Tom Corbett, Governor ▪ Carolyn C. Dumaresq, Acting Secretary of Education Measuring Educator Effectiveness Educator Effectiveness:

Tom Corbett, Governor ▪ Carolyn C. Dumaresq, Acting Secretary of Education www.education.state.pa.us

Measuring Educator Effectiveness

Educator Effectiveness: September 2014

June 26, 2014 1



Building Level Data 15%Teacher Specific Data

15%

Elective Data 20%

Observation/ Practice 50%

Teacher Observation/ Prac-tice

Planning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

Building Level Data/School Performance Pro-file

Indicators of Academic AchievementIndicators of Closing the Achievement Gap, All

StudentsIndicators of Closing the Achievement Gap, Histor-

ically Underperforming StudentsIndicators of Academic Growth/ PVAASExtra Credit for Advanced Achievement

Teacher Specific Data

Student Performance on Assess-ments PVAAS 3-Year Rolling AverageIEP Goals Progress*LEA Developed Rubrics*

Elective Data*

District Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Require-mentsStudent Portfolios Pursuant to Local Re-quirements

Teacher Effectiveness System in Act 82 of 2012

*Student Learning Objective Process

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Classroom Teachers• Provide Direct Instruction to students

– Plan, Instruct and Assess• Use Rating Form 82-1

http://www.portal.state.pa.us/portal/server.pt/community/educator_effectiveness_project/20903/p/1173845

• At the local level, districts must categorize professionals under Teaching Professionals, Non-Teaching Professionals, or Principal Effectiveness

• Example: Guidance Counselors

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Transfers from One Building to Another

• If a teacher transfers from one building to another building within an LEA, they will have the option of using the teacher specific data in place of the Building Data (SPP) for two years starting on the date the teacher begins the new assignment.

• A teacher who elects this option shall sign a statement of agreement with the LEA giving the LEA permission to calculate their final rating in this manner.

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Temporary Professional Employee

• There must be 4 months between observations

• Final Rating Form (82-1) must be completed twice a year. BOTH final rating forms must include Teacher Specific Data and Elective Data.

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• Given the recent release of Educator Effectiveness FAQ, many LEAs have asked how they should go about meeting the legislative intent of the data defined in teacher specific. In order to support our districts, PDE worked with a group of diverse educators representing special education and general education to come up with some policy recommendations and guidance documents/resources on how LEAs can met the legislative intent of Act 82 while also making the process feasible for districts.

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• Implementation of Teacher Specific Data should be decided through a conversation with your district’s solicitor, bargaining unit, teachers, and administrators.

• PDE legal will not talk specifics beyond what is stated in Act 82 with this section of the pie because implementation of this piece is to be determined at the local level.

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• 15% Total – Data must be included if it is available and applicable 1. Student Performance (Advanced and Proficient) on state assessment – not more than 5%

• Conversion in Table H in the rules and regulations

2. PVAAS – at least 10% 3. Progress on meeting IEP goals – not more than 5%4. Locally developed rubrics (LDR) – not more than

15% when none of the other measures are available – using SLO process; for teachers with PVAAS data available it is not more than 5% 8



SLO Process for IEP Progress

SLO process for IEP Progress- a simple streamlined SLO process to account for the IEP progress. Per Act, any teacher with available and applicable IEP progress must have that data attributed (general education and special education teachers). This template will allow you to address the provisions of Act 82 by filling out a one page summary of the aggregated case load data for students

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• LDR – Locally Developed Rubrics– Defined in Rules and Regulations as LDR designed

by the LEA or used from the elective data which includes the following:

• District designed measures and assessments• Nationally recognized standardized tests• Industry certification examinations• Student project pursuant to local requirements• Student portfolios pursuant to local requirements

• The SLO process must be used to develop your LDR. 10



Scenarios

• Scenario One - If a teacher has PVAAS data available they have to use at least 10% from PVAAS and then they could have up to 5% from a combination of IEP, student achievement (P or A) or LDR. (Teachers make this decision)

• Example 1:– PVAAS 10%– IEP Goals 1%– Student Achievement 3%– LDR 1%

• Example 2:– PVAAS 12%– Student Achievement 2%– LDR 1% 11



Scenarios without PVAAS

• If a teacher does not have PVAAS or any of the other data (IEP, or number Advanced or Proficient on a state assessment) available then they will have 15% LDR. – So, in the past we said that teachers that did not have PVAAS would

have 35% from SLO. It is really still the same…• Example 1: This could mean 1 SLO for all 35% (15% Teacher Specific and

20% Elective Data). Each part of the SLO will be weighted based on the section you will be applying the data and it will specifically state what section the data will fall under on the pie chart. (Ex: IEP targeted group)

• Example 2: This could mean 2 SLOs. One SLO for 15% under Teacher Specific and a different SLO for 20% under Elective Data.

• Example 3: This could also mean 3 or 4 SLOs as long as it is a total of 15% under Teacher Specific and 20% under Elective Data.

• Teachers decide how many SLOs they want to write to achieve their Teacher Specific Data Score.

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How do I arrive at a score for 15% Teacher Specific Data?

• Districts will decide locally how to arrive at this final 0-3 score for Teacher Specific Data based on the conversion tables in the rules and regulations for PVAAS and Achievement Data in addition to their own local decisions around LDR and IEP Goal conversions.

• A Teacher Decision Making Guide will prompt LEAs to address all data defined in teacher specific data per Act 82 and provides a logical guidance document on how to address each component. 13



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SLO Policy Decisions: The “n” count

• LEAs are encouraged to utilize a “n” count of 11 across teacher specific and elective data. This is consistent with the “n” count PDE utilizes for other data sources such as the SPP and PVAAS.

• In absence of teacher specific and elective data the observation and practice components of the evaluation system could be substituted.

• It is a local decision whether an LEA chooses to utilize a lower “n” count for teacher specific and elective data. Hence, an LEA could chose to develop a SLO for less than eleven students, if they believe that they can attribute student achievement to the teacher.

• An LEA should discuss any decision to use the “n” count of 11 or a lower “n” count with its solicitor.



Observa-tion/ Prac-tice 80%

Student Perfor-mance 20%

Observation and Practice

Planning and PreparationEducational EnvironmentDelivery of Service Professional Development

Student Performance/School Performance Profile(SPP)

Non Teaching Professional Employee Effectiveness System in Act 82 of 2012

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Non Teaching Professional Employee

• 3 Groups of Professionals are included – Instructionally Certified– Educational Specialist– Non-Teaching Professional Supervisors

• Use Rating Tool 82-3• Rubrics and Guiding Questions Posted on the

PDE websitehttp://www.portal.state.pa.us/portal/server.pt/community/educator_effectiveness_project/20903/p/1173848

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Group 1Instructionally Certified

• Is the employee working under an instructional certification?

• Does the employee provide direct instruction?– Plan, Instruct and Assess

• Crosswalk with Danielson Framework• All Domains 25%• Example: Full time instructional coach

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Group 2Educational Specialist

• Dental Hygienist• Elementary and Secondary School Counselor• Home and School Visitor• Instructional Technology Specialist• School Nurse• School Psychologist

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Group 3 Non-Teaching Professional Supervisors

Crosswalk with FFL• Supervisor of Curriculum and Instruction• Supervisor of Pupil Services• Supervisor of Special Education• Supervisor of Single Area (subject)• Supervisor of Vocational Education

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Building Level Data,

15%Correlation

Data Based on Teacher-Level

Measures,15%

Elective Data20%

Observa-tion/

Practice50%

Observation/ PracticeFramework for Leadership Domains

Strategic/Cultural LeadershipSystems LeadershipLeadership for LearningProfessional and Community Leadership

Building Level Data/School Performance Profile

Indicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap,

Historically Underperforming StudentsAcademic Growth PVAASOther Academic IndicatorsExtra Credit for Advanced Achievement

Correlation Data/Relationship

Based on Teacher Level Measures

Elective Data/Student Learning Objectives

District Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Principal Effectiveness System in Act 82 of 2012

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Principal Effectiveness• Applies to:

– Principal– Assistant Principal– Vice Principal– Director of CTC

• Use Rating Tool 82-2

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Policy Decisions to consider…

• Has your district categorized all of your staff under contract under either teaching or non-teaching employees?

• Has your district discussed the “n” count and SLOs? How will this look in your district?

• Has you district discussed how teacher specific data will be calculated for each teacher in your district?

• Has your district discussed how the SLO Process will be used to measure IEP progress?

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Questions??

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Contact Information for Educator Effectiveness

Intermediate Unit Contacts

• Jenny Lent– [email protected]– 724-938-3241 ext. 268

• JoBeth McKee– [email protected]– 724-938-3241 ext. 267

PDE Contacts

PDE email for Questions Related to Educator [email protected]

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mailto:[email protected]




Documents

Tom Corbett, Governor ▪ Carolyn C. Dumaresq, Acting Secretary of Education Measuring Educator Effectiveness Educator Effectiveness: