Embed Size (px)
Citation preview
Differentiated
Supervision
Plan
Saint Marys Area School District
SUPERVISION/EVALUATION MODEL
LTS and temporary one year employees
Non-tenured staff Years 1-3
Tenured staff, New to SMASD
Tenured staff in Intensive
DIRECTED SUPERVISION
Clinical Observation
Cycle
Walk-through Observations
Walk-through
Professional Development Goals
Adm/Teacher
Reflection Time
SELF-DIRECTED
Professional selects options
for Supervision/ Evaluation Self –
Reflection Focus
Professional
Development
Student/ Project Focused
Tenured staff, two or more years with
SMASD
Three-Year Rotation
SAINT MARYS AREA SCHOOL DISTRICT
TEACHER EFFECTIVENESS SUPERVISION PLAN
Table of Contents
Topic Page Number Chart of Models 1 Overview 2 Resources 2 Differentiated Supervision Committee 3 Reflection Model 4 – 6 Growth Mode l 7 – 9 Intensive Model 10 – 12 Forms 13 – 24 Evaluation Summative Form 14 – 15 Charlotte Danielson’s Rubric Assessment 16 – 23 Teacher Selection Form 24
WHAT FREQUENCY REQUIREMENTS OBSERVER/ EVALUATOR
DURATION FORM FORMAL EVALUATION
REFL
ECTI
ON
S
Evid
ence
/Col
lect
ion
Tool
(wal
k th
roug
h;
obse
rvat
ion
form
, PDE
rubr
ic; e
vide
nce
colle
ctio
n to
ol)
Wal
k th
roug
h (W
T)
Min
imum
2 p
er se
mes
ter
Rate
d on
Dom
ain
IV a
s req
uire
d
Min
imum
of T
wo
Com
pone
nts i
n co
llabo
ratio
n w
ith A
dmin
istra
tion
Adm
inist
ratio
n
2 Ye
ar
Wal
k th
roug
h; O
bser
vatio
n To
ol a
nd P
DE
Form
Dist
rict E
valu
atio
n fo
rm a
ppro
ved
by P
DE
Min
imum
: End
of S
choo
l Yea
r
GRO
WTH
Evid
ence
/Col
lect
ion
Tool
(wal
k th
roug
h; o
bser
vatio
n fo
rm, P
DE ru
bric
; evi
denc
e co
llect
ion
tool
)
PDE
Char
lott
e Da
niel
son
form
(CD)
M
inim
um 1
per
yea
r W
alk
thro
ugh
(WT)
M
inim
um 2
per
sem
este
r
Grow
th G
oals
M
inim
um 1
– S
elf
Min
imum
1 -
Adm
inist
ratio
n
Adm
inist
ratio
n
1 Ye
ars
PDE
Teac
her E
ffect
iven
ess T
ool
Wal
k th
roug
h; O
bser
vatio
n To
ol a
nd P
DE F
orm
Dist
rict E
valu
atio
n fo
rm a
ppro
ved
by P
DE
Min
imum
: End
of S
choo
l Yea
r
INTE
NSI
VE
Evid
ence
/Col
lect
ion
Tool
(wal
k th
roug
h; o
bser
vatio
n fo
rm, P
DE ru
bric
; evi
denc
e co
llect
ion
tool
)
PDE
Char
lott
e Da
niel
son
form
(CD)
M
inim
um 2
per
sem
este
r (An
noun
ced)
*
1 pe
r sem
este
r (U
nann
ounc
ed fo
r Pro
fess
iona
l Em
ploy
ees
dete
rmin
ed to
be
need
s Im
prov
emen
t/At
-ris
k)
Wal
k th
roug
h (W
T)
Min
imum
2 p
er se
mes
ter
New
Sta
ff:
Men
torin
g; T
each
er In
duct
ion
Proc
ess;
Con
fere
ncin
g 1
per Q
uart
er w
ith A
dmin
istra
tion
Nee
ds Im
prov
emen
t/At
-Ris
k:
Indi
vidu
al Im
prov
emen
t Pla
n
Adm
inist
ratio
n
New
Sta
ff N
on T
enur
ed: M
inim
um 3
Yea
rs
New
Sta
ff Te
nure
d: M
inim
um 2
Yea
rs
Nee
ds Im
prov
emen
t/At
-Ris
k: A
s ass
igne
d
PDE
Teac
her E
ffect
iven
ess T
ool
Wal
k th
roug
h; O
bser
vatio
n To
ol a
nd P
DE F
orm
Dist
rict E
valu
atio
n fo
rm a
ppro
ved
by P
DE
Min
imum
: Onc
e pe
r Sem
este
r
1
Overview St. Marys Area School District has developed a Differentiated Supervision Plan to promote professional growth, which positively affects higher student achievement and to insure the continued employment of quality staff. The Pennsylvania Department of Education (PDE) has developed new professional development evaluation forms based on the work of Charlotte Danielson. We are adopting this Differentiated Supervision Plan (DSP) to align with the new PDE evaluation forms. Much of what is listed in this plan is already taking place in many St. Marys Area School District classrooms. This plan is an efficient method of documenting successes. It provides an opportunity for reflection and dialogue among colleagues in order to promote improved teacher performance and subsequently student achievement. Each professional employee will choose one of the models listed in this plan to implement during the school year. This selection will provide teachers with the opportunity to choose a self-directed model based on personal interest. Teachers may work individually or with a group of teachers (groups will be limited to a maximum of five.) Two exceptions of this self selected model are:
Temporary Professional employees be observed using the Teacher Effectiveness Instrument twice a year until tenured. They may choose to do one of the listed models in addition to using the Teacher Effectiveness Instrument.
Professional employees in need of specific professional guidance will participate in the Intensive model.
Each year 1/3 of the staff in the Reflective Model, will be involved in observation with the Teacher Effectiveness Instrument (at the discretion of the building administrator based on a 3 year cycle). Each professional employee will participate in observation with the Teacher Effectiveness Instrument (Growth Model) once every three (3) years. In addition, the Teacher Effectiveness Instrument may be used at the discretion of the building administrator. The design of this Differentiated Supervision Plan was influenced by the following material:
RESOURCES Danielson, C. (2007). “Enhancing Professional Practice: A Framework for Teaching.” Alexandria, VA: Association for Supervision and Curriculum Development. Quacker Valley School District, Supervisory/Evaluation Model, Leetsdale, PA. Ridgway Area School District, Teacher Effectiveness Supervision Plan, September 2012. Ridgway, PA
2
Differentiated Supervision Development Committee
Joseph Collins Dr. Josh Williams Ann Kearney Joe Schlimm Jim Wortman Christine Kuhar Robert Grumley
3
Reflection Model Definition of Model Reflection is a model of supervision that enables an individual to explore new ideas or interests in order to refine their professional skills, to practice new techniques, and to promote professional growth. Framework Teachers working with the Reflection Model are considered to be Satisfactory professional employees as defined by the Department of Education. The Enhancing Professional Practice: A Framework for Teaching written by Charlotte Danielson is the foundation upon which Pennsylvania Department of Education (PDE) and the St. Marys Area School District has chosen to base this professional development model. Teachers who are in the Reflection Model will reflect on components of the four Domains. The Domains outlined by Charlotte Danielson are as follows:
• Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments
• Domain 2: The Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space
• Domain 3: Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness
• Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b System for Managing Student Data 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism
Further explanation of these components can be found in Danielson’s work, Enhancing Professional Practice: A Framework for Teaching. (2007, ASCD).
4
Process Professional employees who work in the Reflection Model will concentrate their efforts on the identification and implementation of activities associated with their reflection of Charlotte Danielson’s 22 components. Supervisors or principals will assist the staff member in the processes of:
a) Completing a self-assessment of all 22 components on the 2011 Charlotte Danielson rubric (highlight in yellow)
b) Identifying the component(s) from any of the domains as listed in the Enhancing Professional Practice: A Framework for Teaching (Danielson, 2007) which are identified for improvement (2011 rubric will be utilized).
c) Collecting and analyzing data reflective of the selected components from Charlotte Danielson. d) Implementing activities designed to demonstrate growth in the selected components from
Charlotte Danielson. Eligibility Professional employees in this model:
1. must be tenured, 2. and must have worked satisfactorily for the St. Marys Area School District for a minimum of two
years. All eligible professional employees, except those deemed needs improvement/at-risk, must be in the Growth Model every third year. Role and Responsibility The professional employee will:
1. Complete a self-assessment of all 22 components on the 2011 Charlotte Danielson rubric (highlight in yellow).
2. Identify a minimum of four (4) component(s) (2-strengths, 2-weaknesses) and reflect upon on the teacher effectiveness evidence form, from any or all of the domains listed in the Enhancing Professional Practice: A Framework for Teaching (Danielson, 2007) in collaboration with the building Administrator no later than October 1.
a. Identify methods for analyzing data associated with the components identified. b. Identify activities designed to demonstrate growth within the identified components. c. Identify evaluation strategies for determining the effectiveness of the activities.
3. Schedule review of reflective rubric and selection of a minimum of four (4) components. 4. Complete and return Teacher Selection of Differentiated Supervision Option form to building
Administrator no later than October 1. 5. Consult with the building Administrator about any adaptation in the proposed design that
evolves and report findings periodically. 6. Complete all related forms by May and be prepared for a final review with the administrator.
Role and Responsibility The administrative staff will:
1. Starting with the 2013/2014 school year, prior to the start of any school year, notify tenured professional employees that will be on the Reflection Model for the following year.
2. Be responsible for meeting and reviewing the Reflection of 2011 Charlotte Danielson’s rubric by October 31, and collaborate with staff member on components to be addressed for professional development.
3. Send the Superintendent a schedule of reflective meetings by November 1. 5
4. Consult with professional employee about any adaptation in the proposed design. 5. Share plans with other administrators and/or employees when appropriate. 6. Schedule a final conference with the staff member at the end of the year to review progress and
performance. 7. Retain a copy of the completed documents and return a copy to the staff member. 8. Send all necessary completed forms to the Superintendent. 9. Walk through observations will be performed throughout the year.
Timeline for Activities:
Date Activity Responsibility Prior to Start of School Notification of Supervision Model Administration
As directed by building Administrator (no later than October 1)
Submit reflection of 22 components from 2011 Charlotte Danielson rubric Professional employee
October 1
Submit Teacher Selection of Differentiated Supervision Option form to building Administrator
Professional employee
October 31
Collaborative review of reflective rubric and selection of a minimum of four (4) components
Administrator
August - May
Monitor and meet to discuss progress Complete designated activities
Administrator Professional employee
April - June
Final conference Complete final evaluation form and supporting documents
Professional employee/ Administrator
Within 10 School Days after the End of the School Year
Submit final evaluation form and supporting documents to the Superintendent’s Office
Administrator
6
Growth Model
Definition of Model Growth Model is a method of evaluation that enables a professional employee to work with an administrator to examine, to refine, and to enhance professional performance. Professional performance will be evaluated on the collaboratively selected goals, a minimum of one (1) self-selected goal and one (1) administrative goal will be utilized. Framework Teachers working with the Growth Model will be evaluated utilizing a combination of teacher reflection and administrator reflection of Charlotte Danielson’s 2011 rubric and the evidence in regards to the goals of identified components, observations and walk through. The Enhancing Professional Practice: A Framework for Teaching written by Charlotte Danielson is the foundation upon which Pennsylvania Department of Education (PDE) and the St. Marys Area School District has chosen to base this professional development model. Teachers who are in the Growth Model will reflect on components of the four Domains. The Domains outlined by Charlotte Danielson are as follows:
• Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments
• Domain 2: The Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space
• Domain 3: Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness
• Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b System for Managing Student Data 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism
Further explanation of these components can be found in Danielson’s work, Enhancing Professional Practice: A Framework for Teaching. (2007, ASCD).
7
Process A minimum of one (1) formal announced classroom observation a year and two (2) walk through per semester are mandated. Pre and Post-observation conferences will occur as required by PDE mandates for announced formal classroom observations. Eligibility Professional employees in this model:
1. Tenured employees are on a three-year cohort schedule as determined by the building principal or supervisor.
2. Growth Model is a two year cycle unless there are additional professional needs.
Role and Responsibility The professional employee will:
1. Complete a self-assessment of all 22 components on the 2011 Charlotte Danielson rubric (highlight in yellow).
2. Review the model to understand the evaluation components. 3. Develop a minimum of one (1) professional goal that is in line with Charlotte Danielson’s four
Domains or the district initiatives in collaboration with the building Administrator no later than September 15.
a. Identify methods for analyzing data associated with the identified components. b. Identify activities designed to demonstrate growth within the identified components. c. Identify evaluation strategies for determining the effectiveness of the activities.
4. Demonstrate, through evidence, growth in regards to selected self and administrative goals. 5. Complete all related forms by May and be prepared for a final review with the administrator. 6. Complete a self-assessment on the 2011 Charlotte Danielson rubric, of related goal components
after collaborating with administrator. Role and Responsibility The administrative staff will:
1. Prior to the start of any school year, notify tenured professional employees that will be on the Growth Model for the following year.
2. Review Growth Model with professional employee and identify administrative goals. 3. Conduct a minimum of one (1) formal announced classroom observation per year and two (2)
walk through observations per semester. Pre and Post-observation conferences will occur as required by PDE mandates for formal classroom observations.
4. Utilize the Charlotte Danielson 2011 component rubric. 5. Send Superintendent schedule of Growth Meetings by October 1. 6. Consult with professional employee about any adaptation in the proposed design. 7. Share plans with other administrators and/or employees when appropriate. 8. Schedule a final conference with the staff member at the end of the year to review progress and
performance. 9. Retain a copy of the completed documents and return a copy to the staff member. 10. Walk through observations will be performed throughout the year. 11. Send all necessary completed forms to the Superintendent’s Office.
8
Timeline for Activities:
Date Activity Responsibility Prior to Start of School Notification of Supervision Model Administration
September 15 Deadline to submit goals to building Administrator
Professional employee
October 15
Collaborative review of reflective rubric and selection of goals
Professional employee/ Administrator
August - May
Monitor and meet to discuss progress as needed including mid-year review Complete designated activities
Administrator Professional employee
Within 10 School Days after the End of the School Year
Submit final evaluation form and supporting documents to the Superintendent’s Office
Administrator
9
Intensive Model
Definition of Model Intensive Model is a process used for professional employees who are temporary professional employees, teachers new to the District, or deemed needs improvement/at-risk employees. The Intensive Model is intended to provide support to new employees in regards to practice, procedures and expectations of SMASD. It is also intended to provide appropriate interventions to professional development and practice of employees to be in need of improvement or at-risk. Framework The rating instruments (Teacher Effectiveness and Walk Though Tools) have been developed from the Enhancing Professional Practice: A Framework for Teaching (Danielson, 2007) and PDE. These instruments are designed to contribute to a summative evaluation. All professional employees new to the district and first year temporary professional employees (non-tenured) will be assigned a mentor. When a tenured or non-tenured professional employee is identified as needing improvement or failing, an Individual Improvement Plan will be developed that delineates the area(s) of deficiency, a timeline, benchmarks for improvement, and expected level(s) of satisfactory performance. The professional employee and administrator will work closely to identify specific intervention strategies and develop an appropriate timeline for improvement. The administrator will meet regularly with the professional employee to monitor progress, and if necessary, adjust the Individual Improvement Plan. The Enhancing Professional Practice: A Framework for Teaching written by Charlotte Danielson is the foundation upon which Pennsylvania Department of Education (PDE) and the St. Marys Area School District has chosen to base this professional development model. Teachers who are in the Growth Model will reflect on components of the four Domains. The Domains outlined by Charlotte Danielson are as follows:
• Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments
• Domain 2: The Classroom Environment 2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space
• Domain 3: Instruction 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness
10
• Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b System for Managing Student Data 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism
Process Temporary and professional employees shall be observed a minimum of two (2) formal announced observations per semester with a Pre and Post-observation conference for each formal observation (plus one unannounced observation per semester for needs improvement/at-risk professional employees). Additionally, a minimum of two (2) walk through observations per semester is mandatory. The ultimate goal is to move professional employees into the three year rotation of Reflective and Growth Models. Further explanation of these components can be found in Danielson’s work; Enhancing Professional Practice: A Framework for Teaching. Eligibility Professional employees in this model:
1. Non-tenured or new employees to the District. 2. Professional employees identified as need improvement/at-risk.
Role and Responsibility The needs improvement/at-risk professional employee will:
1. Complete a self-assessment of all 22 components on the 2011 Charlotte Danielson rubric (highlighted in yellow).
2. Participate in a conference to determine the intervention area(s) of the Individual Improvement Plan.
3. Comply with the terms found in the Individual Improvement Plan. 4. Meet the requirements of the Intensive Evaluation Model. 5. Complete all related forms by May and be prepared for a final review with the administrator.
Tenured/Non-Tenured Temporary and Professional employees new to the District will:
1. Complete a self-assessment of all 22 components on the 2011 Charlotte Danielson rubric (highlighted in yellow).
2. Participate in a conference with the building administrator and mentor (if applicable) within the first three (3) weeks of the school year.
3. Follow the prescribed Teacher Induction Plan. (For the first year on the Intensive Model.) 4. Meet the requirements of the Intensive Evaluation Model. 5. Complete all related forms by May and be prepared for a final review with the administrator.
Roles and Responsibility The administrative staff will:
1. Identify the professional employees who will be on the Intensive Model. 2. Plan a minimum of four (4) required announced observations to include both pre and post-
observation conferences and one (1) unannounced observation per semester (for needs improvement/at-risk professional employee).
11
3. Develop an Individual Improvement Plan (for tenured needs improvement/at-risk professional employees) to include time lines and expectations. Formal observations (three per semester) and Walk Through observations (two per semester) are required.
4. Maintain appropriate records, such as observation reports, approved forms, evaluation of plan, documentation, and comments relating to the professional criteria.
5. Attach all paperwork associated with the observation cycle. 6. Consult with the Superintendent regarding employee status. 7. Activate procedures for professional employee dismissal for those who continue to be rated as
failing. 8. Conduct meeting(s) with the needs improvement/at-risk professional employee.
Timeline for Activities:
Date Activity Responsibility Prior to Start of School
Notification of Supervision Model Administration
Within first three (3) weeks of current school year
Complete the Individual Improvement Plan Professional employee/ Administrator
September 15 Deadline to submit goals to building Administrator
Professional employee
October 15
Collaborative review of reflective rubric and selection of goals
Professional employee/ Administrator
August - May
Monitor and meet to discuss progress as needed including mid-year review Complete designated activities
Administrator Professional employee
Within 10 School Days after the End of the School Year
Submit final evaluation form and supporting documents to the Superintendent’s Office
Administrator
12
FORMS
13
St. Marys Area School District
EVALUATION SUMMATIVE FORM
Name Last First Middle Initial
Building: Assignment: School Year:
DOMAIN I: PLANNING AND PREPARATION Failing Needs
Improvement/ Progressing
Proficient Distinguished
1a. Demonstrating knowledge of content and pedagogy 1b. Demonstrating knowledge of students. 1c. Setting instructional outcomes. 1d. Demonstrating knowledge of resources. 1e. Designing coherent instruction. 1f. Designing student assessments. DOMAIN II: CLASSROOM ENVIRONMENT
2a. Creating an environment of respect and rapport. 2b. Establishing a culture of learning. 2c. Managing classroom procedures. 2d. Managing student behaviors. 2e. Organizing physical space. DOMAIN III: INSTRUCTION
3a. Communicating with students. 3b. Using questioning and discussion techniques. 3c. Engaging students in learning. 3d. Using assessment in instruction. 3e. Demonstrating flexibility and responsiveness. DOMAIN IV: PROFESSIONAL RESPONSIBILITIES
4a. Reflecting on teaching. 4b. System for managing student data. 4c. Communicating with families. 4d. Participating in a professional community. 4e. Growing and developing professionally. 4f. Showing professionalism General Comments:
Response to Rating: Overall Rating: Distinguished Proficient Needs Improvement Failing Teacher’s Signature: Date: Supervisor/Principal Signature: Date: Superintendent’s Signature: Date: Note: This form replaces: PDE 426, 427 and 428 Note: This form may be superseded by approved PDE Teacher Evaluation Summative Form Copies: Teacher Supervisor Personnel File
It is the mission of the St. Marys Area School District to EMPOWER LEARNERS by meeting their academic, social, cultural and career pathway needs for the 21st century: Socially, Morally, Academically with a Standards Aligned Curriculum.
RUBR
IC A
SSES
SMEN
T
Dom
ain
I: Pl
anni
ng a
nd P
repa
ratio
n Ef
fect
ive
teac
hers
pla
n an
d pr
epar
e fo
r les
sons
usin
g th
eir e
xten
sive
know
ledg
e of
the
cont
ent a
rea,
the
core
/man
aged
cur
ricul
um a
nd th
eir s
tude
nts,
incl
udin
g st
uden
ts’
prio
r exp
erie
nce
with
this
cont
ent a
nd th
eir p
ossib
le m
iscon
cept
ions
. Ins
truc
tiona
l out
com
es a
re c
lear
ly re
late
d to
the
maj
or c
once
pts o
f the
con
tent
are
a an
d ar
e co
nsist
ent w
ith th
e cu
rric
ulum
des
ign.
The
se o
utco
mes
are
cle
ar to
stud
ents
and
cla
ssro
om v
isito
rs (i
nclu
ding
par
ents
). Le
arni
ng a
ctiv
ities
requ
ire a
ll st
uden
ts to
thin
k,
prob
lem
-sol
ve, i
nqui
re, d
efen
d co
njec
ture
s and
opi
nion
s and
be
acco
unta
ble
to th
e le
arni
ng c
omm
unity
. Effe
ctiv
e te
ache
rs w
ork
to e
ngag
e al
l stu
dent
s in
less
ons a
nd u
se
form
ativ
e as
sess
men
t to
scaf
fold
and
pro
vide
diff
eren
tiate
d in
stru
ctio
n. M
easu
res o
f stu
dent
lear
ning
alig
n w
ith th
e cu
rric
ulum
and
cor
e co
ncep
ts in
the
disc
iplin
e, a
nd
stud
ents
can
dem
onst
rate
thei
r und
erst
andi
ng in
mor
e th
an o
ne w
ay.
Dist
ingu
ishe
d
Teac
her’s
pla
ns a
nd p
ract
ice
dem
onst
rate
evi
denc
e of
ext
ensi
ve
know
ledg
e an
d ap
plic
atio
n of
the
disc
iplin
e. T
each
er a
ctiv
ely
build
s on
kno
wle
dge
and
prer
equi
sites
an
d m
iscon
cept
ions
whe
n de
signi
ng in
stru
ctio
n an
d de
signs
st
rate
gies
for c
ause
s of s
tude
nt
misu
nder
stan
ding
. Tea
cher
show
s st
rong
evi
denc
e of
bui
ldin
g al
ignm
ent w
ith P
A Ac
adem
ic
Stan
dard
s and
diff
eren
tiate
s for
st
uden
t pro
gres
s in
plan
ning
.
Teac
her a
ctiv
ely
seek
s kno
wle
dge
of st
uden
ts’ b
ackg
roun
ds, c
ultu
res,
sk
ills,
lang
uage
pro
ficie
ncy,
in
tere
sts,
and
spec
ial n
eeds
from
a
varie
ty o
f sou
rces
, and
use
s thi
s kn
owle
dge
regu
larly
in p
lann
ing
for t
he b
enef
it of
indi
vidu
al
stud
ents
.
Prof
icie
nt
Teac
her’s
pla
ns a
nd p
ract
ice
dem
onst
rate
evi
denc
e of
the
appl
icat
ion
of th
e im
port
ant
conc
epts
in th
e di
scip
line,
pr
ereq
uisit
e re
latio
nshi
ps b
etw
een
them
and
of t
he in
stru
ctio
nal
prac
tices
spec
ific
to th
at d
iscip
line
and
thei
r alig
nmen
t to
PA
Acad
emic
Sta
ndar
ds.
Evid
ence
that
the
teac
her a
ctiv
ely
seek
s kno
wle
dge
of st
uden
ts’
back
grou
nds,
cul
ture
s, sk
ills,
la
ngua
ge p
rofic
ienc
y, in
tere
sts a
nd
spec
ial n
eeds
, and
seek
s to
inco
rpor
ate
that
kno
wle
dge
into
th
e pl
anni
ng fo
r spe
cific
gro
ups o
f st
uden
ts.
Nee
ds Im
prov
emen
t
Teac
her’s
pla
ns a
nd p
ract
ice
dem
onst
rate
evi
denc
e of
kn
owle
dge
of th
e im
port
ant
conc
epts
in th
e di
scip
line,
pr
ereq
uisit
e re
latio
ns b
etw
een
them
and
of t
he in
stru
ctio
nal
prac
tices
spec
ific
to th
at d
iscip
line
and
thei
r alig
nmen
t to
PA
Acad
emic
Sta
ndar
ds.
Teac
her s
how
s aw
aren
ess o
f the
im
port
ance
of u
nder
stan
ding
st
uden
ts’ b
ackg
roun
ds, c
ultu
res,
sk
ills,
lang
uage
pro
ficie
ncy,
in
tere
sts,
and
spec
ial n
eeds
, and
ha
s add
ed to
that
kno
0wle
dge
for
the
clas
s as a
who
le.
Faili
ng
Teac
her’s
pla
ns a
nd p
ract
ice
dem
onst
rate
evi
denc
e of
litt
le to
no
kno
wle
dge
of th
e im
port
ant
conc
epts
in th
e di
scip
line,
pr
ereq
uisit
e re
latio
nshi
ps b
etw
een
them
, or o
f the
inst
ruct
iona
l pr
actic
es sp
ecifi
c to
that
disc
iplin
e an
d al
ignm
ent t
o PA
Aca
dem
ic
Stan
dard
s.
Teac
her’s
pla
ns c
onta
in li
ttle
to n
o ev
iden
ce o
f kno
wle
dge
of
stud
ents
’ bac
kgro
unds
, cul
ture
s,
skill
s, la
ngua
ge p
rofic
ienc
y,
inte
rest
s, a
nd sp
ecia
l nee
ds, a
nd
has d
one
noth
ing
to se
ek su
ch
unde
rsta
ndin
g.
Com
pone
nt
1a. D
emon
stra
ting
know
ledg
e of
co
nten
t and
ped
agog
y.
1b. D
emon
stra
ting
know
ledg
e of
st
uden
ts
Inst
ruct
iona
l out
com
es a
re st
ated
as
goal
s tha
t can
be
asse
ssed
, ref
lect
ing
rigor
ous l
earn
ing
and
PA A
cade
mic
St
anda
rds.
The
y re
pres
ent d
iffer
ent
type
s of c
onte
nt, o
ffer o
ppor
tuni
ties
for b
oth
coor
dina
tion
and
inte
grat
ion,
and
take
acc
ount
of t
he
need
s of i
ndiv
idua
l stu
dent
s and
di
ffere
nt st
yles
of l
earn
ing.
Teac
her s
eeks
out
reso
urce
s in
and
beyo
nd th
e sc
hool
or d
istric
t in
prof
essio
nal o
rgan
izatio
ns, o
n th
e In
tern
et, a
nd in
the
com
mun
ity to
en
hanc
e ow
n kn
owle
dge,
and
use
s th
em in
teac
hing
, and
to m
eet
indi
vidu
al st
uden
t nee
ds.
Teac
her c
oord
inat
es a
nd a
ligns
kn
owle
dge
of c
onte
nt, o
f stu
dent
s an
d of
reso
urce
s to
desig
n a
serie
s of
lear
ning
exp
erie
nces
alig
ned
to
inst
ruct
iona
l out
com
es,
diffe
rent
iate
d w
here
app
ropr
iate
to
mak
e th
em su
itabl
e to
all
stud
ents
an
d lik
ely
to e
ngag
e th
em in
sig
nific
ant l
earn
ing.
The
less
on o
r un
it’s s
truc
ture
is c
lear
and
incl
udes
di
ffere
nt p
athw
ays a
ccor
ding
to
stud
ent n
eeds
.
Teac
her’s
pla
n fo
r stu
dent
as
sess
men
t is f
ully
alig
ned
with
the
stan
dard
s and
inst
ruct
iona
l ou
tcom
es, u
ses c
lear
crit
eria
that
sh
ow e
vide
nce
of st
uden
t co
ntrib
utio
n to
thei
r dev
elop
men
t. As
sess
men
t met
hodo
logi
es m
ay
Have
bee
n ad
apte
d fo
r ind
ivid
uals,
an
d th
e te
ache
r sho
ws c
lear
ev
iden
ce o
f int
ent
l
l
Inst
ruct
iona
l out
com
es a
re st
ated
as
goa
ls re
flect
ing
high
-leve
l le
arni
ng a
nd c
urric
ulum
stan
dard
s.
They
are
suita
ble
for m
ost s
tude
nts
in th
e cl
ass,
are
app
ropr
iate
for
diffe
rent
type
s of l
earn
ing,
and
are
ca
pabl
e of
ass
essm
ent.
The
outc
omes
refle
ct o
ppor
tuni
ties f
or
coor
dina
tion.
Teac
her i
s ful
ly a
war
e of
reso
urce
s av
aila
ble
thro
ugh
the
scho
ol o
r di
stric
t to
enha
nce
own
know
ledg
e an
d de
velo
ps a
nd m
aint
ains
a
data
base
or l
ist o
f res
ourc
es, a
nd
uses
them
in te
achi
ng, o
r to
mee
t in
divi
dual
stud
ent n
eeds
.
Teac
her c
oord
inat
es a
nd a
ligns
kn
owle
dge
of c
onte
nt, o
f stu
dent
s an
d of
reso
urce
s to
desig
n a
serie
s of
lear
ning
exp
erie
nces
alig
ned
to
inst
ruct
iona
l out
com
es a
nd su
itabl
e to
gro
ups o
f stu
dent
s. T
he le
sson
or
unit
has a
cle
ar st
ruct
ure
and
is
likel
y to
eng
age
stud
ents
in
signi
fican
t lea
rnin
g.
Teac
her’s
pla
n fo
r stu
dent
as
sess
men
t is a
ligne
d w
ith th
e st
anda
rds a
nd in
stru
ctio
nal
outc
omes
, use
s cle
ar c
riter
ia, a
nd is
ap
prop
riate
to th
e ne
eds o
f st
uden
ts. T
each
er sh
ows s
peci
fic
evid
ence
of i
nten
t to
use
asse
ssm
ent r
esul
ts to
pla
n fo
r fu
ture
inst
ruct
ion
for g
roup
s of
stud
ents
.
Inst
ruct
iona
l out
com
es a
re o
f m
oder
ate
rigor
and
are
suita
ble
for s
ome
stud
ents
, but
con
sist
of a
com
bina
tion
of u
nrel
ated
ac
tiviti
es a
nd g
oals,
som
e of
w
hich
per
mit
viab
le m
etho
ds o
f as
sess
men
t. Th
ey re
flect
mor
e th
an o
ne ty
pe o
f lea
rnin
g, b
ut
teac
her m
akes
no
atte
mpt
at
coor
dina
tion
or in
tegr
atio
n.
Teac
her s
how
s evi
denc
e of
som
e fa
mili
arity
with
reso
urce
s ava
ilabl
e th
roug
h th
e sc
hool
or d
istric
t to
enha
nce
pers
onal
kno
wle
dge,
to u
se
in te
achi
ng, o
r for
stud
ents
who
nee
d th
em. T
each
er d
oes n
ot a
ctiv
ely
seek
to
ext
end
such
kno
wle
dge.
The
serie
s of l
earn
ing
expe
rienc
es
show
s evi
denc
e of
par
tial a
lignm
ent
with
inst
ruct
iona
l out
com
es, s
ome
of w
hich
may
eng
age
stud
ents
in
signi
fican
t lea
rnin
g. T
he le
sson
or u
nit
has a
reco
gniza
ble
stru
ctur
e an
d re
flect
s par
tial k
now
ledg
e of
stud
ents
an
d re
sour
ces.
Teac
her’s
pla
n fo
r stu
dent
ass
essm
ent
is pa
rtia
lly a
ligne
d w
ith th
e st
anda
rds
and
inst
ruct
iona
l out
com
es, c
onta
ins
no c
lear
crit
eria
, and
is in
appr
opria
te
for a
t lea
st so
me
stud
ents
. Tea
cher
sh
ows s
ome
evid
ence
of i
nten
t to
use
asse
ssm
ent r
esul
ts to
pla
n fo
r fut
ure
inst
ruct
ion
for t
he c
lass
as a
who
le.
Inst
ruct
iona
l out
com
es a
re
unsu
itabl
e fo
r stu
dent
s, re
pres
ent
triv
ial o
r low
leve
l lea
rnin
g, d
o no
t re
late
to P
A Ac
adem
ic S
tand
ards
or
are
stat
ed o
nly
as a
ctiv
ities
. The
y do
not
per
mit
viab
le m
etho
ds o
f as
sess
men
t.
Teac
her d
emon
stra
tes l
ittle
to n
o fa
mili
arity
with
reso
urce
s to
En
hanc
e pe
rson
al k
now
ledg
e, to
use
in
teac
hing
, or f
or st
uden
ts w
ho
need
them
. Tea
cher
doe
s not
seek
su
ch k
now
ledg
e.
The
serie
s of l
earn
ing
expe
rienc
es
are
poor
ly a
ligne
d w
ith th
e in
stru
ctio
nal o
utco
mes
and
do
not
repr
esen
t a c
oher
ent s
truc
ture
. The
y ar
e su
itabl
e fo
r onl
y so
me
stud
ents
.
Teac
her’s
pla
n fo
r ass
essin
g st
uden
t le
arni
ng c
onta
ins n
o cl
ear c
riter
ia o
r st
anda
rds,
is p
oorly
alig
ned
with
the
inst
ruct
iona
l out
com
es, o
r is
inap
prop
riate
for m
any
stud
ents
. Th
ere
is no
evi
denc
e th
at
asse
ssm
ent r
esul
ts in
fluen
ce
plan
ning
.
1c. S
ettin
g in
stru
ctio
nal
outc
omes
1d. D
emon
stra
ting
know
ledg
e of
reso
urce
s
1e. D
esig
ning
cohe
rent
in
stru
ctio
n
1f. D
esig
ning
stud
ent
asse
ssm
ent
DOM
AIN
II: T
HE C
LASS
ROO
M E
NVI
RON
MEN
T Ef
fect
ive
teac
hers
org
anize
thei
r cla
ssro
oms s
o th
at a
ll st
uden
ts c
an le
arn.
The
y m
axim
ize in
stru
ctio
nal t
ime
and
fost
er re
spec
tful
inte
ract
ions
am
ong
and
betw
een
teac
hers
and
st
uden
ts w
ith se
nsiti
vity
to st
uden
ts' c
ultu
res,
race
and
leve
ls of
dev
elop
men
t. St
uden
ts th
emse
lves
mak
e a
subs
tant
ive
cont
ribut
ion
to th
e ef
fect
ive
func
tioni
ng o
f the
cla
ss th
roug
h se
lf-m
anag
emen
t of t
heir
own
lear
ning
and
mai
ntai
ning
a c
onsis
tent
focu
s on
rigor
ous l
earn
ing
for a
ll st
uden
ts b
y su
ppor
ting
the
lear
ning
of o
ther
s. P
roce
sses
and
tool
s for
stud
ents
' in
depe
nden
t lea
rnin
g ar
e vi
sible
/ava
ilabl
e to
stud
ents
(cha
rts,
rubr
ics,
etc
.). A
rtifa
cts t
hat d
emon
stra
te st
uden
t gro
wth
ove
r tim
e ar
e di
spla
yed/
avai
labl
e.
Dist
ingu
ishe
d
Clas
sroo
m in
tera
ctio
ns a
mon
g th
e te
ache
r and
indi
vidu
al st
uden
ts a
re
high
ly re
spec
tful
, ref
lect
ing
genu
ine
war
mth
and
car
ing
and
sens
itivi
ty
to st
uden
ts‟
cultu
res a
nd le
vels
of
deve
lopm
ent.
Stud
ents
them
selv
es
ensu
re h
igh
leve
ls of
civ
ility
am
ong
mem
bers
of t
he c
lass
. Evi
denc
e
that
the
teac
her p
lace
s a h
igh
prio
rity
on a
ppro
pria
te a
nd
resp
ectf
ul b
ehav
ior a
nd in
tera
ctio
n an
d be
havi
oral
stan
dard
s are
cle
ar
and
cons
isten
t.
Evid
ence
of h
igh
leve
ls of
stud
ent
ener
gy a
nd te
ache
r pas
sion
for t
he
subj
ect t
hat c
reat
e a
cultu
re fo
r le
arni
ng in
whi
ch e
very
one
shar
es
a be
lief i
n th
e im
port
ance
of t
he
subj
ect.
All s
tude
nts h
old
th
emse
lves
to h
igh
stan
dard
s of
perf
orm
ance
, for
exa
mpl
e by
in
itiat
ing
impr
ovem
ents
to th
eir
wor
k.
Prof
icie
nt
Clas
sroo
m in
tera
ctio
ns, b
etw
een
teac
her a
nd st
uden
ts a
nd a
mon
g st
uden
ts a
re p
olite
and
resp
ectf
ul,
refle
ctin
g ge
nera
l war
mth
and
ca
ring,
and
are
app
ropr
iate
to th
e cu
ltura
l and
dev
elop
men
tal
diffe
renc
es a
mon
g gr
oups
of
stud
ents
. Sta
ndar
ds o
f beh
avio
r are
cl
ear a
nd v
isibl
e an
d th
ere
is ev
iden
ce th
at st
anda
rds a
re
cons
isten
tly m
aint
aine
d.
The
clas
sroo
m c
ultu
re is
ch
arac
teriz
ed b
y hi
gh e
xpec
tatio
ns
for m
ost s
tude
nts,
gen
uine
co
mm
itmen
t to
the
subj
ect b
y bo
th
teac
her a
nd st
uden
ts, w
ith
Stud
ents
dem
onst
ratin
g vi
sible
pr
ide
in th
eir w
ork.
Nee
ds Im
prov
emen
t
Clas
sroo
m in
tera
ctio
ns, b
oth
betw
een
the
teac
her a
nd st
uden
ts
and
amon
g st
uden
ts, a
re g
ener
ally
ap
prop
riate
and
free
from
con
flict
bu
t may
be
char
acte
rized
by
occa
siona
l disp
lays
of i
nsen
sitiv
ity
or la
ck o
f res
pons
iven
ess t
o cu
ltura
l or d
evel
opm
enta
l di
ffere
nces
am
ong
stud
ents
. M
inim
al e
vide
nce
of c
lear
st
anda
rds o
f beh
avio
r bei
ng v
isibl
e in
the
clas
sroo
m.
Teac
her’s
att
empt
to c
reat
e a
cultu
re fo
r lea
rnin
g ar
e pa
rtia
lly
succ
essf
ul, w
ith li
ttle
teac
her
com
mitm
ent t
o th
e su
bjec
t in
evid
ence
, mod
est e
xpec
tatio
ns fo
r st
uden
t ach
ieve
men
t, an
d lit
tle
stud
ent p
ride
in w
ork.
Evi
denc
e
that
bot
h te
ache
r and
stud
ents
ap
pear
to b
e on
ly “
goin
g th
roug
h th
e m
otio
ns.”
Faili
ng
Clas
sroo
m in
tera
ctio
ns, b
oth
betw
een
the
teac
her a
nd st
uden
ts
and
amon
g st
uden
ts, a
re n
egat
ive,
in
appr
opria
te, o
r ins
ensit
ive
to
stud
ents
‟ cu
ltura
l bac
kgro
unds
, an
d ar
e ch
arac
teriz
ed b
y sa
rcas
m,
put-
dow
ns, o
r con
flict
. Sta
ndar
ds
of b
ehav
ior a
re n
ot c
lear
or v
isibl
e in
the
clas
sroo
m.
The
clas
sroo
m e
nviro
nmen
t co
nvey
s a n
egat
ive
cultu
re fo
r le
arni
ng, c
hara
cter
ized
by lo
w
teac
her c
omm
itmen
t to
the
su
bjec
t, lo
w e
xpec
tatio
ns fo
r st
uden
t ach
ieve
men
t, an
d lit
tle o
r no
stud
ent p
ride
in w
ork.
Com
pone
nt
2a: C
reat
ing
an
envi
ronm
ent o
f res
pect
and
rapp
ort
2b: E
stab
lishi
ng a
cultu
re fo
r le
arni
ng
Stud
ents
con
trib
ute
to th
e
seam
less
ope
ratio
n of
cla
ssro
om
rout
ines
and
pro
cedu
res f
or
tran
sitio
ns, h
andl
ing
of su
pplie
s,
and
perf
orm
ance
of
noni
nstr
uctio
nal d
utie
s. E
vide
nce
of
a c
omm
unity
that
take
s prid
e in
th
eir c
lass
room
ope
ratio
n.
Stan
dard
s of c
ondu
ct a
re c
lear
, w
ith e
vide
nce
of st
uden
t pa
rtic
ipat
ion
in se
ttin
g an
d m
aint
aini
ng th
em. T
he te
ache
r’s
mon
itorin
g of
stud
ent b
ehav
ior i
s su
btle
and
pre
vent
ive,
and
the
teac
her’s
resp
onse
to st
uden
t m
isbeh
avio
r is s
ensit
ive
to
indi
vidu
al st
uden
t nee
ds. S
tude
nts
take
an
activ
e ro
le in
mon
itorin
g th
e st
anda
rds o
f beh
avio
r.
The
clas
sroo
m is
safe
, and
the
phys
ical
env
ironm
ent e
nsur
es th
e le
arni
ng o
f all
stud
ents
, inc
ludi
ng
thos
e w
ith sp
ecia
l nee
ds.
Opp
ortu
nitie
s are
ava
ilabl
e to
all
lear
ning
styl
es. S
tude
nts
cont
ribut
e to
the
use
or a
dapt
atio
n of
the
phys
ical
env
ironm
ent t
o ad
vanc
e le
arni
ng. T
echn
olog
y is
used
skill
fully
, as a
ppro
pria
te to
th
e le
sson
.
Litt
le in
stru
ctio
nal t
ime
is lo
st d
ue
to c
lass
room
rout
ines
and
pr
oced
ures
for t
rans
ition
s,
hand
ling
of su
pplie
s, a
nd
perf
orm
ance
of n
on-in
stru
ctio
nal
dutie
s. C
lass
per
iod
runs
smoo
thly
an
d ef
ficie
ntly
.
Evid
ence
that
stan
dard
s of c
ondu
ct
are
clea
r to
stud
ents
, and
that
the
teac
her m
onito
rs st
uden
t beh
avio
r ag
ains
t tho
se st
anda
rds.
Tea
cher
re
spon
se to
stud
ent m
isbeh
avio
r is
cons
isten
t, ap
prop
riate
and
re
spec
ts th
e st
uden
ts’ d
igni
ty.
The
clas
sroo
m is
safe
, and
lear
ning
is
acce
ssib
le to
all
stud
ents
. The
te
ache
r ens
ures
that
the
phys
ical
ar
rang
emen
t is a
ppro
pria
te to
the
lear
ning
act
iviti
es. T
each
er m
akes
ef
fect
ive
use
of p
hysic
al re
sour
ces,
in
clud
ing
com
pute
r tec
hnol
ogy.
Som
e in
stru
ctio
nal t
ime
is lo
st d
ue
to o
nly
part
ially
effe
ctiv
e
clas
sroo
m ro
utin
es a
nd
proc
edur
es, f
or tr
ansit
ions
, ha
ndlin
g of
supp
lies,
and
pe
rfor
man
ce o
f non
inst
ruct
iona
l du
ties.
Evid
ence
that
the
teac
her h
as
mad
e an
effo
rt to
est
ablis
h st
anda
rds o
f con
duct
for s
tude
nts.
Th
e te
ache
r trie
s, w
ith u
neve
n re
sults
, to
mon
itor s
tude
nt
beha
vior
and
resp
ond
to st
uden
t m
isbeh
avio
r.
The
clas
sroo
m is
safe
, and
es
sent
ial l
earn
ing
is ac
cess
ible
to
mos
t stu
dent
s. T
each
er’s
use
of
phys
ical
reso
urce
s, in
clud
ing
com
pute
r tec
hnol
ogy,
is
mod
erat
ely
effe
ctiv
e. T
each
er m
ay
atte
mpt
to m
odify
the
phys
ical
ar
rang
emen
t to
suit
lear
ning
ac
tiviti
es, w
ith p
artia
l suc
cess
.
Muc
h in
stru
ctio
nal t
ime
is lo
st d
ue
to in
effic
ient
cla
ssro
om ro
utin
es
and
proc
edur
es fo
r tra
nsiti
ons,
ha
ndlin
g of
supp
lies,
and
pe
rfor
man
ce o
f non
inst
ruct
iona
l du
ties.
No
evid
ence
that
stan
dard
s of
cond
uct h
ave
been
est
ablis
hed,
an
d lit
tle o
r no
teac
her m
onito
ring
of st
uden
t beh
avio
r. Re
spon
se
to st
uden
t misb
ehav
ior i
s in
cons
isten
t, re
pres
sive,
or
disr
espe
ctfu
l of s
tude
nt d
igni
ty.
The
phys
ical
env
ironm
ent i
s un
safe
, or s
ome
stud
ents
do
not
have
acc
ess t
o le
arni
ng. T
here
is
poor
alig
nmen
t bet
wee
n th
e ph
ysic
al a
rran
gem
ent a
nd th
e le
sson
act
iviti
es.
2c: M
anag
ing
clas
sroo
m
proc
edur
es
2d: M
anag
ing
stud
ent b
ehav
ior
2e: O
rgan
izing
phy
sical
spac
e
DOM
AIN
III:
INST
RUCT
ION
Al
l stu
dent
s are
hig
hly
enga
ged
in le
arni
ng a
nd m
ake
signi
fican
t con
trib
utio
n to
the
succ
ess o
f the
cla
ss th
roug
h pa
rtic
ipat
ion
in e
quita
ble
disc
ussio
ns, a
ctiv
e in
volv
emen
t in
thei
r lea
rnin
g an
d th
e le
arni
ng o
f oth
ers.
Stu
dent
s and
teac
hers
wor
k in
way
s tha
t dem
onst
rate
thei
r bel
ief t
hat r
igor
ous i
nstr
uctio
n an
d ha
rd w
ork
will
resu
lt in
gre
ater
ac
adem
ic a
chie
vem
ent.
Teac
her f
eedb
ack
is sp
ecifi
c to
lear
ning
goa
ls an
d ru
bric
s and
offe
rs c
oncr
ete
idea
s for
impr
ovem
ent.
As a
resu
lt, st
uden
ts u
nder
stan
d th
eir
prog
ress
in le
arni
ng th
e co
nten
t and
can
exp
lain
the
goal
s and
wha
t the
y ne
ed to
do
in o
rder
to im
prov
e. A
cade
mic
pro
gres
s is a
rtic
ulat
ed a
nd c
eleb
rate
d in
the
lear
ning
co
mm
unity
and
with
fam
ilies
. Effe
ctiv
e te
ache
rs re
cogn
ize th
eir r
espo
nsib
ility
for s
tude
nt le
arni
ng in
all
circ
umst
ance
s and
dem
onst
rate
sign
ifica
nt st
uden
t gro
wth
ove
r tim
e to
war
ds in
divi
dual
ach
ieve
men
t goa
ls, in
clud
ing
acad
emic
, beh
avio
ral,
and/
or so
cial
obj
ectiv
es.
Dist
ingu
ishe
d
Expe
ctat
ions
for l
earn
ing,
di
rect
ions
and
pro
cedu
res,
and
ex
plan
atio
ns o
f con
tent
are
cle
ar
to st
uden
ts. T
each
er’
s ora
l and
w
ritte
n co
mm
unic
atio
n is
clea
r an
d ex
pres
sive,
app
ropr
iate
to
stud
ents‟
cul
ture
s and
leve
ls of
de
velo
pmen
t, an
d an
ticip
ates
po
ssib
le st
uden
t misc
once
ptio
ns.
Que
stio
ns re
flect
hig
h ex
pect
atio
ns a
nd a
re c
ultu
rally
an
d de
velo
pmen
tally
app
ropr
iate
. St
uden
ts fo
rmul
ate
man
y of
the
high
-leve
l que
stio
ns a
nd e
nsur
e th
at a
ll vo
ices
are
hea
rd.
Stud
ents
are
hig
hly
inte
llect
ually
en
gage
d th
roug
hout
the
less
on in
sig
nific
ant l
earn
ing
and
mak
e re
leva
nt a
nd su
bsta
ntiv
e co
ntrib
utio
ns to
the
activ
ities
, st
uden
t gro
upin
gs, a
nd m
ater
ials
. Th
e le
sson
is a
dapt
ed to
the
ne
eds o
f ind
ivid
uals,
and
the
stru
ctur
e an
d pa
cing
allo
w fo
r st
uden
t ref
lect
ion
and
clos
ure.
Prof
icie
nt
Expe
ctat
ions
for l
earn
ing,
di
rect
ions
and
pro
cedu
res,
and
ex
plan
atio
ns o
f con
tent
are
cle
ar
to st
uden
ts. C
omm
unic
atio
ns a
re
appr
opria
te to
stud
ents‟
cul
ture
s an
d le
vels
of d
evel
opm
ent.
Mos
t of t
he te
ache
r’s q
uest
ions
el
icit
a th
ough
tful
resp
onse
, and
th
e te
ache
r allo
ws s
uffic
ient
tim
e fo
r stu
dent
s to
answ
er. T
he
stud
ents
are
eng
aged
and
pa
rtic
ipat
e in
the
disc
ussio
n, w
ith
the
teac
her s
tepp
ing
asid
e w
hen
appr
opria
te.
Activ
ities
and
ass
ignm
ents
, m
ater
ials,
and
gro
upin
gs o
f st
uden
ts a
re fu
lly a
ppro
pria
te a
nd
effe
ctiv
e fo
r the
inst
ruct
iona
l ou
tcom
es, a
nd st
uden
ts’ c
ultu
res
and
leve
ls of
und
erst
andi
ng. A
ll st
uden
ts a
re e
ngag
ed in
wor
k of
a
high
leve
l of r
igor
. The
less
on’s
st
ruct
ure
is co
here
nt, w
ith
appr
opria
te p
acin
g.
Nee
ds Im
prov
emen
t
Expe
ctat
ions
for l
earn
ing,
di
rect
ions
and
pro
cedu
res,
and
ex
plan
atio
ns o
f con
tent
are
cl
arifi
ed a
fter
initi
al c
onfu
sion;
te
ache
r’s u
se o
f lan
guag
e is
corr
ect b
ut m
ay n
ot b
e co
mpl
etel
y ap
prop
riate
to
stud
ents‟
cul
ture
s or l
evel
s of
deve
lopm
ent.
Som
e of
the
teac
her’
s que
stio
ns
elic
it a
thou
ghtf
ul re
spon
se, b
ut
mos
t are
low
-leve
l, po
sed
in ra
pid
succ
essio
n. T
each
er’
s att
empt
s to
eng
age
all s
tude
nts i
n th
e di
scus
sion
are
only
par
tially
su
cces
sful
.
Activ
ities
and
ass
ignm
ents
, m
ater
ials,
and
gro
upin
gs o
f st
uden
ts a
re p
artia
lly a
ppro
pria
te
and
effe
ctiv
e fo
r the
inst
ruct
iona
l ou
tcom
es, o
r stu
dent
s’ c
ultu
res o
r le
vels
of u
nder
stan
ding
, res
ultin
g in
mod
erat
e in
telle
ctua
l en
gage
men
t. Th
e le
sson
has
a
reco
gniza
ble
stru
ctur
e bu
t is n
ot
fully
dev
elop
ed o
r mai
ntai
ned.
Faili
ng
Expe
ctat
ions
for l
earn
ing,
di
rect
ions
and
pro
cedu
res,
and
ex
plan
atio
ns o
f con
tent
are
un
clea
r or c
onfu
sing
to st
uden
ts.
Teac
her’
s use
of l
angu
age
cont
ains
err
ors o
r is i
napp
ropr
iate
to
stud
ents‟
cul
ture
s or l
evel
s of
deve
lopm
ent.
Teac
her’
s que
stio
ns a
re lo
w-
leve
l or i
napp
ropr
iate
, elic
iting
lim
ited
stud
ent p
artic
ipat
ion,
an
d re
cita
tion
rath
er th
an
disc
ussio
n.
Activ
ities
and
ass
ignm
ents
, m
ater
ials,
and
gro
upin
gs o
f st
uden
ts a
re in
appr
opria
te a
nd
inef
fect
ive
to th
e in
stru
ctio
nal
outc
omes
, or s
tude
nts’
cul
ture
s or
leve
ls of
und
erst
andi
ng, r
esul
ting
in li
ttle
inte
llect
ual e
ngag
emen
t. Th
e le
sson
has
no
stru
ctur
e or
is
poor
ly p
aced
.
Com
pone
nt
3a: C
omm
unic
atin
g w
ith st
uden
ts
3b: U
sing
ques
tioni
ng a
nd
disc
ussio
n te
chni
ques
3c: E
ngag
ing
stud
ents
in le
arni
ng
Asse
ssm
ent i
s use
d in
a
soph
istic
ated
man
ner i
n in
stru
ctio
n th
roug
h st
uden
t in
volv
emen
t in
esta
blish
ing
the
asse
ssm
ent c
riter
ia,
selfa
sses
smen
t by
stud
ents
and
m
onito
ring
of p
rogr
ess b
y bo
th
stud
ents
and
teac
hers
, and
hig
h qu
ality
feed
back
to st
uden
ts fr
om
a va
riety
of s
ourc
es.
Teac
her s
eize
s an
oppo
rtun
ity to
en
hanc
e le
arni
ng, b
uild
ing
on a
sp
onta
neou
s eve
nt o
r exp
ress
ion
of st
uden
t int
eres
ts. T
each
er
ensu
res t
he su
cces
s of a
ll
stud
ents
, usin
g an
ext
ensiv
e re
pert
oire
of i
nstr
uctio
nal
stra
tegi
es a
nd sh
ows e
vide
nce
of
activ
ely
seek
ing
new
stra
tegi
es.
Asse
ssm
ent i
s reg
ular
ly u
sed
in
inst
ruct
ion
thro
ugh
se
lfass
essm
ent b
y st
uden
ts,
mon
itorin
g of
pro
gres
s of l
earn
ing
by te
ache
r and
/or s
tude
nts,
and
th
roug
h hi
gh q
ualit
y fe
edba
ck to
st
uden
ts. S
tude
nts a
re fu
lly
awar
e of
the
asse
ssm
ent c
riter
ia
used
to e
valu
ate
thei
r wor
k.
Teac
her p
rom
otes
the
succ
essf
ul
lear
ning
of a
ll st
uden
ts, m
akin
g ad
just
men
ts a
s nee
ded
to
inst
ruct
ion
plan
s and
ac
com
mod
atin
g st
uden
t qu
estio
ns, n
eeds
and
inte
rest
s.
Teac
her m
aint
ains
a b
road
re
pert
oire
of s
trat
egie
s and
use
s th
em q
uick
ly a
nd e
ffect
ivel
y.
Asse
ssm
ent i
s occ
asio
nally
use
d in
in
stru
ctio
n th
roug
h so
me
mon
itorin
g of
pro
gres
s of l
earn
ing
by te
ache
r and
/or s
tude
nts.
Fe
edba
ck to
stud
ents
is u
neve
n,
and
stud
ents
are
aw
are
of o
nly
som
e of
the
asse
ssm
ent c
riter
ia
used
to e
valu
ate
thei
r wor
k.
Teac
her a
ttem
pts t
o m
odify
the
less
on w
hen
need
ed a
nd to
re
spon
d to
stud
ent q
uest
ions
, w
ith m
oder
ate
succ
ess.
Tea
cher
ac
cept
s res
pons
ibili
ty fo
r stu
dent
su
cces
s, b
ut h
as o
nly
a lim
ited
repe
rtoi
re o
f str
ateg
ies t
o dr
aw
upon
.
Asse
ssm
ent i
s not
use
d in
in
stru
ctio
n, e
ither
thro
ugh
stud
ents
’ aw
aren
ess o
f the
as
sess
men
t crit
eria
, mon
itorin
g
of p
rogr
ess b
y te
ache
r or
stud
ents
, or
thro
ugh
feed
back
to
stud
ents
.
Teac
her a
dher
es to
the
inst
ruct
ion
plan
, eve
n w
hen
a ch
ange
wou
ld im
prov
e th
e le
sson
or
stud
ents‟
lack
of i
nter
est.
Teac
her b
rush
es a
side
stud
ent
ques
tions
; whe
n st
uden
ts
expe
rienc
e di
fficu
lty, t
he te
ache
r bl
ames
the
stud
ents
or t
heir
ho
me
envi
ronm
ent.
Teac
her l
acks
a
repe
rtoi
re o
f str
ateg
ies t
o al
low
for a
dapt
atio
n of
the
less
on.
3d: U
sing
asse
ssm
ent i
n
inst
ruct
ion
3e: D
emon
stra
ting
flexi
bilit
y an
d re
spon
siven
ess
DOM
AIN
IV: P
ROFE
SSIO
NAL
RES
PON
SIBI
LITI
ES
Ef
fect
ive
teac
hers
hav
e hi
gh e
thic
al st
anda
rds a
nd a
dee
p se
nse
of p
rofe
ssio
nalis
m. T
hey
utili
ze in
tegr
ated
syst
ems f
or u
sing
stud
ent l
earn
ing
data
, rec
ord
keep
ing
and
com
mun
icat
ing
with
fam
ilies
cle
arly
, tim
ely
and
with
cul
tura
l sen
sitiv
ity. T
hey
assu
me
lead
ersh
ip ro
les i
n bo
th sc
hool
and
dist
rict p
roje
cts,
and
eng
age
in a
wid
e-ra
nge
of
prof
essio
nal d
evel
opm
ent a
ctiv
ities
. Ref
lect
ion
on th
eir o
wn
prac
tice
resu
lts in
idea
s for
impr
ovem
ent t
hat a
re sh
ared
acr
oss t
he c
omm
unity
and
impr
ove
the
prac
tice
of a
ll.
Thes
e ar
e te
ache
rs w
ho a
re c
omm
itted
to fo
ster
ing
a co
mm
unity
of e
ffort
ful l
earn
ing
that
refle
cts t
he h
ighe
st st
anda
rds f
or te
achi
ng a
nd st
uden
t lea
rnin
g in
way
s tha
t are
re
spec
tful
and
resp
onsiv
e to
the
need
s and
bac
kgro
unds
of a
ll le
arne
rs.
Dist
ingu
ishe
d
Teac
her’
s ref
lect
ion
accu
rate
ly a
nd e
ffect
ivel
y as
sess
es th
e le
sson
’s
effe
ctiv
enes
s and
the
degr
ee
to w
hich
out
com
es w
ere
met
, ci
tes s
peci
fic e
xam
ples
; offe
rs
spec
ific
alte
rnat
ive
actio
ns d
raw
ing
on a
n ex
tens
ive
repe
rtoi
re o
f ski
lls.
Teac
her’
s inf
orm
atio
n m
anag
emen
t sys
tem
for s
tude
nt
com
plet
ion
of a
ssig
nmen
ts,
prog
ress
in le
arni
ng a
nd n
on-
inst
ruct
iona
l act
iviti
es is
fully
ef
fect
ive
and
is us
ed fr
eque
ntly
to
guid
e pl
anni
ng. S
tude
nts c
ontr
ibut
e to
the
mai
nten
ance
and
/or
inte
rpre
tatio
n of
the
info
rmat
ion.
Prof
icie
nt
Teac
her’
s ref
lect
ion
accu
rate
ly
asse
sses
the
less
on’
s ef
fect
iven
ess a
nd th
e de
gree
to
whi
ch o
utco
mes
wer
e m
et a
nd
cite
s evi
denc
e to
supp
ort t
he
judg
men
t. Te
ache
r mak
es sp
ecifi
c su
gges
tions
for l
esso
n im
prov
emen
t.
Teac
her’
s inf
orm
atio
n m
anag
emen
t sys
tem
for s
tude
nt
com
plet
ion
of a
ssig
nmen
ts,
stud
ent p
rogr
ess i
n le
arni
ng a
nd
non-
inst
ruct
iona
l act
iviti
es is
fully
ef
fect
ive.
Nee
ds Im
prov
emen
t
Teac
her’
s ref
lect
ion
is a
som
etim
es a
ccur
ate
impr
essio
n of
a
less
on’
s effe
ctiv
enes
s, th
e de
gree
to w
hich
out
com
es w
ere
met
and
/or m
akes
gen
eral
su
gges
tions
abo
ut h
ow a
less
on
coul
d be
impr
oved
.
Teac
her’
s inf
orm
atio
n m
anag
emen
t sys
tem
for s
tude
nt
com
plet
ion
of a
ssig
nmen
ts,
prog
ress
in le
arni
ng a
nd
noni
nstr
uctio
nal a
ctiv
ities
is
inef
fect
ive
or ru
dim
enta
ry, n
ot
mai
ntai
ned
and/
or re
quire
s fr
eque
nt m
onito
ring
for a
ccur
acy.
Faili
ng
Teac
her’
s ref
lect
ion
does
not
ac
cura
tely
ass
ess t
he le
sson
’s
effe
ctiv
enes
s, th
e de
gree
to w
hich
ou
tcom
es w
ere
met
and
/or h
as n
o su
gges
tions
for h
ow a
less
on c
ould
be
impr
oved
.
Teac
her’
s inf
orm
atio
n m
anag
emen
t sys
tem
for s
tude
nt
com
plet
ion
of a
ssig
nmen
ts,
stud
ent p
rogr
ess i
n le
arni
ng a
nd
non-
inst
ruct
iona
l act
iviti
es is
ei
ther
abs
ent,
inco
mpl
ete
or in
di
sarr
ay.
Com
pone
nt
4a: R
efle
ctin
g on
teac
her a
nd
stud
ent l
earn
ing
4b: S
yste
m fo
r man
agin
g st
uden
ts’
data
Teac
her p
rovi
des f
requ
ent,
cultu
rally
-app
ropr
iate
info
rmat
ion
to fa
mili
es w
ith st
uden
t inp
ut;
succ
essf
ul e
ffort
s are
mad
e to
en
gage
fam
ilies
in th
e in
stru
ctio
nal
prog
ram
to e
nhan
ce st
uden
t le
arni
ng.
Prof
essio
nal r
elat
ions
hips
are
ch
arac
teriz
ed b
y m
utua
l sup
port
, co
oper
atio
n an
d in
itiat
ive
in
assu
min
g le
ader
ship
in p
rom
otin
g
a cu
lture
of i
nqui
ry a
nd m
akin
g su
bsta
ntia
l con
trib
utio
ns to
sc
hool
/dist
rict p
roje
cts.
Teac
her e
ngag
es in
seek
ing
out
oppo
rtun
ities
for l
eade
rshi
p ro
les
In p
rofe
ssio
nal d
evel
opm
ent a
nd
mak
es a
syst
emat
ic e
ffort
to
cond
uct a
ctio
n re
sear
ch, s
eeks
ou
t fee
dbac
k an
d in
itiat
es
impo
rtan
t act
iviti
es to
con
trib
ute
to
the
prof
essio
n.
Teac
her d
ispla
ys th
e hi
ghes
t st
anda
rds o
f hon
esty
, in
tegr
ity, c
onfid
entia
lity;
as
sum
ptio
n of
lead
ersh
ip ro
le
with
col
leag
ues,
in se
rvin
g st
uden
ts, c
halle
nges
neg
ativ
e at
titud
es a
nd p
ract
ices
, and
pr
omot
es fu
ll co
mpl
ianc
e w
ith
regu
latio
ns.
Teac
her p
rovi
des f
requ
ent,
cultu
rally
-app
ropr
iate
info
rmat
ion
to fa
mili
es a
bout
the
inst
ruct
iona
l pr
ogra
m, s
tude
nt p
rogr
ess,
and
re
spon
ses t
o fa
mily
con
cern
s.
Freq
uent
, suc
cess
ful e
ffort
s to
enga
ge fa
mili
es in
the
inst
ruct
iona
l pr
ogra
m is
the
resu
lt of
flex
ible
co
mm
unic
atio
n.
Prof
essio
nal r
elat
ions
hips
are
ch
arac
teriz
ed b
y m
utua
l sup
port
an
d co
oper
atio
n; in
clud
e vo
lunt
ary
activ
e pa
rtic
ipat
ion
and
subs
tant
ial
cont
ribut
ions
to a
cul
ture
of
prof
essio
nal i
nqui
ry, s
choo
l eve
nts
and
scho
ol/d
istric
t pro
ject
s.
Teac
her e
ngag
es in
seek
ing
out
prof
essio
nal d
evel
opm
ent
oppo
rtun
ities
, wel
com
es fe
edba
ck
on p
erfo
rman
ces,
and
ada
pts
sugg
estio
ns fo
r cha
nge
and
part
icip
ates
act
ivel
y in
ass
istin
g ot
her e
duca
tors
.
Teac
her’
s int
erac
tions
are
ch
arac
teriz
ed b
y ho
nest
y, in
tegr
ity,
conf
iden
tialit
y an
d as
sura
nce
that
al
l stu
dent
s are
fairl
y se
rved
, pa
rtic
ipat
ion
in te
am o
r de
part
men
tal d
ecisi
on-m
akin
g,
and/
or fu
ll co
mpl
ianc
e w
ith
regu
latio
ns.
Teac
her p
rovi
des m
inim
al a
nd/o
r oc
casio
nally
inse
nsiti
ve
com
mun
icat
ion
and
resp
onse
to
fam
ily c
once
rns.
Par
tially
su
cces
sful
att
empt
s are
mad
e to
en
gage
fam
ilies
in th
e in
stru
ctio
nal
prog
ram
with
no
atte
ntio
n to
ad
apta
tions
for c
ultu
ral i
ssue
s.
Prof
essio
nal r
elat
ions
hips
are
co
rdia
l and
fulfi
ll re
quire
d sc
hool
/dist
rict d
utie
s. T
he te
ache
r w
ill so
met
imes
bec
ome
invo
lved
in
a c
ultu
re o
f inq
uiry
, sch
ool
even
ts a
nd/o
r sch
ool/d
istric
t pr
ojec
ts w
hen
aske
d.
Teac
her e
ngag
es in
pro
fess
iona
l ac
tiviti
es to
a li
mite
d ex
tent
an
d/or
acc
epts
feed
back
on
perf
orm
ance
with
relu
ctan
ce a
nd
no e
vide
nce
of c
hang
e an
d/or
fin
ds li
mite
d w
ays t
o co
ntrib
ute
to
the
prof
essio
n.
Teac
her’
s int
erac
tions
are
ch
arac
teriz
ed b
y ho
nest
, gen
uine
bu
t inc
onsis
tent
att
empt
s to
serv
e st
uden
ts, d
ecisi
on-m
akin
g ba
sed
on li
mite
d da
ta, a
nd/o
r min
imal
co
mpl
ianc
e w
ith sc
hool
/dist
rict
regu
latio
ns.
Teac
her p
rovi
des l
ittle
/no
cultu
rally
-app
ropr
iate
info
rmat
ion
to fa
mili
es a
bout
the
inst
ruct
iona
l pr
ogra
m, s
tude
nt p
rogr
ess o
r re
spon
ses t
o fa
mily
con
cern
s.
Fam
ilies
are
not
eng
aged
in th
e in
stru
ctio
nal p
rogr
am.
Prof
essio
nal r
elat
ions
hips
with
co
lleag
ues a
re n
egat
ive
or
selfs
ervi
ng; t
each
er a
void
s pa
rtic
ipat
ion
in a
cul
ture
of
inqu
iry a
nd/o
r avo
ids b
ecom
ing
invo
lved
in sc
hool
eve
nts a
nd/o
r sc
hool
and
dist
rict p
roje
cts.
Teac
her e
ngag
es in
no
prof
essio
nal
deve
lopm
ent a
ctiv
ities
and
/or
resis
ts fe
edba
ck o
n te
achi
ng
perf
orm
ance
and
/or m
akes
no
effo
rt to
shar
e kn
owle
dge
with
ot
hers
or t
o as
sum
e pr
ofes
siona
l re
spon
sibili
ties.
Teac
her’
s pro
fess
iona
l in
tera
ctio
ns a
re c
hara
cter
ized
by
ques
tiona
ble
inte
grity
, lac
k of
aw
aren
ess o
f stu
dent
nee
ds,
and/
or d
ecisi
ons t
hat a
re
elfs
ervi
ng, a
nd/o
r do
not c
ompl
y w
ith sc
hool
/dist
rict r
egul
atio
ns.
4c:C
omm
unic
atin
g w
ith fa
mili
es
4d: P
artic
ipat
ing
in a
pro
fess
iona
l co
mm
unity
4e: G
row
ing
and
deve
lopi
ng
prof
essio
nally
4f: S
how
ing
prof
essio
nalis
m
St. Marys Area School District Teacher Selection of Differentiated Supervision Option
TENURED TEACHERS
Teacher Name: Building: Directions: After reviewing the five differentiated supervisory options (portfolio, faculty study group, action research, other), please select the supervisory option that best meets your needs as a professional. After making your selection, submit this form to your building principal by the end of September. Supervisory Options: Portfolio Faculty Study Group Action Research Other (Describe): * The administration reserves the right to use the Teacher Effectiveness Instrument for any employee as needed. 1. What is the goal of your professional development plan? 2. What is the expected benefit or impact on student achievement? Teacher’s Signature: Date Principal’s Signature: Date Curriculum Director’s Signature: Date
It is the mission of the St. Marys Area School District to EMPOWER LEARNERS by meeting their academic, social, cultural and career pathway
needs for the 21st century: Socially, Morally, Academically with a Standards Aligned Curriculum
ST. MARYS AREA SCHOOL DISTRICT
977 S. St. Marys Road St. Marys, PA 15857
DIFFERENTIATED SUPERVISION MEETING LOG
Documentation of Meetings
CHECK OPTION: Portfolio Faculty Study Group Action Research Other ACADEMIC YEAR: INSTRUCTIONAL SKILL(S) OR PROGRAM IMPROVEMENT: Indicate which Domains of Charlotte Danielson’s Framework for Teaching are addressed by this goal/activity: Planning and Preparation Classroom Environment Instruction Professional Responsibilities
GROUP MEMBERS
Date of Meeting Topic(s) Discussed Participants
It is the mission of the St. Marys Area School District to EMPOWER LEARNERS by meeting their academic, social, cultural and career pathway
needs for the 21st century: Socially, Morally, Academically with a Standards Aligned Curriculum
ST. MARYS AREA SCHOOL DISTRICT
977 S. St. Marys Road St. Marys, PA 15857
Action Plan
(Circle one) Portfolio Faculty Study Group Action Research Other
Name Date Staff Assignment Building What is the goal of this Project? How does this Project impact student achievement? Alignment to Danielson Framework for Teaching (mark all that apply)
DOMAIN i Domain II Domain III Domain IV 1a. Demonstrating Knowledge
of Content and Pedagogy 2a. Creating an
Environment of Respect and Rapport
3a. Communicating with Students
4a. Reflecting on Teaching
1b. Demonstrating Knowledge of Students
2b. Establishing a Culture for Learning
3b. Using Questioning and Discussion Techniques
4b. System for Managing Student Data
1c. Setting Instructional Outcomes
2c. Managing Classroom Procedures
3c. Engaging Students in Learning
4c. Communicating with Families
1d. Demonstrating Knowledge of Resources
2d. Managing Student Behaviors
3d. Using Assessment in Instruction
4d. Participating in a Professional Community
1e. Designing Coherent Instruction
2e. Organizing Physical Space
3e. Demonstrating Flexibility and
Responsiveness
4e. Growing and Developing Professionally
1f. Designing Student Assessments
4f. Showing Professionalism
Timeline for the Action Plan:
Activity Date Resources:
Data Collection/Analysis: List the data to be collected and source:
Data Source Data Findings and Recommendations: Teacher’s Signature: Date: Principal’s Signature: Date: Submission Date Approval Date
It is the mission of the St. Marys Area School District to EMPOWER LEARNERS by meeting their academic, social, cultural and career pathway needs for the 21st century: Socially, Morally, Academically with a Standards Aligned Curriculum
Faculty Study Group
Description: A Faculty Study Group is a collection of people who gather to examine a predetermined topic. Professional educators often form study groups out of a recognized need or interest or in recognition of the importance of constantly improving their own learning. Faculty Study Groups provide participants with a forum for learning together, planning together, testing ideas together, and reflecting together. The following are general characteristics of study groups:
• Participants construct knowledge through research, interaction with selected materials, and collegial discourse.
• Participants acknowledge that each person brings expertise to the group and has a
contribution to make. Study Groups provide an avenue for renewal, atmosphere of companionship, and an opportunity for growth.
• Participants make a commitment to create new knowledge and to use this knowledge to positively affect perspectives, policies, and practice.
The topic selected by the Study Group must be consistent with the goals of the district professional development plan or building goals. Participants in the Study Group must identify the area(s) of Charlotte Danielson’s Framework for Effective Teaching that is being addressed by the chosen (Planning and Preparation, Classroom Environment, Instruction, Professional Responsibility). Requirements:
• Complete the district Teacher Selection of Differentiated Supervision Option form and submit to building administrator by October 1st.
• Meet as a group for a minimum of one time per month.
• Attend a majority of the group meetings.
• Complete and submit the Action Plan for differentiated supervision form.
• Complete and submit the Differentiated Supervision Meeting Log.
• Submit all documentation to the building administrator by May 1st.
Action Research
Action Research is a professional development experience planned and implemented by a professional staff to improve an identified instructional skill(s) of his or her choice. The action research must tie into district and/or building professional development plans. It must also correlate to at least one of the Domains of Charlotte Danielson’s Framework for Effective Teaching (Planning and Preparation, Classroom Environment, Instruction, Professional Responsibility). For example, an action research plan may be completed on differentiated instruction. A professional staff may read various resources on the topic, create a plan for implementation, implement the plan, and report on the results. Requirements:
• Complete the district Teacher Selection of Differentiated Supervision Option form and submit to building administrator by October 1st.
• Complete and submit the Action Plan for differentiated supervision form.
• Complete and submit the Differentiated Supervision Meeting Log.
• Submit all documentation to the building administrator by May 1st.
Portfolio
Like other professionals, teachers need evidence of their growth and achievement over time. The professional portfolio is a vehicle for collecting and presenting that evidence. Portfolios allow us to become reflective about what it is we do and provide evidence of our practices. Portfolios can be used to document specific components of the framework for evaluation purposes, to support mentoring and coaching, or to stimulate self ‐reflection and pro conversation. Danielson recommends that the teaching portfolio be constructed to contain several examples of professional practice:
• A three-week unit plan
• Instructional plan for at least one lesson
• Samples of assessment procedures
• Evidence of knowledge of students and resources • Videotape of a class
• Artifacts of in-class assignments and homework
• Samples of student work
• Teacher reflections
• Logs of family contact, participation in school and district projects, professional
contributions, and professional development. • A research log that demonstrates a teacher’s structured approach to asking and answering
questions.
The portfolio must contain evidence for all four Domains of Charlotte Danielson’s Framework for Effective Teaching:
• Planning and Preparation
• Classroom Environment
• Instruction
• Professional Responsibilities
