs). 2. Staff members who volunteer (minimum of one observation and two walk throughs). 3. Staff members new to the district for a minimum of one year (minimum of one observation and two walk throughs). 4. Staff members will be assigned to Formal Observation once every 3 years (minimum of one observation and two walk throughs). Staff members are encouraged to engage in other Supervision Tracks in other years

8 8 Self-Directed Action Research Model Self-Directed is a model which provides a process for a staff member to select an area of instruction to explore in depth and/or pursue new ideas in order to achieve professional growth and enhance student achievement. Participants Description Guidelines for Self-Directed Action Plan Tenured staff members with performance rating indicating satisfactory on their final rating in HASD, with administrative approval. In an effort to refine teaching/job skills to promote professional growth and to enhance student learning, the professional will select an area to explore in depth and/or a new idea/interest to pursue. The professional will develop a goal for the year, develop objectives and strategies to achieve that goal, define assessments to evaluate success and periodically reflect upon the process. Observation Procedures: No formal observation is required by an administrator/ supervisor, but may occur at administrative discretion. A minimum of 2 walk-though observations/conferences will be conducted. Professional will be rated by administrators on all 4 Domains of Danielson Model: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibility. Frequency: Initial review of plan and goals with administrator during the month of September. Quarterly reflection logs discussing progress toward goal should be turned in at the end of each quarter and will be discussed with assigned administrator during Midpoint and Final Reviews.

9 9 Forms to be used: Initial Application Form Reflection Logs Midpoint Review Form Final Review Form Final Reflection Form Framework Rubric for each Domain Examples of research projects/ topics for a self-directed plan are the following: Questioning techniques Using data to guide instruction Extending/refining activities for units Using/developing graphic organizers Cooperative learning activities Flexible grouping Enhancing parent-teacher communication through websites Incorporating reading strategies into core instruction (i.e. science, social studies, etc.) Researching and embedding new technology into lessons

10 10 SELF-DIRECTED ACTION PLAN APPLICATION Date Received: OFFICE USE ONLY Name: Position: Title of Project: Name of School: Supervisor: Position: Connections to Danielson Framework Domains (List one component within each of the 4 Domains to be researched in this study: Planning and Preparation, Classroom Environment, Instruction, Professional Responsibility): Goal(s) statement, including statement of need or purpose of the project: Objectives, strategies, resources and/or activities to achieve the goal(s) (as related or outlined in Danielson Model): Research review used in formation of this action plan (include bibliography): Timeline for the action plan:

11 11 Define assessments to evaluate success (evidence of completion, journals, portfolio, etc.): Data collection (list instrument/tool to be used, data to be collected, how to be analyzed): Plan to share with others (include possible participants, method and timeframe to complete): Additional information (if needed): Teacher Signature: Date Submitted: Administrator Signature: Date Submitted:

12 12 Self-Directed Action Plan QUARTERLY REFLECTION LOG This form is to be completed at the end of each marking period by the participant. The reflection logs and meeting notes will serve as the basis of discussions for Mid Point and Final meetings with the building administrator. Reflection on goals: Data collection, analysis of data, findings, and recommendations (thus far): Administrator comments and/or necessary assistance: Teacher Signature: Date Submitted: Administrator Signature: Date Submitted:

13 13 Self-Directed Action Plan Mid-Year Review Teacher: Goal(s): Evidence of meeting goals: Comment/reflections/revisions (data analysis and findings): Discussion summary: Connections to Danielson Framework Domains: Evidence of Learning 1. Planning and Preparation: 2. Classroom Environment:

14 14 3. Instruction: 4. Professional Responsibility: Administrator comments and/or necessary assistance: Teacher Signature: Date Submitted: Administrator Signature: Date Submitted:

15 15 Self-Directed Action Plan Model Final Review Professional Member: Goal(s): Evidence of meeting goals: Final synopsis (reflections on data analysis and work completed): Discussion summary: Connections to Danielson Framework Domains: Evidence of Learning 1. Planning and Preparation: 2. Classroom Environment:

16 16 3. Instruction: 4. Professional Responsibility: Administrator comments: Teacher Signature: Date: Administrator Signature: Date:

17 17 Final Reflection Form This form should be submitted at the conclusion of the school year, along with the evidence of work completed. The information below is a summary/reflection of how I, believe the action research helped me to grow professionally this year (include any impact on student achievement). Goal(s): Reflection on student achievement: Administrator comments: Teacher Signature: Date: Administrator Signature: Date:

18 18 Collaborative Action Plan Model The Collaborative Model process provides an opportunity for staff members to work together toward professional growth. A team of professional staff members may work on a collaborative project or common goal. Staff members will choose instructional colleagues from within the district for their team with administrative approval. Participants Description Guidelines for Collaborative Action Plan Tenured staff members with performance rating indicating satisfactory on their final rating in HASD, with administrative approval. Team size of 2 to 4 participants will be determined by the focus of the study and needs of the group. Teams over 4 members will need additional justification for approval. In an effort to refine teaching/job skills and promote professional growth of all participants and to enhance student learning, the collaborative team of professionals will select an area or idea to explore in depth. The team will develop a goal(s) for the year, develop objectives and strategies to achieve that goal, define assessments to evaluate success, and periodically reflect upon the process. Meeting Procedures: 1. A minimum of 10 collaborative meetings throughout the school year must be attended by all participants in this model. These meetings will include the initial meeting to set the collaborative plan, Midpoint review and Final Review. 2. Participants may participate in additional activities if desired. Frequency Initial review of plan and goals with administrator during the month of September. Running record of attendance of each meeting along with a brief summary of discussion items and progress toward goal. Midpoint and Final report and review with administrator.

19 19 Observation Procedures: No formal observation is required by an administrator/ supervisor, but may occur at administrative discretion. A minimum of 2 walk-though observations/conferences will be conducted. Professional will be rated by administrators on all 4 Domains of Danielson Model: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibility. Forms to be used: Project Application Form Record of Meetings Midpoint Review Form End of Year Review Form Framework Rubric for each Domain. Suggested ideas/projects/topics for a Collaborative Plan are the following: 1. Prepare a workshop for district staff development on an instructional approach, a specific educational topic, or a topic integral to maximizing student potential. 2. Develop a different teaching or department strategy to address a need. 3. Develop lesson units that address various instructional learning approaches. 4. Develop motivational techniques. 5. Observe classes in a curriculum area that precede and/or follow what you teach. 6. Research a particular topic area and try new strategies with students; i.e. classroom management, computer assisted instruction, common assessments, higher order thinking and questioning skills, etc. 7. Develop common alternative assessments and analyze data. 8. Work with other professionals, community members, college professors, or administrators on an educational initiative. 9. Research new technologies and methods to incorporate into classroom instruction.

20 20 Collaborative Action Plan Model Project Application Title of Project: Names of team members, positions and buildings: Connections to Danielson Framework Domains: (List one component within each of the 4 Domains researched in this study: Planning and Preparation, Classroom Environment, Instruction, Professional Responsibility): Statement of goal(s) of the project (include benefits to students): Action plan to achieve purpose (include activities, timeline, resources and methods of assessing success of initiative/practice): Research review used in formation of this action plan (include bibliography): Documentation: (evidence of completion, journals, portfolio, etc.): Tentative dates and times of collaborative team meetings (minimum 1 meeting per marking period): Common Meeting Time:

21 21 Collaborative Plan: Project Application (continued) OR Date Time Location Plan for sharing of information with others (include possible participants, method and timeframe to complete): Teachers Signatures of Intent to Participate: Signature of Administrator Approval:

22 22 Team Members in attendance: Collaborative Action Plan Model Record of Team Meetings Date: Member Signature: Member Signature: Member Signature: Member Signature: Team Members absent: Topics discussed (on goal): Data collection, analysis of data, findings and recommendations (thus far): Summarize any decisions made: Next steps: Actions to be taken: Meeting Facilitator: Secretary: Submit a copy to Building Administrator no later than 2 school days after each meeting.

23 23 Collaborative Action Plan Model Mid-Year Review Team: Goal(s): Evidence of meeting goals: Comment/reflections/revisions (data analysis and findings): Discussion summary: Connections to Danielson Framework Domains: Evidence of Learning (List where appropriate) 1. Planning and Preparation: 2. Classroom Environment: 3. Instruction: 4. Professional Responsibility: Administrator comments and/or necessary assistance: Teacher Signature: Date: Teacher Signature: Date: Teacher Signature: Date: Teacher Signature: Date: Administrator Signature: Date:

24 24 Collaborative Action Plan Model Final Review Team: Goal(s): Evidence of meeting goals: End of Year Synopsis (reflections on data analysis and work completed): Discussion summary: Connections to Danielson Framework Domains: Evidence of Learning (list where appropriate) 1. Planning and Preparation: 2. Classroom Environment: 3. Instruction: 4. Professional Responsibility: Administrator comments: Teacher Signature: Date: Teacher Signature: Date: Teacher Signature: Date: Teacher Signature: Date: Administrator Signature: Date:

25 25 Final Reflection Form This form should be submitted at the conclusion of the school year, along with the evidence of work completed. The information below is a summary/reflection of how I, believe the action research helped me to grow professionally this year (include any impact on student achievement). Goal(s): Reflection on student achievement: Administrator comments: Teacher Signature: Date: Administrator Signature: Date:

26 26 Portfolio Description: A portfolio provides the opportunity for professionals to examine their own practice, in relation to the Danielson Framework by collecting evidence and artifacts demonstrating personal growth. Participants Description Guidelines for Portfolio Tenured staff members with performance rating indicating satisfactory on their final rating in HASD, with administrative approval. Each professional will be responsible for selecting a component from each of the four domains aligned to the Danielson Framework for Teaching and collecting evidence for all elements within that component. Professionals will be advised to develop a plan to collect evidence for the elements in the domains. Observation Procedures: No formal observation is required by an administrator/ supervisor, but may occur at administrative discretion. A minimum of 2 walk-though observations/conferences will be conducted. Professional will be rated by administrators on all 4 Domains of Danielson Model: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibility. Frequency: Initial review of plan and goals with administrator during the month of September. Quarterly reflection logs discussing progress toward goal should be turned in at the end of each quarter and will be discussed with assigned administrator during Midpoint and Final Reviews.

27 27 Forms to be used: Initial Application Form Reflection Logs Midpoint Review Form Final Review Form Final Reflection Form Framework Rubric for each Domain. Portfolio Evidence Collection Record

28 28 Date Received: OFFICE USE ONLY PORTFOLIO APPLICATION Name: Position: Title of Project: Name of School: Supervisor: Position: Domain 1 Planning & Preparation Component: Plan for collecting evidence: Domain 2 The Classroom Environment Component: Plan for collecting evidence: Domain 3 Instruction Component:

29 29 Plan for collecting evidence: Domain 4 Professional Responsibilities Component: Plan for collecting evidence: Additional information (if needed): Teacher Signature: Date Submitted: Administrator Signature: Date Submitted:

30 30 Portfolio QUARTERLY REFLECTION LOG This form is to be completed at the end of each marking period by the participant. The reflection logs and meeting notes will serve as the basis of discussions for Mid Point and Final meetings with the building administrator. Reflection on goals: Data collection, analysis of data, findings, and recommendations (thus far): Administrator comments and/or necessary assistance: Teacher Signature: Date Submitted: Administrator Signature: Date Submitted:

31 31 Portfolio Mid-Year Review Teacher: Goal(s): Evidence of meeting goals: Comment/reflections/revisions (data analysis and findings): Discussion summary: Connections to Danielson Framework Domains: Evidence of Learning 1. Planning and Preparation: 2. Classroom Environment:

32 32 3. Instruction: 4. Professional Responsibility: Administrator comments and/or necessary assistance: Teacher Signature: Date Submitted: Administrator Signature: Date Submitted:

33 33 Portfolio Final Review Professional Member: Goal(s): Evidence of meeting goals: End of year synopsis (reflections on data analysis and work completed): Discussion summary: Connections to Danielson Framework Domains: Evidence of Learning 1. Planning and Preparation: 2. Classroom Environment:

34 34 3. Instruction: 4. Professional Responsibility: Administrator comments: Teacher Signature: Date: Administrator Signature: Date:

35 35 Final Reflection Form This form should be submitted at the conclusion of the school year, along with the evidence of work completed. The information below is a summary/reflection of how I, believe the action research helped me to grow professionally this year (include any impact on student achievement). Goal(s): Reflection on student achievement: Administrator comments: Teacher Signature: Date: Administrator Signature: Date:

36 36 Portfolio Evidence Collection Record Domain 1- Planning & Preparation Components: End of 1 st Quarter Evidence End of 2 nd Quarter Evidence Final Review Evidence Supervisor s comments Component:

37 37 Portfolio Evidence Collection Record Domain 2- The Classroom Environment Components: End of 1 st Quarter Evidence End of 2 nd Quarter Evidence Final Review Evidence Supervisor s comments Component:

38 38 Portfolio Evidence Collection Record Domain 3- Instruction Components: End of 1 st Quarter Evidence End of 2 nd Quarter Evidence Final Review Evidence Supervisor s comments Component:

39 39 Portfolio Evidence Collection Record Domain 4- Professional Responsibilities Components: End of 1 st Quarter Evidence End of 2 nd Quarter Evidence Final Review Evidence Supervisor s comments Component: 1 st Quarter 2 nd Quarter End of Year Supervisor s Signature Supervisor s Signature Supervisor s Signature Teacher s Signature Teacher s Signature Teacher s Signature Conference Date Conference Date Conference Date

40 40 * Available School Year Peer Observation/Coaching Model Peer Observation and Coaching is a model which provides an opportunity for two or three professional staff members to observe and learn from one another in the implementation of their instructional practices within the classroom environment. Examples of targeted instructional practices: classroom management, extending and refining lessons, higher order questioning techniques, assessment techniques, unit planning and delivery, etc. Participant: Guidelines for Peer Observation/Coaching Model Tenured Staff members with performance rating indicating satisfactory on their final rating in HASD with administrative approval. Must attend training prior to participating in this model. Description: The Peer Observation/Coaching Model consists of: One to One Coaching and Observation-Participants will model and observe instructional techniques in the classroom setting with one another. The principal, as a facilitator, will provide the necessary tools or direction necessary to reach the pair s goals. There are two types of peer observation models: 1. Two professionals with similar instructional goals, or 2. Peer Observation/Coach Model where two professional provides mentoring for each other. Observation Procedures: No formal observation is required by an administrator/ supervisor, but may occur at administrative discretion. A minimum of 2 walk-though observations/conferences will be conducted. Professional will be rated by administrators on all 4 Domains of Danielson Model: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibility. Observations and reflections of peer mentors will be accomplished by each member participating in this model. If two people are involved, each must do a minimum of three observations of the other.

41 41 Frequency: Initial review of plan and goals with administrator during the month of September. Running record of attendance of each meeting along with a brief summary of discussion items and progress toward goal. Midpoint and Final report and review with administrator. Forms to be used: Goals: Initial Application Form Reflection Logs Midpoint Review Form Final Review Form Final Reflection Form Framework Rubric for each Domain. Need to be developed prior to gaining administrative approval. Indicators for attainment of goals need to be established for monitoring progress. If necessary, rationale for not attaining goals needs to be explained in Midpoint and End of Year reports. Reflection logs and meeting notes need to be maintained by each of the participants.

42 42 Date Received: OFFICE USE ONLY PEER OBSERVATION/COACHING PROJECT APPLICATION Title of Project: Names of Team Members, Positions and Buildings: Supervisor: Connections to Danielson Framework Domains (List one component within each of the 4 Domains to be researched in this study: Planning and Preparation, Classroom Environment, Instruction, Professional Responsibility): Goal(s) statement, including statement of need or purpose for the Peer Observation/Coaching: Action plan (objectives, strategies, activities, resources etc.) to achieve the goal(s) (as related or outlined in Danielson Model): Research review used in formation of this action plan (include bibliography): Timeline for the action plan:

43 Data collection (list instrument/tool to be used to assess, data to be collected, how to be analyzed): 43 Plan to share with others (include possible participants, method and timeframe to complete): Additional information (if needed): Teacher Signature: Date Submitted: Administrator Signature: Date Submitted:

44 44 Peer Observation/Coaching REFLECTION LOG This form is to be completed after each observation by the participants. The reflection logs and meeting noted will serve as the basis of discussions for mid-point and final meetings with the building administrator. Reflection on goals: Data collection, analysis of data, findings and recommendations: Administrator comments and/or necessary assistance: Teacher s Signature: Date: Mentor s Signature: Date: Administrator s Signature: Date:

45 45 Each teacher completes this form. Peer Observation/Coaching Mid-Year Review Teacher: Goal(s): Evidence of meeting goals: Comment/reflections/revisions (data analysis and findings): Discussion summary: Connections to Danielson Framework Domains: Evidence of Learning 1. Planning and Preparation: 2. Classroom Environment: 3. Instruction: 4. Professional Responsibility:

46 46 Administrative comments and/or necessary assistance: Teacher s Signature: Date: Peer s Signature: Date: Administrator s Signature: Date:

47 47 Peer Observation/Coaching Model Final Review Professional Member: Goal(s): Evidence of meeting goals: Comment/reflections/revisions (data analysis and findings): Final synopsis (reflections on work completed): Connections to Danielson Framework Domain: Evidence of Learning 1. Planning and Preparation: 2. Classroom Environment: 3. Instruction: 4. Professional Responsibility:

48 48 Administrative comments: (Attach Final Reflection Form prior to submission.) Teacher s Signature: Date: Mentor s Signature: Date: Administrator Signature: Date:

49 49 Final Reflection Form This form should be submitted at the conclusion of the school year, along with the evidence or work completed. The information below is a summary/reflection of how I,, believe the action research helped me to grow professionally this year (include any impact on student achievement). Goal(s): Reflection: Administrator comments: Teacher Signature: Date: Administrator Signature: Date:

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