PA s New Teacher Observa1on and Evalua1on Model

Transcription

1 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 school year. o Implementa1on of the Principal Effec1veness Tool is planned for the school year. o Implementa1on of the Teacher Specialist Rubric is planned for the school year. 1

2 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 2

3 PDE Teacher Effectiveness Pilot Observation/Evaluation Process 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 Step 2 2A Observa1on Teacher and Evaluator DOMAIN 1/DOMAIN 4 Instrument 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 3

4 PDE Teacher Effectiveness Pilot Observation/Evaluation Process 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 Step 4 4A Post- conference Teacher and Evaluator 3. DOMAIN 2/ DOMAIN 3 Evidence collec1on instrument Teacher Self- Assessment rubrics (all 4 domains) Evaluator copy of rubrics DOMAIN 2/ DOMAIN 3 Evidence collec1on instrument (as needed) 4

5 4 Ra1ngs Failing (formerly Unsa$sfactory) Needs Improvement or Progressing Proficient Dis$nguished 5

6 Walkthroughs Walkthrough expecta$ons Evaluator will make an unannounced walkthrough las1ng anywhere from 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. 6

7 DOMAIN 2: The Classroom Environment 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. 7

8 DOMAIN 3: Instruction 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 8

9 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. 9

10 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. 10

11 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. 11

12 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? 12

13 Timeline What is Pennsylvania s plan for 100% implementa1on in all districts? Implementa1on of the Teacher Effec1veness Tool is planned for the school year. Implementa1on of the Teacher Specialist Rubric is planned for the school year. Implementa1on of the Principal Effec1veness Tool is planned for the school year. 13

14 Teacher Effectiveness System Observa$on/Evidence Danielson Framework Domains 1. Planning and Prepara1on 2. Classroom Environment 3. Instruc1on 4. Professional Responsibili1es Observa$on/ Evidence, 50% Teacher Specific Data, 15% Elec$ve Data, 20% Building Level Data, 15% Teacher Specific Data PVAAS Growth Building Level Data PSSA Achievement PVAAS Growth Gradua1on Rate Promo1on Rate Abendance AP Courses Par1cipa1on SAT/PSAT Elec$ve Data District Designed Na1onal Tests District Rubrics IEP Growth Projects Porkolios Surveys PDE Standards for Review and Approval 14

15 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. 15

16 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 16

17 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. 17