Educator Effectiveness

Evaluation Overview

PA Code: Title 22 Chapter 19 Domain 1: 20% of Final Evaluation Domain 2: 30% of Final Evaluation Domain 3: 30% of Final Evaluation Domain 4: 20% of Final Evaluation

Preponderance of Evidence(1) Classroom Observations(2) Lesson unit plans(3) Interaction with family members(4) Family, parent, school, community feedback(5) Act 48 Documentation(6) Teaching and Learning Reflections(7) Sources of evidence provided by teacher

Teacher Observation & Practice Effective 2013-14 School Year Danielson Framework Domains1.Planning and Preparation2.Classroom Environment3.Instruction4.Professional Responsibilities

Building Level Data/School Performance Profile Effective 2013-14 School YearIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All Students Indicators of Closing the Achievement Gap, Subgroups Academic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Building Level Data 15%

Teacher Specific Data 15%Observation& Practice50%

Elective Data 20%

Elective Data/Student Learning Objective (SLO) Optional 2013-14 School YearEffective 2014-15 School YearDistrict-Designed Measures and Examinations Nationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements

Teacher Specific Data PVAAS/ Growth 3 Year Rolling Average

1. 13-14 SY2. 14-15 SY3. 15-16 SY

Teachers with Eligible PVAAS DATA

Teachers Without Eligible PVAAS Score

Building Level Data, 15%

Observation/ Evidence,

50%

Observation/EvidenceEffective 2013-2014Danielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibili-ties

Building Level DataEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Elective Data/SLOsOptional 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Re-quirementsStudent Portfolios Pursuant to Local Re-quirements

Elective Data, 35%

PA Levels of Performance Distinguished

Proficient

Needs Improvement

Failing

1 Overall NI = Satisfactory

2 Overall NI over 10 year period = Unsatisfactory

A Framework for Teaching:Components of Professional Practice

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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 ANNOUNCED OBSERVATION1. Pre-Observation Conference 2. The Observation3. Lesson Assessment4. Post-Observation Conference

1. The Pre-Observation Conference Purpose: To cause the plan to reflect the

distinguished level of D1 as much as possible

To clarify plan for observer To push teacher thinking To make desirable changes to the plan

Preparing for the Pre-Observation Conference Teacher initiates communication regarding dates

that are mutually agreed upon for Pre-, Obs, Post-.

Teacher writes lesson plan using Domain 1questions from the Tools for Teacher Evaluation document at a Distinguished level.

Teacher submits plan 36 – 48 hours before the pre-conference

2. The Observation Observer arrives in time to “walk the

walls” Full lesson observation Evidence collected on Observation

Form, D2/D3 (see handout) Evidence tells the most important

facts about the lesson

Let evidence, not opinion, anchor the process.

PBevan, D.ED

EvidenceEvidence is a factual reporting of

events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher.

PBevan, D.ED1.5-A

THE UNANNOUNCED OBSERVATION

1. The Observation2. Lesson Assessment3. Post-Observation Conference

3. Preparing for the Post-Teaching Conference

The observation is NOT an evaluation; it is a collection of facts that permit an evaluation.

Observation evidence must be shared with the teacher within 24 hours (mailbox or e-mail).

The teacher may add to the evidence.

3 - 4. Preparing for the Post-teaching Conference

Teacher adds to evidence Highlights rubric electronically Teacher assesses the lesson on the

Framework rubrics, and sends to evaluator within 24 hours (mailbox or email)

Evaluator reviews teacher self-assessment and selects COMPONENTS FOR DISCUSSION.

The Purpose of the Post To discuss the components of difference

(not yet marked by observer)

To elicit any evidence that still remains to be added about the lesson

To arrive at an assessment on the rubric for components of difference.

PBevan, D.ED

5. The Post-Teaching ConferencePurpose: to COLLABORATIVELY rate the

“Components for Discussion”. The teacher takes the lead in

discussing his/her reasoning for the ratings of these components

Evidence and the rubric must be used.

5. The Post-teaching Conference1. Acknowledge Components of

Agreement2. Collaboratively rate Components

for Discussion3. Complete an observation summary

document

Observation-based Assessment:Process and Evidence

PBevan, D.ED

1. Pre-Observation: D1, D4

2. Observation: D1, D2, D3

3. Post-Teaching: D1, D2, D3, D4

4. Collaborative Assessment: D1, D2, D3, D4

Standard Lesson Plan with components of D1

Standard Evidence Collection Doc, shared w/teacher

Teacher Self-Assessment: Rubrics and

addition/correction of evidence

Evaluator Rubric and Teacher Self-Assessment Rubric:

Teacher leads

What if . . . ? The observer may accept a teacher’s

evidence, but may also use future walk-throughs or . . .

Unannounced Observations to reaffirm that this evidence regularly occurs during practice or to document teacher growth.

PBevan, D.ED

Conduct evaluations in such a way that they produce

learning.

PBevan, D.ED

Professional Learning

“Learning is done by the learner; it is mental WORK.”

- Charlotte Danielson

PBevan, D.ED

The Nature of Professional Learning:

Mental Work for Teachers Reflection on practice Collaboration Self-assessment Self-directed inquiry (action research) Feedback based upon evidence

PBevan, D.ED

Suggested Evaluative Events Tenured:1. Walk-through (September)2. Announced Observation (October –

December)3. Walk-through (December- January) 4. Unannounced Observation (February –

April) 5. Walk-though (April –June)

Suggested Evaluative Events Non Tenured: Evaluation 11. Walk-through (September)2. Announced Observation (October)3. Walk-through (November)4. Walk-through (December)

Suggested Evaluative Events Non Tenured: Evaluation 21. Walk-through (January)2. Observation (February)3. Walk-through (March)4. Walk-through (April)5. Walk-through (May- optional)

Walk Through Short 10 minutes in length Can be a meeting observation Can be a conversation Can be a parent conference Can be a classroom visit