1. Non-Teaching Professionals’ Effectiveness Dr. Patricia DiRienzo October 1, 2014

2. Act 82 of 2012 o Signed on June 30, 2012 o Defined three groups of educators ◦ Teaching Professionals (7/1/2013) ◦ Principals/CTC Directors (7/1/2014) ◦ Non-teaching Professionals (7/1/2014) 2

3. Teaching Professionals Professionals who work under an instructional certificate AND who provide direct instruction to students Direct instruction – Planning, Delivering, Assessing

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5. Principals/CTC Directors Professionals who work under an Administrative Certificate and hold the following positions: – Principal – Assistant/associate/vice-principal – CTC Director

6. 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

7. Non-Teaching Professionals Includes three groups of educators: – Educational Specialists – Supervisors – Individuals working under instructional certificates who DO NOT provide direct instruction to students – Licensed Professionals* (not regulated by ACT 82)

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 Currently CSPGs 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) 8

9. Who are Supervisors? Supervisors are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines Currently CSPGs 88 through 92 list the following supervisory certifications: 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 9

10. Who are Non-Teaching Professionals? Professionals who are working under instructional certificates but do not provide direct instruction to students are considered non-teaching professionals. Examples: – Instructional coach (math, literacy, etc.) – Technology coach – Special Education case manager 10

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

12. 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 2014-2015 SY 12 Observation and Practice 80% Student Performance 20%

13. Questions or Comments?

14. Framework Development Process for Educational Specialists PDE recruited practitioners from across the Commonwealth and formed stakeholder workgroups to revise the Danielson Framework for Teaching to reflect the specific roles and functions.

15. Framework Development Process These workgroups consisted of: Practitioners- specialists and licensed professionals working in their respective fields in LEAs Representatives from state-wide professional organizations Higher Education representatives PSEA representatives IU representatives 10/4/2015pbevan15

16. Framework Development Process The Stakeholder Workgroups utilized the following guiding principles: 1. 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.

17. Framework Development Process The Stakeholder Workgroups utilized the following guiding principles: 2. Must closely align with best-practices and national standards for the respective specialists/licensed professionals. 17

18. Framework Development Process Small Scale Pilot was held – Spring 2013 American Institute of Research was contracted to evaluate the content validity of the Ed. Specialist rubrics Review of feedback and adjustments to the rubrics Large Scale pilot - Fall 2013 AIR study noted that rubrics were rated favorably overall Full-scale implementation per Act 82 - Fall 2014

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

20. 5 Best Practices for Evaluation 1)Common definition 2)Focus on evidence 3)Differentiation of evaluative processes 4)Role of educators in their own growth 5)Transparency 20 Region 9

21. 5 Best Practices for Evaluation 1)Common definition 2)Focus on evidence 3)Differentiation of evaluative processes 4)Role of principal in their own growth 5)Transparency 21 Region 9

22. Best Practice #1: Common Definition Start with a common definition of what it looks like and sounds like (to be an effective _____) and have that definition studied and understood by all stakeholders. 22 Region 9

23. 23 The Framework for Teaching 23 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

24. Let’s Do a Comparison Compare one of the Ed. Specialist 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?

25. What did you notice? Let’s share out… – Observations? – Challenges? – Questions?

26. Reading the Rubric

27. Exploring the Domains 27 Region 9 Characteristics Connections to Teacher Effectiveness Evidence of Proficient Evidence of Distinguished Domain

28. What did you notice? Let’s share out… – Observations? – Challenges? – Questions?

29. Best Practice #2: Evidence Let evidence, not opinion, anchor the process. 29 Region 9

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

31. 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.

32. 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.

33. 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.

34. Evidence vs. Opinion What kinds of evidence might your staff be able to provide to you? What about observations? – Would you handle them differently than teacher observations?

35. 5 Best Practices for Evaluation 1)Common definition 2)Focus on evidence 3)Differentiation of evaluative processes 4)Role of principal growth 5)Transparency Region 935

36. Best Practice #3: Differentiation of process Do you differentiate the supervision and evaluation process in your district or school? PDE guidance Region 936

37. 5 Best Practices for Evaluation 1)Common definition 2)Focus on evidence 3)Differentiation of evaluative processes 4)Role of educators in their own growth 5)Transparency Region 937

38. Best Practice #4: Role of Educators in Their Own Growth Who does the thinking? Who does the learning and growing? Region 938

39. Remember the process… Pre- Observation Observation Preparing for Post- Observation conference Post- Conference Collaborative Assessment Walk- through Region 939

40. 5 Best Practices for Evaluation 1)Common definition 2)Focus on evidence 3)Differentiation of evaluative processes 4)Role of educators in their own growth 5)Transparency Region 940

41. Best Practice #5: Transparency Ed. Specialists and Supervisors must learn the rubrics and the process. Region 941

42. H ow does your educator effectiveness system facilitate on-going, two-way communication and feedback? Region 942 A lack of transparency results in distrust and a deep sense of insecurity. ~Dalai Lama

43. A Last Look at 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

44. Is It Always Clear? What were your challenges with coming to consensus? Deciding the proficiency level – Challenges? – Concerns?

45. 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 2014-2015 SY 45 Observation and Practice 80% Student Performance 20%

46. The Formal Observation 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

47. Which Rating Tools/Rubrics 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 75-81 47

48. Which PDE Forms Used? Teachers – PDE 82-1 Principals – PDE 82-2 Non-Teaching Professionals – PDE 82-3 48

49. Final Ratings Educator receives overall number and Level of Performance These translate to Satisfactory or Unsatisfactory If an overall rating is Needs Improvement or Failing, an Improvement Plan must be implemented 49