Educator Effectiveness Evaluation Overview

1. Educator Effectiveness Evaluation Overview

2. PA Code: Title 22 Chapter 19 • Domain 1: 20% of Final Evaluation • Domain 2: 30% of Final Evaluation • Domain 3: 30% of Final Evaluation • Domain 4: 20% of Final Evaluation Preponderance of Evidence (1) Classroom Observations (2) Lesson unit plans (3) Interaction with family members (4) Family, parent, school, community feedback (5) Act 48 Documentation (6) Teaching and Learning Reflections (7) Sources of evidence provided by teacher

3. Teachers with Eligible PVAAS DATA Teacher Observation & Practice Effective 2013-14 School Year Danielson Framework Domains 1.Planning and Preparation 2.Classroom Environment 3.Instruction 4.Professional Responsibilities Building Level Data/School Performance Profile Effective 2013-14 School Year Indicators of Academic Achievement Indicators of Closing the Achievement Gap, All Students Indicators of Closing the Achievement Gap, Subgroups Academic Growth PVAAS Other Academic Indicators Credit for Advanced Achievement Building Level Data 15% Teacher Specific Data PVAAS/ Growth 3 Year Rolling Average 13-14 SY 14-15 SY 15-16 SY Observation & Practice 50% Teacher Specific Data 15% Elective Data 20% Elective Data/Student Learning Objective (SLO) Optional 2013-14 School Year Effective 2014-15 School Year District-Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements

4. Teachers Without Eligible PVAAS Score

6. PA Levels of Performance • Distinguished • Proficient • Needs Improvement • Failing 1 Overall NI = Satisfactory 2 Overall NI over 10 year period = Unsatisfactory

7. 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 • 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 A Framework for Teaching:Components of Professional Practice pbevan

8. THE ANNOUNCED OBSERVATION 1. Pre-Observation Conference 2. The Observation 3. Lesson Assessment 4. Post-Observation Conference

9. 1. The Pre-Observation Conference • Purpose: To cause the plan to reflect the distinguished level of D1 as much as possible • To clarify plan for observer • To push teacher thinking • To make desirable changes to the plan

10. Preparing for the Pre-Observation Conference • Teacher initiates communication regarding dates that are mutually agreed upon for Pre-, Obs, Post-. • Teacher writes lesson plan using Domain 1questions from the Tools for Teacher Evaluation document at a Distinguished level. • Teacher submits plan 36 – 48 hours before the pre-conference

11. 2. The Observation • Observer arrives in time to “walk the walls” • Full lesson observation • Evidence collected on Observation Form, D2/D3 (see handout) • Evidence tells the most important facts about the lesson

12. Let evidence, not opinion, anchor the process. PBevan, D.ED

13. Evidence Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher. PBevan, D.ED 1.5-A

14. THE UNANNOUNCED OBSERVATION 1. The Observation 2. Lesson Assessment 3. Post-Observation Conference

15. 3. Preparing for the Post-Teaching Conference • The observation is NOT an evaluation; it is a collection of facts that permit an evaluation. • Observation evidence must be shared with the teacher within 24 hours (mailbox or e-mail). • The teacher may add to the evidence.

16. 3 - 4. Preparing for the Post-teaching Conference • Teacher adds to evidence • Highlights rubric electronically • Teacher assesses the lesson on the Framework rubrics, and sends to evaluator within 24 hours (mailbox or email) • Evaluator reviews teacher self-assessment and selects COMPONENTS FOR DISCUSSION.

17. The Purpose of the Post • To discuss the components of difference (not yet marked by observer) • To elicit any evidence that still remains to be added about the lesson • To arrive at an assessment on the rubric for components of difference. PBevan, D.ED

18. 5. The Post-Teaching Conference • Purpose: to COLLABORATIVELY rate the “Components for Discussion”. • The teacher takes the lead in discussing his/her reasoning for the ratings of these components • Evidence and the rubric must be used.

19. 5. The Post-teaching Conference • Acknowledge Components of Agreement • Collaboratively rate Components for Discussion • Complete an observation summary document

20. Observation-based Assessment:Process and Evidence 1. Pre-Observation: D1, D4 2. Observation: D1, D2, D3 3. Post-Teaching: D1, D2, D3, D4 4. Collaborative Assessment: D1, D2, D3, D4 Standard Lesson Plan with components of D1 Standard Evidence Collection Doc, shared w/teacher Teacher Self-Assessment: Rubrics and addition/correction of evidence Evaluator Rubric and Teacher Self-Assessment Rubric: Teacher leads PBevan, D.ED

21. What if . . . ? • The observer may accept a teacher’s evidence, but may also use future walk-throughs or . . . • Unannounced Observations to reaffirm that this evidence regularly occurs during practice or to document teacher growth. PBevan, D.ED

22. Conduct evaluations in such a way that they produce learning. PBevan, D.ED

23. Professional Learning “Learning is done by the learner; it is mental WORK.” - Charlotte Danielson PBevan, D.ED

24. The Nature of ProfessionalLearning:Mental Work for Teachers • Reflection on practice • Collaboration • Self-assessment • Self-directed inquiry (action research) • Feedback based upon evidence PBevan, D.ED

25. Suggested Evaluative Events • Tenured: • Walk-through (September) • Announced Observation (October – December) • Walk-through (December- January) • Unannounced Observation (February – April) • Walk-though (April –June)

26. Suggested Evaluative Events • Non Tenured: Evaluation 1 • Walk-through (September) • Announced Observation (October) • Walk-through (November) • Walk-through (December)

27. Suggested Evaluative Events • Non Tenured: Evaluation 2 • Walk-through (January) • Observation (February) • Walk-through (March) • Walk-through (April) • Walk-through (May- optional)

28. Walk Through • Short 10 minutes in length • Can be a meeting observation • Can be a conversation • Can be a parent conference • Can be a classroom visit