Year 2 Induction Orientation

1. Year 2 Induction Orientation Frameworks Overview Professional Portfolio

2. Welcome Back! Please… • find your name tag and take a seat • sign-in forAct 48 • catch up with your colleagues • peruse the provided materials

3. Agenda • Welcome/Introductions • Frameworks Overview • Professional Portfolio Expectations • Questions/Wrap-Up

4. These are the words of a 9th grade student...as teachers, we must never forget our students’ voices. I came into this school year expecting, as well as fearing, a lot. A lot of everything. I guess because it’s a new start so I can have a completely new experience. I suppose I expect the most from myself as a student, a friend, and a part of the community. I expect to do as well as I can in every class every day. I expect myself not to become discouraged if I don’t do as well as I wanted to do on a test or anything else. I expect my fellow students to be as supportive of the rest of the class as I am to them. I want to always feel comfortable speaking in class. I expect my teachers to always listen to every student as an equal and to always be fair.

5. Charlotte Danielson Author of Frameworks for Teaching First published in 1996 “The success of the framework is a reflection, in my view, of both the recognition of the vital importance of high-quality teaching and an awareness of its complexity.”

6. Frameworks for Teaching • Domain 1 – Planning and Preparation • Domain 2 – The Classroom Environment • Domain 3 – Instruction • Domain 4 – Professional Responsibilities

7. Levels of Performance The framework includes four levels of performance: • Unsatisfactory/Failing • Needs Improvement/Progressing/Basic • Proficient • Distinguished

8. Pennsylvania House Bill No. 1901Session of 2011 • Professional employees and temporary professional employees serving as classroom teachers: 2013-2014 • Professional employees and temporary professional employees serving as principals: 2014-2015 • Non-teaching professional employees: 2014-2015 • Professional employees shall be rated at least annually • Temporary professional employees shall be rated at least twice annually

9. Breakdown Teacher Evaluation 50% • Planning and Preparation • The Classroom Environment • Instruction • Professional Responsibilities Student Performance 50% • 15% Building level data • 15% Teacher specific data • 20% Elective data selected by district

11. The Professional Portfolio The essential value of a Teaching Portfolio is its benefit to the teacher who prepares one. If a portfolio does not cause reflection by the teacher and if it does not foster collegiality among teachers, then the process has not been properly utilized. Teaching portfolios should not become a dreaded instrument of evaluation. Instead, they should be a tool for professional development. (Green & Smyser, 1996)

12. Professional Portfolio Process • Electronic/Digital • 4 Sections of Frameworks • Planning and Preparation • The Classroom Environment • Instruction • Professional Responsibilities • Conferences/Assessments • May Exchange Day

13. Sample Portfolios Elementary Secondary

14. Pennsbury Template