Do Now:

WILLIAM R. HITE, ED.D. SUPERINTENDENT

THE SCHOOL DISTRICT OF PHILADELPHIA

Do Now:• In writing, answer the following questions on the

handout provided at your table:• What does “effectiveness” mean to you?

• Which profession/field/industry do you most admire in terms of “effectiveness” and ensuring fidelity to expectations? Why?



Teacher EffectivenessAn overview of Act 82 and the Educator Effectiveness System

for School Based Teacher Leaders

November 18, 2013



Objectives: Participants will be able to…• Identify key components and requirements for teachers

under Act 82 and the Pennsylvania Department of Education (PDE) Educator Effectiveness System

• Explore the new rating tool for teachers under Act 82• Distinguish between evidence and opinion• Develop guiding questions for collaborative

conversations on instructional practice

In order to…increase teacher effectiveness and

student achievement

In order to…increase teacher effectiveness and

student achievement



Agenda



Norms

•Ensure equity of voice

•Participate actively

•Be open to new ideas

•Value and consider different perspectives

•Use technology for professional purposes



Questions?



4 Corners: 4 Corners: Where do you stand?Where do you stand?



•What do you already know about Teacher Effectiveness?

•What are some questions you have about Teacher Effectiveness?

•What is one thing you hope to take back to your school to share with teachers regarding Teacher Effectiveness?

With at least two people at your corner, discuss the following questions:



Agenda



Our current system of evaluation includes two ratings for educators – “satisfactory” or “unsatisfactory.” Statewide, the results show that 99.4% of all teachers and 99.2% of all principals, who were evaluated during the 2009-2010 school year, received a “satisfactory” rating. Despite these results, student growth on national assessments has been relatively stagnant.

-Ronald Tomalis, former Secretary of Education before the House Education Committee

What are the

implications of this

information?

What are the

implications of this

information?

Have you found these statistics to be true in your experiences at your school?

Have you found these statistics to be true in your experiences at your school?



Act 82 and the Educator Effectiveness Project

Who are educators?

What is its goal?



Act 82: Rule and Regulations:Text Rendering

After reading page 3340 of the Rules and Regulations: Table A: Descriptions of the Four Domains:

•Circle a word that sticks out to you as significant or meaningful•Underline a phrase that sticks out to you as significant or meaningful

Discuss at your tables what you circled and highlighted

Be prepared to share out with the whole group



Observation/ EvidenceDomains1.Strategic/Cultural Leadership2.Systems Leadership3.Leadership for Learning4.Professional and Community Leadership

Building Level DataIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, SubgroupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement

Correlation Data Based on Teacher Level MeasuresPVAAS

Elective Data/SLOsDistrict Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Principal Effectiveness System in Act 82 of 2012Effective 2014-2015 SY



Observation/EvidenceDanielson Framework Domains1.Planning and Preparation2.Educational Environment3.Delivery of Service 4.Professional Development

Student Performance of All Students in the School Building in which the Nonteaching Professional Employee is Employed District Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Non Teaching Professional Employee Effectiveness System in Act 82 of 2012

Effective 2014-2015 SY

EducationalSpecialists

EducationalSpecialists



15

Who are Educational Specialists?

A person who holds an educational specialist certificate issued by the Commonwealth of Pennsylvania

•Elementary and Secondary School Counselors•Home and School Visitors•Instructional Technology Specialists•School Nurses•School Psychologists



16

Other Non-Teaching Professionals:

Occupational TherapistsPhysical Therapists

Social WorkersBehavior Analysts

Educational Interpreters



So…What about teachers?

17



Act 82 Teacher Rating Requirements

Professional Employees (PE):once a year

Temporary Professional Employees (TPE):twice a year



Act 82 Teacher Rating Requirements

50% classroom observation/evidence to include the following areas:• Planning and Preparation• Classroom Environment• Instruction• Professional Responsibilities

50% student performance (multiple measures of data)



20



21

Teachers WITHOUT PVAAS Data



22

35% w/o

PVAAS

35% w/o

PVAAS

20% w/ PVAAS20% w/ PVAAS



23

Student Learning Objectives

PA Department of Education’s definition:

A process to document a measure of educator

effectiveness based on student achievement of

content standards



24

Why use SLOs?

• Reinforce best teaching practice• Adaptable• Acknowledge the value of teacher

knowledge and skill• Potential for collaboration



25

Teacher Specific Data

• Measures the PVAAS indicated growth of students over time.

• Three years of data is being collected using 2013-2014 as year one.

15%15%



26

Teacher Specific DataPVAAS = Pennsylvania Value-Added Assessment System

•Provides a teacher’s specific growth measure to be used as part of the Educator Effectiveness System•Provides feedback to teachers regarding their influence on the academic growth of their students•Provides data to guide discussions about student progress



27

Teacher Specific DataFor teachers who have the responsibility to plan, provide and assess instruction

that addresses eligible content that is tested on a PA state assessment.

PSSA: With/Without Accommodations• Grades 4-8: Reading and Math• Grades 4 & 8: Science• Grades 5 & 8: Writing

Keystone Exams: With/Without Accommodations• Algebra I• Literature• Biology

15%15%



28

Teacher Specific Data

2013-2014Year 1 Data2013-2014

Year 1 Data2014-2015




Year 3 Data

First 3 Year Average2015-2016

First 3 Year Average2015-2016



29

Building Level Data• Indicators of Academic Achievement (40%)

• Indicators of Closing the Achievement Gap (10%)

• Indicators of Academic Growth (40%)

• Other Academic Indicators (10%)

• Extra Credit for Advanced Achievement (up to 7 points)

15%15%All

Teachers

AllTeacher

s



30

Building Level Data:

Indicators of Academic Achievement

• PSSA/Keystone Performance • Industry Standards-Based Competency Exams

(NOCTI/NIMS)

• Grade 3 Reading Proficiency• SAT/ACT College Readiness Benchmarks

40% 40%



31


Indicators of Closing the Achievement Gap

• All students = 5%• Historically Underperforming Students = 5%

• English Language Learners• Special Education • Economically Disadvantaged

• Students are only counted once for each category

• Must make a 50% gain in 6 years 10% 10%



32


Indicators of Closing the Achievement Gap

Example: 77%

• 100% - 77% = 23% achievement gap*Must close half the gap over 6 years*

• 11.5% growth needed over 6 years

• 2.3% growth needed each year- Year 1: 79.3% - Year 4: 86.2%- Year 2: 81.6% - Year 5: 88.5%-Year 3: 83.9% - Year 6: 90.8%



33


Indicators of Academic Growth

Use PVAAS growth index for• Math• Reading• Science• Writing

For more information: https://pvaas.sas.com/

40% 40%



34


Other Academic Indicators

• Cohort graduation rate• Promotion rate• Attendance rate• Advanced Placement or International

Baccalaureate or college credit offered• PSAT/Plan Participation

10% 10%



35


Extra Credit for Advanced Achievement

• Percent Advanced on PSSA/Keystone Exams• Percent Advanced on Industry Standards-

Based Competency Assessments (NOCTI/NIMS)

• Percent of grade 12 students scoring 3 or higher on AP exam

Up to 7 points

Up to 7 points



36

SPP = Building Level Data

The School Performance Profile



37

The School Performance ProfileAnd

Building Level Data

• Indicators of Academic Achievement (40%)

• Indicators of Closing the Achievement Gap (10%)

• Indicators of Academic Growth (40%)

• Other Academic Indicators (10%)

• Extra Credit for Advanced Achievement (up to 7 points)



38

Taking a Closer Look…

The Teacher Rating Tool



39

Building Level Data

Observation/Evidence

Final Rating

Observation Ratings

Teacher Specific/Elective Data

Final RatingsFinal Calculations



40

Satisfactory Ratings• An overall performance rating of either:

• Distinguished• Proficient• Needs Improvement

• Unless there is a subsequent overall rating of “needs improvement” issued by the same employer within 10 years of the previous “needs improvement” rating



41

Unsatisfactory Ratings

• An overall performance rating of either:• Needs Improvement (2nd within 10 years)

• Failing• Consequences:

• Participation in a Performance Improvement Plan

Act 82 states:“No employee shall be

rated ‘needs improvement’ or

‘failing’ based solely on student test scores.”

Act 82 states:“No employee shall be

rated ‘needs improvement’ or

‘failing’ based solely on student test scores.”



42

Taking a Closer Look…

Evidence vs. Opinion



43

Look

Rating



44

Evidence vs. Opinion



45

Types of EvidenceVerbatim scripting:

“Remember to turn your paper into your table captain when you are finished.”

Descriptions of observed behavior:

The teacher calls on students by table to line up quietly, single file in the front of the room.



46

Types of EvidenceNumeric information: (time, student participation, resource use, etc.)

5 out of 25 students raised their hands to answer the questions during the 21 minute lesson.

Observed aspect of the environment:The Do Now activity is written on the board when

students walk into the classroom.



47

Evidence or Opinion?1. The teacher’s lesson plan was well done.

1. The teacher said that her favorite pat of the story was the surprise ending.

1. The classroom library was organized in colored baskets by 100 Book Challenge Level.

1. The math manipulatives were very well organized.

E

E

O

O



48

Evidence or Opinion?1. The teacher favors female students over male students.

1. The teacher stated that the students will learn how to divide fractions today during math.

1. Ten out of 23 students were called on during the 32 minute literacy lesson.

2. The students were highly engaged during this lesson.

E

E

O

O



49

Let evidence, not opinion, be the anchor to this

process.



50

Reflecting on Danielson:

Guiding Questions for Collaborative Conversations



51

Guiding Questions for Collaborative Conversations

1c. Setting Instructional Outcomes

Possible Guiding Questions:

•How do you plan your instruction and what are your most important considerations during your planning?•What alternatives are available for students who need extra support and time to meet the instructional goals and those who may have already mastered them?

What are some other guiding questions for

a collaborative conversation about

component 1c?

What are some other guiding questions for

a collaborative conversation about

component 1c?



52

Reflecting on Danielson:Guiding Questions for Collaborative Conversations

With a partner, brainstorm guiding questions for a collaborative conversations about our focus components for domains 2 and 3:

• 2b. Establishing a culture for learning• 2c. Managing classroom procedures• 2d. Managing students behavior• 3a. Communicating with students• 3b. Using questioning and discussion techniques• 3c. Engaging students in learning



Agenda



Anticipated Questions

Question and Answer



55

Reflection3

What are three things you now understand about Teacher Effectiveness as a result of this PD?

2What are two things you are going to share with your teachers

about Teacher Effectiveness?

1What is one question you still have about Teacher Effectiveness?



Documents

Do Now: