Educator Effectiveness Evaluation Overview

PA Code: Title 22 Chapter 19 Domain 1: 20% of Final Evaluation Preponderance of Evidence (1) Classroom Observations (2) Lesson unit plans (3) Interaction with family members (4) Family, parent, school, community feedback (5) Act 48 Documentation (6) Teaching and Learning Reflections (7) Sources of evidence provided by teacher

Teachers with Eligible PVAAS DATA Teacher Observation & Practice Effective 2013-14 School Year Danielson Framework Domains 1.Planning and Preparation 2.Classroom Environment 3.Instruction 4.Professional Responsibilities Building Level Data/School Performance Profile Effective 2013-14 School Year 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 Building Level Data 15% Teacher Specific Data PVAAS/ Growth 3 Year Rolling Average 13-14 SY 14-15 SY 15-16 SY Observation & Practice 50% Teacher Specific Data 15% Elective Data 20% Elective Data/Student Learning Objective (SLO) Optional 2013-14 School Year Effective 2014-15 School Year District-Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements

Teachers Without Eligible PVAAS Score

PA Levels of Performance Distinguished Proficient Needs Improvement Failing 1 Overall NI = Satisfactory 2 Overall NI over 10 year period = Unsatisfactory

A Framework for Teaching: Components of Professional Practice 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 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 The goal of this activity is to expand participants’ knowledge of the Framework domains to include the 22 components they contain. Remind staff that 2/3 are on stage domains where observer will be observing ¼ are off stage This is the Danielson Framework – Rubrics are different that what we have currently had Show: Slide, “The Framework for Teaching” and invite participants to adjust the numbers on their list if they need to, based on this additional information.   Allow 3 minutes Say: How many had number four as the least frequently occurring item on the list? Why do you think this is so? (because most of us think of the items in Domain 4 as just things we “have to do” and not components that are connected to student learning. Explain that the items on the right-hand side of the chart are the on-stage components of the Framework, those that we see when we observe in a classroom. On the other hand, Domains 1 and 4, on the left, are the off-stage domains of the Framework. They occur outside the act of teaching. Tell participants that, just like any other content, the Framework has its own vocabulary. There are four domains, and 22 components. Ask them to try to use the correct terms when referring to these concepts going forward. Note: if the Framework for Teaching is to be used for teacher evaluation, point out that the off-stage domains are important, and because they are “behind the scenes”, we have to make sure to collect information about them before and after the observed lesson. pbevan

THE ANNOUNCED OBSERVATION 1. Pre-Observation Conference 2. The Observation 3. Lesson Assessment 4. Post-Observation Conference Tell participants that we will review the process of observing and conferring, and within that review we will practice needed skills. Refer participants to the white “Process” document in their packet, which summarizes the suggested process and explain that we will now focus on the pre-observation process.

1. The Pre-Observation Conference Purpose: To cause the plan to reflect the distinguished level of D1 as much as possible To clarify plan for observer To push teacher thinking To make desirable changes to the plan The planned lesson should be as close to the highest level of the Framework as possible. It is the observer’s job to push the teacher to think about what the Distinguished level of Domain 1 is saying, and to reflect those qualities in their lesson plan. There is little reason that a teacher cannot deliberately plan a lesson using the rubrics to result in a lesson plan that is predominantly distinguished.

Preparing for the Pre-Observation Conference Teacher initiates communication regarding dates that are mutually agreed upon for Pre-, Obs, Post-. Teacher writes lesson plan using Domain 1questions from the Tools for Teacher Evaluation document at a Distinguished level. Teacher submits plan 36 – 48 hours before the pre-conference Show lesson plan document located in Teacher Evaluation Forms – Blue Note how the document parallels Domains 1 and 4 of the Framework, and how it poses questions related to each of the components for the teacher to answer.

2. The Observation Observer arrives in time to “walk the walls” Full lesson observation Evidence collected on Observation Form, D2/D3 (see handout) Evidence tells the most important facts about the lesson Direct participants again to the “Process” document, which summarizes the process and note we are moving now to discuss the observation portion of the process. Review evidence vs. opinion. Remind participants that evidence isn’t enough; it must be the evidence that tells the MOST IMPORTANT FACTS about the lesson. Facts may relate to what is present in the lesson or what is absent in the lesson: “No formative assessment strategies were used.”

Let evidence, not opinion, anchor the process. Explain that typical evaluation systems involve the observer watching the lesson and then writing down what they thought about it. They write advice, opinion, suggestions, likes, dislikes, etc. Say that this is not the practice in an evidence-driven system for two reasons: Evidence, or facts, form the foundation of good decision-making. We always need to collect the relevant facts first, then make decisions. In a growth-focused model, the evaluator AND the teacher evaluate the evidence, separately, and then compare their thinking. In this way, learning is done by the learner, the teacher. PBevan, D.ED

Evidence Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. 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. Allow participants a moment to read this slide, and then say that we will be doing a series of activities now to teach us about evidence and how to collect it. Direct participants into their Participant Materials, Day 2, page 12, “Evidence vs. Opinion”. And invite them to complete it as a table group. (If time is a factor, you may choose divide the assignment.) Explain that the items in the left column are types of statements an observer might write based upon an observation. Some of them are evidence and some of them are not. They should decide if each statement is evidence or opinion and should write “E” or “O” in the column based on their decision. If the statement is opinion, they should REWRITE the statements to be a statement of evidence. Finally, for each statement, they should decide which domain and component of the Framework to which each statement refers and write that domain/component (d/c) in the final column. Allow @ 10 minutes, more if necessary, then review the answers as a whole group. (Note: there is no absolute correct answer to the domain and component connections for each item, but you should listen carefully for rationale and push for “better” thinking if an answer seems weak. If you think participants need additional evidence collection practice at a later time, you may choose to utilize the other worksheet: Evidence Collection #2, for a similar purpose. PBevan, D.ED 1.5-A

THE UNANNOUNCED OBSERVATION 1. The Observation 2. Lesson Assessment 3. Post-Observation Conference Tell participants that we will review the process of observing and conferring, and within that review we will practice needed skills. Refer participants to the white “Process” document in their packet, which summarizes the suggested process and explain that we will now focus on the pre-observation process.

3. Preparing for the Post-Teaching Conference The observation is NOT an evaluation; it is a collection of facts that permit an evaluation. Observation evidence must be shared with the teacher within 24 hours (mailbox or e-mail). The teacher may add to the evidence. Make sure that participants understand that the observation is NOT the evaluation. The observation is merely a collection of facts that will permit both the teacher and the observer to evaluate the lesson. Point out that the 24-hour rule reflects the best practices of feedback: it’s only helpful when it’s immediate. Remind the audience that the teacher may have “back story” facts that clarify some aspects of the lesson. For this reason, teachers must ALWAYS be offered the opportunity to add to the Observation Record any facts they deem related to the observed lesson.

3 - 4. Preparing for the Post-teaching Conference Teacher adds to evidence Highlights rubric electronically Teacher assesses the lesson on the Framework rubrics, and sends to evaluator within 24 hours (mailbox or email) Evaluator reviews teacher self-assessment and selects COMPONENTS FOR DISCUSSION. Refer once more to the white “Process” chart and invite participants to note where we are in the process of the Formal, Announced observation. Note that the evaluator receives the teacher’s rubric evaluation and notes where s/he agrees. Tell participants that one of the ways to make this process time-saving and effective is for the evaluator to select the components for discussion PRIOR to the post teaching conference. Components for discussion are: Components where the teacher rated too high or too low Components where the teacher rated accurately, but the rating was Failing. All other components are those where the teacher and evaluator agree, so are “finished” components, that do not need to be assessed during the post, nor discussed at length. NOTE: It is the evaluator’s job to review the teacher’s evaluation rubric PRIOR to the post, and to note the components of agreement, which go “off the table’: teacher/evaluator agree, so these should be marked in that way on the rubric ahead of time. Only the Components for discussion are the focus of the post-conference.

PBevan, D.ED The Purpose of the Post 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.

5. The Post-Teaching Conference Purpose: to COLLABORATIVELY rate the “Components for Discussion”. The teacher takes the lead in discussing his/her reasoning for the ratings of these components Evidence and the rubric must be used. Evaluators should be reminded to let the teacher start by pointing out any evidence they may have added to the record for the observed lesson. Evidence from other lessons may not be added unless it has a direct bearing on the evaluation of the lesson in question. (Example: “I grouped the students based on yesterday’s formative assessment.”) The evaluator should make sure that the teacher refers to the evidence and where it matches with the rubric as s/he explains the ratings for the Components for Discussion. Evaluator should respectfully disagree when the teacher’s interpretation is incorrect, and should agree when the teacher’s explanation is persuasive. Domain 4 components that have a direct bearing on the lesson may be discussed with evidence collected and the rubric rated as well. Please note that evidence for all D4 components is not required for a single lesson.

5. The Post-teaching Conference Acknowledge Components of Agreement Collaboratively rate Components for Discussion Complete an observation summary document The evaluator’s rubric would have the Components of Agreement marked as a preparation for the post. Teacher should be notified of the Components for Discussion in advance of the post. Note the Observation Summary document in the blue section of evaluation documents.

Observation-based Assessment: Process and Evidence 1. Pre-Observation: D1, D4 2. Observation: D1, D2, D3 3. Post-Teaching: D1, D2, D3, D4 4. Collaborative Assessment: D1, D2, D3, D4 Standard Lesson Plan with components of D1 Standard Evidence Collection Doc, shared w/teacher Teacher Self-Assessment: Rubrics and addition/correction of evidence Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads Tell participants to revisit the steps in the process. Remind them that: 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, 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 PBevan, D.ED

What if . . . ? The observer may accept a teacher’s evidence, but may also use future walk-throughs or . . . Unannounced Observations to reaffirm that this evidence regularly occurs during practice or to document teacher growth. Remind participants that walk-throughs must be used to provide evidence of teacher growth during the year, and/or to document that practices seen in the Announced Observation are the rule, not the exception. Direct participants in their blue forms to the walk-through document. 3 walk-throughs for each teachers (5 – 15 minutes) should be completed for each teacher during the year, spaced out, not clustered into one or two weeks. An Unannounced Formal Observation may occur in addition to the Announced Formal Observation, but not in place of it. This would be an observation without the pre-observation conference, but would be for one, complete lesson, not a brief portion. Unannounced Formal Observations follow the Announced Observation process, steps 2 – 4. PBevan, D.ED

Conduct evaluations in such a way that they produce learning. PBevan, D.ED

Professional Learning “Learning is done by the learner; it is mental WORK.” - Charlotte Danielson PBevan, D.ED

The Nature of Professional Learning: Mental Work for Teachers Reflection on practice Collaboration Self-assessment Self-directed inquiry (action research) Feedback based upon evidence Tell participants that when teacher evaluation is conducted intentionally to produce teacher learning, it deliberately incorporates the characteristics found on the slide. Ask participants to discuss with a partner where in the process we have studied each of these characteristics are found. Say that the methods we have recommended for doing this work are deliberate. They are required to assure that learning happens,. PBevan, D.ED

Suggested Evaluative Events Tenured: Walk-through (September) Announced Observation (October – December) Walk-through (December- January) Unannounced Observation (February – April) Walk-though (April –June)

Suggested Evaluative Events Non Tenured: Evaluation 1 Walk-through (September) Announced Observation (October) Walk-through (November) Walk-through (December)

Suggested Evaluative Events Non Tenured: Evaluation 2 Walk-through (January) Observation (February) Walk-through (March) Walk-through (April) Walk-through (May- optional)

Walk Through Short 10 minutes in length Can be a meeting observation Can be a conversation Can be a parent conference Can be a classroom visit