PA Educator Effectiveness:An Overview

East Penn School District Board PresentationAugust 26, 2013

Act 82 Teacher Effectiveness

Define effective teaching

• Teacher practices - what teachers do, how well they do the work of teaching

• Results - what teachers accomplish, typically how well students learn

Components of Teacher Effectiveness

Beginning in 2013-14, the evaluation tool for classroom teachers shall give consideration to the following:

• Classroom observation 50%

• Student performance measures 50%

50%Teacher Observation & Practice

Effective 2013-14 School Year

Observation & Practice Building Level Data Teacher Specific Data Elective Data

50%

15%

Observation & Practice Building Level Data Teacher Specific Data Elective Data

Building Level Data

School Performance ProfileEffective 2013-14 School Year

50%

15%

15%

Observation & Practice Building Level Data Teacher Specific Data Elective Data

Teacher Specific Data

PVAAS / Growth

50%

15%

15%

20%

Elective Data

Local Assessment DataEffective 2013-14 School Year

Student Learning Objectives (SLO)Effective 2014-15 School Year

Observation & Practice Building Level Data Teacher Specific Data Elective Data

Formal Observationof Teacher Practice

50%

15%

15%

20%

50%

15%

15%

20%

Formal Observationof Teacher Practice

50%

15%

15%

20%

Formal Observationof Teacher Practice

• PDE recognizes Charlotte Danielson’s Framework for Teaching as the supervision model

• Formal observation includes pre-observation conference, observation, post-observation conference

• Informal classroom observationsprovide additional data on teachingpractices

Danielson Model FIPs

Domain 1

Planning and Preparation

Domain 2

Classroom Environment

Domain 3

Instruction

Domain 4

Professional Responsibilities

Domain 3

Instruction

Domain 3

Instruction

Role of teacher

• Explains clearly and invites student intellectual engagement specific to learning goals and rubrics

• Offers concrete suggestions for improvement

• Recognize their responsibility for student learning and make adjustments, as needed, to ensure student success

Role of student

• Highly engaged in learning

• Make significant contributions to the success of the class through participation in high-level discussions and active involvement in their learning and the learning of others

• Understand their progress in learning the content and can explainthe learning goals and what needs to be done in order to improve

Types of Learning

Acquisitionof knowledge and

skills

Transferof learning to new

situations

Understandingof conceptually

“big ideas”

Active Involvement in LearningHighly Engaged

• Think

• Problem solve

• Inquire

• Defend conjectures and opinions

• Relationships among different strands within the content and between other disciplines

• Differentiate

• Formative assessments

• Make adjustments

• Reflection

• High level discussions

East Penn School District DILT Fundamental Instructional Practices Framework (FIP)

June 26, 2012

“Name” of the

FIP Description/Attributes/Elements What affects its quality? How does it foster student learning

Opening set

• Introduces or re-connects prior learning/ experiences to current instructional session or unit of study

• Provides clear learning target(s)/ expectations for students

• Makes the connection between what we want students to learn and be able to do

• Time allocation • How set is situated within an enduring

understanding/learning goals • Use of student self-assessment • Whether logistical and/or physical space

issues interfere with opening set

• Provides a purpose for the learning • Scaffolds student understanding of what they

are expected to do • Can instill sense of commitment for the

task/performance • Activates prior knowledge • Increases relevancy and stimulates student

interest

Directions/ Instructions

• Actions taken to explicate an instructional activity and/or performance assessment

• Actions taken to move students from one activity to the next

• Often occurs at the beginning of a lesson • Posted visually as well as communicated verbally

• Extent to which students are attending when directions are given

• Teacher voice, teacher understanding of the directions

• Timing and presentation format, clarity of the task, authenticity of the task, degree/ways in which activity is differentiated

• Scaffolds student understanding of how he/she is expected to do the instructional activity and what they are expected to accomplish/ demonstrate

• Well given directions will increase time on task.

Questioning

• A form of inquiry in which questions are posed to students and responses are given

• Format of questions and responses can be oral, visual or written and can range from simple and convergent to complex and divergent.

• Type/depth of questions and pattern of interactions

• Teacher skill in using Bloomʼs Taxonomy or Webbʼs Depth of Knowledge

• Extent to which questions are pre-planned. • What counts as a “correct” answer • Instructor ensures that students formulate

own high level questions-enabling all students to participate in the lesson.

• Questioning increases relevancy and makes visible student (and teacher) points of view.

• Reveals student reasoning, a key instructional entry point that enables teachers to examine and challenge student suppositions

• Allows teachers to assess student learning/ prior knowledge and adjust accordingly

Differentiated Instruction

• Students are asked to engage in tasks that challenge them but do not exceed their capabilities

• Teachers provide tasks within these limits for each of the diverse ability levels in the room.

• The appropriate balance of rigor of the task and understanding of studentsʼ skill, knowledge, and learning preferences

• Rigor helps to engage students in a lesson. • Challenging but attainable • Material helps students to grow without giving

up.

Didactic/ Direct

Instruction

• Teacher-centered expository instruction such as lectures, guided group discussion and/or use of an information delivery proxy, e.g. video, webcast, text-readings, etc.

• Pace, whether it occurs before or as a result of student inquiry, whether it is followed by a problem solving activity

• Use of organizers, student skill in note-taking

• Students receive information in a relatively quick and precise manner that can be used to solve problems and understand big ideas.

• Direct instruction in the absence of a meaningful task impedes collaboration, complex thinking, and student engagement.

Modeling

• Modeling fosters student learning by clearly articulating expectations for students.

• Teachers share examples of quality student work including, but not limited to, projects, speeches, presentations, and essays.

• Deciding which activities need to be modeled and to what extent

• Insuring the modeling does not impede creativity and individualism

• Enables students to see what quality work looks like rather than just having it explained to them or read by/to them

• Students are aware of the expectations for assigned tasks/activities.

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“Name” of the FIP

Description/Attributes/Elements What affects its quality? How does it foster student learning

Collaboration

• Purposeful grouping of students who engage in shared dialogue, decision-making, action, and evaluation around a shared task, common purpose, or problem to solve

• Cooperative learning

• Student skill in the process of collaboration • Authenticity/complexity of the task, purpose,

problem to solve • Extent to which roles and responsibilities are

clear • Students take active role in the lesson-each

making contributions to the content through discussions activities and /or the use of manipulatives/materials.

• Balance of group and individual accountability

• Flexibility of groupings

• Collaboration is the primary vehicle through which people are able to develop deep understandings and solve complex problems.

• High quality collaboration increases student engagement and performance.

Formative Assessment

• Activities intended to generate information and feedback about what a student knows and how he/she knows it.

• Process can be formal or informal. • Primarily used by the teacher(s) to make

immediate and on-going instructional adjustments

• Whether the data is actually used to inform instructional choices

• Ungraded • Extent to which there is an appropriate

balance of whole group and individual feedback

• Extent to which feedback is given in relation to learning objectives in a timely and specific manner

• Aligned with summative assessment

• Enables students to refine skills, deepen understandings, consider progress toward goals, and gain clarity on what they are expected to know, understand, and/or be able to do (mastery)

Tasks

• Continuum of activities students are asked to do. • Tasks may range from short-term discrete

exercises and academic prompts to longer-term complex problem-solving activities and multi-disciplinary, authentic, and real world performances.

• How the task is framed and how students are expected to approach the task

• How the task relates to authentic, real-world experiences

• What constitutes a solution/answer and what is considered evidence of successful completion.

• Extent to which smaller more discrete exercises are used to enable students to successfully demonstrate their learning on a complex, collaborative, problem-solving task that frames the unit of study.

• The task that students are actually doing determines what they know, understand, and are able to do.

• Enables students to refine skills, deepen understandings, consider progress toward goals, and gain clarity on what they are expected to know, understand, and/or be able to do

• Task predicts performance.

Closing set

• Summarizes and re-connects current instructional session to what came before and what is coming after/next

• Connects the instructional session/lesson with the learning goals, Ex. exit ticket, summary

• Time allocation • How set is situated within an enduring

understanding/learning goals • Use of student self-assessment • Whether logistical and/or physical space

issues interfere with closing set

• Scaffolds student understanding of what he/she did and what he/she will be doing

• Instills sense of meaning and commitment for the task/performance

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Continuum of Tasks: From Authentic Problem Solving to Discrete ExercisesModification of Figure 7.5 – Types of Evidence, ©2005 UbD, Wiggins & McTighe;

Problem-solving Situations: a Teacher's Resource Book ©1990, Greenberg

A) Performance & Problem-Solving Tasks Complex challenges that mirror the issues and problems faced by adults. Ranging in length from short-term tasks to long-term, multi-staged projects, they yield one or more tangible products and performances. They differ from academic prompts/exercises in the following ways:

1. Involve a real or simulated setting and the kind of constraints, background “noise,” incentives, and opportunities an adult would find in a similar situation (i.e. they are authentic)

2. Typically require the student to address an identified audience (real or simulated)3. Allow students greater opportunity to personalize the task4. Are not secure: the task, evaluative criteria, and performance standards are known in advance5. Is complex enough to elicit multiple problem-solving approaches/solutions.6. Benefits from (as opposed to being hindered by) group effort

B) Academic Prompts & TasksOpen-ended questions or problems that require the student to think critically (analyze and evaluate), not just recall knowledge, and to prepare a specific academic response, product, or performance. Such questions or problems:

1. Require constructed responses to specific prompts under school and exam conditions2. Are “open,” with no single best answer or strategy expected for solving them3. Typically require an explanation or defense of the answer given and methods used4. Require judgment-based scoring against criteria and performance standards5. May or may not be secure6. Involve questions typically only asked of students in school

C) Discrete Exercises & TasksFamiliar formats consisting of simple, content-focused questions or items that:

1. Assess for factual information, concepts, and/or discrete skills2. Use selected-response (e.g. multiple-choice, true-false, matching) or short answer formats3. Are convergent, typically having a single, best and “right” answer4. Involves procedural and factual recall5. May be scored or assessed quickly (e.g. using an answer key, checklist, or machine)6. Are typically secure (i.e. items are not known in advance

50%

15%

15%

20%

Teacher Specific Data

50%

15%

15%

20%

Teacher Specific Data

50%

15%

15%

20%

• Student achievement (value added growth data) attributed to a specific teacher

• Student proficient or advanced on state assessment

• Teacher specific data (PVAAS) will not be used until a teacher has a 3-year consecutive average

• Progress in meeting student IEP goals

• Teachers who do not have eligible PVAAS data

Teacher Specific Data

Teacher Elective Data

50%

15%

15%

20%

50%

15%

15%

20%

Teacher Elective Data

50%

15%

15%

20%

Teacher Elective Data

• Measures of student achievement that are locally developed and selected by the school district from a list approved by PDE

• Student Learning Objectives

• Standards-aligned learning goals

• Performance indicators

• Measures

• Expectations

School Performance Profile

50%

15%

15%

20%

50%

15%

15%

20%

School Performance Profile

50%

15%

15%

20%

School Performance Profile

• Score, based on a 100-point scale, to represent the overall academic quality of each school in PA

• For PA evaluation tool, this 100-point scale is converted to a 0-3 scale

• Scores based on indicators that define a high-performing school system

• Includes demographic data on school/ district

40%

Indicators of Academic GrowthPVAAS

40%

10%

Indicators of Academic GrowthPVAAS

Other Academic Indicatorsgraduation ratepromotion rate

attendance rateAP course offerings

40%

10%

50%

Indicators of Academic GrowthPVAAS

Indicatorsof Academic

Achievement

Other Academic Indicatorsgraduation ratepromotion rate

attendance rateAP course offerings

40%

10%

50%

Indicatorsof Academic

Achievement

40%

10%

50%

Indicators of achievementPSSA/ Keystone Exams

SAT

Indicatorsof Academic

Achievement

40%

10%

50%

Indicators of achievementPSSA/ Keystone Exams

SAT

Indicatorsof Academic

Achievement

Indicators of closing the achievement gap-

all students

40%

10%

50%

Indicatorsof Academic

Achievement

Indicators of closing the achievement gap-

historically underperformingsubgroups

Indicators of achievementPSSA/ Keystone Exams

SAT

Indicators of closing the achievement gap-

all students

SPP Demo

http://training.paschoolperformance.org/june2013/

50%

15%

15%

20%

Observation & Practice

Building Level Data

Teacher Specific Data

Elective Data