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Differentiated Supervision. Armstrong School District. Today’s Goals. Frequently Asked Questions Discuss Act 82 Why Differentiated Supervision? Discuss the Components and Cycling Process of the ASD Differentiated Supervision Plan

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Differentiated supervision

Differentiated Supervision

Armstrong School District

Today s goals
Today’s Goals

  • Frequently Asked Questions

  • Discuss Act 82

  • Why Differentiated Supervision?

  • Discuss the Components and Cycling Process of the ASD Differentiated Supervision Plan

  • Components of our Plan: Action Research, Portfolio, Formal Observation, Walk Through, Classroom Teacher Rating Form

  • Provide each building with a scripted training tool and PowerPoint to facilitate an equitable professional development experience for all teachers across the district

  • Building Level Team Planning for Teacher Training

  • Purpose of the ASD Core Panel

Danielson framework
Danielson Framework

  • PDE has recognized Danielson’s Framework for teaching as the model for supervision of classroom teachers.

P urposes for teacher evaluation
Purposes for Teacher Evaluation

  • To ensure quality teaching

  • To provide a framework for professional development and growth

Multiple measures of teacher effectiveness observation evidence
Multiple Measures of Teacher Effectiveness – Observation/Evidence

  • 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

  • Danielson’s Framework for Teaching 2011

A framework for teaching components of professional practice
A Framework for Teaching: Observation/EvidenceComponents of Professional Practice

Domain 1: Planning and Preparation

a. Demonstrating Knowledge of Content and Pedagogy

b. Demonstrating Knowledge of Students

c. Setting Instructional Outcomes

d. Demonstrating Knowledge of Resources

e. Designing Coherent Instruction

f. Designing Student Assessments

Domain 2: The Classroom Environment

a. Creating an Environment of Respect and Rapport

b. Establishing a Culture for Learning

c. Managing Classroom Procedures

d. Managing Student Behavior

e. Organizing Physical Space

Domain 4: Professional Responsibilities

a. Reflecting on Teaching

b. Maintaining Accurate Records

c. Communicating with Families

d. Participating in a Professional Community

e. Growing and Developing Professionally

f. Showing Professionalism

Domain 3: Instruction

a. Communicating with Students

b. Using Questioning and Discussion Techniques

c. Engaging Students in Learning

d. Using Assessment in Instruction

e. Demonstrating Flexibility and Responsiveness

Levels of performance
Levels of performance Observation/Evidence

  • Distinguished

  • Proficient

  • Needs Improvement

  • Failing

What is differentiated supervision
What is Differentiated Supervision? Observation/Evidence

  • Differentiated Supervision recognizes the level of experience, the effectiveness, and professionalism of teachers as well as the intensity and time commitment of the formal observation process using the Danielson Framework for Teaching

    • The assessment supported by Differentiated Supervision is a formative assessment.

      (PDE Educator Effectiveness Administrative Manual, Pages 19)

Differentiated supervision1
Differentiated Supervision Observation/Evidence

  • Differentiated Supervision provides a framework for professional growth designed to improve teacher effectiveness, instructional practices, and student achievement.

  • A committee of ASD teachers and administrators developed a Differentiated Supervision Plan based on PDE’s guidelines

  • PDE has identified a supervision system consisting of a model that will result in the professional development of educators in terms of differentiated supervision.

  • PDE recommends that temporary professional employees should not participate in Differentiated Supervision.

    (PDE Educator Effectiveness Administrative Manual, Pages 18-19, 47-49)

Asd cycle of supervision
ASD Cycle of Supervision Observation/Evidence

Walk Throughs will be used for all cycles of supervision

Formal observation
Formal Observation Observation/Evidence

  • Based on Danielson Framework for Teaching

  • The forms are as follows:

    • Goal setting (Form A),

    • A pre-observation conference (Form B),

    • Observation (Form C),

    • A post observation conference (Form D),and

    • A reflective session of the observed lesson (Form E)

      See Attached Rating Forms

Formal observation1
Formal Observation Observation/Evidence

  • Formal Observations will be supplemented by walkthroughs, informal observations, etc.

  • Professional tenured employees will receive at least one summative evaluation per school year

  • Non-tenured employees will receive two summative evaluations per school year

Action research plan
Action Research Plan Observation/Evidence

  • Professional employees will develop a structured, on-going reflection of a practice related issue

  • Professionals may work individually or in small groups, dyads or triads, to complete the action research project,

  • Meeting notes, resources, data collection tools, and the results of the reflective sessions will be shared principal during the planning session (Form 1), mid-year review (Form 2), end of the year summary (Form 3), and reflection assessment (Form 4)

    (PDE Educator Effectiveness Administrative Manual, Pages 47-49)

Portfolio Observation/Evidence

  • Professional employees will examine their own practice in relation to the Danielson Framework for Teaching

  • (Form W) Serves as a guide for teachers for focus and direction in relation to the four domains.

  • (Form V) is the goal setting form in which teachers will set goals for the year that center around the four domains,

  • Resources, data collection tools, and the results of the reflective sessions will be shared with the principal at the mid-year review (Form X), at the end of the year summary (Form Y), and reflection assessment (Form Z) used for formative and summative evaluations

    (PDE Educator Effectiveness Administrative Manual, Pages 18-19, 47-49)

Walk throughs
Walk Throughs Observation/Evidence

  • Throughout the Action Research Plan, Portfolio, and Formal Observation Walk Throughs are done

  • The walkthrough is conducted to provide feedback on the actions being taken to reach goals.

  • The information gathered during the walk through will be shared with the teacher.

    (PDE Educator Effectiveness Administrative Manual, Page 19)

End of the year pde rating tool
End of the Year PDE Rating Tool Observation/Evidence

  • The rating tool functions as a framework for the evaluation and summative process for classroom teachers , and is designed for local education agencies providing elementary and secondary education across the Commonwealth.

  • See Form 22

    (PDE Educator Effectiveness Administrative Manual, Pages 10-17, 37-44)