Non Teaching Professionals ½ Day Training

Act 82 of 2012 Passed on June 30, 2012 Defined Three Groups of Educators ◦ Teaching Professionals  Began school year ◦ Principals/CTC Directors  Begins in school year ◦ Non-teaching Professionals  Begins in school year 2

Teaching Professionals Began in the School Year Professionals who work under an Instructional Certificate AND who provide “direct instruction” to students Direct instruction ◦ Planning, Delivering, Assessing

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Principals/CTC Directors Applicable for the School Year Professionals who work under an Administrative Certificate and hold the position of principal/assistant principal or CTC Director.

47 Observation/ Practice Framework for Leadership Domains Strategic/Cultural Leadership Systems Leadership Leadership for Learning Professional and Community Leadership Building Level Data/School Performance Profile Indicators of Academic Achievement Indicators of Closing the Achievement Gap, All Students Indicators of Closing the Achievement Gap, Historically Underperforming Students Academic Growth PVAAS Other Academic Indicators Extra Credit for Advanced Achievement Correlation Data/Relationship Based on Teacher Level Measures Elective Data/Student Learning Objectives 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

Non-Teaching Professionals include: Individuals working under instructional certificates who DO NOT provide direct instruction to students Supervisors Educational Specialists Licensed Professionals ◦ (not regulated by ACT 82)

Who are Supervisors? Supervisors (CSPG 88-92) are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines ◦ CSPG 88 - Supervisor of Curriculum and Instruction ◦ CSPG 89 - Supervisor of Pupil Services ◦ CSPG 90 - Supervisor of Single Area ◦ CSPG 91 - Supervisor of Special Education ◦ CSPG 92 - Supervisor of Vocational Education 8

Who are Educational Specialists? Educational Specialists are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines (CSPGs). Currently CSPG 75 through 81 list the following specialist certifications: ◦ Dental Hygienist (75) ◦ Elementary and Secondary School Counselor (76) ◦ Home and School Visitor (77) ◦ Instructional Technology Specialist (78) ◦ School Nurse (80) ◦ School Psychologist (81) Rubrics available for each for available at PDE 9

Observation and Practice Danielson Framework Domains 1.Planning and Preparation 2.Educational Environment 3.Delivery of Service 4.Professional Development Student Performance/School Performance Profile Non-Teaching Professional Effectiveness System in Act 82 of 2012 Effective SY 10 Observation and Practice 80% Student Performance 20%

Licensed Professionals Not Regulated by ACT 82 Optional ◦ Occupational Therapist ◦ Physical Therapist ◦ Social Workers ◦ Behavior Specialists 11

Which Rating Tools Used? Framework for Teaching ◦ Teaching Professionals ◦ Instructionally Certified but don’t Provide Direct Instruction Framework for Leadership ◦ Principals/CTC Directors/Assistants ◦ Supervisors (CSPG 88-92) Rubrics specific to Educational Specialists ◦ CSPG /20/2015pbevan12

Questions or Comments?

Framework Development for Specialists and Licensed Professionals PDE recruited practitioners from across the Commonwealth and formed stakeholder workgroups to revise the Danielson Framework for Teaching to reflect their specific roles and functions. ◦ These workgroups consisted of:  Practitioners- specialists and licensed professionals working in their respective fields in LEA’s  Representatives from State-wide professional organizations  Higher Education  PSEA representatives  IU representatives

The Stakeholder Workgroups utilized the following guiding principles Each of the specialist (modified) rubrics must reflect and preserve the fundamental tenets of the Danielson Framework For Teaching (the official language of instruction for ALL educators across PA). ◦ The stakeholder groups were trained by the Danielson Group in the Framework for Teaching and constructivist learning theory. Must closely align with best-practices and national standards for the respective specialists/licensed professionals.

Next Steps: Small Scale Pilot was held – Spring 2013 Review of feedback and adjustments to the rubrics Large Scale pilot (Fall, 2013 and Spring 2014) Full-scale implementation per Act 82 (Fall 2014)

Clarifying Questions and Feedback 1. Will Specialists professionals utilize the same evaluation process as the Danielson Framework for Teaching? ◦ Pre-conference (evidence collection) ◦ Observation (evidence collection) ◦ Post-conference (evidence collection) YES! 2. Who should evaluate specialists professionals? This is a local decision, typically, Principals, IU Supervisors, Directors of Pupil Personnel, Directors of Special Education evaluate non-teaching professional employees 3. What about Licensed Professionals – Local Decision

Danielson’s Framework for Teaching A research-based definition of good teaching A roadmap to, and for navigating through, the complex territory of teaching A framework for novice-level practitioners, through accomplished teachers The Framework for Teaching Charlotte Danielson

19 The Framework for Teaching 19 The Framework for Teaching Charlotte Danielson Domain 1: Planning and Preparation a. Demonstrating Knowledge of Content and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d. Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments Domain 2: The Classroom Environment a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space Domain 4: Professional Responsibilities a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally f. Showing Professionalism Domain 3: Instruction a. Communicating With Students b. Using Questioning and Discussion Techniques c. Engaging Students in Learning d. Using Assessment in Instruction e. Demonstrating Flexibility and Responsiveness

Let’s Do a Comparison Identifying the Domains in Daily Practice…. Compare one of the frameworks to the Framework for Teaching Where are the obvious connections? What are the differences? Does this seem to be an adequate description of the position in your district?

What did you notice? Let’s share out… ◦ Observations? ◦ Challenges? ◦ Questions?

Evidence vs. Opinion This is Key! Keeping the process transparent Let’s look at some examples.

Evidence or Opinion? 1. The guidance counselor has a warm relationship with the students. 2. The Instructional Technology Specialist said that Facebook is useless. 3. The support groups were arranged by grade levels. 4. The materials and supplies were organized well. 5. The School Nurse didn’t give enough time for students to return their health forms. 6. The Home School Visitor stated that students have learned about the importance of regularly attending school. 7. Six students, questioned randomly, did not know the day’s learning goals.

Evidence or Opinion? 1. The guidance counselor has a warm relationship with the students. 2. The Instructional Technology Specialist said that Facebook is useless. 3. The support groups were arranged by grade levels. 4. The materials and supplies were organized well. 5. The School Nurse didn’t give enough time for students to return their health forms. 6. The Home School Visitor stated that students have learned about the importance of regularly attending school. 7. Six students, questioned randomly, did not know the day’s learning goals.

Evidence vs. Opinion Worksheet is a factual reporting of events, may include educator/student actions and behaviors, may include artifacts prepared by the educator, students or others, avoids personal opinion or biases, and is selected using professional judgment by the observer and/or the educator.

Looking at Your Framework How could you demonstrate evidence? What about observations? ◦ Is that realistic for your role? ◦ When is it appropriate, when is it not? What suggestions could you make for gathering evidence?

Reading the Rubric

A Peek at Customized Danielson Rubrics for… Educational Specialists and Licensed Professionals 17

Deeper Dive Into the Rubrics Using the scenario cards at your tables ◦ Identify the Domain ◦ Identify the Component ◦ Identify the Proficiency Level Work independently ◦ Four cards per specialist group ◦ Share at a table ◦ Come to Consensus

Is It Always Clear? What were your challenges with coming to consensus? Deciding the proficiency level: ◦ Challenges? ◦ Concerns?

Working With Expanded Rubrics Activity: Let’s take some time to look at your specific rubric… Expanded version Includes Examples and Evidence Read the entire rubric – pay special attention to Proficient and Distinguished

Working With Your Own Rubric Develop a realistic example of the Distinguished Performance in each of the four Domains. ◦ You may choose any component Share ◦ Your examples ◦ The difference between Proficient and Distinguished

Observation and Practice Danielson Framework Domains 1.Planning and Preparation 2.Educational Environment 3.Delivery of Service 4.Professional Development Student Performance/School Performance Profile Non-Teaching Professional Effectiveness System in Act 82 of 2012 Effective SY 33 Observation and Practice 80% Student Performance 20%

The Cycle Pre- Observation Observation Preparing for Post- Observation conference Post- Conference Collaborative Assessment Opportunities to Implement Changes Domains 1, 2 and 3 Domains 1, 2, 3, and 4 Domains 1, 2, 3, and 4 Agreed Upon Areas of Focus

Ticket Out the Door One Strength/Positive One Challenge

Contact Information IU names and addresses can go here. Commonwealth of Pennsylvania Tom Corbett, Governor Pennsylvania Department of Education Carolyn C. Dumaresq, Ed.D., Acting Secretary Rita Perez, Ed.D., Acting Deputy Secretary Office of Elementary and Secondary Education John J. Tommasini, Director Bureau of Special Education