Educator Effectiveness: Session 2

PA Educator Effectiveness:An Overview

East Penn School DistrictPresentation for Administrators

Session 2September 10 & 11, 2013

Act 82: Components of Teacher Effectiveness

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

• Classroom observation 50% (85%)

• Student performance measures 50% (15%)

Supervision in theEast Penn School District

Name Status Cert Grade / Subject Act 82 Status 2011-12Model

2012-13Model

2013-14Model Observations Evaluations

Barber, T. PE 62 Grade 1 Yes T P Portfolio

Lesh, P. PE 62 English Yes T T Traditional

Jones, S. PE 32 Guidance No PC PC Traditional

Miller, M. TPE 61 Art Yes T T Traditional

Garcia, J. TPE 62 Soc. St. Yes T T Traditional

White, S. TPE 61 Grade 4 Yes X X Traditional

Gordon, M. TPE 61 Biology Yes PC T Traditional

Weir, B. PE 31 Psychologist No T T Traditional


2012-13Model










Observations



2012-13Model










Evaluations


Evaluation Guidelines

Professional Status Observations Performance Rating

Tenured 2 per year 1 (final)

Non-tenured 4 per year(2 per semester)

2 per year(mid-year & final)

1st year employee (regardless oftenure status)

4 per year(2 per semester)

1 (final)

FTS 4 per year(2 per semester)

2 per year(mid-year & final)

Traditional Supervisionof Teacher Practice

• Plan observation date

• Employee has minimum of 5 working days to prepare for observation

• Pre-observation conference

• Lesson plan returned to administrator 24 hours prior to scheduled observation

• Classroom observation

• Post-observation conference

• Held no later than 3 working days after observation

• Observation report received by employee no later than 5 working days after conference

PDE ClassroomTeacher Rating Tool Form

Evaluator Completes Data for Section A

Personnel Office Completes Data for Building Level Score

Teacher Specific and Elective Data N/A for 2013-2014

Evaluator Completes Datafor Section C

Personnel Office CompletesFinal Rating

Building Level Score Conversion

Building Level Score 0-3 Rating Scale

90.0 to 107 2.50-3.00

70.0-89.9 1.50-2.49

60.0-69.9 0.50-1.49

00.0-59.9 0.00-0.49

Final Performance Rating

• Distinguished or Proficient = Satisfactory

• Failing* = Unsatisfactory

• Initial rating of Needs Improvement* = Satisfactory

• Needs Improvement or Failing* = Performance improvement plan

Danielson Model

Domain 1

Planning and Preparation

Domain 2

Classroom Environment

Domain 3

Instruction

Domain 4

Professional Responsibilities

Domain 1

Planning and Preparation

Domain 1Planning and Preparation

What instructional shifts do you expect to see in the classroom as a result of implementing the core standards?

Domain 1aDemonstrating Knowledge of

Content and Pedagogy

• Command of the subjects they teach

• Know which concepts and skills are central to a discipline

• Understand the internal relationships within the disciplines they teach, knowing which concepts and skills are prerequisite to the understanding of others

• Know how the discipline has evolved into the 21st century (global awareness and cultural diversity)

• Aware of student misconceptions about the discipline and work to dispel them

• Familiar with the pedagogical approaches best suited to each discipline

Domain 1bDemonstrating Knowledge

of Students

• Know the students you teach

• Know that children learn differently at different stages of their lives (recent research in cognitive psychology)

• Uncover gaps or misconceptions about learning with each student and can plan appropriate learning activities

• Know the special needs of the students you teach (IEP, ELL…), and when planning, identify resources that ensure all students will be able to learn

Domain 1cSelecting Instructional Outcomes

• Identify exactly what students will be expected to learn

• Outcomes describe what students will learn, not do

• Use various forms of assessment so students can demonstrate their understanding of concepts and content

• Types of learning outcomes

• Factual and procedural knowledge

• Conceptual understanding

• Thinking and reasoning skills

• Collaborative and communication strategies

• Link the outcomes in your discipline to the outcomes in other disciplines

Domain 1dDemonstrating Knowledge

of Resources

• Categories of resources

• Those used in the classroom by students

• Those available beyond the classroom walls

• Those for use by teachers to further their professional knowledge and skills

• Those that can provide non-instructional assistance to students

• Selection of materials and resources is appropriately challenging for every student

• Look for resources to bring their subjects to life

Domain 1eDesigning Coherent Instruction

• At the heart of planning

• Have a clear understanding of the school, district, and state expectations for student learning

• Sequence instruction to advance student learning through the content

• Planning requirements:

• Lessons contain cognitively engaging learning activities

• Incorporation of appropriate resources and materials

• Intentional grouping of students

• Take into account the specific learning needs of each student

• Solicits ideas from students on how best to structure the learning

Domain 1fDesigning Student Assessment

• Good teaching = assessment of learning and assessment for learning

• Ensures teachers that students have learned the intended outcomes

• Vary methods of assessment based on the different learning outcomes (see Domain 1c)

• Modify or adapt instruction to ensure student understanding

• (Teachers and Students) Use ongoing formative assessment strategies to monitor progress toward understanding learning outcomes

Education

Educator Effectiveness: Session 2