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Our Agenda

Teacher Effectiveness October 10 & 11, 2013 Facilitators: Betsy A. Baker, Ed.D . Susan J. Bickford, Ph.D. Our Agenda. Overview of Educator Effectiveness Making Connections to the Observation & Practice Aspect of Teacher Effectiveness A Closer Look at The Framework for Teaching

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Our Agenda

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  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

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