Teachers and the Law

1. Teachers and the Law

2. Topics • Certification • Level I • Level II • Tenure • Salary • Sick Leave • Discipline • Furlough

3. Purpose? • Make you think • Scare you safe

4. Results for '2008 certificate actions'

5. Professional Qualifications • Teacher: Someone who devotes 50% or more of their day to instruction or instructional activities. Must hold the proper certificate. • Professional Employee: A permanent position requiring a certification who have earned tenure.

6. What are the 4 things you need in order to be a teacher in Pennsylvania • 1. Certificate • 2. 18 years of age • 3. Citizen • 4. Of good moral character

7. Certification • Why is it important? • Districts can be penalized financially for teachers improperly certified. • Who is responsible to insure that teachers are properly certified? • By law it is the superintendent

8. Tenure vs. Permanent Certification What are the differences and similarities

9. Types of Certificates • Teacher • Specialist • Supervision • Principal (Administrative) • Letter of Eligibility

10. Expiration of Certificate • If a teacher’s certificate lapses, they are immediately unqualified to be a teacher. • District contacts PDE and requests a “determination of status of certificate.” • No emergency certificate can be granted for teachers with a lapsed certificate.

11. Instructional I Requirements • Successfully complete PDE approved teacher certification program • Passes the prescribed examinations • Received recommendation from preparing college or University

12. What are the requirements to go to Instructional II • Completing an approved induction plan • 3 years of satisfactory teaching (PDE 427) • 24 credits from an approved university/college recognized by PDE or in-service courses • 6 successful evaluations with the last two being successful

13. ? • What is the difference between evaluation and observation?

14. Instructional I to Instructional II Teacher Performance Assessment

15. ASSESSMENT SCHEDULE • Required assessments for educators are to take place at a minimum of three points (in time) • I. During the candidate’s preparation program, taken as part of admission requirements. • II. Upon application for initial certification. • III. Upon application for Level II, supervisory or administrative certification.

16. Basic Skills-PPST Reading, Writing and Math (entry into Ed. Program) General Knowledge-Fundamental Subjects: Content Knowledge (K-6 & K-12) Academic Content- Subject Areas Specialty Principles of Learning and Teaching-Pedagogical Skills Meeting Chapter 49 Requirements

17. Assessment Choices Pennsylvania reviewed options --- Went with a district completed inventory rather than paper/pencil Praxis test.

18. New Forms Address Other Chapter 49 Requirement • Instructional I to Instructional II Assessment Form (PDE-427)…..resulting from the • Semi-Annual Employee Evaluation Form for Instructional I Teachers (PDE-426)

19. Old DEBE 5501 Evaluation form seen to be outdated. Content as Personal Hygiene - not helping to evaluate teachers. Level II Certification Assessment Design Committee -2001 to 2002 14 Committee Members PDE Forms Background

20. 5501 Assessed: -Personality -Preparation -Technique -Pupil Reaction New PDE-426 and 427 Assess: I. Planning and Preparation II. Classroom Environment III. Instructional Delivery IV. Professionalism DEBE 5501 New Forms

21. PDE 426 Similarities and Differences

22. Both PDE 426 and 427 Look at 4 categories and aspects of teaching: • Planning and Preparation • Classroom Environment • Instructional Delivery • Professionalism

23. Optional form Can continue to use PDE 5501 or PDE approved locally developed form. Mandatory form to be used when recommending for Instructional II. (Sept. 2004) PDE 426 PDE 427

24. PDE 426 Semi-Annual Evaluation of Instructional I teacher in 4 categories; Used 2 times a year for 3 years (at least). Satisfactory or Unsatisfactory Rating PDE 427 Overall Assessment of the 6 (or more) PDE 426 forms & the categories findings. Used for Instructional II recommendation by Assessor and Superintendent PDE 426 and 427 Connection

25. PDE 426 Teacher’s Performance Criteria in each category contains content at the level of an initial instructor. Initial instructor will be gaining further skills over each of the 3 or more years. PDE 427 level of performance requires that the initial teacher has achieved skills beyond the stated minimums established in the PDE 426. PDE 426 ----- 427 Connection

26. PDE 426 Semi-Annual Employee Evaluation Form for Instructional I Teachers

27. PDE 426 - Semi-Annual Evaluation Form use is optional; • Districts may still use their own state approved or PDE 5501 forms

28. PDE 426 Semi-Annual Form Content Heading: • Biographical Information • Position title • Date conference held • Time period review covered • Notes: 1st or 2nd evaluation • Performance Evaluation directions

29. 426 Content Continued Categories of Evaluation: • Planning and Preparation • Classroom Environment • Instructional Delivery • Professionalism

30. Teacher and Evaluator must both be aware, before the evaluation takes place, of the categories and performance indicators being used in the PDE 426 AND 427. • Strongly recommend providing PDE 426 and 427 to all new teachers in your buildings.

31. Levels of Proficiency Measured in 4 Categories Category I –Planning and Preparation Satisfactory Performance Indicators: • Adequate knowledge of Pa. Academic Standards; • Appropriate assessments of student learning mostly aligned to the instructional goals and partially adapted as needed for student needs.

32. Category I • Adequate knowledge of students and how to use this knowledge to direct and guide instruction • Appropriate reflection on teaching and learning to enhance instruction • Adequate knowledge of content and pedagogy

33. Category I Unsatisfactory teacher performance indicators: • Limited or partial knowledge of Pennsylvania academic standards • Inappropriate or incoherent instructional design in which plans for elements are not aligned with the instructional goals, and have few or inappropriate adaptations for individual student needs

34. Category II-Classroom Environment Satisfactory Performance Indicators: • Reasonable and clear expectations for student achievement with reasonable value placed on the qualify of student work • Appropriate interactions between teachers and students and among students

35. Category II-Classroom Environment Satisfactory Performance Indicators • Clear standards of conduct and effective management of student behavior • Effective classroom routines and procedures resulting in little or no loss of instructional time • Safe and adequate organization of physical space, to the extend it is under the control of the teacher, that provides accessibility to learning and to the use of resources, materials and technology.

36. Category II Unsatisfactory Performance Indicators • Low or unclear expectations for student achievement with little or no value placed on the quality of student work • Inappropriate or disrespectful interactions between teacher and students and among students • Absent or unclear standards of conduct, or ineffective management of student behavior

37. Category III-Instructional Delivery Satisfactory Performance Standards • Adequate communication of procedures and clear explanations of content • Adequate use of questions and discussion strategies that encourage many students to participate • Adequate feedback to students on their learning

38. Category III Unsatisfactory Performance Indicators • Unclear or inappropriate communication of procedures and poor explanation of content • Little or inappropriate use of formal and informal assessments to meet learning goals and to monitor student learning • Inflexibility in meeting the learning needs of students

39. Category IV - Professionalism • Satisfactory Performance Indicators • Adherence to school and district procedures and regulations related to attendance, punctuality and the like • Knowledge of the Professional Code of Conduct • Compliance with school or district requirements for maintaining accurate records, communicating with families

40. Category IV Unsatisfactory Performance Indicators • Failure to adhere to district procedures and regulations related to attendance, punctuality and the like • Lack of compliance in participating in school and/or district events and school or district professional growth and development opportunities

41. Performance indicators: • Judgment of satisfactory or unsatisfactory performance in any category: Based on the rater’s overall evaluation of performance in that category. • Satisfactory rating does not require positive performance in all indicators.

42. PDE 426 Sources of Evidence • Gathered by teacher and evaluator • Further information on judging levels of proficiency • Reviewed at conference date • Maintain pertinent documentation • Source/dates/types clarifies documentation requirements

43. PDE 426 Justification for Evaluation Section • Satisfactory or unsatisfactory rating made • Provides teacher with clear understanding of the decision • Comments focus on specific strengths or areas for improvement • Level of proficiency for each of 4 categories determines the overall level of proficiency.

44. PDE 426 final section - Evaluation • Contains pertinent dates • Required signatures

45. PDE 426 Continued • Commendations Section is optional • If used, can summarize strengths of the commendable performance

46. PDE 426 continued Recommendations for Professional Development Section: • Makes recommendations for the teacher’s continuing needs for professional development • Addresses each category showing unsatisfactory

47. Evaluator and teacher can determine professional development goals to be included in that section • If previous goals required in past, completion should be documented. • Timeline for completing new goals should be set.

48. Instructional I to II Assessment Form-PDE 427 • Utilizes same 4 Categories in Semi-Annual Employee Evaluation Form-PDE 426. • Serves as Assessment of the Semi-Annual Evaluation Results. • PDE 427 Form content required with Instructional II application.

49. PDE 427 Components • Heading information similar to PDE 426 • Higher level of proficiency in performance indicators • Form uses the results of at least 6 completed PDE 426 reviews • Form addresses summative results from PDE 426 or local approved evaluations.

50. Overall categorical assessments on 427 is gained through review of each category’s results on previous forms • PDE 427 can not be submitted unless 6 successful PDE 426 evaluations are present