1. Changes to the Educator Evaluation System

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

3. 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 , 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. .

4. 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.

5. 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.

6. 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.

7. 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

8. 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

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

12. Non Teaching Professional Employee
Effectiveness System in Act 82 of 2012
Effective 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

13. Principal Effectiveness System in Act 82 of 2012
Effective 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

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

15. 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??