Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness May 3, 2012 revision, modified by L. Snyder (ARIN IU 28)

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Today’s Agenda Overview of PA’s Educator Effectiveness Project Danielson Framework Rubric and Levels of Performance Observation Process The Walk-through Self-Directed Training Questions 2

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness KeyLearning.wikispaces.com 3

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness The Educator Effectiveness Model is designed to… Provide an objective measure of teacher performance. Evaluate teaching, not teachers. Allow teachers to take the lead in evaluation. Provide a framework for teacher growth. 4

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Project Background Began during the Rendell administration: At the federal level, Race to the Top grant applications required states to link teacher evaluation with student performance. – PDE applied but didn’t receive any of the major grants. Gates Foundation Grant - PDE received an $800,000 grant to begin developing statewide policy, tools and processes to evaluate teachers and principals that include student achievement as a significant factor affecting performance ratings. 5

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Phase I (Teachers) Allentown School District Cornell School District Mohawk School District IU 5 – Northwest Tri-County 6

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Phase II Local Education Agencies (includes Districts, Charters, CTCs, and IUs) 363 Buildings 658 Principals/Supervisors 4,934 Teachers – 2,348 in PSSA tested subjects – 2,586 in non-PSSA tested subjects Participants from IU 28: – Leechburg Area School District – Indiana County Technology Center 7

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Phase III (Teachers) LEA’s (includes Districts, Charters, CTCs, IUs) – SIG districts with schools implementing a Transformation Model – Race to the Top Recipients – Additional Phase III Volunteers 1,387 Buildings 1,892 Principals/Supervisors 31,684 Teachers Participants from IU 28: – Purchase Line School District 8

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Requirements for Phase III Evaluators (Superintendents/Principals/Supervisors) must attend training For each teacher observed as part of Phase III: – Complete one formal observation cycle – Complete at least one walkthrough Submit all requested data using the data collection tool(s) provided by PDE Incorporate student achievement in evaluation (not sure what this involves) 9

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Research in Phase III (Teachers) Qualitative: A University of Pittsburgh researcher is conducting a qualitative analysis regarding the effectiveness of principal training and the comprehensiveness, validity, transparency, practicality, and quality of the teacher evaluation system. Quantitative: A third party researcher is conducting a quantitative analysis evaluating the relationships between professional practices (Danielson components - as measured by classroom observation scores) and student achievement. 10

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness On June 30, 2012, as part of the state budget, Governor Tom Corbett signed into law House Bill 1901, which made several changes to the Public School Code of This legislation is now known as Act 82 of

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Omnibus School Code Changes – 2012 Educator Evaluation: New approved rating tools to be developed/provided by PDE Year use begins: – Teachers = school year – Nonteaching Professionals = school year – Principals = school year 12

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness School Year Teachers (those with instructional certificates) must be evaluated as follows: Classroom observation (using the Danielson domains) Student performance must comprise 50% of the overall rating and must be based upon multiple measures of student achievement – 15% building level data – 15% teacher specific data – 20% elective data including measures of student achievement (SLOs) locally developed by district from PDE approved list 13

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness 14

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness School Year Nonteaching Professionals must be measured using a rating tool that considers: – Planning and preparation – Educational environment – Delivery of service – Professional development Student performance in school building = 20% of rating 15

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Who are Non-Teaching Professionals ? Includes Educational Specialists: Currently CSPG 75 through 81 list the following specialist certifications: – Dental Hygienist – Elementary School Counselor – Home and School Visitor – Instructional Technology Specialist – Secondary School Counselor – School Nurse – School Psychologist PDE is in the process of working with stakeholder groups from across the Commonwealth to revise the Danielson Framework for Teaching to reflect the specific roles and functions of the identified specialist groups (so no details available at this time). 16

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Who are Non-Teaching Professionals ? Also includes other licensed staff hired under teacher contracts: Includes the following: – Occupational Therapist – Physical Therapist – Social Workers – Behavior Analysts – Educational Interpreters PDE is in the process of working with stakeholder groups from across the Commonwealth to revise the Danielson Framework for Teaching to reflect the specific roles and functions of the identified licensed professionals (so no details available at this time). 17

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness School Year Principals must be measured using a rating tool that considers: – Planning and preparation – School environment – Delivery of service – Professional development – PDE has worked with stakeholders and is preparing to roll out information this fall. Student performance (50%) - no details available at this time. 18

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Omnibus School Code Changes – 2012: Ratings Each rating tool shall identify the overall performance rating as one of the following: – Distinguished – Distinguished (considered “satisfactory”) – Proficient – Proficient (considered “satisfactory”) – Needs Improvement – Needs Improvement (see next slide) – Failing – Failing (considered “unsatisfactory”) 19

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness An overall performance rating of "needs improvement“ shall be considered satisfactory, except that – any subsequent overall rating of "needs improvement" issued by the same employer within 10 years of the first overall performance rating of "needs improvement" where the employee is in the same certification shall be considered unsatisfactory. 20 Omnibus School Code Changes – 2012: Ratings

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness An overall performance rating of "needs improvement" or "failing" shall require the employee to participate in a performance improvement plan. No employee shall be rated "needs improvement" or "failing" based solely upon student test scores. 21 Omnibus School Code Changes – 2012: Ratings

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness The department shall develop a rating scale to reflect student performance measures and employee observation results and establish overall score ranges for each of the four rating categories. [No details available.] 22 Omnibus School Code Changes – 2012: Ratings

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Questions? 23

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Purposes for Teacher Evaluation To ensure quality teaching To provide a framework for professional development and growth 24

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Who does the thinking? Therefore, who does the learning and growing? 25 Overarching Question

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness 1.Defensible definition of teaching 2.Differentiation of evaluative processes 3.Evidence-driven process 4.The role of teacher learning 5.Transparency 26 Five Best Practices for Teacher Evaluation

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders. 27 Best Practice #1

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness PA’s defensible definition of good teaching = Charlotte Danielson’s Framework for Teaching. 28 Best Practice #1

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Domain 1: Planning and Preparation Domain 2: The Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities 29 The Domains

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness A Framework for Teaching: Components of Professional Practice 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 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 30

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Let evidence, not opinion, anchor the process. 31 Best Practice #3

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness  is a factual reporting of events  may include teacher and student actions and behaviors  may also include artifacts prepared by the teacher, students or others  is selected using professional judgment by the observer and/or the teacher  is NOT clouded with personal opinion or biases 32 Evidence…

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Verbatim scripting of teacher or student comments: “Could one person from each table collect materials?” Descriptions of observed teacher or student behavior: The teacher stands by the door, greeting students as they enter. Numeric information about time, student participation, resource use, etc.: Three students of the eighteen offer nearly all of the comments during discussion. An observed aspect of the environment: The assignment is on the board for students to do while roll is taken. 33 Types of Observation Evidence

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness 1.Mr. Pedagogy demonstrated smooth transition between instructional activities. 2.Miss Quotient knows a lot about what she is teaching. 34 Statements of Evaluation… Evidence or Opinion?

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Teaching is a performance. Performances are measured using rubrics. 35 Rubrics

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Failing Needs Improvement Proficient Distinguished 36 Levels of performance

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness A teacher may be rated “proficient” in one component and “needs improvement” or “distinguished” in another. The teacher’s performance may overlap more than one level for the same component. 37 Rubric Info

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness A few thoughts from Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching… Teaching is highly complex work… The higher level of performance in the framework for teaching represent both greater experience and increased expertise… Levels are levels of performance of teaching, not of teachers… 38 To Summarize…

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness 39 Steps in the Observation Process Steps in the Observation Process (see the Observation Form in Participant Materials)

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference Teacher and Evaluator meet to discuss the upcoming lesson framed around the following: Question Stems (from the Teacher Observation Form); 1a.What is the content being taught? What prerequisite for learning is required? 1b.Tell me about the composition of your class. How will you modify this lesson for groups or individual students? 1c.What do you want students to learn during this lesson? 1d.What resources were considered for this lesson and rejected? Why? What resources will be used? Why? 1e.List very briefly the steps of the lesson. 1f.How will you measure the goals articulated in 1c? What does success look like? Evidence is added to the lesson plan document that results from the pre- observation conference. 40 Step # 1: Pre-Observation (Focused on Domains 1 &, if applicable, 4) Before

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Evaluator arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2) Evaluator records Observation Evidence: – Scripting of Teacher or Student comments – Descriptions of Teacher and Student behaviors – Numeric information – Environment Remember: The evaluator may collect evidence from students – “What are you learning? Is what you’re doing hard in a good way?” Non-negotiable: Record observation on standard form Optional: May use T-charts, seating charts, or similar templates to record relative numeric data (tally marks) Evaluator does NOT retype observation 41 Step # 2: Observation (Focused on Domains 1, 2, & 3) During

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Teacher & Evaluator do not need to meet during Step #3. With prerequisite training, the Teacher can engage in Step #3 independently. – Evaluator provides Teacher with completed observation form from Step #2. – Teacher may add additional evidence to the form in both Step #2 (Classroom Observation) and completes Step #3 (Post-teaching). – Teacher then self-assesses using the rubric (he/she may highlight phrases in multiple levels of the same component). – Teacher returns to the Evaluator both the observation form (with additions) and the self-assessment rubric. – Evaluator highlights or checks ONLY the areas of agreement on the self- assessment rubric 42 Step # 3: Preparing for the Post-Conference (Focused on Domains 1,2, 3, & 4) After

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Teacher and Evaluator meet to reflect on lesson. Evaluator notes components of agreement only and then invites teacher to take the lead in discussing the other components. Components are collaboratively rated on the Teacher Observation Form by filling in circles for F/NI/P or D for each component for which there is sufficient evidence. (Note: Evidence is not required for each Domain 4 component for this one lesson.) In the event of non-agreement, the Evaluator is the “rater of record.” Evidence is the basis. Conversation Stems: (Be careful using “Why…?”) Comment on the evidence for… Let’s look at the rubric for… Tell me more about… What’s the backstory for… Let’s look at the language that was highlighted here… Talk about the evidence for that in this lesson. [See page 13 of the Participant Manual for a flowchart of this whole process.] 43 Step # 4: Post-Conference (Focused on Domains 1,2, 3, & 4) After

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Guidelines for Identifying Strengths and Areas for Growth Remember, teaching is such complex work that it can always be improved. Think about how you should prioritize your professional development needs. Is there one area for which the level of performance was lower than the others? Is there one area that, if improved, you feel would likely have a significant impact on teaching effectiveness and, therefore, on student learning? Are there certain areas that your school or district is focusing on this year for professional development? From Teachscape (Framework for Teaching Effectiveness Series >Applying the Framework for Teaching >Reflect on Teaching Practice>Identify Strengths and Areas for Growth): 44

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Questions? 45

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Strong evaluation systems include a series of brief, focused, unannounced, walk-throughs. 46 The Walkthrough

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness “Quick-take” 5 – 15 minutes Based on identified “Areas for Growth” One Domain One or Two Components 47 The Walkthrough in Phase III

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness During the Post Observation Conference – an area of focus is determined. A plan of action determined. The walkthrough is conducted to provide feedback on the actions being taken to reach goals. The teacher is given a copy of the walkthrough form by the end of the day. No post-walkthrough meeting is held. 48 Step # 5: Walkthrough (Focused on agreed upon area of concentration) After

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Who does the thinking? Therefore, who does the learning and growing? 49 Overarching Question

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Of all the approaches available to educators to promote teacher learning, the most powerful is that of professional conversation. Talk About Teaching! Charlotte Danielson 2009, Corwin Press 50

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness PDE Supports Educator Effectiveness Project Website: – PDE Homepage – look for PDE Quick Links (lower right)>Educator Effectiveness Project. – tor_effectiveness_project/ tor_effectiveness_project/20903 Teachscape Framework for Teaching Effectiveness Series – Log into SAS first. Then click on Instruction>Teaching Frameworks>Teachscape Professional Learning Suite. Danielson PD Modules for Five Hours of Act 48 credit (In PD Center on SAS) – – Log into SAS>Instruction>Teaching Frameworks>Charlotte Danielson: The Framework for Teaching – select domain/component/element. ( – NOTE: At this point, there is NOT a PD Module for every component (working on adding more). 51

Tom Corbett, Governor ▪ Ronald Tomalis, Secretary of Educationwww.education.state.pa.us Measuring Educator Effectiveness Questions? So many questions… So few answers at this point… Stay tuned! 52