Differentiated Teacher Supervision and Evaluation Models

1. Differentiated Teacher Supervision and Evaluation Models Adrienne Floro Robert Chatlak

2. Information you already know: Beginning with the 2013-2014 school year, the evaluation of teachers gives due consideration to the following: • Classroom Observation and Practice Models • Student Performance

3. Classroom Observation and Practice Models:These comprise 50% of the overall rating in each of the following areas: • Planning and preparation• Classroom environment• Instruction• Professional responsibilities

4. Student Performance:This comprises 50% of the overall rating based on measures of student achievement.• Building Level Data• Teacher Specific Data (SLO)• Elective Data

5. The combination of the Classroom Observation/Practice Models and the Student Performance ratings results in the educator receiving one of four possible ratings:• Distinguished• Proficient• Needs Improvement• Failing

6. Today we are going to focus on the classroom observation and practice model component of the PDE 82-1 Evaluation.

7. PDE ALLOWS THE OPTION: Formal Observation and Differentiated Supervision Any district in Pennsylvania can offer this option to their teachers. The incorporation of Differentiated Supervision into a local education agency’s (LEA) supervision plan is a local decision. As long as the LEA develops a Differentiated Supervision model based on the Pennsylvania Department of Education's (PDE) guidelines, approval is not required.

8. What is the difference between Formal Observation and Differentiated Supervision

9. Formal Observation: • Formal Observation of the teacher’s practice is accomplished through formal and informal observations measured by research-supported best practices according to Danielson's Framework for Teaching. • It consists of a rather lengthy (for both administrator and teacher) three-step process that involves a pre-observation conference, a formal observation, and a post-observation conference.

10. Differentiated Supervision: • Differentiated Supervision recognizes the level of experience, the effectiveness, and professionalism of teachers as well as the intensity and time commitment of the Formal Observation process using the Danielson Framework for Teaching. • Differentiated Supervision provides a framework for professional growth designed to improve teacher effectiveness, instructional practices, and student achievement. • At the end professional employees develop an action plan for professional development unique to their needs and interests.

11. The Formal Observation process presents several problems to the teachers and administrators: • Time-consuming • Difficult for administrators to find conclusive evidence of all 4 domains and their components in only a few visits • Does not allow the teachers to provide evidence for everything great that happens in their classrooms which would make them “distinguished” • Develops into a lot of paperwork for administrators at the end of the school year when everyone is extremely busy • It is not a one-size-fits-all method to observe different types of teachers

12. The Differentiated Supervision process offers an alternative to administrators and teachers: • Peer Coaching Model • Portfolio Model • Self Directed Model/Action Research (Inquiry) Model • All are approved by PDE • Must be supported by Charlotte Danielson's Framework for Teaching (2007 or later editions)

13. Portfolio Model: • Teachers examine their own practice in relation to the Danielson Framework for Teaching 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.

14. Portfolio Model: NO UNIFORMITY!

15. Digital ePortfolio! Powered by...

16. The school district must be willing to use certain software elements provided by Google

17. The school district must have productivity tools available from the Google for Education “G Suit”

18. Start out by logging into your Google account.

19. Locate the Google Apps tab and click it.

20. If the Google Apps tab is difficult for you to see from your seats, it looks like this.

21. Select the “Sites” button.

22. Click on the “Create” button.

23. Click “Browse the gallery for more”.

24. Select the ePortfolio template.

25. Click the “Select” button to confirm.

26. Choose a name to call your own ePortfolio.

27. Editing the template is easy. Just click the pencil icon.

28. Links for all four domains of the Danielson Framework for Teaching.

29. Links for each domain component.

30. Easily add evidence of the domain component.

31. Before adding your evidence, consult The Framework for Teaching Evaluation Instrument by Charlotte Danielson.

32. Danielson’s document not only provides critical attributes, but examples of teaching scenarios as well. These help to provide justification and clarity to your evidence when labeling.

33. Lesson plans are obvious choices to reflect evidence that a teacher is meeting requirements for a proficient or distinguished rating, however, sometimes more specific evidence is needed... Label showing evidence according to Danielson.

34. ...a teacher can use something such as a differentiated quiz...

35. ...or even a rubric for a project.

36. ePortfolio evidence doesn’t necessarily need to be a lesson plan, quiz, or rubric, it can also be a piece of student work...

37. ...or even an example of something that the students produced in class.

38. The ePortfolio can also be used to show evidence of something that a teacher has done outside of the classroom and/or outside of class hours.

39. Sometimes great teaching happens spontaneously and isn’t planned. If your see a moment happening in your classroom that would be a great example of proficient or distinguished evidence, take a snapshot!

40. Teachers can even add supporting documentation such as Peer-Team forms, Walk-Through Evidence, and their Self-Assessment rubric.

41. When finished editing, simply click on the share button.

42. Finally, type in the email addresses of any administrators or district faculty with whom you would like to share your ePortfolio. Then click the “Send” button!

43. Benefits to Using an ePortfolio in your District: • Evidence clearly correlated with Charlotte Danielson Framework for Teaching which creates no discrepancies between teacher and administrator. • Uniformity amongst faculty choosing the Portfolio Model of evaluation. • Allows for the sharing of the portfolio between multiple people simultaneously. • Administrators are not encumbered by a massive amount of physical portfolios. • Administrators can view teacher portfolios easily from anywhere and at anytime.

44. Action - Inquiry 2015-2016 Title Principal - Led Book Group Participation: 45% of Faculty Based on the work of Harvard’s Project Zero Culmination: Faculty Meeting 8 Station Rotation

45. Action - Inquiry 2016 - 2017 Principal - Led Book Group Participation 28% Faculty Participation & MOOC Involvement Culmination: Pay it Forward Book Gift; Faculty Presentation in February; Short-Term & Long Term Actionables

46. Teacher - Led Action-Inquiry 2016-2017

47. Action-Inquiry Professional Book Study

48. Action-Inquiry Professional Book Study

49. Action - Inquiry Team Book Links Enhancing the Art & Science of Teaching with Technology - Robert Marzano https://docs.google.com/a/cvsd.net/presentation/d/1bFTXvgcqlfdjn3iBXWM3C-6cy04hXrpskgtqFuOL0XQ/edit?usp=sharing Mathematical Mindsets - Jo Boaler - https://docs.google.com/a/cvsd.net/presentation/d/1diT6Dx-bGRN-dkboCoWAhUsfhB7wkyR_zr_KO1at7h4/edit?usp=sharing