1. Differentiated Supervision
Cheryl Giles-Rudawski

3. Project Goal
To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth.
Play video first – click on link – humorous you tube teacher evaluation clip – 2 minutes (can download the video from You Tube).
Although this video showcases classroom teacher interacting with their supervisor, there are many connections you can make to specialists and licensed professionals. many educational specialists have suggested that their supervisors do not understand their roles and functions.
TRAINER:
Ask-Do you agree that this has been somewhat typical of the evaluation process? As principals/supervisors do you struggle giving specialists and licensed professionals formative feedback on their practice? What has been your experience?
Share your experience to date with your elbow partner.
PA as well as most states has been in the process of re-evaluating and redesigning its evaluation system for educators.
What we want you to think about today are the implications of this effort relative to your own actions and future in the profession.
The term “educator” includes teachers, education specialists, and principals.

4. Important Websites PDE Educator Effectiveness Website: SAS Portal:
educator_effectiveness_project/20903
SAS Portal:
Pennsylvania’s School Librarian Association:
The purpose of today is to provide an overview of the how Pennsylvania has modified the Danielson Framework for Teaching for Specialists and Licensed Professionals. The url above will take you to PDE’s overall educator effectiveness page where you will find resources for teachers and principals.
Virtual Presentation Notes:
Share screen and show participants this website and where they can find additional information. Type url into chat window since participants cannot click on slide to bookmark site. 3

7. Non Teaching Professional Employee
Effectiveness System in Act 82 of 2012
Effective SY
Observation and Practice
Danielson Framework Domains
Planning and Preparation
Educational Environment
Delivery of Service
Professional Development
Student Performance/Multiple Measures
(SPP)

8. A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities
Reflecting on Teaching
Maintaining Accurate Records
Communicating with Families
Contributing to the School and District
Growing and Developing Professionally
Showing Professionalism
Domain 3: Instruction
Communicating Clearly and Accurately
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
Selecting Instruction Goals
Demonstrating Knowledge of Resources
Designing Coherent Instruction
Assessing Student Learning
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
Remind participants that we experienced the four domains yesterday, and we learned that two of the four domains are “off-stage” and that, to learn more about these in a teacher’s practice, we can talk with the teacher, pose questions, examine artifacts, and so on.

10. Non-Teaching Professionals Defined: 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:
Behavior Specialist
Certified School Nurse
Dental Hygienist
Home School Visitor
Instructional Technology Specialist
Occupational and Physical Therapist
School Counselor
School Psychologist
School Social Worker
There are 6 rubrics that have been developed for Educational Specialists. Both the elementary school counselor and the secondary school counselor will be using the same rubric.

11. Non-Teaching Professionals Defined: Licensed Professionals
Given that many LEAs hire licensed professionals under teacher contracts who are not certificated as specialists under Pennsylvania School Code, PDE has made a decision to develop revised Danielson Framework for Teaching rubrics for the following roles:
Occupational Therapist
Physical Therapist
Social Workers
Behavior Specialists
PDE does not have the authority to promulgate evaluation systems for individuals who do not hold PA instructional, specialist, or administrative certifications. PDE has worked with stakeholders to develop modified instruments for licensed professionals who typically are hired by LEAs under teacher contracts. However, it will be a local decision whether such instruments are used.
Typically these professionals are licensed through other agencies. They are not specialists as per school code.
There are 3 rubrics that have been developed for licensed professionals. OT/PT are on the same rubric. It is a local decision whether these rubrics are used for licensed professionals.
The state cannot mandate for Licenses professionals but rubrics are created and being piloted local choice

12. Teaching Professional Employees with Unique Roles and Functions
Gifted Teachers
Special Education Teachers
ESL Teachers
Reading Specialists
Early Childhood and Early Intervention Teachers
Career Technology Education Teachers
Speech Language Pathologists
School Librarians

16. Unique Roles: Two-Prong Question on Instruction
To determine whether you are a teaching professional, you must be able to answer yes to the following two questions:
1) Are you working under your instructional certification?
2) Do you provide direct instruction* to students in a particular subject or grade level?
*Direct instruction is defined as planning and providing the instruction, and assessing the effectiveness of the instruction.

17. Which Rubric? 82-1 or -2? Educational Professional
Teaching Professional
Are they working under their instructional certification?
Are they providing direct instruction to students in a particular subject or grade level?
If yes to both, use Teacher Rubics and 82-1
If no to one, consider them Non-Teaching
Non-Teaching Professional
Non-Teaching Rubrics,
Evaluate using 82-2
Two-Pronged Question

18. Non-Teaching Professionals
Under Act 82, if you are working under your instructional certification but do not provide direct instruction to students you are considered a non-teaching professional. Act 82 applies to non-teaching professionals in PDE will publish a rating tool for Non-Teaching Professionals in the Pennsylvania Bulletin by June 30, 2014.

19. Non-Teaching Professionals
Under Act 82, if you are working under your instructional certification but do not provide direct instruction to students you are considered a non-teaching professional. Act 82 applies to non-teaching professionals in PDE will publish a rating tool for Non-Teaching Professionals in the Pennsylvania Bulletin by June 30, 2014.
Teaching Professionals with Unique Roles and Functions serve in many different capacities across the Commonwealth given their varied roles, function and contexts. As shown, committees of educators worked to develop general and specific examples as an optional and potentially useful supplement to the existing and already validated Danielson Rubric for use with instructionally certified personnel.
Please note that these are examples only and are not meant to represent the full range of training, experience or unique roles and functions that a given educator may provide. Discussion of examples may help the evaluator and the person being evaluated facilitate meaningful conversation and were not developed to be used as evidence or lack thereof within practice and the evaluation process.

20. YES! Who should evaluate specialists and licensed professionals?
Will Non-Teaching Professionals/Specialists/Licensed professionals utilize the same observation process as the Danielson Framework for Teaching for teachers?
Pre-conference (evidence collection)
Observation (evidence collection)
Post-conference (evidence collection)
YES!
Who should evaluate specialists and licensed professionals?
This is a local decision, typically, Principals, IU Supervisors, Directors of Pupil Personnel, Directors of Special Education evaluate non-teaching professional employees.
4) How are Specialists and Licensed professionals going to oriented to the instrument?
Some considerations/recommendations; online portal, professional organizations exc
Supervisors orient specialists and licensed professionals to the instruments.
IU trainers
Professional organizations

21. The Framework for Teaching
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
Directions for I Do- We Do- You Do/Jigsaw Activity _ IU Feedback?
Trainer Notes- Before we review the modified rubrics for specialists and licensed professionals it is important that we engage in an activity that will help us conceptualize the Danielson Framework for Teaching through the unique roles and functions of specialists and licensed professionals. To do this we are going to engage in an I Do- We Do- You Do with an embedded jigsaw activity.
Trainer “As you know the modified rubrics will constitute a significant percentage of specialists and licensed professionals evaluation with the components that need to be further operationalized given their unique role and function ….so, let’s take a moment to engage in an I do-We do- You do to further develop our shared knowledge about these modified rubrics and to mirror for you what the teams of specialists and licensed professionals engaged in in their stakeholder groups as they modified the rubrics
I DO- I am going to begin by looking at Domain 1/Planning and Preparation for Teaching and specifically 1 a – Knowledge of Content and Pedagogy and think through what that might look like for a social worker. Just as in teaching I would expect that a social worker would provide evidence of proficiency in this domain and component by having a strong foundation of the research, standards, theories of practice and essential components of the techniques necessary to practice and that the rubric evaluating me should reflect evidence of this.
Using a flip chart- generate a list of your components, evidence and examples for a social worker and dialogue with the participants as to how this demonstrates alignment with the Danielson Framework for Teaching as well as reflecting -the unique role and function of social workers.
Now let’s do a WE DO Focus on 1 b – Demonstrating knowledge of students – do a think-pair-share or a table share to discuss what this component might look like for social workers. Give pairs/table teams time to discuss. 
Now it’s time for a YOU DO jigsaw teams, we’ll begin by dividing our group into nine small teams based on specialist and licensed professional roles
Divide the participants in the room into nine discrete parts based on specialist and licensed professional roles – you may do this by having participants count off 1-9 and then gathering in nine separate areas that you throughout the room.
Dental Hygienist -1
Elementary and Secondary School Counselor-2
Home and School Visitor- 3
Instructional Technology Specialist-4
School Nurse-5
School Psychologist -6
Physical Therapist/Occupational Therapists-7
Behavior Specialists-8
Social Workers-9
TRAINER- “For this activity we’ll focus on Domain 3 Service Delivery and component a- 3a 3a: Communication with students, families and other stakeholders
Activity #2- Think-Pair-Share
TRAINER- What would best prepare you for evaluating personnel whom you many not have historically evaluated in this way?
The Framework for Teaching Charlotte Danielson 21

22. Activity ~ http://tinyurl.com/mcm8xv3 Click close on the pop up!
At your tables, brainstorm what you do as a school librarian at the building/district level and write each activity on a post-it.
Click close on the pop up!
Discuss with a partner where these activates fall on the framework.
What do you notice about the list?

23. http://linoit.com/users/crudawski/canvases/Librarian%20Session http://linoit.com/home

24. Examining the Draft Rubrics http://www. pdesas
Explain that each component has evidence/examples that have been written for each level of performance.
Each of the rubrics for specialists have 4 domains and 22 components (just like teacher)
We are going to do examine these rubrics more closely.
Model next activity:
Next: Screen share the school nurse rubric
Show domain 1:
Do a think aloud about what I notice about component 1a, 1b

25. What is Differentiated Supervision?
An approach to teacher learning that offers options for the type of supervision/professional development that they receive depending on their needs, experience, knowledge, and skill level as aligned with the Educator Effectiveness Model.

26. Differentiated Supervision
PDE recommends that professional employees who received a “Satisfactory” summative rating in the previous two years should be eligible to participate in Differentiated Supervision.
All Differentiated Supervision Modes must be aligned to the Danielson Framework for Teaching
While not collecting evidence through the clinical supervision process, evaluators should use walk-throughs and other strategies to keep informed of the teacher’s overall performance throughout the year.

27. ADVANTAGES Differentiated Supervision
Gives teachers ownership of goal setting as they reflect on the Danielson rubric to assess their practice
Matches teachers’ skill level and experience with their professional development
Motivates teachers as professionals to stretch beyond their current level of performance (e.g., proficient to distinguished) in a non-threatening environment

28. ADVANTAGES for Schools
Builds bridges across classrooms, reducing teacher isolation and fostering a more collaborative workplace (4d)
Capitalizes on sharing the talent and expertise of a diverse faculty through opportunities for job-embedded learning
Makes better use of administrator time, especially with the intensity of the new teacher evaluation model!
Enhances student learning by stimulating teacher learning (nurtures and nudges)

29. JOB-EMBEDDED PROFESSIONAL DEVELOPMENT
Job-embedded learning is a professional development shift from transmitting knowledge and skills, to teachers’ constructing it in their own classrooms.
Educational leaders focus on the power of experiential learning: teacher as on-the-job- active-learner.
Teachers subsequently reflect on the impact of those changes in terms of their students’ learning. (Nolan & Hoover, 2011)

30. Differentiated Supervision
Process
Modules
Self-Assessment
Action Planning
Evidence Collection
Documentation
Action Research (Self Directed)
Colleague Observation
Professional Portfolio
Question for Discussion: What are some of the unique
circumstances and/or challenges in supporting librarians
through the differentiated supervision process?

31. PDE and Differentiated Supervision
Differentiated Supervision remains a local option under local control. It is not part of Act 82.

32. Self-Directed Model/Action Research
Self-Directed Model/Action Research Mode - professional employees will develop a structured, on-going reflection of a practice-related issue (Danielson Framework for Teaching or a PDE- approved alternative system). Professionals may work individually or in small groups, dyads or triads, to complete the action research project. Meeting notes, resources, data collection tools, and the results of the reflective sessions should be shared with the principal and used as evidence in the supervision and evaluation of the employee.
A solution-oriented process that engages teachers in formally asking and answering questions about their practice.

33. Peer Coaching Model
Professional employees work in dyads or triads to discuss and observe their own or another professional employee's pedagogy, student learning, curriculum aligned to the Pennsylvania Core Standards and other pertinent issues in a collaborative manner. The professionals will work together to define their professional needs and develop plans to assist them in the successful completion of the identified tasks including: specific target area(s), the evidence to be collected, observation dates, and a reflective session. Meeting notes, data collection tools, results of the observations, and the reflective sessions should be shared with the principal and used as evidence in the supervision and evaluation of the employee.

34. Portfolio
Portfolio Mode - professional employees will examine their own practice in relation to the Danielson Framework for Teaching or a PDE- approved alternative system and reflect in a written report and/or documented discussions with colleagues. Portfolios may be developed according to criteria established collaboratively by the administrator and the teacher based upon their interests or needs. Resources, data collection tools, and the results of the reflective sessions should be shared with the principal and used as evidence in the supervision and evaluation of the employee.

35. THE PRINCIPAL’S ROLE
Communicates to develop a shared understanding of the Differentiated Supervision process and the various options
Creates a climate that values a collaborative approach and job-embedded learning
Continues to interact with faculty, in differing roles (e.g., goal-setting, action planning walkthroughs, mid and end- of-year reflective conferences)
Supports faculty in resources, problem solving and the logistics

36. Many teachers experience difficulty when asked to set specific, meaningful, challenging, and measurable goals
Goals should be data-driven
Individual teacher goals should connect to the district’s, building, or grade level initiatives, as well as to the teaching standards used as part of the Educator Effectiveness model

37. THE FIRST STEP: GOAL-SETTING
Refining current teaching practice (improvement goals; most often individual)
Acquiring new knowledge and skills (renewal goals)
Redesigning curriculum, instruction, and assessment (restructuring goals; usually more collaborative & school wide)
In PA, these goals must tie in to Danielson

38. THE SECOND STEP: AN ACTION PLAN
Concrete steps and an outline of activities for achieving the goal
Role that others will play (includes networking, supervisory support)
Required resources
Method of documentation to measure progress toward reaching the goal (e.g., reflective blog, video, samples of student work, test scores)
Timeline for implementation

39. Self Directed VS. Action Research
Domain III
GOAL:
What impact do my differentiated instruction lessons and assessments have on my students’ learning at all levels (above, at, and below grade level)?
Domain III
GOAL:
To conduct an in depth study of differentiated instruction and subsequently revise my lesson plans to incorporate
HOW DO I UNDERSTAND AND PROVIDE IT?
HOW DO I ASSESS THE IMPACT OF DI ON MY STUDENTS’ LEARNING?

40. BENEFITS OF ACTION RESEARCH
Creates a mindset of teaching as professional problem-solving as teachers identify questions and seek solutions
Fosters reflection, self-assessment, and teacher decision-making
Recognizes the powerful role that teacher inquiry can play in bringing about increased collaboration, change, and continuous improvement

41. PEER COACHING
Dancers have mirrors to provide them with specific feedback.
As educators, where are our mirrors?
How can we make use of another set of eyes in our classrooms?
Doesn’t Michael Phelps have a coach 

42. WHAT IS PEER COACHING?
A confidential and voluntary process when competent professionals, who are adequately trained to do so, observe, collect data, and collaboratively conference with one another
They share their expertise and experience, and they provide each other with feedback, support, and an opportunity for ongoing reflection into their pedagogy, student learning, or curriculum as aligned to the Common Core Standards

43. FACULTY MAY OPT for PEER COACHING IF:
They are tenured.
They have been with the district for a predetermined number of years (2 or 3) and have earned satisfactory ratings for all of those years.
They take the prerequisite training session.
We recommend that they agree to complete at least three (3) supervision cycles with a partner.

44. WHY DO WE NEED TEACHER TRAINING?
Teachers must understand the difference between observation and judgment
Teachers must learn some basic data collection techniques to match the domain/standard (e.g., questioning techniques)
Teachers must understand what to do with that data: how to interpret it
Teachers must subsequently use that data to set goals and inform future teacher decision making regarding students’ learning

45. TEACHING: EVIDENCE OR OPINION
YOUR TURN Let’s look at some authentic recorded data from teacher observations. What do you notice about each of these statements and how might that impact the peer coaching process?
Factual reporting: artifacts, teacher actions, student behaviors

46. EXAMPLES: EVIDENCE VS. OPINION?
Thirty percent of the students responded orally at least once during the discussion.
There was too much noise during seatwork.
Students were confused as to the directions for the activity.
Karen left her seat six times during the mini lesson.
Evidence
Opinion
Opinion
Evidence

47. Evidence or Opinion?
The teacher has a warm relationship with the students.
The teacher said that the South should have won the Civil War.
The table groups were arranged in 2 x 2 pods.
The materials and supplies were organized well.
Wait time was insufficient for student thinking.
The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson.
6 students, questioned randomly, did not know the day’s learning goals.
Ask participants to read the statements on the slide SILENTLY and decide which are evidence and which are opinion.
After a minute or so, provide the correct answers: O E
If any questions arise, explain, for #2, that it is a fact that the teacher said the words in #2. this makes it evidence.
Say further that words like “warm relationship” , “organized well”, or “insufficient thinking” are opinions, no descriptions of what was seen and heard. So, what made the observer THINK the relationship was warm? What was ssen and heard? What makes a room well-organized? What was seen and heard?

48. GROWTH PORTFOLIOS
A collection of artifacts surrounding a specific standard serve as a tangible body of evidence to demonstrate growth toward the goal (Live Binder a good technological option)
Assembling artifacts is a powerful vehicle for personal reflection and self-assessment
Sharing the portfolio with an administrator fosters professional dialogue & celebrates achievement and progression over time

49. HOW DOES A REFLECTIVE PORTFOLIO TRULY DEMONSTRATE GROWTH OVER TIME?
Just as in other DS modes, evidence begins with the goal statement.
The action plan lists concrete steps the teacher will take to progress toward the goal.
The artifacts should clearly reflect a “before” and “after” portrait of what the teacher has accomplished.
Reflective statements to accompany the artifacts are a must, giving meaning and salience to what is included.

50. Questions…

51. THE PRINCIPAL’S ROLE
Facilitate teachers’ selecting the most appropriate option
Accept, revise, or reject the action plan, based upon predetermined criteria
Serve as mentor & resource facilitator
Provide networking opportunities
Meet with teachers mid-year to review progress & discuss challenges and engage in an end-of-year conference to review the teachers’ success
Arrange some sort of sharing venue for the building or district

52. Cheryl Giles-Rudawski cgiles@caiu.org (717) 732-8400 x 8639
4/20/2017
Contact Information
Cheryl Giles-Rudawski
(717) x 8639