TIMS/ACT 48/NEW EVALUATIONS

1. TIMS/ACT 48/NEW EVALUATIONS J

2. English as a Second Language (K-12) Program Specialist • Program guidelines revised to strengthen program competencies. • The number of credits per program may not exceed 18. • 60 hours of field experiences added to program • Field experiences must be face-to-face with ESL learners. • Application deadline was August 31, 2012.

3. English as a Second Language (K-12) Program Specialist • 27 Institutions of Higher Education have applied to offer the ESL program. • 11 Intermediate Units have applied.

4. Endorsements PDE has released endorsement guidelines for: • Autism Spectrum Disorders * requires 80 hours of field experience • Instructional Coaching * requires 45 hours of field experience • Programs may not exceed 12 credits. 4

5. Field Experiences and Student Teaching • Competencies have replaced required field experience hours. • Performance competencies have been added to student teaching. • Student teaching remains 12 weeks in duration. 5

6. Chapter 49 New Certificates New Certificates include: • Pre K-4 • 4-8 • Special Education PK-8 • Special Education 7-12 Current N-3, K-6 and Special Education N-12 expire on August 31, 2013.

7. New Certificates and Departmentalization • Grades Pre K-4 (Subject Code 2825): • Program focus on child development, impact of family needs , diverse populations • May teach early childhood / elementary content Pre K through 4th grade • Grades 4-8th (Subject Code 3100): • Program includes prep in elementary content areas and one or two content concentrations • May be used to teach elementary content 4th grade through 6th grade • May be used in areas of the educators’ single or double content concentrations at the 7th and 8th grade

8. New Certificates and Departmentalization • Special Education PreK-8 (Subject Code 9226): • Combined Special Education certification with Pre K-4, 4-8 or Reading Specialist to prep candidate to be highly qualified in subject areas • May be used to teach in a Special Education setting or a regular education placement that matches the chosen concentration • Special Education 7-12 (Subject Code 9227) • Combined Special Education certification with a secondary 7-12 subject area or Reading Specialist • May be used to teach in a Special Education setting 7-12 or a regular education placement that matches the chosen concentration

9. Alternative Programs • Non-education related agencies may offer Post-bacc teacher preparation programs. • All program providers will be required to complete an initial application. • All program providers will be required to undergo a Major Review every seven years. • Current interest: * CCIU - Special Education * CLIU - Principal * Philadelphia CS - Administration 9

10. PAIU TIMS LEA News – Oct 2012 • Alien Provisional Certificates Replaced • Vocational Applications Separated • Vocational Intern (24) • Vocational Supervisor (19) • Vocational Military Science I (28) • Vocational Military Science II (29) • Applicant Messaging – Reply Only • Citizenship Profile Change • Expedite

11. PAIU TIMS Applicant Rule: Create the Profile • TIMS Users who have credentials must use the SSN (Social Security Number), Date of Birth and Name supplied on their most recent application to connect to existing records. • Contact the PDE Help line 717 728-3224 if entrance is rejected or not connected to existing records.

12. CARBON-LEHIGH IU 21 TIMS Applicant Rule: Visit and Use the Dashboard • Watch for application related messages • Create and Monitor Applications • Keep your Profile Up to date • Correct Name, Social Security, Citizenship • View Tests on File • Print Unofficial Certificates

13. CARBON-LEHIGH IU 21 TIMS Local Education Agency (LEA) “Rules” • If you have multiple roles – check to see how you logged in when the screens are “grayed out” • Expedite via message (Oct 2012): • You wish to extend an offer of employment • A certificate will or has lapsed • Not for permits, BEQ or MEQ • Attend Training/Q & A Webinars • Review the Permit Clarification memo

14. CARBON-LEHIGH IU 21 TIMS 06 Permit Clarifications • Send copies for 06 Day-to-Day sub audits • Do NOT send money orders for audits • Good moral character (GMC) applicants must submit a permit request through TIMS every year • Non-US Citizens must submit a permit request through TIMS every year • Applicants must correct citizenship!

15. Alternative Administration • Commission – 5 applications in process • Commission Qualification letter – 11 applications approved; 6 in process • Principal – 2 applications approved

16. Educator Effectiveness

17. Background • A multi-phase project that began with $800,000 Gates Foundation grant to facilitate the development of statewide policy, tools and processes to evaluate teachers and principals in which student achievement is a significant factor affecting performance ratings • PDE is closely following the work of the Pittsburgh Public Schools, recipients of a $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes • A University of Pittsburgh researcher is conducting a qualitative analysis regarding the effectiveness of principal training and the comprehensiveness, validity, transparency, practicality, and quality of the teacher evaluation system • A third party researcher is conducting a quantitative analysis evaluating the relationships between professional practices as measured by classroom observation scores and teacher contributions to student achievement

18. 2010-2011 Phase I Sites • Allentown School District • Cornell School District • Mohawk School District • IU 5 – Northwest Tri-County

19. 2011-2012 Phase II Sites • 119 Local Education Agencies, including School Districts, CTCs, Charter Schools and IUs • 363 Buildings • 658 Supervisors • 2,348 Teachers in PSSA tested subjects • 2,586 Teachers in non-PSSA tested subjects

20. 2012-2013 Phase III Sites 293 Local Education Agencies, including School Districts, CTCs, Charter Schools and IUs 1,255 Schools 1,972 Supervisors 20,360 Teachers in PSSA tested subjects 3,771 Teachers in non-PSSA tested subjects

21. The Danielson Framework for Teaching

22. Danielson Framework for Teaching • Starting with the 2013-2014 school year, all professional educators holding an Instructional Certificate will be evaluated using the Danielson Framework for Teaching, except for specific exceptions defined within the law that may delay implementation in a small number of districts • Professional development linked to Danielson components is available on SAS

23. Observation/Evidence from the Danielson Framework • Classroom observations by Principal/supervisor, including evidence that demonstrates behaviors associated with improving student achievement: • Planning and preparation, including selecting standards-based lesson goals and designing effective instruction and assessment; • Classroom environment, including establishing a culture for learning and appropriate classroom management techniques that maximize instructional time; • Instruction, including the use of research-based strategies which engage students in meaningful learning and utilize assessment results to make decisions abut student needs; and • Professional responsibilities, including using systems for managing student data and communicating with student families

24. Danielson Framework, Domain 3: Instruction

25. Multiple Measures of Educator Effectiveness

28. Additional Items

29. Alternative Rating System Must be approved by PDE Must meet or exceed the measures of effectiveness in the PA Educator Effectiveness System Must identify the employee as Distinguished, Proficient, Needs Improvement or Failing

30. Differentiated Supervision Participation in Differentiated Supervision is available to any tenured professional who has received at least a Proficient rating on the Danielson Framework of Teaching in the previous two years. Each tenured professional will be assigned to the Formal Observation Mode for one (1) year during the supervision cycle. Tenured professionals newly hired by a district will be eligible to participate in Differentiated Supervision after successfully completing his/her first year in the Formal Observation Mode.

31. Differentiated Supervision Additional Guidelines will include: Principals maintain the right to remove a teacher from theDifferentiated Supervision program and place them into the Formal Observation or Intensive Supervision modes of supervision. Informal observations may occur at anytime regardless of the supervision mode a teacher has selected or has been assigned for that school year. Differentiated Supervision Modes must align to the Danielson Framework for Teaching and is related to a district or school initiative designed to improve instructional practices. Each mode must be approved by the principal. The professional is required to complete a mid year and an end of the year self-reflection report regarding their goal setting, planning, procedures, results, and impact on student achievement. All professionals enrolled in Differentiated Supervision will also be rated on Domain 4 of the Danielson model: Professional Responsibilities

32. Professional Development Opportunities

33. Inter-rater Reliability Teachscape’s Framework for Teaching Proficiency System (FFTPS) • Professional development for those conducting observations • 20 hours of training content • Self paced • Total training time can be faster or longer • 11 online learning modules for observers • Orientation to observer training • Minimizing bias • 9 modules on Framework for Teaching • Overview • Framework for Teaching Components in Domain 2 and Domain 3detailed rater training on each component and performance level • Over 100+ master scored videos

34. Professional Development on SASTeachscape’s Framework for Teachers Effectiveness Series (FFTES) • For anyone • Self-Paced and Video-Rich Online Learning Resources • The Framework for Teaching Effectiveness Series includes 2 sets of learning modules: 1. Laying the Foundation Orientation to course materials Understanding the Framework for Teaching Applying the Framework for Teaching 2. Framework Components 8 individual learning modules which explore the eight observable components in Domains 2 and 3 of Danielson’s Framework for Teaching

35. Additional Professional Development on SAS Professional development courses are aligned to the Danielson, 2011 Framework for Teaching Stand alone: 20 courses are currently available on SAS The following course models are in development: Prerequisite Model: Courses designed to build on each other Deepening Knowledge Model: Pre-requisites not required; educators select courses based on their knowledge/experience level

36. Certification Policy Goal Achieve a system of teacher preparation, certification and ongoing professional development that is aligned and driven by impact/results rather than a series of inputs. Impact/results- • Demonstration of knowledge and skills • Research based professional practice • Student achievement

37. Possible Certification Changes Student Teacher Evaluation • Development of new Assessment • Aligned with Educator Effectiveness System

38. Possible Certification Changes Alignment with Educator Effectiveness • Induction Program • Act 48 • Instructional I Conversion – Level II • Eliminate Health Certificate • Require the PAPA tests prior to entry into the program

40. Questions?