Differentiated Supervision

1. Differentiated Supervision Cheryl Giles-Rudawski cgiles@caiu.org

2. cgiles@caiu.org

3. 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.

4. Important Websites • PDE Educator Effectiveness Website: • http://www.portal.state.pa.us/portal/server.pt/community/ educator_effectiveness_project/20903 • SAS Portal: • http://pdesas.org/Instruction/Frameworks • Pennsylvania’s School Librarian Association: • http://www.psla.org/professional-development/model-curriculum/ 3

7. Non Teaching Professional Employee Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY • Observation and Practice • Danielson Framework Domains • Planning and Preparation • Educational Environment • Delivery of Service • Professional Development Student Performance/Multiple Measures (SPP)

8. Domain 1:Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Selecting Instruction Goals • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Assessing Student Learning Domain 2: The Classroom Environment • Creating an Environment of Respect and Rapport • Establishing a Culture for Learning • Managing Classroom Procedures • Managing Student Behavior • Organizing Physical Space Domain 3: Instruction • Communicating Clearly and Accurately • Using Questioning and Discussion Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Contributing to the School and District • Growing and Developing Professionally • Showing Professionalism A Framework for Teaching:Components of Professional Practice

10. Non-Teaching Professionals Defined: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: • Behavior Specialist • Certified School Nurse • Dental Hygienist • Home School Visitor • Instructional Technology Specialist • Occupational and Physical Therapist • School Counselor • School Psychologist • School Social Worker

11. Non-Teaching Professionals Defined:Licensed Professionals • 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 • PDE does not have the authority to promulgate evaluation systems for individuals who do not hold PA instructional, specialist, or administrative certifications. PDE has worked with stakeholders to develop modified instruments for licensed professionals who typically are hired by LEAs under teacher contracts. However, it will be a local decision whether such instruments are used.

12. Teaching Professional Employees with Unique Roles and Functions • Gifted Teachers • Special Education Teachers • ESL Teachers • Reading Specialists • Early Childhood and Early Intervention Teachers • Career Technology Education Teachers • Speech Language Pathologists • School Librarians http://pdesas.org/Instruction/Frameworks

16. Unique Roles: Two-Prong Question on Instruction • To determine whether you are a teaching professional, you must be able to answer yes to the following two questions: • 1) Are you working under your instructional certification? • 2) Do you provide direct instruction* to students in a particular subject or grade level? • *Direct instruction is defined as planning and providing the instruction, and assessing the effectiveness of the instruction.

17. Which Rubric? 82-1 or -2? Two-Pronged Question

18. Non-Teaching Professionals • Under Act 82, if you are working under your instructional certification but do not provide direct instruction to students you are considered a non-teaching professional. Act 82 applies to non-teaching professionals in 2014-2015. PDE will publish a rating tool for Non-Teaching Professionals in the Pennsylvania Bulletin by June 30, 2014.

19. Will Non-Teaching Professionals/Specialists/Licensed professionals utilize the same observation process as the Danielson Framework for Teaching for teachers? • Pre-conference (evidence collection) • Observation (evidence collection) • Post-conference (evidence collection) YES! • 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.

20. The Framework for Teaching The Framework for Teaching Charlotte Danielson 21

21. Activity ~ At your tables, brainstorm what you do as a school librarian at the building/district level and write each activity on a post-it. http://tinyurl.com/mcm8xv3 Click close on the pop up! Discuss with a partner where these activates fall on the framework. What do you notice about the list?

22. http://linoit.com/users/crudawski/canvases/Librarian%20Sessionhttp://linoit.com/homehttp://linoit.com/users/crudawski/canvases/Librarian%20Sessionhttp://linoit.com/home

23. What is Differentiated Supervision? An approach to teacher learning that offers options for the type of supervision/professional development that they receive depending on their needs, experience, knowledge, and skill level as aligned with the Educator Effectiveness Model.

24. Differentiated Supervision • PDE recommends that professional employees who received a “Satisfactory” summative rating in the previous two years should be eligible to participate in Differentiated Supervision. • All Differentiated Supervision Modes must be aligned to the Danielson Framework for Teaching • While not collecting evidence through the clinical supervision process, evaluators should use walk-throughs and other strategies to keep informed of the teacher’s overall performance throughout the year.

25. ADVANTAGES Differentiated Supervision • Gives teachers ownership of goal setting as they reflect on the Danielson rubric to assess their practice • Matches teachers’ skill level and experience with their professional development • Motivates teachers as professionals to stretch beyond their current level of performance (e.g., proficient to distinguished) in a non-threatening environment

26. ADVANTAGES for Schools • Builds bridges across classrooms, reducing teacher isolation and fostering a more collaborative workplace (4d) • Capitalizes on sharing the talent and expertise of a diverse faculty through opportunities for job-embedded learning • Makes better use of administrator time, especially with the intensity of the new teacher evaluation model! • Enhances student learning by stimulating teacher learning (nurtures and nudges)

27. Differentiated Supervision Process Modules Action Research (Self Directed) Colleague Observation Professional Portfolio • Self-Assessment • Action Planning • Evidence Collection • Documentation Question for Discussion: What are some of the unique circumstances and/or challenges in supporting librarians through the differentiated supervision process?

28. PDE and Differentiated Supervision • Differentiated Supervision remains a local option under local control. It is not part of Act 82.

29. Self-Directed Model/Action Research • Self-Directed Model/Action Research Mode - professional employees will develop a structured, on-going reflection of a practice-related issue (Danielson Framework for Teaching or a PDE-approved alternative system). Professionals may work individually or in small groups, dyads or triads, to complete the action research project. Meeting notes, resources, data collection tools, and the results of the reflective sessions should be shared with the principal and used as evidence in the supervision and evaluation of the employee. • A solution-oriented process that engages teachers in formally asking and answering questions about their practice.

30. Peer Coaching Model • Professional employees work in dyads or triads to discuss and observe their own or another professional employee's pedagogy, student learning, curriculum aligned to the Pennsylvania Core Standards and other pertinent issues in a collaborative manner. The professionals will work together to define their professional needs and develop plans to assist them in the successful completion of the identified tasks including: specific target area(s), the evidence to be collected, observation dates, and a reflective session. Meeting notes, data collection tools, results of the observations, and the reflective sessions should be shared with the principal and used as evidence in the supervision and evaluation of the employee.

31. Portfolio • Portfolio Mode - professional employees will examine their own practice in relation to the Danielson Framework for Teaching or a PDE-approved alternative system and reflect in a written report and/or documented discussions with colleagues. Portfolios may be developed according to criteria established collaboratively by the administrator and the teacher based upon their interests or needs. Resources, data collection tools, and the results of the reflective sessions should be shared with the principal and used as evidence in the supervision and evaluation of the employee.

32. Many teachers experience difficulty when asked to set specific, meaningful, challenging, and measurable goals • Goals should be data-driven • Individual teacher goals should connect to the district’s, building, or grade level initiatives, as well as to the teaching standards used as part of the Educator Effectiveness model

33. Self Directed VS. Action Research HOW DO I UNDERSTAND AND PROVIDE IT? HOW DO I ASSESS THE IMPACT OF DI ON MY STUDENTS’ LEARNING? Domain III GOAL: What impact do my differentiated instruction lessons and assessments have on my students’ learning at all levels (above, at, and below grade level)? • Domain III • GOAL: To conduct an in depth study of differentiated instruction and subsequently revise my lesson plans to incorporate

34. BENEFITS OF ACTION RESEARCH • Creates a mindset of teaching as professional problem-solving as teachers identify questions and seek solutions • Fosters reflection, self-assessment, and teacher decision-making • Recognizes the powerful role that teacher inquiry can play in bringing about increased collaboration, change, and continuous improvement

35. PEER COACHING • Dancers have mirrors to provide them with specific feedback. • As educators, where are our mirrors? • How can we make use of another set of eyes in our classrooms? Doesn’t Michael Phelps have a coach 

36. WHAT IS PEER COACHING? • A confidential and voluntaryprocess when competent professionals, who are adequately trained to do so, observe, collect data, and collaboratively conference with one another • They share their expertise and experience, and they provide each other with feedback, support, and an opportunity for ongoing reflection into their pedagogy, student learning, or curriculumas aligned to the Common Core Standards

37. WHY DO WE NEED TEACHER TRAINING? • Teachers must understand the difference between observation and judgment • Teachers must learn some basic data collection techniques to match the domain/standard (e.g., questioning techniques) • Teachers must understand what to do with that data: how to interpret it • Teachers must subsequently use that data to set goals and inform future teacher decision making regarding students’ learning

38. TEACHING: EVIDENCE OR OPINION Factual reporting: artifacts, teacher actions, student behaviors • YOUR TURN. Let’s look at some authentic recorded data from teacher observations. What do you notice about each of these statements and how might that impact the peer coaching process?

39. EXAMPLES: EVIDENCE VS. OPINION? • Thirty percent of the students responded orally at least once during the discussion. • There was too much noise during seatwork. • Students were confused as to the directions for the activity. • Karen left her seat six times during the mini lesson. Evidence Opinion Opinion Evidence

40. Evidence or Opinion? • The teacher has a warm relationship with the students. • The teacher said that the South should have won the Civil War. • The table groups were arranged in 2 x 2 pods. • The materials and supplies were organized well. • Wait time was insufficient for student thinking. • The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. • 6 students, questioned randomly, did not know the day’s learning goals.

41. GROWTH PORTFOLIOS • A collection of artifacts surrounding a specific standard serve as a tangible body of evidence to demonstrate growth toward the goal (Live Binder a good technological option) • Assembling artifacts is a powerful vehicle for personal reflection and self-assessment • Sharing the portfolio with an administrator fosters professional dialogue & celebrates achievement and progressionover time

42. HOW DOES A REFLECTIVE PORTFOLIO TRULY DEMONSTRATE GROWTH OVER TIME? • Just as in other DS modes, evidence begins with the goal statement. • The action plan lists concrete steps the teacher will take to progress toward the goal. • The artifacts should clearly reflect a “before” and “after” portrait of what the teacher has accomplished. • Reflective statements to accompany the artifacts are a must, giving meaning and salience to what is included.

43. Questions…

44. Contact Information Cheryl Giles-Rudawski cgiles@caiu.org (717) 732-8400 x 8639