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WELCOME TO THE 2013 - 2014 SCHOOL YEAR A YEAR OF POSSIBILITIES!. CONTINUING THE WORK WE HAVE STARTED . . . Curriculum, Instruction, & Assessment Meaningful and relevant Grounded in ‘teaching for understanding’ Student-centered Focused on growth of all students Technology
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WELCOME TO THE 2013 - 2014 SCHOOL YEAR A YEAR OF POSSIBILITIES!
CONTINUING THE WORK WE HAVE STARTED . . . • Curriculum, Instruction, & Assessment • Meaningful and relevant • Grounded in ‘teaching for understanding’ • Student-centered • Focused on growth of all students • Technology • “Meaningful use of technology to serve learning” (George Couros) • Power of collaboration, communication, creativity, & critical thinking • Extended learning beyond the school building - for teachers and students
And meeting the new mandates . . . • PA Effective Educator • Observation & Supervision • Teacher Evaluation • School Profile Reports • Creation of ‘elective data’ based on “Student Learning Objectives” • Comprehensive Plan (formerly Strategic Plan)
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Formal Observation OR • Any of the Modes of Differentiated Supervision • “Formative” process of supervision and professional development using the Danielson Framework for Teaching • For evaluation, will receive a rating in each of the four domains based on evidence gathered throughout year: • Planning & Preparation (20%) • Classroom Environment (30%) • Instruction (30%) • Professional Responsibility (20%)
Use the Danielson Framework as a reflective tool to self-assess. • Focus is on moving practice toward the ‘Distinguished’ level. • Components in each domain reflect effective or ‘high-yield’ instructional/professional practices
CHANGES IN PROCESS • OBSERVATION PROCESS • Pre-conference • Observation w/collection of evidence (facts); shared w/teacher. • Teacher reflects & completes rubric, Domains 2 & 3 • Supervisor identifies areas of agreement • Post-conference - discussion; recognize strengths; set goals for growth • Follow-up walk-thru focused on selected area of growth • Non-tenured or new to district - two times per year for formal observation • Tenured teachers - once every ___ years; one time per year
CHANGES IN PROCESS • DIFFERENTIATED SUPERVISION PROCESS • Collaborative Mode • Peer Coaching • Collegial Partnership • Self-Directed Mode • Action Research • Portfolio • National Board Certification • Any option selected must have a goal based on Domain(s)/Component(s) from Danielson Framework
CHANGES IN PROCESS • Other Evidence for Professional Practice • Informal Walk-thrus (not connected to formal observation) • Unit plans, lesson plans, assessments • Student work samples • Communication logs, newsletters, teacher sites • Presentations at faculty meetings, in-service, etc. • Participation in PLC groups
School Building Data: • Part of every teacher’s and non-teaching professional’s evaluation. • Grade based on 100 (but can earn “extra credit.”) 15% • Grade is calculated differently based on the grade levels in the school.
TEACHER SPECIFIC DATA 15% • Any teacher Grades 4 and up who is responsible for the planning & preparation and delivery of instruction of any content tested by PSSA or Keystone exams. • 2013 - 2014 begins the 3 year rolling average for PVAAS. • Three years must be consecutive years, but the grade level or subject area can change. • The % of each student’s growth/achievement that is attributed to each teacher is based on the # days the student is assigned to the teacher and the % of responsibility the teacher has for the planning & prep and delivery of instruction.
TEACHER SPECIFIC DATA TEACHER SPECIFIC DATA 15%
TEACHER SPECIFIC DATA TEACHER SPECIFIC DATA 15%
Elective Data/SLOs: • To be used for all teachers • Will be greater % of teacher’s evaluation for those with no ‘Teacher Specific’ Data • Must be developed in every subject by end of school year 20% 35%
OPPORTUNITY • SLOs will allow us to present a broader, more meaningful picture of student growth and achievement • Connect to work we are doing in curriculum, instruction, & assessment • “Thought-provoking and time consuming but should inform strong instructional practice without an increase in testing” • Use technology to expand ways for students to demonstrate understanding in ways that they could not otherwise.