Changes to the Educator Evaluation System

Act 82 of 2012 Mandating changes to teacher and principal evaluation in Pennsylvania Effective for all school districts beginning 2013-14 SY

By June 30, 2013 all details for the TE System must be finalized By June 30, 2013 all details for the TE System must be finalized. At this time Legislation suggests that data could include the following. PDE is working with teachers in non-pssa areas/grade levels to determine what will comprise the 20% Elective Data piece. Non-tested areas/grade levels will have a 35% elective data piece Although the TE System goes into effect 2013-14, Teacher Specific Data requires 3 years of PSSA data that links the students to the teacher. Growth model only- performance diagnostic. So, Teacher Specific Data will not be used until that data has been collected after 3 years. .

Danielson’s Framework for Teaching 4 Domains 22 Components 4 Levels of Performance for each component Failing Needs Improvement Proficient Distinguished With the use of the Danielson Framework, evidence will be collected in a more nuanced way to support the evaluation. From being rated on a checklist, teachers will now be evaluated on the Framework using an analytic rubric that is assessing the quality of teaching – not just whether or not it is present.

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. On stage (2 and 3) vs. off stage (1, 4) domains 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.

Rubric Allow time to work with shoulder partner. After some time, allow each person turn to the opposite shoulder person to compare responses. We will reveal the “perfect” answer after they discuss in their seats.

Paradigm Shift Who collects/provides evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you Point out that this growth-focused process of evaluation positions the teacher as an active participant in the process. Ask participants to turn to an elbow partner and describe where, in the process, the teacher provides evidence and elicit the following: The lesson plan and pre-conference Following the observation, teacher may add to the evidence During the post-conference. 7

Post-Teaching Collaborative Assessment Preparing for Post-Observation Teacher and evaluator discuss agreed upon items Teacher and evaluator discuss areas of disagreement Teacher and evaluator develop self-assessment summary Preparing for Post-Observation Evaluator provides teacher with evidence collected during the observation Teacher self-assesses using the rubric and gives to evaluator Evaluator assesses using the rubric During the Observation Evidence collected during the lesson Pre-Observation Teacher provides evidence using pre-observation form Teacher and evaluator discuss evidence provided; evaluator collects additional evidence through questioning Review the 4 step process to evaluate teacher performance across the 4 domains

What else? Implementation timelines Differentiated supervision SLOs (Student Learning Objectives) Rating tool

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

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

Student Learning Objectives No new information shared since December 2012’s SAS Institute Draft template developed Exemplars are being developed

Rating Tool PDE is developing a rating tool that will factor all components of the “pie” into a final rating for an educator Will be available in paper or electronically To the State Board in March??