Cheryl Giles-Rudawski

(717) 732-8400 X8639

cgiles@caiu.org

Multi Measure Educator Multi Measure Educator EffectivenessEffectiveness

Teacher EvaluationTeacher EvaluationProject GoalProject Goal To develop a teacher effectiveness

model that will reform the way we evaluate teachers as well as the critical components of teacher training and teacher professional growth

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Multi-Measure Multi-Measure Teacher EvaluationTeacher Evaluation

Subsidized by Gates Foundation Grant

Portion developed in collaboration with Charlotte Danielson

Phase 2 Pilot began 2011-12

100+ buildings in Phase 2 Pilot

Implementation 2013

Phase 3 began summer 2012!04/21/23 3

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Student Learning Objectives (as demonstrated through:)

• District Designed Measures and

Examinations

• Nationally Recognized Standardized

Tests

• Industry Certification Examinations

• Individual Teacher Developed

Examinations

• Student Projects Pursuant to Local

Requirements

• Student Portfolios Pursuant to Local

Requirements

Who are Educational Specialists?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 (CSPGs).

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

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Observation/Evidence Observation/Evidence (50%)(50%)

• Based on Danielson’s Domains• Planning & Preparation• Classroom Environment• Instruction• Professional Responsibilities

• PDE-Adapted Rubric*• Focus of Pilot Groups• What we are doing today

Multiple Measures of Multiple Measures of Student Achievement Student Achievement

(50%)(50%)

• 15% - Building Level Data

• 15% - Teacher Specific Data

• 20% - Elective Data

• What we are not doing today

Current Evaluation Current Evaluation SystemSystem Discuss with a partner what could be done differently to make an evaluation of your performance more effective…

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Rubric

s…

Not subjective…

Fair…Based on

evidence…

Where do you stand?Where do you stand?In your corner, discuss your

experience with the Framework.

1. What is something you know (or think) about the Danielson Framework?

2. What is a benefit of the framework?

3. What is one question you hope to have answered by the end of this

training?

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A Framework for Teaching:A Framework for Teaching:Components of Professional PracticeComponents of Professional Practice

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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

1.3-B

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Review of the Forms…Review of the Forms…

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  _____ Formative _____ Summative  STEP #3:This

column completed with teacher through

rubric comparison

STEP #1:LESSON PLAN

(To be completed by the teacher in advance of announced observation

and sent to evaluator 2 days in advance)

STEP #4: POST-TEACHING

(Evidence not required for each D4 component for 1 lesson)

STEP #3:This

column completed with

teacher through rubric

comparison

  DOMAIN 1 DOMAIN 4:  o U o NIo Po D 

1a. Demonstrating Knowledge of Content and Pedagogy: What is the content to be taught? What prerequisite learning is required?

    

4a. Reflecting on Teaching: What reflections caused you to design the lesson as you did? After the lesson, state whether the objectives have been met, specifically by whom, and how you know.

    

o U o N

Io Po D 

o U o NIo Po D 

1b. Demonstrating Knowledge of Students: Characterize the class. How will you modify this lesson for groups or individual students?

 

4b. Maintaining Accurate Records: How do you track student learning as it relates to this lesson?

o U o N

Io Po D 

o U o NIo Po D 

1c. Selecting Instructional Outcomes: What do you want students to learn during this lesson?

  

4c. Communicating with Families: What specifically have you learn by communicating with families that impacted your planning of this lesson/

 

o U o N

Io Po D 

o U o NIo Po D 

1d. Demonstrating Knowledge of Resources: What resources were considered for this lesson and rejected? Why? What resources will be used? Why?

  

4d. Participating in a Professional Community: In what ways is today’s lesson related to collaboration with colleagues?

 

o U o N

Io Po D 

o U o NIo Po D 

1e.Designing Coherent Instruction: List very briefly the steps of the lesson

   

4e. Growing and Developing Professionally: What aspects of this lesson are the result of some recent professional learning?

 

o U o N

Io Po D 

o U o NIo Po D 

1f: Designing Student Assessments: How will you measure the goals articulated in 1c? What does success look like?

      

4f: Showing Professionalism: In what ways have you been an advocate for students that relate directly to this lesson?

   

o U o N

Io Po D 

STEP #3:This column completed with teacher through rubric comparison

STEP #2: FORM #2A, EVIDENCE FOR DOMAINS 2, 3

_____Announced ____Unannounced____ Formative ___ Summative

 

STEP #3: This column completed with teacher through rubric comparison

o U o NIo Po D

2a. Creating a Climate of Respect and Rapport Teacher Interaction with StudentsStudent Interactions with One Another 

  

3a. Communicating with StudentsExpectations for LearningDirections and ProceduresExplanations of ContentUse of Oral and Written Language

   

o U o NIo Po D

o Uo NIo Po D 

2b. Creating a Culture for Learning Importance of the ContentExpectations for Learning and AchievementStudent Pride in Work

3b. Using Questioning and Discussion TechniquesQuality of QuestionsDiscussion TechniquesStudent Participation

    

o U o NIo Po D 

o Uo NIo Po D

2c. Managing Classroom ProceduresManagement of Instructional GroupsManagement of TransitionsManagement of Materials And SuppliesPerformance of Non-Instructional DutiesSupervision of Volunteers And Paraprofessionals    

3c. Engaging Students in LearningActivities and AssignmentsGrouping of StudentsInstructional Materials and ResourcesStructure and Pacing

o U o NIo Po D 

o Uo NIo Po D

2d. Managing Student BehaviorExpectationsMonitoring of Student BehaviorResponse to Student Misbehavior

    

3d. Assessing Student LearningAssessment CriteriaMonitoring of Student LearningFeedback to StudentsStudent Self-Assessment and Monitoring of Progress

    

o U o NIo Po D 

o Uo NIo Po D

2e. Organizing the Physical SpaceSafety and Accessibility Arrangement of Furniture and Use of Physical Resources.

       

3e. Demonstrating Flexibility and ResponsivenessLesson adjustmentLe Response to Students

Persistence

   

o U o NIo Po D 

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Effective teachers plan and prepare for lessons using their extensive knowledge of the content area, the core/managed curriculum and their students, including students’ prior experience with this content and their possible misconceptions. Instructional outcomes are clearly related to the major concepts of the content area and are consistent with the curriculum design. These outcomes are clear to students and classroom visitors (including parents). Learning activities require all students to think, problem-solve, inquire, defend conjectures and opinions and be accountable to the learning community. Effective teachers work to engage all students in lessons and use formative assessment to scaffold and provide differentiated instruction. Measures of student learning align with the curriculum and core concepts in the discipline, and students can demonstrate their understanding in more than one way.

 

Component Unsatisfactory Needs Improvement orProgressing

Proficient Distinguished

1a: Demonstrating knowledge of content and pedagogy 

Teacher’s plans and practice demonstrate evidence of little to no knowledge of the important concepts in the discipline, prerequisite relationships between them, or of the instructional practices specific to that discipline and alignment to PA Academic Standards.

Teacher’s plans and practice demonstrate evidence of knowledge of the important concepts in the discipline, prerequisite relations between them and of the instructional practices specific to that discipline and their alignment to PA Academic Standards.

Teacher’s plans and practice demonstrate evidence of the application of the important concepts in the discipline, prerequisite relationships between them and of the instructional practices specific to that discipline and their alignment to PA Academic Standards.

Teacher’s plans and practice demonstrate evidence of extensive knowledge and application of the important concepts and structure of the discipline. Teacher actively builds on knowledge of prerequisites and misconceptions when designing instruction and designs strategies for causes of student misunderstanding. Teacher shows strong evidence of building alignment with PA Academic Standards and differentiates for student progress in planning.

1b: Demonstrating knowledge of students 

Teacher ‘s plans contain little to no evidence of knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and has done nothing to seek such understanding.

Teacher shows awareness of the importance of understanding students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and has added to that knowledge for the class as a whole.

Evidence that the teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and seeks to incorporate that knowledge into the planning for specific groups of students.

Teacher actively seeks knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources, and uses this knowledge regularly in planning for the benefit of individual students.

1c: Setting instructional outcomes 

Instructional outcomes are unsuitable for students, represent trivial or low-level learning, do not relate to PA Academic Standards or are stated only as activities. They do not permit viable methods of assessment.

Instructional outcomes are of moderate rigor and are suitable for some students, but consist of a combination of unrelated activities and goals, some of which permit viable methods of assessment. They reflect more than one type of learning, but teacher makes no attempt at coordination or integration.

Instructional outcomes are stated as goals reflecting high-level learning and curriculum standards. They are suitable for most students in the class, are appropriate for different types of learning, and are capable of assessment. The outcomes reflect opportunities for coordination.

Instructional outcomes are stated as goals that can be assessed, reflecting rigorous learning and PA Academic Standards. They represent different types of content, offer opportunities for both coordination and integration, and take account of the needs of individual students and different styles of learning.

1d: Demonstrating knowledge of resources 

Teacher demonstrates little to no familiarity with resources to enhance personal knowledge, to use in teaching, or for students who need them. Teacher does not seek such knowledge.

Teacher shows evidence of some familiarity with resources available through the school or district to enhance personal knowledge, to use in teaching, or for students who need them. Teacher does not actively seek to extend such knowledge.

Teacher is fully aware of resources available through the school or district to enhance own knowledge and develops and maintains a database or list of resources, and uses them in teaching, or to meet individual student needs.

Teacher seeks out resources in and beyond the school or district in professional organizations, on the Internet, and in the community to enhance own knowledge, and uses them in teaching, and to meet individual student needs.

1e: Designing coherent instruction 

The series of learning experiences are poorly aligned with the instructional outcomes and do not represent a coherent structure. They are suitable for only some students.

The series of learning experiences shows evidence of partial alignment with instructional outcomes, some of which may engage students in significant learning. The lesson or unit has a recognizable structure and reflects partial knowledge of students and resources.

Teacher coordinates and aligns knowledge of content, of students and of resources to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The lesson or unit has a clear structure and is likely to engage students in significant learning.

Teacher coordinates and aligns knowledge of content, of students and of resources to design a series of learning experiences aligned to instructional outcomes, differentiated where appropriate to make them suitable to all students and likely to engage them in significant learning. The lesson or unit’s structure is clear and includes different pathways according to student needs.

1f: Designing student assessment 

Teacher’s plan for assessing student learning contains no clear criteria or standards, is poorly aligned with the instructional outcomes, or is inappropriate for many students. There is no evidence that assessment results influence planning.

Teacher’s plan for student assessment is partially aligned with the standards and instructional outcomes, contains no clear criteria, and is inappropriate for at least some students. Teacher shows some evidence of intent to use assessment results to plan for future instruction for the class as a whole.

Teacher’s plan for student assessment is aligned with the standards and instructional outcomes, uses clear criteria, and is appropriate to the needs of students. Teacher shows specific evidence of intent to use assessment results to plan for future instruction for groups of students.

Teacher’s plan for student assessment is fully aligned with the standards and instructional outcomes, uses clear criteria that show evidence of student contribution to their development. Assessment methodologies may have been adapted for individuals, and the teacher shows clear evidence of intent to use assessment results to plan future instruction for individual students.

THE COMPONENTS OF PROFESSIONAL PRACTICEDomain 1: Planning and Preparation

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L E V E L O F P E R F O R M A N C E

UNSATISFACTORY NEEDS IMPROVEMENT OR

PROGRESSING PROFICIENT DISTINGUISHED

Classroom interactions, both between the teacher and students and among students are negative, inappropriate, or insensitive to students’ cultural backgrounds, and are characterized by sarcasm, put-downs, or conflict. Standards of behavior are not clear or visible in the classroom.

Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. Minimal evidence of clear standards of behavior being visible in the classroom.

Classroom interactions, between teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Standards of behavior are clear and visible and there is evidence that standards are consistently maintained.

Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility among members of the class. Evidence that the teacher places a high priority on appropriate and respectful behavior and interaction and behavior standards are clear and consistent.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Figure 6.7

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The process…The process…

Pre-Observation Conference (Teacher submits evidence prior…)

Observation (Evaluator leaves notes…)

Post-Observation Conference

Walkthrough (5 touches…)

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Review of Observation-based Assessment: Review of Observation-based Assessment: Process Process and and EvidenceEvidence

Process and Domains

Resources

1) Pre-Observation: The teacher completes the standard Lesson Plan containing components of Domain 1

2) Observation: The evaluator collects evidence related to Domains 2 & 3 on the standard evidence collection document

The evaluator gives copy of all evidence to the teacher

3) Post-Teaching: The teacher adds and/or corrects the evidence

Teacher completes a self-assessment using the rubric

4) Collaborative Assessment:

The teacher gives a copy of the highlighted rubric to the evaluator

The evaluator highlights ONLY areas of agreement

The teacher and the evaluator engage in a collaborative discussion

Teacher leads

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5 “Rules” for 5 “Rules” for Teacher EvaluationTeacher Evaluation

1. Defensible definition of teaching2. Differentiation of evaluative

processes3. Evidence-driven process4. The role of teacher learning5. Transparency

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Worksheet #1Worksheet #1

Wisdom of Practice: Collecting our thinking about

good teaching…

What are the qualities of teaching most tightly tied

to student learning?

What is great teaching?

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Wisdom of PracticeWisdom of Practice

Take a quick look at the list of an elbow partner, comparing for similarities and differences.

How many have identical lists. (Same words, same order, etc.)

Was your list highly similar to your elbow partner?

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The DomainsThe Domains

1. Planning and Preparation

2. The Classroom Environment

3. Instruction

4. Professional Responsibilities

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First pg in handout

Multiple Measures of Teacher Multiple Measures of Teacher Effectiveness – Observation/Evidence Effectiveness – Observation/Evidence and the Danielson Frameworkand the Danielson Framework

Classroom observations by Principal/supervisor, including evidence that demonstrates behaviors associated with improving student achievement:

◦ Planning and preparation, including selecting standards-based lesson goals and designing effective instruction and assessment;

◦ Classroom environment, including establishing a culture for learning and appropriate classroom management techniques that maximize instructional time;

◦ Instruction, including the use of research-based strategies which engage students in meaningful learning and utilize assessment results to make decisions abut student needs; and

◦ Professional responsibilities, including using systems for managing student data and communicating with student families

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A Framework for Teaching:A Framework for Teaching:Components of Professional Components of Professional PracticePractice

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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

Adjust List…Domain 4?

Page 2

Wisdom of PracticeWisdom of Practice

Looking at the qualities of teaching you

identified ~ distinguish which

domain/component is related to each quality…

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Worksheet #1

Worksheet #2Worksheet #2

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A. 2B. 3C. 1D. 4E. 1F. 2G. 4H. 1I. 3J. 4K. 2

How did you do?

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Features of Features of A Framework for TeachingA Framework for Teaching

Generic: applies to all grade levels, content areas

Not a checklist

Comprehensive: not just what we can see (Off Stage/On Stage)

Inclusive: Novice to Master teacher

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RubricsRubrics

Teaching is a performance.

Performances are measured using rubrics.

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Failing...

Needs Improvement…

Proficient...

Distinguished...

32

Regio

n 5

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L E V E L O F P E R F O R M A N C E

UNSATISFACTORY NEEDS IMPROVEMENT OR

PROGRESSING PROFICIENT DISTINGUISHED

Classroom interactions, both between the teacher and students and among students are negative, inappropriate, or insensitive to students’ cultural backgrounds, and are characterized by sarcasm, put-downs, or conflict. Standards of behavior are not clear or visible in the classroom.

Classroom interactions, both between the teacher and students and among students, are generally appropriate and free from conflict but may be characterized by occasional displays of insensitivity or lack of responsiveness to cultural or developmental differences among students. Minimal evidence of clear standards of behavior being visible in the classroom.

Classroom interactions, between teacher and students and among students are polite and respectful, reflecting general warmth and caring, and are appropriate to the cultural and developmental differences among groups of students. Standards of behavior are clear and visible and there is evidence that standards are consistently maintained.

Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students’ cultures and levels of development. Students themselves ensure high levels of civility among members of the class. Evidence that the teacher places a high priority on appropriate and respectful behavior and interaction and behavior standards are clear and consistent.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Figure 6.7

33

ELEMENT

L E V E L O F P E R F O R M A N C E

UNSATISFACTORY NEEDS IMPROVEMENT OR

PROGRESSING PROFICIENT DISTINGUISHED

Teacher Interaction with Students

Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for teacher.

Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for teacher.

Teacher-student interactions are friendly and demonstrate general warmth, caring, and respect. Such interactions are appropriate to developmental and cultural norms. Students exhibit respect for teacher.

Teacher demonstrates genuine caring and respect for individual students. Students exhibit respect for teacher as an individual, beyond that for the role.

Student Interaction

Student interactions are characterized by conflict, sarcasm, or put-downs.

Students do not demonstrate negative behavior toward on another.

Student interactions are generally polite and respectful.

Students demonstrate genuine caring for one another as individuals and as students.

DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements: Teacher interaction with students Student interaction

Figure 6.7

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• Look at PA Rubric

• Levels• Power

Components• Common Vision

After worksheet # 2

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04/21/23

Unsatisfactory

Failing

Needs Improvement or Progressing

Proficient Distinguished

Distinguished Distinguished PerformancePerformance

ExtensiveIntensiveAnticipatory/preventiveIndividualizedIntegratedStudent-ledAccuratePersistent

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Exploring the Exploring the Distinguished LevelDistinguished Level

List the components that articulate students’ roles as leaders of learning

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Role of Students…Role of Students…

1f2a, 2b, 2c, 2d, 2e3b, 3c, 3d4b, 4c

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pbevan 3904/21/23

Conclusions about the Conclusions about the Levels of Performance Levels of Performance (reminder)Unsatisfactory/Failing: Potential for harm

Needs Improvement/Progressing: Inconsistent, novice

Proficient: Consistent, competent

Distinguished: Unusually excellent, no one “lives” here permanently in all components

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Why Evaluate Teaching?Why Evaluate Teaching?

Quality Assurance

Professional Learning

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Benefits of Using Benefits of Using a Framework for a Framework for TeachingTeachingCommon LanguageSimilarity of vision for teaching that improves teaching: the qualities of the distinguished level

Greater validity and reliability potential for teacher evaluation

Changes in novice thinkingOpportunities for collaboration

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04/21/23 Region 5 42

3b3b Using Questioning and Using Questioning and Discussion Discussion TechniquesTechniques

Quality of QuestionsQuality of QuestionsStudent ParticipationStudent Participation

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4b4b Maintaining Accurate Maintaining Accurate Records Records ((Systems for Managing Systems for Managing

Students’ DataStudents’ Data))Student Completion of Student Completion of

AssignmentAssignmentStudent Progress in Student Progress in

LearningLearning

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04/21/23 Region 5 46

3b3b Using Questioning and Using Questioning and Discussion Discussion TechniquesTechniques

Quality of QuestionsQuality of Questions

3c3c Student Engagement in Student Engagement in LearningLearning

Grouping of StudentsGrouping of Students

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4a4a Reflecting on TeachingReflecting on TeachingAccuracyAccuracy

1f1f Designing Student Designing Student AssessmentAssessment

Congruence with Congruence with Instructional Instructional Outcomes ???Outcomes ???

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3d3d Using Assessment in Using Assessment in InstructionInstruction

Student Self Assessment Student Self Assessment and and Monitoring of ProgressMonitoring of Progress

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3d3d Using Assessment in Using Assessment in InstructionInstruction

Feedback to StudentsFeedback to Students

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The Card SortThe Card Sort

Write ◦Domain◦Component

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