MECHANICSBURG AREA SCHOOL DISTRICT Supervision Model... · Supervision Plan Description 1 Supervision Plan ... B. TASD Observation Form for Instructional Employees 3-5 ... Tulpehocken

Tulpehocken Area School District

Supervision

Plan

Board Approved: Draft

TULPEHOCKEN AREA SCHOOL DISTRICT

SUPERVISION PLAN Table of Contents

Page

Supervision Plan Description 1

Supervision Plan Matrix 2

Structured Supervision Portfolio Guide Portfolio Rubric

3-5 4 5

Formal Supervision 6

Differentiated Supervision Differentiated Professional Development Activities

7-9 9

Focused Supervision 10-11

Guidelines for Observation and Evaluation 12-13

APPENDICES: Forms Appendix Page

A. Notification of Supervision Model 2 B. TASD Observation Form for Instructional Employees 3-5 C.

D. E. F. G. H. I.

TASD Rubrics for Instructional Employees Differentiated Supervision Forms Action Research Proposal Peer Coaching Proposal Portfolio Proposal Mid-Year and End-of-year Progress Report End-of-year Review Guiding Questions for Mid-Year and End-of-year Review Specific Rubrics and Observation Forms for Specialists Librarian School Nurse School Counselor Psychologist Therapeutic Specialist Instructional Specialist Focused Supervision Improvement Plan (TASD-1) and Log Focused Supervision Informal Observation Form PDE 427 Classroom Teacher Rating Tool

6-11

12 13 14 15 16 17

18-28 29-38 39-49 50-60 61-71 72-82 83-84

85 86-89

90

TULPEHOCKEN AREA SCHOOL DISTRICT Bethel, Pennsylvania

SUPERVISION PLAN DESCRIPTION

Goal The goal of the supervision process is to provide constructive feedback to professional

employees that will continually improve teaching, learning and achievement. Process The supervision process is designed to promote, through realistic goal setting, the professional

and personal growth of each professional employee of the Tulpehocken Area School District. The process shall be flexible to meet individually identified needs and shall foster cooperation among all members of the professional staff. The process shall be conducted in the environment in which the self-esteem and professional status of the participants are considered to be of the utmost importance. The supervision process is based on research findings associated with effective schools, effective classrooms and effective leadership. This plan adheres to the guidelines established by the Pennsylvania Department of Education during the Summer of 2013. The supervisee shall determine annually, in concert with the supervisor, appropriate goals for professional growth. These goals shall be based on research models as indicated under each category.

Responsibility for Evaluation

It shall be the annual responsibility of the building principal and his/her assistant principal(s), after consultation with the appropriate Supervisor, to evaluate each teacher in his/her charge and to submit a recommended rating for each professional and temporary professional to the Superintendent annually. The Superintendent shall notify in writing each temporary professional employee at least twice a year concerning the professional quality, progress, and rating on his or her services. Professional employees rated unsatisfactory shall be judged under provisions of the statutes. Ratings shall be the responsibility of the Superintendent.

Four Models

The supervision plan process offers professional employees four models designed to meet their needs. These four models are Structured Supervision, Differentiated Supervision, Formal Supervision, and Focused Supervision. All Level I and non-tenured professionals will be in the Structured Supervision Model, as well as those professionals who are in their first year of employment in TASD regardless of tenure. Upon successful completion of a Level II certificate, employees will be placed in the Formal or the Differentiated Supervision Model. New employees who are tenured and have their Level II certificate must serve one year in Formal Supervision. The following year they will be placed in the supervision cycle. All professionals who have their Level II certificate will be in the Formal Supervision Model at least once every three years and will be in the Differentiated Supervision Model twice every three years. Employees who need additional help will be assigned to the Focused Supervision model. A team including administrators, the employee, and a teacher selected by the employee will work with the employee on the areas of performance that need improvement. The principal reserves the right to remove a teacher from Differentiated Supervision at any time and place the teacher in the Formal Supervision Model or assign the teacher to the Focused Supervision Model.

1

Tulpehocken Area School District Supervision Plan Matrix

Model Structured Supervision Formal Supervision Differentiated Supervision ** Focused Supervision

Certificate Status

Instructional I Educational Specialist I

Instructional II or Educational Specialist II during first year in

the district

Instructional II Educational Specialist II

Instructional II Educational Specialist II

Instructional I or II Educational Specialist I or II

Tenure Status

Non-Tenured Tenured (if first year in district)

Tenured Tenured Tenured/Non-Tenured

Minimum Formal

Observation Frequency*

Once per semester* Once per year* NA* As determined by the action plan and/or the supervisor

Description Structured Supervision is designed for educators who are

working toward an Instructional II or Educational Specialist II

certificate, educators who are non-tenured, and educators who

are in their first year in the district (regardless of tenure). Two observations per year are

required for all employees in this model.

Formal Supervision is required once within a three-year cycle for all

tenured professional employees with Instructional II or Educational Specialist II certificates and who

have tenure.

Educators who possess Level II certificates, have tenure, and have at least one year of service in the

district are eligible to be in the Differentiated Supervision Model.

This model cannot be used for more than two consecutive years.

Educators in Focused Supervision are placed in

this model as part of a professional improvement

plan.

* Walk-through observations will be conducted under all supervision models. **The principal reserves the right to remove a teacher from Differentiated Supervision at any time and place the teacher in the Formal Supervision Model or assign the teacher to the Focused Supervision Model.

2

3

STRUCTURED SUPERVISION Definition of Model

Structured Supervision is for all teachers who have not earned the Instructional II or Educational Specialist II certificate. This applies to those who are new to the profession as well as those who are new to the Tulpehocken Area School District. In addition, Structured Supervision is for any teacher who has not received tenure in Pennsylvania and for those teachers who are in their first year in TASD, regardless of tenure.

Framework The Rating Tool approved by The Pennsylvania Department of Education will be used for the semi-annual rating.

The rating form, has been developed by PDE from information found in Charlotte Danielson’s book, Enhancing Professional Practice, A Framework for Teaching . This instrument is designed to provide a summative evaluation and will incorporate all components required by PDE for Teacher Effectiveness, including student assessment data. If the teacher is not performing satisfactorily, he/she will be referred to Focused Supervision.

Process Structured employees shall be formally observed once each semester and rated once each semester using observation forms aligned with PDE guidelines. This model includes the four categories of the rating form: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities recommended by the Pennsylvania Department of Education. The Structured process utilizes the formal classroom observation as well as a review of other artifacts related to teaching. The professional will be formally observed twice a year until the Level II certificate is obtained. Pre- and post-observation conferences, and self-evaluations will be conducted as required by PDE. Walk-through observations are encouraged. If the teacher is not performing satisfactorily, he/she will be referred to Focused Supervision. Each Structured employee hired by the Tulpehocken Area School District will develop a portfolio for the purpose of professional growth and evaluation (PDE form 427). Any student work included in the portfolio must have the student’s name removed. This 1 ½” binder with labeled dividers will contain examples of the teacher’s work in each of the following categories (See Portfolio Guidelines and Rubric).

Eligibility Professional employees in this model:

1. Are considered to be satisfactory professional employees as defined by the Department of Education. 2. Will have a conference with the supervisor prior to signing the summative rating form. If the employee

refuses to sign the rating form, the refusal will be so noted and the professional employee will be informed of the notation within 10 days.

Professional employees who have completed the requirement of the Level II certificate and acquire tenure, will be placed in the Supervision cycle. If the employee refuses to sign the rating form, the refusal will be so noted and the professional employee will be informed of the notation within 10 days.

Role and Responsibility

The professional employee will:

1. Review the model to understand the evaluation components. 2. Complete the graduate work required by PDE concurrent with the requirements above in order to obtain the

Level II certificate. 3. Participate in an induction program as required by PDE. 4. Participate in pre- and post-observation conferences. 5. Complete a self-evaluation.

The administrative staff will:

1. Review the plan with all new employees at the beginning of their tenure with the district. 2. Conduct all required observations as defined in the plan as well as pre- and post-observation conferences. 3. Refer any professional employee who has received an unsatisfactory rating during a formal observation to

Focused Supervision. If the employee refuses to sign the rating form, the refusal will be so noted and the professional employee will be informed of the notation within 10 days.

4

Timeline for Activities

The timeline for activities is as follows:

Date Activity Person Responsible By June 1 Administration notifies teachers about the

supervision model that will be used for the next school year.

Administrator

By End of 1st Semester

Conduct first observation and conferences and submit first semester rating tool to Superintendent

Administrator

By May 1st Conduct second observation and conferences. Administrator By Last Contracted Teaching Day

Submit final rating tool to Superintendent Administrator

PORTFOLIO GUIDELINES

Section Artifacts Required Reflection (Please reflect on the artifacts contained in this section. This reflection should include the following questions)

1. Personal Updated Resume, Philosophy of Education,

Clearances, Transcripts, Awards, Letters of Recognition, Community Involvement

How have your opinions changed in the past few years? What additional changes do you need to make to

improve your quality of teaching? How are you going to accomplish these changes?

2. Planning and Preparation

Sample lesson plans, unit plans, Schedule, Samples of three different methods of assessment (planning of differentiated instruction), Sample IEP’s, Instructional materials list, Technology



3. Classroom Environment

Classroom rules, grading practices, sample of newsletter or letter to parents, course overview (grades 6-12), photographs, communication log, classroom arrangement

Have your opinions changed in the past few years? What additional changes do you need to make to


4. Instruction Completed assessments (item analysis),

student work samples, analysis of student performance, examples of technology use, examples of instructional strategies (pedagogy), video taped lesson, student reflection on a lesson/unit



5. Professionalism Observations/evaluations, professional organizations, individual goals, Act 48 records, professional journals regularly read, professional standards, committees, extra-curricular assignments, presentations, publications (article or abstract) (optional).



5

The binder will be used for basic collection and reflection of the first year of teaching with the goal of optimal development of the complete portfolio by the end of the employee’s third year. The binder will be reviewed by the principal before the PDE 427 form will be completed.

PORTFOLIO RUBRIC

Category Failing Needs Improvement

Proficient Distinguished

Personal

Required artifacts* are not present

Required artifacts* are present with limited or low quality

Required artifacts* present with satisfactory quality

Required artifacts* of superior quality present

Missing or vague reflection

Reflection consists of summary

Reflection is clear with supporting information

Reflection is well organized with strong evidence and sound reasoning

Planning and Preparation









Classroom

Environment









Instructional

Delivery









Professionalism


Required artifacts* are present with no suggested artifacts







6

FORMAL SUPERVISION

Definition of Model

Formal Supervision is a process of evaluation used for satisfactory tenured professional employees who have earned their Instructional II certificate and have been with the district more than one year.

Framework

This model includes the four categories of the evaluation form: Planning and Preparation, Classroom Environment, Instructional Delivery and Professionalism recommended by the Pennsylvania Department of Education. If the teacher is not performing satisfactorily, he/she will be referred to Focused Supervision. The observation form, has been developed by PDE from information found in Charlotte Danielson’s book, Enhancing Professional Practice, A Framework for Teaching . This instrument is designed to provide a summative evaluation and will incorporate all components required by PDE for Teacher Effectiveness, including student assessment data.

Process

The Formal Supervision process utilizes the formal classroom observation as well as a review of other artifacts related to teaching. One unannounced formal classroom observation a year is mandated. Pre- and post-observation conferences, and self-evaluations will be conducted as required by PDE. Walk-through visits are encouraged. Observation forms aligned with PDE guidelines will be used.

Eligibility

Professional employees in this model:

1. Must hold a Level II certificate and have earned tenure in Pennsylvania and have worked at least one year in TASD.

2. Are considered to be satisfactory professional employees as defined by the Department of Education and as such can realistically expect to receive a satisfactory rating throughout the school year unless they are referred during the year to Focused Supervision.

3. Will have a conference with the supervisor prior to signing the summative form.

If the employee refuses to sign the rating form, the refusal will be so noted and the professional employee will be informed of the notation within 10 days.



1. Review the model to understand the evaluation components. 2. Participate in professional development opportunities provided by the District. 3. Participate in pre- and post-conferences and self-evaluations as required by PDE.


1. Notify by June 1st professional employees who will be on the Formal Supervision. 2. Review Formal Supervision Model with professional employee if requested. 3. Conduct a minimum of one formal observation including pre- and post-conferences as required by PDE. 4. Refer any professional employee who has received an unsatisfactory rating during a formal observation

to Focused Supervision.


The timeline for activities is as follows: Date Activity Person Responsible By June 1 Administration notifies teachers about the

supervision model that will be used for the next school year

Administrator

By May 1st Conduct observation and conferences Administrator By Last Contracted Teaching Day

Submit final rating tool to Superintendent Administrator

Definition of Model Framework Process Eligibility Role and Responsibility

DIFFERENTIATED SUPERVISION Differentiated Supervision is a process of evaluation used for satisfactory professional is a process of evaluation used for satisfactory tenured professional employees who have earned a Level II certificate and have been with the district for more than one year. The Enhancing Professional Practice: A Framework for Teaching written by Charlotte Danielson is the foundation upon which the Tulpehocken Area School District has chosen to base this professional supervision model. Teachers who are in Differentiated Professional Development will identify areas in each domain that include opportunities for professional development and growth. The domains outlined by Charlotte Danielson are as follows: Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities. Specific evidence must be collected to document professional growth in each domain. The Differentiated Supervision Plan will be completed by the teacher in collaboration with the administrator. The Rating Tool approved by The Pennsylvania Department of Education will be used for the annual rating. If the teacher is not performing satisfactorily, he/she will be referred to Focused Supervision. Professional employees who work in the Differentiated Supervision Model will concentrate their efforts on the identification and implementation of activities associated with their goals. Supervisors or principals will assist the staff member in the processes of:

a. Identifying the area(s) from each of the domains as listed in the Enhancing Professional Practice: A Framework for Teaching (Danielson, 2011) on which the teacher wishes to work.

b. Developing appropriate goal(s) and benchmarks on a timeline for ongoing review of the project.

c. Implementing activities designed to fulfill the goal(s). d. Collecting and analyzing data associated with the goal(s) where applicable. e. Evaluating the effectiveness of the goal. f. Completing the Summative Reflection as per the Differentiated Supervision Plan. g. Walk-through and informal observations will occur.

Professional employees in this model:

1. Must be tenured and have a Level II certificate. 2. Must have at least one year of employment in TASD. 3. Must have received a Satisfactory rating on the last two summative evaluations.

The district administration will develop a rotating schedule of all professional employees. A professional employee may not be evaluated under the Differentiated Supervision Model for more than 2 years in a row. Any professional employee in the Differentiated Supervision Model may be removed from this model and placed in Formal Supervision or Intensive Supervision at the discretion of the principal. The professional employee will:

1. Submit an action plan to the appropriate administrator(s) by September 1st (or next school day) of the Differentiated year. The action plan will consist of: a. Identifying the areas from each of the domains as listed in the Enhancing

Professional Practice: A Framework for Teaching (Danielson, 2011) on which the employee will show growth.

b. Developing appropriate goal(s) and benchmarks that will be used to provide an appropriate rating (Distinguished, Proficient, Needs Improvement, or Failing) in each domain.

7

8


c. Developing a timeline for the project. d. Implementing activities designed to fulfill the goal(s). e. Collecting and analyzing data associated with the goal(s) where applicable. f. Evaluating the effectiveness of the goal. g. Completing the Progress & Completion Report as per the Differentiated

Supervision Plan. 2. Consult with an administrator about any adaptation in the proposed design that evolves

and report findings periodically. 3. Submit a mid-point progress report that reviews or evaluates the work completed. 4. Meet with an administrator mid-year to review progress on the plan. 5. Complete the plan and all related forms by April 15th and be prepared for a final

review with the administrator.

Date Activity Person Responsible By June 1 Administration notifies teachers about the

supervision model that will be used for the next school year.

Administrator

By September 1 Submit Differentiated Proposal to principal Employee By September 30 Review proposals, meet with professional

employee, and approve Action Plans. Administrator

By End of First Semester

Submit evidence of plan progress to principal. Employee Conduct mid-year review with employee. Document progress toward growth.

Administrator

By April 15 Submit evidence of plan progress, completion, data, and reflection to principal.

Employee

By May 15 Complete final evaluation of the Action Plan Administrator By Last Contracted Teaching Day

Submit final rating tool to the Superintendent Administrator

Professional Development activities should be chosen to enhance teaching and learning. Graduate courses may not be used as the sole activity for professional development. Graduate courses, conferences, workshops etc. will not automatically be approved for payment by TASD. Approval for payment depends on budgets, contract, and other district procedures. Including a graduate course, conference, or workshop in this plan does not require TASD to cover the costs. Suggested activities for the Differentiated Professional Development Plan are provided on the following pages. The selected activity must be mutually agreed upon between the supervisor and the professional staff member.

9

Differentiated Professional Development Activities Differentiated Professional Development may take the form of Action Research, Peer Coaching or Portfolio. Please remember a Differentiated form must be completed and approved by the building principal. Action Research Action Research is a process of professional development that is differentiated for a teacher or group of teachers. Action Research enables an educator or group of educators to work on professional growth needs that are integrated with current teaching practices. Examples of Action Research:

Implementing a new set of resources (textbooks, etc.) and documenting the progress Integrating new technologies into lessons (SMART Boards, iPads, software, etc.) and measuring their effectiveness Using new types of assessment strategies and documenting their effectiveness Conducting research on an educational topic (i.e. book study), implementing and documenting changes based on the research Begin using a new instructional strategy and document its effectiveness

An Action Research Plan must include the following: 1. A description of the research and how it will be applied in the school to change teaching and learning. Research may include

professional development or formal research on the topic. 2. Alignment to components from the four domains; Planning and Preparation, Classroom Environment, Instruction, and

Professional Responsibilities. This alignment may focus on one component or domain, or may focus on several components or domains.

3. For each domain that is not a focus of the research, a written reflection must be provided to discuss the progress made in that domain. Walkthrough observations will be used by administrators to assist in providing a rating for the other domains.

4. Action Research may be Self-Directed or Team-Focused.

Self-Directed The Self-Directed Action Research option enables the individual teacher to work independently on professional growth needs in the areas of research, special teaching projects, or any other approved areas of personal interest. Team-Focused The Team-Focused Action Research option enables groups of teachers to work collaboratively on professional growth needs in the areas of research, special teaching projects, or any other approved areas of collaborative interest.

Peer Coaching Peer Coaching is a confidential process through which teachers share expertise and provide one another with technical assistance, feedback, and support during experimentation with new practices or during analysis of traditional teaching practices. Focused activities included participating in reflective teaching seminars and follow-up peer coaching activities.

1. Teachers, working in pairs or triads, observe one another’s classes. 2. Teachers record objective data, share, and analyze that data with each other in a confidential manner. 3. Observable data must be self-collected in each of the four domains, Planning and Preparation, Classroom Environment,

Instruction, and Professionalism. 4. Teachers make decisions about future lessons based on the analysis of the data. 5. Each teacher will submit a self-reflection aligned with each domain at the end of the coaching year. 6. Artifacts may be included to show changes made due to peer coaching suggestions.

Portfolio Portfolios are where professionals are required to examine their own practice in relation to the four domains, Planning and Preparation, Classroom Environment, Instruction, and Professionalism. Portfolios may be electronic or provided in a 3-ring binder. The portfolio must be organized with five distinct sections for each of the components selected. See the Level I Supervision Portfolio Guidelines and Rubric for ideas of items to include in a portfolio for each domain. Each binder must:

1. Be organized into five sections according to the five components included in the proposal. 2. Include evidence for each of the components. Evidence may include artifacts or a written summary of activities. 3. Include a one-page self-reflection for each of the five components.

10

Definition of Model

FOCUSED SUPERVISION Focused Supervision is a process of evaluation used for professional employees who have received an unsatisfactory rating on a formal observation or who have been rated as unsatisfactory as a result of a Differentiated Supervision Plan. Professionals will also be placed in Focused Supervision if they receive two Domain ratings of Needs Improvement and/or Failing. Members of the professional staff who are under Focused Supervision shall receive a copy of each completed report, and will be given an opportunity to respond to all ratings. The results of each evaluation will be reviewed with the staff member. When a tenured or non-tenured member of the professional staff enters into Focused Supervision, he/she will be assigned to work with a Professional Assistance Remediation (PAR) Team. An Improvement Plan will be developed that delineates the area(s) of deficiency, timeline, benchmarks for improvement, and expected level of satisfactory performance. The PAR Team, appointed by the Superintendent, will be composed of the building principal or assistant principal, district level administrator, supervisor and a peer to act as a coach. The peer is selected by the employee. The objective of this team will be to assist the staff member in correcting identified deficiencies. The team will work closely with the individual staff member to identify specific intervention strategies and develop an appropriate timeline for improvement. Members of the PAR team will meet regularly (as determined by the team) with the staff member to monitor progress, and if necessary, adjust the remediation plan.

Framework This model includes the four categories of the evaluation form: Planning and Preparation, Classroom Environment, Instructional Delivery and Professionalism recommended by the Pennsylvania Department of Education. If the teacher is not performing satisfactorily, he/she will be referred to the Focused Supervision. Walk-through and informal observations will be conducted. The rating instruments have been developed from information found in Charlotte Danielson’s book, Enhancing Professional Practice, A Framework for Teaching , and are dependent upon the experience level of the teacher. This instrument is designed to provide a summative evaluation.

Process Professionals in Focused Supervision will be observed as per the Improvement Plan. This process is

designed to provide feedback in specific areas of planning and preparation, classroom environment, instructional delivery, and professionalism. The ultimate goal is to move staff members from Focused Supervision to Formal Supervision or Instructional I Supervision. Walk-through and informal observations will be conducted. A teacher placed in Focused Supervision may not participate in Differentiated Supervision the following school year. A teacher who receives an unsatisfactory evaluation may not participate in Differentiated Supervision until two consecutive satisfactory evaluations are earned.

Eligibility Professional employees in this model demonstrate identified need(s) for improvement that cannot be addressed in other models.



1. Identify the professional staff who will be on Focused Supervision. 2. Identify the reason(s) the experienced staff member is placed in Focused Supervision and

remove the individual from Improvement Plan. (The intent of the program is to improve performance and to improve the individual’s techniques and/or teaching skills.)

3. Discuss with the superintendent and the other appropriate administrators, the process and observation sequence of the Improvement Plan. At least two different administrators must be

11

4. Establish timelines related to Improvement Plan. Unannounced observations, informal observations, and walk-through visits are encouraged.

5. Keep appropriate records, such as observation reports, approved forms, evaluation of plan, documentation, and comments relating to the professional criteria as stated in Board Policy.

6. Activate procedures for staff member dismissal for those with continued identified deficiency or for recommending no tenure for non-tenured persons.


1. Participate in a conference with the PAR Team to determine the focus of the Improvement Plan.

2. Comply with the terms of the Improvement Plan. 3. Have the responsibility of making the administrator and the PAR Team aware that quality

performance is occurring through documentation and self-designed reports.


Complete the Improvement Plan within the first two weeks after the employee receives an unsatisfactory evaluation or unsatisfactory observation.

12

Guidelines for Observation and Evaluation Observations

Observation procedures will align with the Pennsylvania Department of Education’s guidelines under Act 82.

Observation rubrics will align with Charlotte Danielson’s Enhancing Professional Practice: A Framework for Teaching (2011) 2nd Edition.

Observations will be conducted using: o Pre-observation conference to focus on Domain I o Observation to focus on Domains II and III o Self-Evaluation o Post-observation conference to focus on determining a final evaluation rating for Domains I, II, III, and IV

Non-teaching professionals and specialists will be phased into this supervision plan by following PDE guidelines and timelines. Until other resources are available from PDE, the rubrics in the previous Differentiated Supervision Plan will be used.

The observation form used will align with the Danielson Framework and may be in paper or electronic form.

Each domain will be assigned a rating of Distinguished, Proficient, Needs Improvement, or Failing. Ratings will be based on the observation or differentiated plan, which includes walkthrough observations.

Rating Tool (Replaces PDE 426 and PDE 428) This form will be used to obtain the final rating of the employee.

A professional employee will be provided with a rating for each of the four Domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. Each Domain will receive a rating of Distinguished, Proficient, Needs Improvement, or Failing. These ratings will be provided for teachers in the observation phase and the differentiated phase of the cycle. These ratings will be transferred to the Rating Tool and used to calculate an overall evaluation rating.

PDE’s rating tool will be used for all professional employees who have been approved to use this tool by PDE. This tool will integrate the teacher observation or differentiated plan with the building level score, teacher-specific data (when available), and elective data in the percentages required by PDE.

A professional who is rated as Distinguished or Proficient on the overall rating tool will be considered Satisfactory.

A professional who is rated as Failing on the overall rating tool will be considered Unsatisfactory.

A professional who is rated as Needs Improvement on the overall rating tool will be considered: o Satisfactory if this is the first needs improvement rating at TASD in the last ten (10) years. o Unsatisfactory if there was another needs improvement or failing rating at TASD within the last ten (10)

years.

A professional who is rated as Needs Improvement or Failing will be referred to Focused Supervision. In addition, any professional who receives two or more domain ratings of needs improvement and/or failing will be referred to Focused Supervision.

The rating tool may be used once or twice a year depending on the certification and experience of the professional.

Other Considerations

At the time of printing and approval of this plan, PDE had not released several of the components of its supervision guidelines. As these changes are released and phased into Pennsylvania’s guidelines for evaluation, they will also be integrated into this plan. PDE was also phasing in the new regulations for non-teaching staff. The non-teaching staff will be phased into the differentiated plan according to PDE guidelines.

Until PDE approves rubrics to be used with the specialist positions, TASD will continue to use the rubrics from our former Differentiated Supervision Plan that are taken from Danelson’s Framework.

PDE 427

PDE 427 will continue to be used for professionals who are ready to apply for Level II certification.

13

Guidelines for Observation and Evaluation (Continued)

Observation Domain Ratings The calculation of final ratings in each domain will be done using the following rationale.

If all components in a domain are rated the same, the entire domain receives that rating.

If all of the ratings in a domain are rated using two adjacent ratings, the final rating will be calculated using the rating that was used for half or more of the components.

When two non-adjacent ratings are used, they will “average” together to be the rating in the middle. In the event that a failing and a distinguished are used, they will average to be proficient.

Supervision Cycle District administrators will develop a cycle for supervision.

The cycle will consist of three phases. o Phase I: Formal Supervision (including traditional observation) o Phase II: Differentiated Supervision o Phase III: Differentiated Supervision

Professional staff will be placed into groups which will rotate through the phases in the cycle.

At any time, administration may change the group assigned to an employee for reasons that may include: o To keep approximately 1/3 of the staff in each group o To facilitate cooperative activities for Differentiated Supervision

If groups are changed, they must be done so in a way that ensures each employee is involved in Phase I (traditional observation) at least once in any three year span of time.

Administrators may move a professional staff member from the differentiated observation model to the formal observation model.

Any professional employee who was placed in Focused Supervision must spend at least one year in Formal Supervision before continuing on with any Differentiated Supervision plans.

1

APPENDIX: Forms

2

Professional Employee Notification of Supervision Model

Professional Employee: School Year: The Tulpehocken Area School District uses a supervision plan plan to continually improve learning and achievement. According to the plan approved by the Tulpehocken Area School District Board of Directors using guidelines provided by the Pennsylvania Department of Education, you are scheduled to be evaluated using the following Supervision Model: Structured Supervision Formal Supervision Focused Supervision ______ Differentiated Supervision Year 1 ______ Differentiated Supervision Year 2 If you are scheduled to be in the Differentiated Supervision Model, please return this form stating the type of self-directed plan you are choosing (this plan can change up until the final date of submission for approval).

________________________________________________________________________________________

Name:_______________________________________________ Building:________________________

I plan to participate in (check one please):

____ Action Research (Self) ____Action Research (with Peers)

____Peer Coaching ____Portfolio

3

TUPLEHOCKEN AREA SCHOOL DISTRICT PDE Observation/Data Collection Form

Teacher Name Date of Observation Subject/Class Class Time/Period Grade Level of Students Time Arrived Number of Students Present Time Departed Observer Topic Pre-Conference Date Post-Conference Date Domain 1: Planning and Preparation

F Failing

NI Needs

Improvement

P Proficient

D Distinguished

NR Not Rated

1a. Demonstrating Knowledge of Content and Pedagogy What is the content to be taught? What prerequisite learning is required?

1b. Demonstrating Knowledge of Students Characterize the class. How will you modify this lesson for groups or individual students?

1c. Selecting Instructional Outcomes What do you want students to learn during this lesson?

1d. Demonstrating Knowledge of Resources What resources were considered for this lesson and rejected? Why? What resources will be used? Why?

1e. Designing Coherent Instruction List very briefly the steps of the lesson.

1f. Designing Student Assessment How will you measure the goals articulated in 1c? What does success look like?

Domain 2: Classroom Environment

F Failing

NI Needs

Improvement

P Proficient

D Distinguished

NR Not Rated

2a. Creating a Climate of Respect and Rapport Teacher interaction with students. Student interactions with one another.

2b. Creating a Culture for Learning Importance of content. Expectations for learning and achievement. Student pride in work.

2c. Managing Classroom Procedures Management of instructional groups. Management of transitions. Management of materials and supplies. Performance of non-instructional duties. Supervision of volunteers and paraprofessionals

4

2d. Managing Student Behavior Expectations. Monitoring of student behavior. Response to student misbehavior.

2e. Organizing Physical Space Safety and accessibility. Arrangement of furniture and use of physical space.

Domain 3: Instruction

F Failing

NI Needs

Improvement

P Proficient

D Distinguished

NR Not Rated

3a. Communicating with Students Expectations for learning. Directions and procedures. Explanations of content. Use of oral and written language.

3b. Using Questioning and Discussion Techniques Quality of questions. Discussion techniques. Student participation.

3c. Engaging Students in Learning Activities and assignments. Grouping of students. Instructional materials and resources. Structure and pacing.

3d. Assessing Student Learning Assessment criteria. Monitoring of student learning. Feedback to students. Student self-assessment and monitoring of progress.

3e. Demonstrating Flexibility and Responsiveness Lesson adjustment. Response to students. Persistence.

Domain 4: Professionalism

F Failing

NI Needs

Improvement

P Proficient

D Distinguished

NR Not Rated

4a. Reflecting on Teaching What reflections caused you to design the lesson you did? After the lesson, state whether the objectives have been met, specifically by whom, and how you know.

4b. Maintaining Accurate Records How do you track student learning as it relates to this lesson?

4c. Communicating with Families What specifically have you learned by communicating with families that impacted your planning this lesson?

4d. Participating in a Professional Community In what ways is today’s lesson related to collaboration with colleagues?

4e. Growing and Developing Professionally What aspects of this lesson are the result of some recent professional learning?

5

4f. Showing Professionalism In what ways have you been an advocate for students that relate directly to this lesson?

Overall Domain Ratings Failing Needs Improvement Proficient Distinguished Planning and Preparation Classroom Environment Instruction Professional Responsibilities

Observation Summary Component Strengths of the Teacher’s Practice (List no more than two components.) Component Areas for Growth in the Teacher’s Practice (List no more than two components) Next Steps: We have conducted a conversation and rubric assessment on the above items.

Teacher’s signature: ____________________________ Date:

Administrator’s signature: ____________________________ Date:

6

Teacher Observation Rubrics for Tulpehocken Area School District Teacher Name: Self-Evaluation Administrator Evaluation

Domain 1: Planning and Preparation Component Failing Needs Improvement Proficient Distinguished

1a. Knowledge of Content and Pedagogy

In planning and practice, teacher makes content errors or does not correct errors made by students. Teacher’s plans and practice display little understanding of prerequisite relationships important to student’s learning of the content. Teacher displays little or no understanding of the range of pedagogical approaches suitable to student’s learning of the content.

Teacher is familiar with the important concepts in the discipline but displays lack of awareness of how these concepts relate to one another. Teacher’s plans and practice indicate some awareness of prerequisite relationships, although such knowledge may be inaccurate or incomplete. Teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.

Teacher displays solid knowledge of the important concepts in the discipline and the ways they relate to one another. Teacher’s plans and practice reflect accurate understanding of prerequisite relationships among topics and concepts. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline.

Teacher displays extensive knowledge of the important concepts in the discipline and the ways they relate both to one another and to other disciplines. Teacher’s plans and practice reflect understanding of prerequisite relationships among topics and concepts and provide a link to necessary cognitive structures needed by students to ensure understanding. Teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline, anticipating student misconceptions.

1b. Demonstrating Knowledge of

Students

Teacher demonstrates little or no understanding of how students learn and little knowledge of students’ backgrounds, cultures, skills, language proficiency, interests, and special needs and does not seek such understanding.

Teacher indicates the importance of understanding how students learn and the students’ backgrounds, cultures, skills, language proficiency, interests, and special needs, and attains this knowledge about the class as a whole.

Teacher does not understand child development characteristics and has unrealistic expectations for students. Teacher does not try to ascertain varied ability levels among students in the class. Teacher is not aware of student interests or cultural heritages. Teacher takes no responsibility to learn about students’ medical or learning disabilities.

Teacher cites developmental theory but does not seek to integrate it into lesson planning. Teacher is aware of the different ability levels in the class but tends to teach to the “whole group.” The teacher recognizes that children have different interests and cultural backgrounds but rarely draws on their contributions or differentiates materials to accommodate those differences. The teacher is aware of medical issues and learning disabilities with some students but does not seek to understand the implications of that knowledge.

1c. Setting

Instructional Outcomes

Outcomes represent low expectations for students and lack of rigor, and not all of them reflect important learning in the discipline. Outcomes are stated as activities rather than as student learning. Outcomes reflect only one type of learning and only one discipline or strand and are suitable for only some students.

Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but teacher has made no attempt at coordination or integration. Most of the outcomes are suitable for most of the students in the class in accordance with global assessments of student learning.

Most outcomes represent rigorous and important learning in the discipline. All the instructional outcomes are clear, are written in the form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination. Outcomes take into account the varying needs of groups of students.

All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students.

1d. Demonstrating Knowledge of

Resources

Teacher is unaware of school or district resources for classroom use, for the expansion of his or her own knowledge, or for students.

Teacher displays basic awareness of school or district resources available for classroom use, for the expansion of his or her own knowledge, and for students, but no knowledge of resources available more broadly.

Teacher displays awareness of resources—not only through the school and district but also through sources external to the school and on the Internet—available for classroom use, for the expansion of his or her own knowledge, and for students.

Teacher displays extensive knowledge of resources—not only through the school and district but also in the community, through professional organizations and universities, and on the Internet—for classroom use, for the expansion of his or her own knowledge, and for students.

7

Component Failing Needs Improvement Proficient Distinguished 1e.

Designing Coherent Instruction

The series of learning experiences is poorly aligned with the instructional outcomes and does not represent a coherent structure. The activities are not designed to engage students in active intellectual activity and have unrealistic time allocations. Instructional groups do not support the instructional outcomes and offer no variety.

Some of the learning activities and materials are suitable to the instructional outcomes and represent a moderate cognitive challenge but with no differentiation for different students. Instructional groups partially support the instructional outcomes, with an effort by the teacher at providing some variety. The lesson or unit has a recognizable structure; the progression of activities is uneven, with most time allocations reasonable.

Teacher coordinates knowledge of content, of students, and of resources, to design a series of learning experiences aligned to instructional outcomes and suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students. The lesson or unit has a clear structure, with appropriate and varied use of instructional groups.

Plans represent the coordination of in-depth content knowledge, understanding of different students’ needs, and available resources (including technology), resulting in a series of learning activities designed to engage students in high-level cognitive activity. Learning activities are differentiated appropriately for individual learners. Instructional groups are varied appropriately with some opportunity for student choice. The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs.

1f. Designing Student

Assessments

Assessment procedures are not congruent with instructional outcomes; the proposed approach contains no criteria or standards. Teacher has no plan to incorporate formative assessment in the lesson or unit nor any plan to use assessment results in designing future instruction.

Some of the instructional outcomes are assessed through the proposed approach, but others are not. Assessment criteria and standards have been developed, but they are not clear. Approach to the use of formative assessment is rudimentary, including only some of the instructional outcomes. Teacher intends to use assessment results to plan for future instruction for the class as a whole.

Teacher’s plan for student assessment is aligned with the instructional outcomes; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. Teacher has a well-developed strategy for using formative assessment and has designed particular approaches to be used. Teacher intends to use assessment results to plan for future instruction for groups of students.

Teacher’s plan for student assessment is fully aligned with the instructional outcomes and has clear criteria and standards that show evidence of student contribution to their development. Assessment methodologies have been adapted for individual students, as needed. The approach to using formative assessment is well designed and includes student as well as teacher use of the assessment information. Teacher intends to use assessment results to plan future instruction for individual students.

Domain II: Classroom Environment Component Failing Needs Improvement Proficient Distinguished

2a. Creating an Environment of Respect

and Rapport

Patterns of classroom interactions, both between the teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels. Interactions are characterized by sarcasm, put-downs, or conflict. Teacher does not deal with disrespectful behavior.

Patterns of classroom interactions, both between the teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. Teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages of the students. Students exhibit respect for the teacher. Inter- actions among students are generally polite and respectful. Teacher responds successfully to disrespectful behavior among students. The net result of the interactions is polite and respectful, but impersonal.

Classroom interactions among the teacher and individual students are highly respectful, reflecting genuine warmth and caring and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civil interaction between all members of the class. The net result of interactions is that of connections with students as individuals.

8

Component Failing Needs Improvement Proficient Distinguished 2b.

Establishing a Culture for Learning

The classroom culture is characterized by a lack of teacher or student commitment to learning and/or little or no investment of student energy into the task at hand. Hard work is not expected or valued. Medium or low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students.

The classroom culture is characterized by little commitment to learning by teacher or students. The teacher appears to be only going through the motions, and students indicate that they are interested in completion of a task, rather than quality. The teacher conveys that student success is the result of natural ability rather than hard work; high expectations for learning are reserved for those students thought to have a natural aptitude for the subject.

The classroom culture is a cognitively busy place where learning is valued by all, with high expectations for learning being the norm for most students. The teacher conveys that with hard work students can be successful. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning and hard work.

The classroom culture is a cognitively vibrant place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations for learning by all students and insists on hard work. Students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or helping peers.

2c. Managing Classroom Procedures

Much instructional time is lost through inefficient classroom routines and procedures. There is little or no evidence that the teacher is managing instructional groups, transitions, and/or the handling of materials and supplies effectively. There is little evidence that students know or follow established routines.

Some instructional time is lost through only partially effective classroom routines and procedures. The teacher’s management of instructional groups, transitions, and/or the handling of materials and supplies is inconsistent, the result being some disruption of learning. With regular guidance and prompting, students follow established routines.

There is little loss of instructional time because of effective classroom routines and procedures. The teacher’s management of instructional groups and the handling of materials and supplies are consistently successful. With minimal guidance and prompting, students follow established classroom routines.

Instructional time is maximized because of efficient classroom routines and procedures. Students contribute to the management of instructional groups, transitions, and the handling of materials and supplies. Routines are well understood and may be initiated by students.

2d. Managing Student Behavior

There appear to be no established standards of conduct and little or no teacher monitoring of student behavior. Students challenge the standards of conduct. Response to students’ misbehavior is repressive or disrespectful of student dignity.

Standards of conduct appear to have been established, but their implementation is inconsistent. Teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior. There is inconsistent implementation of the standards of conduct.

Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to student misbehavior is consistent, proportionate, respectful to students, and effective.

Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and that of other students against standards of conduct. Teachers’ monitoring of student behavior is subtle and preventive. Teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.

2e. Organizing

Physical Space

The physical environment is unsafe, or many students don’t have access to learning resources. There is poor coordination between the lesson activities and the arrangement of furniture and resources, including computer technology.

The classroom is safe, and essential learning is accessible to most students. The teacher’s use of physical resources, including computer technology, is moderately effective. Teacher makes some attempt to modify the physical arrangement to suit learning activities, with partial success.

The classroom is safe, and learning is accessible to all students; teacher ensures that the physical arrangement is appropriate to the learning activities. Teacher makes effective use of physical resources, including computer technology.

The classroom is safe, and learning is accessible to all students, including those with special needs. Teacher makes effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning.

Domain III: Instruction Component Failing Needs Improvement Proficient Distinguished

3a. Communicating with Students

The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors. The teacher’s spoken or written language contains errors of grammar or syntax. The teacher’s vocabulary is inappropriate, vague, or used incorrectly, leaving students confused.

The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear; other portions are difficult to follow. The teacher’s explanation consists of a monologue, with no invitation to the students for intellectual engagement. Teacher’s spoken language is correct; how- ever, his or her vocabulary is limited, or not fully appropriate to the students’ ages or backgrounds.

The teacher clearly communicates instructional purpose of the lesson, including where it is situated within broader learning, and explains procedures and directions clearly. Teacher’s explanation of content is well scaffolded, clear and accurate, and connects with students’ knowledge and experience. During the explanation of content, the teacher invites student intellectual engagement. Teacher’s spoken and written language is clear and correct and uses vocabulary appropriate to the students’ ages and interests.

The teacher links the instructional purpose of the lesson to student interests; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through artful scaffolding and connecting with students’ interests. Students contribute to extending the content and help explain concepts to their classmates. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies.

3b. Questioning and

Discussion Techniques

Teacher’s questions are of low cognitive challenge, require single correct responses, and are asked in rapid succession. Interaction between teacher and students is predominantly recitation style, with the teacher mediating all questions and answers. A few students dominate the discussion.

Teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to frame some questions designed to promote student thinking and understanding, but only a few students are involved. Teacher attempts to engage all students in the discussion and to encourage them to respond to one another, but with uneven results.

Although the teacher may use some low-level questions, he or she asks the students questions designed to promote thinking and understanding. Teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when appropriate. Teacher successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

Teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

3c. Engaging

Students in Learning

The learning tasks and activities, materials, resources, instructional groups and technology are poorly aligned with the instructional outcomes or require only rote responses. The pace of the lesson is too slow or too rushed. Few students are intellectually engaged or interested.

The learning tasks and activities are partially aligned with the instructional outcomes but require only minimal thinking by students, allowing most to be passive or merely compliant. The pacing of the lesson may not provide students the time needed to be intellectually engaged.

The learning tasks and activities are aligned with the instructional outcomes and designed to challenge student thinking, the result being that most students display active intellectual engagement with important and challenging content and are supported in that engagement by teacher scaffolding. The pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.

Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and suitable scaffolding by the teacher and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry and of student contribution to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another.

10

Component Failing Needs Improvement Proficient Distinguished 3d.

Using Assessment in

Instruction

There is little or no assessment or monitoring of student learning; feedback is absent or of poor quality. Students do not appear to be aware of the assessment criteria and do not engage in self-assessment.

Assessment is used sporadically by teacher and/or students to support instruction through some monitoring of progress in learning. Feedback to students is general, students appear to be only partially aware of the assessment criteria used to evaluate their work, and few assess their own work. Questions, prompts, and assessments are rarely used to diagnose evidence of learning

Assessment is used regularly by teacher and/or students during the lesson through monitoring of learning progress and results in accurate, specific feedback that advances learning. Students appear to be aware of the assessment criteria; some of them engage in self-assessment. Questions, prompts, assessments are used to diagnose evidence of learning.

Assessment is fully integrated into instruction through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Students self-assess and monitor their progress. A variety of feedback, from both their teacher and their peers, is accurate, specific, and advances learning. Questions, prompts, assessments are used regularly to diagnose evidence of learning by individual students.

3e. Demonstrating Flexibility and

Responsiveness

Teacher adheres to the instruction plan in spite of evidence of poor student understanding or lack of interest. Teacher ignores student questions; when students experience difficulty, the teacher blames the students or their home environment.

Teacher attempts to modify the lesson when needed and to respond to student questions and interests, with moderate success. Teacher accepts responsibility for student success but has only a limited repertoire of strategies to draw upon.

Teacher promotes the successful learning of all students, making minor adjustments as needed to instruction plans and accommodating student questions, needs, and interests. Drawing on a broad repertoire of strategies, the teacher persists in seeking approaches for students who have difficulty learning.

Teacher seizes an opportunity to enhance learning, building on a spontaneous event or student interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Teacher persists in seeking effective approaches for students who need help, using an extensive repertoire of instructional strategies and soliciting additional resources from the school or community.

Domain IV: Professional Responsibilities Component Failing Needs Improvement Proficient Distinguished

4a. Reflecting on

Teaching

Teacher does not know whether a lesson was effective or achieved its instructional outcomes, or he/she profoundly misjudges the success of a lesson. Teacher has no suggestions for how a lesson could be improved.

Teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. Teacher makes general suggestions about how a lesson could be improved.

Teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. Teacher makes a few specific suggestions of what could be tried another time the lesson is taught.

Teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing on an extensive repertoire of skills, teacher offers specific alternative actions, complete with the probable success of different courses of action.

4b. Maintaining

Accurate Records

Teacher’s system for maintaining information on student completion of assignments and student progress in learning is nonexistent or in disarray. Teacher’s records for non-instructional activities are in disarray, resulting in errors and confusion.

Teacher’s system for maintaining information on student completion of assignments and student progress in learning is rudimentary and only partially effective. Teacher’s records for non-instructional activities are adequate but require frequent monitoring to avoid errors.

Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective.

Teacher’s system for maintaining information on student completion of assignments, student progress in learning, and non-instructional records is fully effective. Students contribute information and participate in maintaining the records.

11

Component Failing Needs Improvement Proficient Distinguished 4c.

Communicating with Families

Teacher communication with families— about the instructional program, about individual students—is sporadic or culturally inappropriate. Teacher makes no attempt to engage families in the instructional program.

Teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. Communications are one-way and not always appropriate to the cultural norms of those families.

Teacher communicates frequently with families about the instructional program and conveys information about individual student progress. Teacher makes some attempts to engage families in the instructional program. Information to families is conveyed in a culturally appropriate manner.

Teacher’s communication with families is frequent and sensitive to cultural traditions, with students contributing to the communication. Response to family concerns is handled with professional and cultural sensitivity. Teacher’s efforts to engage families in the instructional program are frequent and successful.

4d. Participating in a Professional

Community

Teacher’s relationships with colleagues are negative or self-serving. Teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. Teacher avoids becoming involved in school events or school and district projects.

Teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. Teacher becomes involved in the school’s culture of professional inquiry when invited to do so. Teacher participates in school events and school and district projects when specifically asked to do so.

Teacher’s relationships with colleagues are characterized by mutual support and cooperation; teacher actively participates in a culture of professional inquiry. Teacher volunteers to participate in school events and in school and district projects, making a substantial contribution.

Teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. Teacher takes a leadership role in promoting a culture of professional inquiry. Teacher volunteers to participate in school events and district projects making a substantial contribution, and assuming a leadership role in at least one aspect of school or district life.

4e. Growing and Developing

Professionally

Teacher engages in no professional development activities to enhance knowledge or skill. Teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. Teacher makes no effort to share knowledge with others or to assume professional responsibilities.

Teacher participates in professional activities to a limited extent when they are convenient. Teacher accepts, with some reluctance, feedback on teaching performance from both supervisors and colleagues. Teacher finds limited ways to contribute to the profession.

Teacher seeks out opportunities for professional development to enhance content knowledge and pedagogical skill. Teacher welcomes feedback from colleagues—either when made by supervisors or when opportunities arise through professional collaboration. Teacher participates actively in assisting other educators.

Teacher seeks out opportunities for professional development and makes a systematic effort to conduct action research. Teacher seeks out feedback on teaching from both supervisors and colleagues. Teacher initiates important activities to contribute to the profession.

4f. Showing

Professionalism

Teacher displays dishonesty in interactions with colleagues, students, and the public. Teacher is not alert to students’ needs and contributes to school practices that result in some students’ being ill served by the school. Teacher makes decisions and recommendations based on self-serving interests. Teacher does not comply with school and district regulations.

Teacher is honest in interactions with colleagues, students, and the public. Teacher attempts, though inconsistently, to serve students. Teacher does not knowingly contribute to some students’ being ill served by the school. Teacher’s decisions and recommendations are based on limited but genuinely professional considerations. Teacher complies minimally with school and district regulations, doing just enough to get by.

Teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. Teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. Teacher maintains an open mind in team or departmental decision making. Teacher complies fully with school and district regulations.

Teacher takes a leadership role with colleagues and can be counted on to hold to the highest standards of honesty, integrity, and confidentiality. Teacher is highly proactive in serving students, seeking out resources when needed. Teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally under- served, are honored in the school. Teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. Teacher complies fully with school and district regulations, taking a leadership role with colleagues.

Action Research Proposal Differentiated Supervision

Tulpehocken Area School District Name: Building: School Year: Assignment: Describe the Action Research: Please check one:

Self-Directed Team-Focused List Team Members What type of research will be used to support the changes being made to teaching and learning? (Please note: Professional development and graduate course activities must be approved in advance and are not guaranteed to be approved solely based on this differentiated proposal).

Professional Development District Committee Participation Department/Grade Level Activities Research Review Graduate Course(s) Other, please describe:

Please elaborate on the boxes checked above: Please check the domains which align with the action research.*

Planning and Preparation Instruction Classroom Environment Professional Responsibilities

Please describe how the research aligns with each domain checked above. What changes do you hope to make as a result of the research? What evidence will you collect to document your progress? How will you determine if the change you made had an impact on teaching and learning? *Walkthrough observations will also be used to determine a final evaluation rating for each of the four domains. Professional Employee Signature____________________________________ Date ______________________ Administrator Approval ______________________________________________ Date______________________

13

Peer Coaching Proposal Differentiated Supervision

Tulpehocken Area School District Name: Building: School Year: Assignment: List all of the peers involved in this peer coaching activity. A minimum of 3 classroom visitations of each team member must be conducted. Please provide a timeline for others to visit your classroom and a timeline for them to provide corresponding feedback.

Classroom Visitation Timeline Peer Feedback Timeline Peer(s) 1. 2. 3.

List 3-4 components from the Danielson Framework that will be the focus of your own professional growth during this year. These must be shared with your peer coaching team prior to the first peer visitation (use your last observation to identify areas for growth).

Component Number/Letter

Component Description

Example: 2b Example: Establishing a Culture for Learning

Peer coaching activities should focus specifically on the components above and generally on all four of the domains. Danielson’s Framework Rubrics should be used by the peer coaches to help provide feedback and facilitate discussions about teaching and learning. Feedback about the coaching visitations is to be shared only with the peers involved in this activity and not with administration or other professional staff.* Please describe your goals as related to these 3-4 areas. *Walkthrough observations will also be used to determine a final evaluation rating for each of the four domains. Professional Employee Signature____________________________________ Date ______________________ Administrator Approval ______________________________________________ Date______________________

14

Portfolio Proposal Differentiated Supervision

Tulpehocken Area School District Name: Building: School Year: Assignment: Artifacts must be collected for 5 of the 22 components. Please select 5 components that will be the main focus of growth this year (use your last observation to identify areas for growth).

Component Number/Letter

Component Description

Example: 2b Example: Establishing a Culture for Learning

Please describe your goals as related to these five areas. Please describe the artifacts that you will collect to document growth in these five areas. Refer to the Structured Supervision Portfolio Guidelines and Rubric for suggested artifacts.* *Walkthrough observations will also be used to determine a final evaluation rating for each of the four domains. Professional Employee Signature____________________________________ Date ______________________ Administrator Approval ______________________________________________ Date______________________

15

Progress Report Differentiated Supervision

Tulpehocken Area School District (Completed mid-year and end-of-year)

Name: Building: School Year: Assignment: Please check the type of differentiated project: Action Research Peer Coaching Portfolio

Type of Report: Mid-Year End-of-year

Please describe the progress you have made on your Differentiated Supervision project during this semester. Date of Review Meeting: ______________ Administrator Comments from Review Meeting: Professional Employee Signature____________________________________ Date ______________________ Administrator Signature ______________________________________________ Date______________________

16

End-of-year Review Differentiated Supervision


Name: Building: School Year: Assignment: Administrator Comments: Final Domain Ratings (based on the Differentiated Supervision Plan and walkthrough observations). Failing Needs Improvement Proficient Distinguished Planning and Preparation Classroom Environment Instruction Professional Responsibilities Professional Employee Signature____________________________________ Date ______________________ Administrator Signature ______________________________________________ Date______________________

17

Guiding Questions for Mid-Year and End-of-year Review Differentiated Supervision

Tulpehocken Area School District These questions are designed for two purposes:

To help professional staff to prepare for the mid-year and end-of-year meetings with administration

To help administration by guiding the questioning during the mid-year and end-of-year meetings with faculty Action Research:

1. What have you learned or had reaffirmed about teaching and learning as a result of the research (professional development, committee involvement, etc.)?

2. Explain any changes you have made in your current practice as a result of this research. 3. How have these changes impacted student learning? Motivation? Relationships? Engagement? Etc.? 4. What evidence did you collect to track the impact of this research on teaching and learning?

Peer Coaching:

1. What have you learned or had reaffirmed about teaching and learning as a result of the peer coaching activities? 2. Describe changes you made as a result of feedback you received from one of your peers. 3. Did you meet your goals described in your proposal? If not, what changes would be necessary to meet those

goals? 4. Provide a list of dates when the classroom visitations and feedback discussions took place.

Portfolio:

1. What have you learned or had reaffirmed about teaching and learning as a result of reflecting on the five components this year?

2. Describe any changes you have made this year, or plan to make for next year as a result of your reflections on the five components.

3. Did you meet your goals described in your proposal? If not, what changes would be necessary to meet those goals?

4. Be prepared to discuss each artifact and its relevance to each of the five components.

18

TASD OBSERVATION FORM

Librarian: Librarian Assignment(s): School: School Year: Conference Date: Administrator/Principal: This form is to serve as a record of an administrator’s evaluation of a librarian’s performance during a specific time period based on specific criteria as defined in Charlotte Danielson’s Enhancing Professional Practice (2011). Please refer to the TASD Observation Form Rubric for more information on the criteria.

Signature of Evaluator:

Date:

Signature of Librarian:

Date:

Specific Criteria Rating Key:

D Distinguished P Proficient B Basic U Unsatisfactory Category I: Planning and Preparation – Through their knowledge of content and pedagogy skills in planning and preparation, librarians make plans and set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology. D

P

B

U

N/A

Specific Criteria Librarian:

a. Demonstrates knowledge of literature and current trends in library /media practice. b. Demonstrates knowledge of the school’s program. c. Establishes goals. d. Demonstrates knowledge of resources. e. Plans library/media program integrated with school program. f. Develops plan to evaluate library/media program.

Category I Rating: Distinguished Proficient Basic Unsatisfactory

Justification for Evaluation: Librarian

19

Librarian: Category II: Classroom Environment – Librarians establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. Category II reviews: Librarian Interaction with Students, Establishment of an Environment for Learning, Student Interaction. D

P

B

U

N/A


a. Creates an environment of respect and rapport. b. Establishes a culture of learning. c. Manages library procedures. d. Manages student behavior. e. Organizes physical space.

Category II Rating: Distinguished Proficient Basic Unsatisfactory

Justification for Evaluation: Category III: Instructional Delivery – Through their knowledge of content and their pedagogy and skill in delivering instruction, librarians engage students in learning by using a variety of instructional strategies. Category III addresses: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness. D

P

B

U

N/A


a. Maintains and extends the library collection. b. Collaborates with teachers in the design of instructional units and lessons. c. Engages students in learning. d. Assists students and teachers in the use of technology in the library/media center. e. Demonstrates flexibility and responsiveness.

Category III Rating: Distinguished Proficient Basic Unsatisfactory

Justification for Evaluation: Librarian

20

Librarian: Category IV: Professionalism – Professionalism refers to those aspects of teaching that occur in and beyond the classroom/building. Category IV addresses: Adherence to School and District Procedures, Maintaining Accurate Records, Commitment to Professional Standards, Communicating with Families, and Demonstrating Professionalism. D

P

B

U

N/A


a. Reflects on practice. b. Prepares and submits reports and budgets. c. Communicates with the larger community. d. Participates in a professional community. e. Engages in professional development. f. Shows professionalism.

Category IV Rating: Distinguished Proficient Basic Unsatisfactory

Justification for Evaluation:

OBSERVATION SUMMARY Overall Rating: Distinguished Proficient Basic Unsatisfactory

Recommendations: Commendations: Librarian

22

24

25

26

27


Nurse: Nurse Assignment(s): School: School Year: Conference Date: Administrator/Principal: This form is to serve as a record of an administrator’s evaluation of a nurse’s performance during a specific time period based on specific criteria as defined in Charlotte Danielson’s Enhancing Professional Practice (2011). Please refer to the TASD Observation Form Rubric for more information on the criteria.


Date:

Signature of Nurse:

Date:


D Distinguished P Proficient B Basic U Unsatisfactory Category I: Planning and Preparation – Through their knowledge of content and pedagogy skills in planning and preparation, nurses make plans and set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology. D

P

B

U

N/A

Specific Criteria Nurse:

a. Demonstrates medical knowledge and skill in nursing techniques. b. Demonstrates knowledge of child and adolescent development. c. Establishes goals. d. Demonstrates knowledge of restrictions and resources. e. Plans nursing program integrated with the regular student program. f. Develops a plan to evaluate the nursing program.


Justification for Evaluation: Nurse

30

Nurse: Category II: Classroom Environment – Nurses establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. Category II reviews: Nurse Interaction with Students, Establishment of an Environment for Learning, Student Interaction. D

P

B

U

N/A


a. Creates an environment of respect and rapport. b. Establishes a culture of health and wellness. c. Follows health protocol and procedures. d. Supervises health associates. e. Organizes physical space.


Justification for Evaluation: Category III: Instructional Delivery – Through their knowledge of content and their pedagogy and skill in delivering instruction, nurses engage students in learning by using a variety of instructional strategies. Category III addresses: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness. D

P

B

U

N/A


a. Assesses student needs. b. Administers medications to students. c. Promotes wellness. d. Manages emergency situations. e. Demonstrates flexibility and responsiveness. f. Collaborates with teachers to develop educational programs.


Justification for Evaluation: Nurse

31

Nurse: Category IV: Professionalism – Professionalism refers to those aspects of teaching that occur in and beyond the classroom/building. Category IV addresses: Adherence to School and District Procedures, Maintaining Accurate Records, Commitment to Professional Standards, Communicating with Families, and Demonstrating Professionalism. D

P

B

U

N/A


a. Reflects on practice. b. Maintains health records. c. Communicates with families. d. Participates in the professional community. e. Engages in professional development. f. Shows professionalism.




Recommendations: Commendations: Nurse

33

36

37

38


Counselor: Counselor Assignment(s): School: School Year: Conference Date: Administrator/Principal: This form is to serve as a record of an administrator’s evaluation of a guidance counselor’s performance during a specific time period based on specific criteria as defined in Charlotte Danielson’s Enhancing Professional Practice (2011). Please refer to the TASD Observation Form Rubric for more information on the criteria.


Date:

Signature of Counselor:

Date:


D Distinguished P Proficient B Basic U Unsatisfactory Category I: Planning and Preparation – Through their knowledge of content and pedagogy skills in planning and preparation, guidance counselors make plans and set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology. D

P

B

U

N/A

Specific Criteria Counselor:

a. Demonstrates knowledge of counseling theory and techniques. b. Demonstrates knowledge of child and adolescent development. c. Establishes goals. d. Demonstrates knowledge of regulations and resources. e. Plans the counseling program. f. Develops plan to evaluate the counseling program.


Justification for Evaluation: Counselor

40

Counselor: Category II: Classroom Environment – School counselors establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. Category II reviews: School Counselor Interaction with Students, Establishment of an Environment for Learning, Student Interaction. D

P

B

U

N/A


a. Creates an environment of respect and rapport. b. Establishes a culture of learning. c. Manages routines and procedures. d. Manages student behavior. e. Organizes physical space.


Justification for Evaluation: Category III: Instructional Delivery – Through their knowledge of content and their pedagogy and skill in delivering instruction, school counselors engage students in learning by using a variety of instructional strategies. Category III addresses: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness. D

P

B

U

N/A


a. Assesses student needs. b. Assists students and teachers in the formulation of career plans. c. Uses counseling techniques in individual and classroom programs. d. Brokers resources to meet needs. e. Demonstrates flexibility and responsiveness.


Justification for Evaluation: Counselor

41

Counselor: Category IV: Professionalism – Professionalism refers to those aspects of teaching that occur in and beyond the classroom/building. Category IV addresses: Adherence to School and District Procedures, Maintaining Accurate Records, Commitment to Professional Standards, Communicating with Families, and Demonstrating Professionalism. D

P

B

U

N/A


a. Reflects on practice. b. Maintains records and submits them in a timely manner. c. Communicates with families. d. Participates in a professional community. e. Engages in professional development. f. Shows professionalism.




Recommendations: Commendations: Counselor

43

45

46

47

48

49


Psychologist: Psychologist

Assignment(s):

School: School Year: Conference Date: Administrator/Principal: This form is to serve as a record of an administrator’s evaluation of a school psychologist’s performance during a specific time period based on specific criteria as defined in Charlotte Danielson’s Enhancing Professional Practice (2011). Please refer to the TASD Observation Form Rubric for more information on the criteria.


Date:

Signature of Psychologist:

Date:


D Distinguished P Proficient B Basic U Unsatisfactory Category I: Planning and Preparation – Through their knowledge of content and pedagogy skills in planning and preparation, psychologists make plans and set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology. D

P

B

U

N/A

Specific Criteria Psychologist:

a. Demonstrates knowledge and skill in using psychological instruments. b. Demonstrates knowledge of child and adolescent development and psychopathology. c. Establishes goals. d. Demonstrates knowledge of regulations and resources. e. Plans psychology program. f. Develops a plan to evaluate the psychology program.


Justification for Evaluation: Psychologist

51

Psychologist Category II: Classroom Environment – School psychologists establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. Category II reviews: School Psychologist Interaction with Students, Establishment of an Environment for Learning, Student Interaction. D

P

B

U

N/A


a. Establishes rapport with students. b. Establishes a culture for positive mental health. c. Establishes and maintains clear procedures for referrals. d. Establishes standards of conduct in the testing center. e. Organizes physical space.


Justification for Evaluation: Category III: Instructional Delivery – Through their knowledge of content and their pedagogy and skill in delivering instruction, school psychologists engage students in learning by using a variety of instructional strategies. Category III addresses: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness. D

P

B

U

N/A


a. Responds to referrals. b. Evaluates student needs in compliance with NASP guidelines. c. Chairs evaluation team. d. Plans interventions . e. Maintains contact with physicians and community mental health service providers. f. Demonstrates flexibility and responsiveness.


Justification for Evaluation: Psychologist

52

Psychologist Category IV: Professionalism – Professionalism refers to those aspects of teaching that occur in and beyond the classroom/building. Category IV addresses: Adherence to School and District Procedures, Maintaining Accurate Records, Commitment to Professional Standards, Communicating with Families, and Demonstrating Professionalism. D

P

B

U

N/A


a. Reflects on practice. b. Communicates with families. c. Maintains accurate records. d. Participates in a professional community. e. Engages in professional development. f. Shows professionalism.




Recommendations: Commendations: Psychologist

54

56

57

58

59

60


Therapeutic Specialist:

Therapeutic Specialist Assignment(s):

School: School Year: Conference Date: Administrator/Principal: This form is to serve as a record of an administrator’s evaluation of a therapeutic specialist’s performance during a specific time period based on specific criteria as defined in Charlotte Danielson’s Enhancing Professional Practice (2011). Please refer to the TASD Observation Form Rubric for more information on the criteria.


Date:

Signature of Therapeutic Specialist:

Date:


D Distinguished P Proficient B Basic U Unsatisfactory Category I: Planning and Preparation – Through their knowledge of content and pedagogy skills in planning and preparation, therapeutic specialist make plans and set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology. D

P

B

U

N/A

Specific Criteria Therapeutic Specialist:

a. Demonstrates knowledge and skill in the specialist therapy area. b. Establishes goals for the therapy program. c. Demonstrates knowledge of regulations and guidelines. d. Demonstrates knowledge of resources. e. Plans the therapy program. f. Develops a plan to evaluate the therapy program.


Justification for Evaluation: Therapeutic Specialist

62


Category II: Classroom Environment – Therapeutic specialist establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. Category II reviews: Therapeutic Specialist Interaction with Students, Establishment of an Environment for Learning, Student Interaction. D

P

B

U

N/A


a. Establishes rapport with students. b. Organizes time effectively. c. Establishes and maintains clear procedures for referrals. d. Establishes standards of conduct in the treatment center. e. Organizes physical space.


Justification for Evaluation: Category III: Instructional Delivery – Through their knowledge of content and their pedagogy and skill in delivering instruction, therapeutic specialist engage students in learning by using a variety of instructional strategies. Category III addresses: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness. D

P

B

U

N/A


a. Responds to referrals and evaluates student needs. b. Develops and implements treatment plans. c. Communicates with families. d. Collects information and writes reports. e. Demonstrates flexibility and responsiveness.


Justification for Evaluation: Therapeutic Specialist

63


Category IV: Professionalism – Professionalism refers to those aspects of teaching that occur in and beyond the classroom/building. Category IV addresses: Adherence to School and District Procedures, Maintaining Accurate Records, Commitment to Professional Standards, Communicating with Families, and Demonstrating Professionalism. D

P

B

U

N/A


a. Reflects on practice. b. Collaborates with teachers and administrators. c. Manages an effective data-management system. d. Participates in a professional community. e. Engages in professional development. f. Shows professionalism.




Recommendations: Commendations: Therapeutic Specialist

65

67

68

69

70

71


Instructional Specialist:

Instructional Specialist Assignment(s):

School: School Year: Conference Date: Administrator/Principal: This form is to serve as a record of an administrator’s evaluation of a instructional specialist’s performance during a specific time period based on specific criteria as defined in Charlotte Danielson’s Enhancing Professional Practice (2011). Please refer to the TASD Observation Form Rubric for more information on the criteria.


Date:

Signature of Instructional Specialist:

Date:


D Distinguished P Proficient B Basic U Unsatisfactory Category I: Planning and Preparation – Through their knowledge of content and pedagogy skills in planning and preparation, instructional specialists make plans and set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology. D

P

B

U

N/A

Specific Criteria Instructional Specialist:

a. Demonstrates knowledge of current trends. b. Demonstrates knowledge of the school’s program. c. Establishes goals for the instructional support program. d. Demonstrates knowledge of resources. e. Plans the instructional support program. f. Develops a plan to evaluate the instructional support program.


Justification for Evaluation: Instructional Specialist

73


Category II: Classroom Environment – Instructional specialists establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and by setting clear expectations for student behavior. Category II reviews: Instructional Specialist Interaction with Students, Establishment of an Environment for Learning, Student Interaction. D

P

B

U

N/A


a. Creates an environment of trust and respect. b. Establishes a culture for ongoing instructional improvement. c. Establishes clear procedures for teachers to gain access to instructional support. d. Establishes and maintains norms of behavior. e. Organizes physical space.


Justification for Evaluation: Category III: Instructional Delivery – Through their knowledge of content and their pedagogy and skill in delivering instruction, instructional specialist engage students in learning by using a variety of instructional strategies. Category III addresses: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness. D

P

B

U

N/A


a. Collaborates with teachers in the design of instructional units and lessons. b. Engages teachers in learning new instructional skills c. Shares expertise with staff. d. Locates resources for teachers. e. Demonstrates flexibility and responsiveness.


Justification for Evaluation: Instructional Specialist

74


Category IV: Professionalism – Professionalism refers to those aspects of teaching that occur in and beyond the classroom/building. Category IV addresses: Adherence to School and District Procedures, Maintaining Accurate Records, Commitment to Professional Standards, Communicating with Families, and Demonstrating Professionalism. D

P

B

U

N/A


a. Reflects on practice. b. Prepares and submits budgets and reports. c. Coordinates work with other instructional specialists. d. Participates in a professional community. e. Engages in professional development. f. Shows professionalism.




Recommendations: Commendations: Instructional Specialist

77

80

81

82


27 Rehrersburg Rd. Bethel, PA 19507

717-933-4611

TASD-1 Focused Supervision Professional Employee Improvement Plan For: Date:

1. Statement of the problem (s)

2. Specific Objectives and Target Dates for Improvement, with Strategies for meeting the Objectives

3. Procedures and/or Resources for Achieving Objectives

4. Employee Input and Self-Identification of Needs

5. Specific Timelines A minimum of ____ formal observation(s) will occur during the week(s) of ___________. A minimum of ____informal observation(s) will occur during the week(s) of___________. A minimum of ____walkthrough observation(s) will occur during the week(s) of_______. The Professional Assistance Remediation (PAR) Team will reconvene on _______ to discuss any necessary modifications to the improvement plan or to terminate the plan.

This Improvement Plan was presented to me by on . Professional Employee Signature Program Monitoring Dates Initials Initials Initials Initials Completion Date: Successfully Completed On: Supervisor Professional Employee TASD-1

84

TASD – 1 Log

Assistance Team Log of Activities Professional Employee: Date of Meeting: Persons Present: Summary of Meeting: Recommendation: Next Meeting:

TASD-1

85

Tulpehocken Area School District 27 Rehrersburg Rd.

Bethel, PA 19507

717-933-4611

Focused Supervision Informal Observation Form

TASD-2 Name: Date: Category I: Planning and Preparation Narrative Category II: Classroom Environment Narrative Category III: Instructional Delivery Narrative Category IV: Professionalism Narrative Observer’s Signature Teacher’s Signature

TASD-2

86

Commonwealth of Pennsylvania DEPARTMENT OF EDUCATION

333 Market St., Harrisburg, PA 17126-0333

INSTRUCTIONAL I TO INSTRUCTIONAL II ASSESSMENT FORM

Applicant’s Last Name First Middle Positions(s) of Employee

District/IU School Evaluator Interview/Conference Date Directions: This form is used after having reviewed 6 satisfactory semi-annual employee evaluations of the teacher’s performance. All categories in this form must be assessed as well as all sources of evidence provided by the teacher. The evaluator should bear in mind the aspects of teaching for each category and refer to the rubric language. If applicable, record commendations. Finally, assign an overall assessment, sign the form and gain Superintendent’s review and signature. This form MUST BE included as part of the Instructional II application submitted to the Pa. Dept. of Education.

Category I: Planning/Preparation--Through their knowledge of content and pedagogy skills in planning and preparation, teachers make plans and set goals based on the content to be learned, their knowledge of students and their instructional context. Category I reviews: Knowledge of Content and Pedagogy, Knowledge of Pennsylvania Academic Standards, Knowledge of Students, Selecting Instructional Goals, Designing Coherent Instruction, Assessing Student Learning, Knowledge of Resources, Materials and Technology. Teacher’s performance demonstrates: o In-depth and thorough knowledge of content and pedagogy o In-depth and thorough knowledge of Pennsylvania’s Academic Standards o In-depth and thorough knowledge of students and how to use this knowledge to direct and guide instruction o Clear and appropriate instructional goals that reflect content standards and high expectations for students o Thorough awareness of resources, materials, and technology available through the school or district or professional organizations o Appropriate and coherent instructional design in which plans for all elements are completely aligned with the instructional goals, have a clear

sequence, and include adaptations for individual student needs o Perceptive reflection on teaching and learning and use of such in future instruction planning o Appropriate and clear assessments of student learning completely aligned to the instructional goals, and adapted as required for student needs. Sources of Evidence (Check all that apply and include dates, types/titles and number)

Lesson/Unit Plans See Attachment 427 A Teacher Conferences/Interviews See Attachment 427 A Resources/Material/Technology See Attachment 427 A Classroom Observations See Attachment 427 A Assessment Materials See Attachment 427 A Teacher Resource Documents See Attachment 427 A Information About Students See Attachment 427 A Other See Attachment 427 A

Assessment of Category I Factors (Discussion)

PDE 427

87



Category II: Classroom Environment --Teachers establish and maintain a purposeful and equitable environment for learning, in which students feel safe, valued, and respected by instituting routines and setting clear expectations for student behavior. Category II reviews: Teacher Interaction with Students, Establishment of a Learning Environment, Student Interaction. Teacher’s performance demonstrates: o High and clear expectations for student achievement in a challenging and dynamic learning environment, with value placed

on high quality student work

o Significant attention to equitable learning opportunities for students o Appropriate and highly respectful interactions between teacher and students and among students o Highly effective classroom routines and procedures resulting in effective use of instructional time o Clear standards of conduct and highly effective and preventive management of student behavior o Safe and skillful organization of physical space, to the extent it is under the control of the teacher, that provides

accessibility to learning and to the use of resources, materials, and technology.

Sources of Evidence (Check all that apply and include dates, types/titles, and number)

Classroom Observations See Attachment 427 A Visual Technology See Attachment 427 A Walk-through

Observations/Visits See Attachment 427 A Resources/Materials/Technology/Space See Attachment 427 A

Teacher Conferences/Interviews

See Attachment 427 A Other See Attachment 427 A

Assessment of Category II Factors (Discussion)

Category III: Instructional Delivery --Teachers, through their knowledge of content and their skill in delivering instruction, engage students in learning by using a variety of instructional strategies. Category III reviews: Communications, Questioning and Discussion Techniques, Engaging Students in Learning, Providing Feedback, Demonstrating Flexibility and Responsiveness. Teacher’s performance demonstrates: o Clear and appropriate communication of procedures and high-quality explanations of the content o Highly effective use of different levels of questioning and discussion strategies that encourage most, if not all,

students to participate o High-level engagement of students in learning and appropriate pacing of instruction o Equitable, accurate, and constructive feedback to students on their learning o Informed and appropriate use of formal and walk-through assessments to meet learning goals and to monitor student

learning o High degree of flexibility and responsiveness in meeting the learning needs of students.

Sources of Evidence (Check all that apply and include dates, types/titles, or number)

Classroom Observations See Attachment 427 A Student Assignment Worksheets See Attachment 427 A Walk-through Observations/Visits See Attachment 427 A Student Work See Attachment 427 A Assessment Materials See Attachment 427 A Instructional

Resources/Materials/Technology See Attachment 427 A

Teacher Conferences/Interviews See Attachment 427 A Other See Attachment 427 A

Assessment of Category III Factors (Discussion)

88



Category IV: Professionalism--Professionalism is demonstrated through qualities that characterize a professional person in aspects occurring in and beyond the classroom/building. Category IV reviews: Maintaining Clear and Accurate Records, Communication with Families and Students, Contributing to School and District, Developing Professionalism. Teacher’s performance demonstrates: o Full adherence to school and district procedures and regulations related to attendance, punctuality, and the like. o Full knowledge of Professional Code of Conduct and full commitment to professional standards o Full and active compliance with school and district requirements for maintaining accurate and complete records and

communicating with families regarding student needs/improvement o Frequent participation in school and district professional development events/opportunities, consistent application of new

learning in the classroom and sharing of learning with colleagues

Sources of Evidence (Check all that apply and include dates, types/titles, and number)

Teacher Conferences/Interviews

See Attachment 427 A Progress Reports/Report Cards See Attachment 427 A

Observations/Visual Technology

See Attachment 427 A Parent/School/Community Feedback

See Attachment 427 A

Artifacts/Interaction with Family

See Attachment 427 A Artifacts: Professional Development/Act 48 Documentation


Student Records/Grade Book See Attachment 427 A Perceptive Use of Teaching/Learning Reflections


Other See Attachment 427 A

Assessment of Category IV Factors (Discussion)

89



Teacher’s Name Social Security Number I certify that the before named applicant for the period beginning and ending has received an overall assessment that is: (month/day/year) (month/day/year) SATISFACTORY UNSATISFACTORY

Signature of Principal/Assistant Principal (Assessor) Date

Signature of District Superintendent or I. U. Executive Director

Date

Overall Justification for Assessment

Commendations (optional)

NOTE: Only page 4 is returned to the Pa. Dept. of Education as a part of the application for a Level II certificate. PDE-427 Copies: Teacher Principal Personnel File (original)

Name of Applicant Signature of Applicant Date

90