Presentation Transcript

1. Teacher Effectiveness October 10 & 11, 2013Facilitators:Betsy A. Baker, Ed.D.Susan J. Bickford, Ph.D.

2. Our Agenda Overview of Educator Effectiveness Making Connections to the Observation & Practice Aspect of Teacher Effectiveness A Closer Look at The Framework for Teaching The Four Domains Five Rules for Supervision & Evaluation The Steps in the Formal Observation Process Understanding of the Relationship Between Observation and Evaluation Suggestions for Further Growth, Practice, & Support
3. Overview of Educator Effectiveness
4. Project Development - Goal To develop a teacher effectiveness model that: reforms the way we evaluate teachers identifies critical components of teacher training and professional growth
5. Project Development - Background $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 – PPS recipients of $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes
6. 2010-2011 Pilot I Sites Allentown School District Cornell School District Mohawk School District IU5 – Northwest Tri-County 2011-2012 Phase II Sites 102 Pilot II LEA Sites Moshannon Valley Area School District West Branch Area School District State College Area School District Bellefonte Area School District 2012-2013 Phase III Sites Bald Eagle Curwensville Area Glendale Harmony Area Moshannon Valley Penns Valley Area Central Intermediate Unit # 10 Keystone Central School District Philipsburg-Osceola School District
7. Principal Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY Observation/ Evidence Domains Strategic/Cultural Leadership Systems Leadership Leadership for Learning Professional and Community Leadership Building Level Data Indicators of Academic Achievement Indicators of Closing the Achievement Gap, All Students Indicators of Closing the Achievement Gap, Subgroups Academic Growth PVAAS Other Academic Indicators Credit for Advanced Achievement Correlation Data Based on Teacher Level Measures PVAAS Elective Data/SLOs District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements
8. Teachers Without Eligible PVAAS Score
9. Teachers with Eligible PVAAS Score
10. Non Teaching Professional Employee Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY Observation/Evidence Danielson Framework Domains Planning and Preparation Educational Environment Delivery of Service Professional Development Student Performance of All Students in the School Building in which the Nonteaching Professional Employee is Employed District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements
11. Educational SpecialistsCSPG #75-81 Dental Hygienist Elementary School Counselor Home and School Visitor Instructional Technology Specialist Secondary School Counselor School Nurse School Psychologist
12. Licensed Professionals? Not Under the Authority of PDE Use of Non-Teaching Instrument Will Be a Local Decision for the Following: Occupational Therapist Physical Therapist Social Workers Behavior Specialists
13. Teachers with Unique Roles & Functions Gifted Teachers Special Education Teachers ESL Teachers Reading Specialists Early Childhood & Early Intervention Teachers Career Technology Education Teachers Speech Language Pathologists School Librarians
14. Teaching vs. Non-Teaching Professionals To be considered a teaching professional, you must be able to answer yes to the following two questions: Are you working under your instructional certification? Do you provide direct instruction to students in a particular subject area or grade level?
15. Danielson Rubric 2007, 2011, 2013 Applies to all teachers, including teachers with unique roles and functions SAS site provides EXAMPLES, not unique rubrics for teacher with unique roles and function
16. EXAMPLES for Teachers with Unique Roles and Functions http://www.pdesas.org/Instruction/Frameworks
17. PDE 82-1 Classroom Teacher Rating Tool 2013-14
18. Rating Teacher Effectiveness Teacher Observation and Practice = 50% Domain 1 Domain 2 Domain 3 Domain 4 Multiple Measures of Student Performance = 50% Building Level Score (SPP) = 15% Teacher Specific Rating (ex. PVAAS) = 0-15% Elective Rating (SLOs) = 35-20% For 2013-14 85% Observation & 15% SPP
19. 1 50% Teacher Observation and Practice 2013-14 = 85%
20. 2 15% Building Level Data(SPP)Effective 2013-14
21. 3 0-15% Teacher Specific Data Effective 2015-16 Teacher value-added reports for individual teachers by grade/subject/year using a robust statistical report. Teacher diagnostic reports for insight on effectiveness with students by achievement level and subgroup. Administrator summary reports for authorized users in a particular school or district. Drill down capacity to individual student-level projections based on classroom rosters. Teacher-level value-added reports require student-teacher linkages, which capture the instructor(s) responsible for a student’s learning in the tested grade/subject. It is critical that this linkage system provide accurate information that is validated by individual teachers. Web-based teacher reporting for PSSA grades 4-8 and Keystone Exams
22. 4 20-35% Teacher Elective Data StudentLearning Objective (SLO) Effective 2014-15 SLO is a process to document a measure of Educator Effectiveness based on student achievement of content standards. SLOs are a part of PA’s multiple-measure, comprehensive system of Educator Effectiveness authorized by Act 82. COMPONENTS: Classroom Context SLO Goal Performance Indicators (PI) Performance Measures (PM) Teacher Expectations
23. Making Connections to the Observation and Practice Aspect of the Teacher Effectiveness System
24. Observation and Practice Danielson’s Framework for Teacher Effectiveness Model-or-Differentiated Supervision
25. Formative Assessment How much do we really know about the Danielson Model? Agree or Disagree
26. Having an Impact If we want to impact student achievement and growth… Then we must impact teaching and learning And of course, we know what good teaching is…or do we?
27. Wisdom of PracticeParticipant MaterialsWorksheet #1, Page 2 What are the qualities of teaching most tightly tied to student learning?
28. DanielsonFramework Domains Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities
29. Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness A Framework for Teaching:22 Components of Professional Practice
30. Identifying the Domains Participant MaterialsWorksheet #2, Page 3 Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities
31. Teacher Effectiveness Rubric 4 Domains 22 Components 4 Possible Ratings for Each Component Failing Needs Improvement Proficient Distinguished
32. Features of A Framework for Teaching Generic Applies to all grade levels, content areas Not a checklist Is evidence based/reflective Not prescriptive Tells the “what” of teaching, not “how” Comprehensive Includes not just what we can see Inclusive Addresses Novice to Master teacher
33. A Closer Look at The Framework for Teaching
34. A Framework for Teaching:Components of Professional Practice Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness
35. Domain 3: Instruction 3a: Communicating with Students 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment During Instruction 3e: Demonstrating Flexibility and Responsiveness
36. Exploring Domain 3Participant MaterialsWorksheet #3, Page 4 Create a specific example of your assigned component For example, in Component 3a: Ms. T says to Joey, “You dummy!” Do not restate the rubric
37. Generalizing aboutLevels of PerformanceParticipant MaterialsWorksheet #4, Page 5 What do all the examples of Failing have in common? What do all the Needs Improvement examples have in common? Proficient? Distinguished?
38. Conclusions: Levels of Performance Failing: Potential for harm Needs Improvement: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one “lives” here permanently in all components
39. Components of Domain 3: Instruction 3a: Communicating with Student 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness
40. A Framework for Teaching:Components of Professional Practice Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness
41. Domain 1:Planning and Preparation 1a: Demonstrating Knowledge of Content and Pedagogy 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1d: Demonstrating Knowledge of Resources 1e: Designing Coherent Instruction 1f: Designing Student Assessments
42. Component 1a:DemonstratingKnowledge of Content and Pedagogy Teacher wrote a scholarly article Lesson plans/structure/content/relevance Teacher explanation of probable Students’ misconceptions Teacher’s answers to student questions during class Teacher presented a workshop to faculty Teacher explains the structure of discipline prior to lesson Teacher tells observer how this lesson fits into the larger unit Teacher adjusts the lesson midstream based on Students’ misconceptions Teacher poses different levels of content questions during the lesson Teacher states how this lesson connects to content standards
43. Component 1a:Demonstrating Knowledge of Content and Pedagogy Teacher wrote a scholarly article Lesson plans/structure/content/relevance Teacher explanation of probable Students’ misconceptions Teacher’s answers to student questions during class Teacher presented a workshop to faculty Teacher explains the structure of discipline prior to lesson Teacher tells observer how this lesson fits into the larger unit Teacher adjusts the lesson midstream based on Students’ misconceptions Teacher poses different levels of content questions during the lesson Teacher states how this lesson connects to content standards
44. Lesson PlanSee Observation Process TabTools for Teacher Evaluation Packet, Page 2 Read the Domain 1 questions. Why are they important?
45. A Framework for Teaching:Components of Professional Practice Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness
46. Domain 2: The Classroom Environment 2a:Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space
47. Concept Map Participant Materials Worksheet #5, Page 6
48. Concept Map Domain 2: Establishing a Culture for Learning Big Idea: Classroom Environment Component: 3C Engaging Students in Learning UDL Component: 1B Demonstrating Knowledge of Students Student background Component: 4C Communicating with Families Culturally appropriate info
49. Focus Questionsfor Domain 2Participant MaterialsWorksheet #6, Page 7 Browse Domain 2 of your Rubric Reflect and independently answer questions on Worksheet #6 Table Share
50. A Framework for Teaching:Components of Professional Practice Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments 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 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating with Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness
51. Domain 4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism
52. Lesson PlanParticipant MaterialsWorksheet #7, Page 8 Skim the rubrics in Domain 4 Have a table conversation about HOW these components might impact student learning Self Select an “expert” Group Develop a Distinguished response for your Component.
53. Uses of A Framework for Teaching Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans
54. Benefits of Using A Framework for Teaching Common Language Similar vision for good teaching and how it can be improved Greater validity and reliability in the teacher evaluation process Changes in novice thinking Opportunities for collaboration
55. 5 “Rules” for Teacher Supervision and Evaluation Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process The role of teacher learning Transparency
56. Overarching Question Who does the thinking? Therefore, who does the learning and growing?
57. Rule # 1: Defensible Definition of Teaching Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders.
58. 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 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness A Framework for Teaching:Components of Professional Practice
59. The Card Sort 1) Working independently, use a sticky noteto label each card with the Domain & Component to which it is most closely aligned 2) Share with a table partner to establish consensus (See Answer Key) 3) Work with your group to determine the Level of Performance for each scenario
60. Rule # 2:Differentiation of Evaluative Process Differentiate the processes of evaluation for novices, experienced teachers, and teachers at risk.
61. Differentiated Supervision
62. Differentiated Supervision What would the process look like to include differentiated supervision in our supervision model? Review of PDE Guidelines Collaboration with stakeholders (central administration, teacher association, and school board) Development of differentiated supervision modes How does a principal provide a summative evaluation of a teacher in differentiated supervision? Act 82 states that all professional employees must be evaluated every year and temporary professional employees must be evaluated at least twice a year. The summative evaluation will be completed using the PDE Ratings Form.
63. Differentiated Supervision (continued) How do I obtain ratings for the four Danielson domains since the teacher did not participate in clinical supervision for that year? Data is reviewed on a yearly basis; therefore, much of that data can be used in the four evaluative domains. If there is no data for a specific domain, then the score for that domain would revert to the previous year’s evaluation. Remember, the teachers in differentiated supervision have been rated proficient (satisfactory) in the previous two years. Are teachers within differentiated supervision still required to develop Elective Data / SLOs? YES  Differentiated supervision is the observation side of the pie chart and the Elective Data / SLOs are part of the multiple measures side of the pie.
64. Rule # 3:Evidence Driven Process Let evidence -not opinion- anchor the process.

65. Evidence

    Evidence is a factual reporting of events. It may include descriptions of teacher and student actionsandbehaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher.
66. Bias or Preference? Teaching you do not like is not necessarily bad teaching. Teaching can be highly successful in an approach or style you would not have personally chosen. Watch the input of our bias or opinion in good teaching.
67. Types of Observation Evidence Verbatim scriptingof teacher or student comments: “Could one person from each table collect materials?” Descriptions of observed teacher or student behavior: The teacher stands by the door, greeting students as they enter. Numeric information about time, student participation, resource use, etc.: Three students of the eighteen offer nearly all of the comments during discussion. An observed aspect of the environment: The assignment is on the board for students to do while roll is taken.
68. 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.
69. 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.

70. Evidence vs. OpinionActivity

    Participant Materials Worksheet #8, Pages 9-10
71. Evidence…Observation-based Assessment: Process and Evidence
72. Pre-Observation – Domains 1 & 4 2 days before: Teacher provides evidence using Lesson Plan Form The goal is for the teacher to be Distinguished in Domain I: Planning and Preparation Teacher and evaluator discuss evidence provided Evaluator collects additional evidence through questioning Step 1 Pre-Observation – Domain 1 and 4
73. PracticeParticipant MaterialsWorksheet 9, Page 11 Watch the pre-observation conference 6th grade middle school math Add to the evidence on the Lesson Plan form for Domains 1 and 4 Write evidence only.
74. The Observation: Domains 1, 2, & 3 Evaluator arrives early – Walks the Walls Evidence is collected during the lesson (Avoid opinions) Evaluator provides teacher with evidence collected during the observation Step 2 Pre-Observation – Domain 1 and 4
75. Collecting Observation Evidence (Domain 2& 3) Participant MaterialsWorksheet 10, Page 12 Watch the lesson, 6th Grade Math. Collect evidence of what you see and hear. If you aren’t sure where to write the evidence, just write it. This is practice; relax.
76. Points about Evidence All questions are not about 3b Engagement is about the nature of the work and who does it Formative assessments should assess whether EACH student met the objectives.
77. Preparing for Post-Observation – Domains 1, 2, 3, & 4 Evaluator assesses; identifies areas of disagreement for discussion(No need to discuss areas of agreement) Teacher self-assesses and gives to evaluator Step 3 Pre-Observation – Domain 1 and 4
78. Middle School Math ObservationParticipant MaterialsWorksheet 11, Pages 13-17 Self-Assessment done by Middle School Math teacher Read carefully, at your table groups, react to the teacher’s analysis of the evidence. Where do you agree? Where do you disagree? Do not include your own opinions. Use only evidence to support the ranking on the rubric.
79. Mark Components of Agreement DO mark the components of agreement on the single copy of the rubric. Do NOT mark components with which you are not in agreement. Keep these in mind when talking with the teacher. Always let evidence, or the lack there of, determine the level in the rubric.
80. Teacher and evaluator discuss agreed upon items (if needed) Evaluator invites teacher to discuss areas of disagreement Teacher develops a self-assessment summary Step 4 Post-Teaching Collaborative Assessment Domains: 1, 2, 3, & 4 Pre-Observation – Domain 1 and 4
81. Post Observation Process Greenberg video of post Compare your assessment to that of Greenberg and his observers
82. The Purpose of the Post-Observation Conference To discuss the components of difference (not yet marked by observer) To elicit any evidence that still remains to be added about the lesson To arrive at an assessment on the rubric for components of difference.
83. Words NOT to Use in the Post-Observation Conference Defend Prove Argue Convince Avoid language that suggests opposition or that might bring about a defensive response
84. Language for the Post-Observation Conference Say more about. . . Comment on the evidence for. . . Let’s look at the rubric for. . . What is the best match for. . . What’s the backstory for. . .
85. Framing Suggestionsas QuestionsParticipant MaterialsWorksheet #13 page 20 Change the comment to a question that will elicit the correct response from the teacher. Who is to do the thinking? Who is to do the growing?
86. Rule # 4:Teacher Learning Integral Conduct evaluations in such a way that they produce teacher learning.
87. Paradigm Shift Who Collects/Provides Evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you
88. Professional Learning “Learning is done by the learner; it is mental WORK.” - Charlotte Danielson Who does the mental work in your evaluation process? (Overarching Question)
89. The Nature of Professional Learning: Mental Work for Teachers Reflection on practice Collaboration Self-assessment Self-directed inquiry (action research) Feedback based upon evidence
90. “Narrative-Free”Evaluation The rubric contains the narrative Select the language that matches the evidence The teacher participates in language selection The highlighter is the tool A summative domain statement is optional
91. Supporting Teachers Correctly
92. Rule # 5: Transparency Teachers must learn the rubrics and the process. How might this happen in your setting?
93. Involving All Stakeholders Many teacher evaluation systems fail due to resistance that comes from the perception that the evaluation system resulted from the secret efforts of an elite few.

94. Notification is NOT Communication

    Communication is two-way-- not one-way
95. Post Teaching ConferenceObservation SummarySee Observation Process TabTools for Teacher Evaluation Packet, Page 4 What are the teacher’s strengths? (2 max.) What are the teacher’s MOST IMPORTANT areas for growth? (2 max.) What are the steps to be taken to heighten performance?
96. Walk-throughsSee Observation Process TabTools for Teacher Evaluation Packet, Page 5 Observational (Domains 2, 3) Conversational (Domains 1, 4)
97. Evidence…Observation-based Assessment: Process and EvidenceSee Observation Process TabTools for Teacher Evaluation Packet, Page 8
98. Reminder: Steps in the Process Teachers get a copy of the evidence immediately following the lesson Teachers may add to the evidence Teachers use the evidence to complete a self-assessment Teachers assess the lesson by highlighting the appropriate rubric phrases Teachers provide this assessment to the observer in advance of the post teaching conference The observer review the teacher’s evidence prior to the post. The observer highlights in a different color, on his/her rubric, the components of agreement only prior to the post. The observer leaves blank the components of difference prior to the post conference (the evaluator highlights the component numbers for easy reference).
99. Understanding the Relationship Between Observation and Evaluation
100. Revisit Your Agree or Disagree Assessment Do you wish to change any answers? Report out results
101. Observation is Not Evaluation Evaluation of teaching is the sum of a number of observations, artifacts and conversations that, together, provide a clear picture of the teaching practice.
102. The Purpose of Teacher Supervision and Evaluation Professional Learning Quality Assurance (Widget Effect)
103. Suggested Observation CycleLevel II Teachers Walk-through (Sept.) Announced Observation (Oct. – Dec.) Walk-through (Dec. – Jan.) Unannounced Observation (Feb. – April) Walk-through (April – June)
104. Suggested Observation CycleLevel 1 Teachers Cycle 1 Walk-through (Sept.) Announced Observation (Oct.) Walk-through (Nov.) Walk-through (Dec.) Cycle 2 Walk-through (Jan.) Unannounced Observation (Feb.) Walk-through (Mar.) Walk-through (Apr.) Walk-through (May - optional)
105. Rating Teacher Effectiveness Teacher Observation and Practice = 50% Domain 1 Domain 2 Domain 3 Domain 4 Multiple Measures of Student Performance = 50% Building Level Score (SPP) = 15% Teacher Specific Rating (ex. PVAAS) = 0-15% Elective Rating (SLOs) = 35-20% For 2013-14 85% Observation & 15% SPP
106. Electronic Rating Tool http://www.portal.state.pa.us/portal/server.pt/community/educator_effectiveness_project/20903
107. Suggestions for Further Growth, Practice, & Support
108. PowerPoint & Resources CIU10 posts current resources and information under the Leadership link on our website: http://www.ciu10.com
109. Building Evaluator Reliability Reliability refers to similarity of conclusion/consistency Consistency is a function of consensus-building activities Evaluators must practice consensus building activities regularly
110. Professional Development http://www.pdesas.org/

111. Questions?bbaker@ciu10.orgsbickford@ciu10.org