Professional Employee Supervision Plan · PDF filePROFESSIONAL EMPLOYEE SUPERVISION ... • Instructional Delivery/Implementing ... Include measurable learning objectives that are

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BELLEFONTE AREA SCHOOL DISTRICT PROFESSIONAL EMPLOYEE SUPERVISION/EVALUATION PLAN

August 2008 Revision

INTRODUCTION

Effective supervisory plans regard professional employees as unique individuals with varying professional needs and skill levels. Bellefonte Area School District aspires to provide professional employees with continuous and career-long growth opportunities that take the varied needs of its staff into consideration by encouraging goal setting, reflection, inquiry, and risk-taking.

In 2002, the Bellefonte Area School District developed a supervision plan focused on the implementation of exemplary supervisory practices identified by the Pennsylvania Association of Supervision and Curriculum Development (PASCD) and the work of Danielson and McGreal (2000). The plan was revised in 2004 and then again in 2006. The 2008 revision provides a framework for professional growth with a greater focus on increasing student achievement through the effective implementation of exemplary supervisory practices identified by Nolan and Hoover in Teacher Supervision and Evaluation: Theory into Practice (2008).

PROGRAM GOALS

The ultimate goal of the Bellefonte Area School District Professional Employee Supervision/Evaluation

Plan is to provide a framework to support the development of professional employee skills and knowledge that will result in increased achievement for all students. The district’s vision includes developing a learning community where all educators employ effective “best” practices and nurture a culture conducive to student learning and continuous professional growth.

BASD’s Supervision/Evaluation Plan was developed to align with the Pennsylvania Department of Education’s requirements for evaluation of professional educators. The Core Teaching Competencies, the professional growth focus areas, the Proficiency Attainment mode, the Focused Assistance mode, and the Corrective Assistance mode all align with the four evaluation categories described in PDE’s evaluation forms (PDE 426, PDE 427, and PDE 428).

In addition to the District’s supervision/evaluation plan, summer workshops, in-service programs, graduate courses, conferences, extended Tuesdays, and induction and mentoring programs all contribute to the professional growth of district employees. These opportunities enable professional employees to comply with the requirements of Act 48 of 1999 to maintain professional certification.

DIFFERENTIATED SUPERVISION

The Bellefonte Area School District Supervision/Evaluation plan includes four professional growth areas which focus on the attainment of core competencies:

• Planning and Preparation for Standards-Aligned Instruction Competencies • Classroom Environment/Classroom Management Competencies • Instructional Delivery/Implementing Standards-Aligned Instruction Competencies • Professionalism Competencies

The plan also includes three modes which focus on the development and demonstration of proficient skills and content-area knowledge:

• Proficiency Attainment Mode for non-tenured professional employees • Focused Assistance Mode for tenured professional employees • Corrective Assistance Mode for tenured or non-tenured professional employees

The Professional Growth Portfolio developed by each tenured professional employee should provide evidence of an employee’s professional growth throughout a school year and the impact of professional development on student achievement. The Proficiency Attainment Portfolio developed by non-tenured professional employees should provide evidence of an employee’s proficiency in all areas of the Core Teaching Competencies.

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CORE TEACHING COMPETENCIES SUPERVISION CYCLE

FOR TENURED PROFESSIONAL INSTRUCTIONAL EMPLOYEES

The district’s supervision/evaluation plan provides opportunities for individuals to grow professionally

through participation in a cycle of differentiated supervision that can be tailored to meet the unique needs of each professional staff member. All professional educators are encouraged to grow professionally throughout their careers in all areas described by the Core Teaching Competencies. The district must ask professional educators to set professional development goals in an assigned category each year to adhere to Pennsylvania Department of Education (PDE) evaluation requirements.

Tenured professional employees with satisfactory ratings are required to participate in the Core Teaching Competencies Supervision Cycle as illustrated below. The model is based on a four-year cycle with tenured instructional professional employees taking part in a different professional growth focus area each year. A tenured professional employee in his or her first year with the Bellefonte Area School District will be assigned to Instructional Delivery/Implementing Standards-Aligned Instruction (Category III) competencies. Tenured non-instructional employees (e.g. nurses, guidance counselors, psychologists) will be assigned to professional growth focus areas as described in their respective core competencies document (e.g. Core Competencies for Guidance Counselors, Core Competencies for School Nurses, and Core Competencies for School Psychologists).

Core Teaching Competencies Supervision Cycle

Each focus area of the Core Teaching Competencies Supervision Cycle requires the professional employee to establish goals in order to enhance his or her professional practices in the areas identified in the Core Teaching Competencies and to compile a Professional Growth Portfolio to document progress towards attaining the established goals. A Professional Growth Portfolio should include; an implementation plan for achieving the established goals, evidence of plan implementation, and an evaluation of the progress that was made towards achieving professional growth goals, including the impact on student achievement.

The professional employee will be assigned to a specific focus area by the administration. The Instructional Delivery/Implementing Standards-Aligned Competencies (Category III) focus area provides for at least three observation cycles (a pre-conference, classroom observation, and post-conference) with an administrator. However, it should be noted that administrators may choose to observe a professional employee at any point along the differentiated cycle regardless of their assigned professional development focus area. In addition, administrators will conduct both formal and informal observations of employees assigned to Proficiency Attainment, Focused Assistance, and Corrective Assistance Modes.

Differentiated Supervision Cycle

Planning and Preparation

Competencies (Category I)

Professionalism Competencies (Category IV)

Classroom Environment Classroom Management

Competencies (Category II)

Instructional Delivery

Implementing Standards-Aligned Instruction Competencies (Category III)

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Planning and Preparation for Standards-Aligned Instruction Core Competencies (Category I)

Focusing on the Planning and Preparation for Standards-Aligned Instruction Core Competencies enables a tenured professional employee or a team of professional employees to explore and evaluate new areas of professional growth that promote student learning. The focal point of Core Competencies Category I is on planning and preparation in order to deliver quality standards-aligned instruction. Eligibility for Category I A professional employee may be assigned to Planning and Preparation for Standards-Aligned Instruction Core Competencies (Category I) focus area if he or she is tenured and receives administrative direction to participate. Professional Employee Responsibilities 1. It is the responsibility of the professional employee to print necessary documents from the district website.

Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. The professional employee should identify one or more areas in Planning and Preparation for Standards-Aligned

Instruction Core Competencies (Category I) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category I.

3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Teaching Competencies Supervision

Cycle correctly. If a placement error has occurred the building administrator should be notified.

Planning and Preparation for Standards-Aligned Instruction Core Competencies Timeline

Deadline Professional Employee Actions

By October 1st

• Develop and submit a typed Part 1: Goal Setting portion of the Tenured Professional Growth Plan to building administrator. The goals submitted in the plan should focus on Planning and Preparation for Standards-Aligned Instruction Core Competencies (Category I).

• Revise the plan if directed to do so by building administrator. Revised plans are due within 10 days of the administrative request to resubmit.

Throughout the school year

• Complete and document the activities outlined in Part 1: Goal Setting portion of the Tenured Professional Growth Plan.

• Place documentation and artifacts in a professional growth portfolio.

By February 15th

• Schedule and attend a mid-year implementation update and portfolio review meeting with building administrator to share progress being made towards the accomplishment of established goal(s).

• Submit Part 2: Mid-Year Implementation Update portion of Tenured Professional Growth Plan to administrator.

By May 1st • Schedule Professional Growth Portfolio presentation with administrator.

By June 1st

• Meet with administrator for Professional Growth Portfolio presentation. • A portfolio that fails to meet requirements will result in the professional employee being asked to

revise his/her portfolio and resubmit it within seven (7) days. • The submitting of a late or substandard portfolio may result in the individual being placed in the

Focused Assistance mode the following school year.

Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goals established by the professional employee in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator. The Professional Growth Portfolio should be comprised of two sections described below. Section #1 Tenured Professional Growth Plan Part 1: Goal Setting Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update Tenured Professional Growth Plan Part 3: End-of-Year Report Tenured Professional Growth Plan Part 4: Professional Growth Reflection Section #2 Artifacts with reflective statements

FOR MORE INFORMATION CONTACT YOUR BUILDING ADMINIST RATOR

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Planning and Preparation for Standards-Aligned Inst ruction Core Teaching Competencies (Category I)

1. Plans for standards-based lessons that are chall enging, rigorous, and purposeful a. Applies all components of a standards-aligned system when planning for student learning. b. Plans lessons that:

i. Connect to established district curriculum maps, ii. Focus on student attainment of the content and skills embedded in academic standards, assessment

anchors, and district benchmarks, iii. Include measurable learning objectives that are stated in the form of student learning (“The student will be

able to …”) and learning goals (“The student will know/understand that …), iv. Target no more than 3 standards (embedded into lesson objectives) as the focus for instruction, v. Display explicit, research-based strategies and activities for achieving objectives, vi. Use assessment to identify where every student is with respect to academic standards and district

benchmarks, vii. Include strategies for engaging students of various ability levels and learning styles through differentiation

and integration of technology. 2. Demonstrates knowledge of content and pedagogy w hich enables students to meet or exceed academic

standards a. Displays solid content knowledge and effective, research-based pedagogy; including an understanding of how

and when to integrate technology. b. Anticipates student difficulties with regards to demonstrating behaviors/producing work samples that will meet

expectations of standards. c. Differentiates instruction to meet the needs of diverse students.

3. Demonstrates knowledge of students a. Uses knowledge of what students already know and skills students already possess to plan for instruction that will

move them to higher levels of understanding and skill development. b. Focuses on the needs of diverse learners and considers student developmental characteristics, interests,

strengths, weaknesses, and learning styles when planning instruction (whole group, small group, interventions, additional supports, and enrichments).

c. Uses technology resources to access student information in order to plan for instruction. 4. Selects instructional goals that are aligned wit h academic standards.

a. Sets high expectations and appropriate goals for all students and provides the scaffolding needed for students to meet established expectations.

b. Writes objectives and learning goals that are clear, stated in the form of what students will learn, aligned with academic standards, and permit viable methods of assessment.

5. Demonstrates knowledge of resources. a. Locates instructional and technology resources, evaluates them for accuracy and suitability, and uses them to

enhance content. b. Utilizes developmentally appropriate materials, resources, and technologies to support instructional goals,

engage students in meaningful learning, and accommodate the needs of diverse learners. 6. Designs coherent instruction

a. Uses the standards and grade level/course benchmarks as the focus for all instruction. b. Organizes instruction around important concepts (“big ideas”) and essential questions. c. Designs highly coherent lessons that include; an introduction that specifies student learning goals/objectives

aligned to academic standards, activities for activating prior knowledge, inclusion of new content or expanded material, meaningful learning activities, methods for differentiation to address student differences, appropriate use of technology resources, time for students to reflect upon their own learning, assessment (with rubric or criteria checklist), and lesson closure/summary that explicitly reinforces the lesson’s main point/big ideas.

d. Incorporates research-based instructional strategies and technology applications to help students acquire an understanding of course concepts, and for practicing, reviewing, and applying new understandings and skills.

e. Integrates literacy instructional strategies during instruction to enhance student reading fluency, comprehension, and use of content-area vocabulary.

7. Assesses student learning a. Frequently uses formative assessments to monitor student learning and progress in meeting academic standards

and to make instructional decisions. b. Sets clear criteria for assessment tied to mastery of district benchmarks and academic standards. c. Uses a variety of assessments to determine students’ needs and uses that information to form groups and to

modify and adapt instruction. d. Uses technology resources to collect and analyze student data, interpret results, and communicate findings to

improve instructional practice and maximize student learning.

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Classroom Environment/Classroom Management Core Competencies (Category II)

Focusing on the Classroom Environment/Classroom Management Core Competencies enables a tenured professional

employee or a team of professional employees to explore and evaluate new areas of professional growth that promote student learning. The focus of Core Competencies Category II is on classroom environment and effective classroom management. Eligibility for Category II

A professional employee may be assigned to Classroom Environment/Classroom Management Core Competencies (Category II) focus area if he or she is tenured and receives administrative direction to participate. Professional Employee Responsibilities

1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link.

2. The professional employee should identify one or more areas in Classroom Environment/Classroom Management Core Competencies (Category II) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category II.



Classroom Environment/Classroom Management Core Competencies Timeline Deadline Professional Employee Actions

By October 1st

• Develop and submit a typed Part 1: Goal Setting portion of the Tenured Professional Growth Plan to building administrator. The goals submitted in the plan should focus on Classroom Environment/Classroom Management Core Competencies (Category II).





By February 15th • Schedule and attend a mid-year implementation update and portfolio review meeting with building administrator

to share progress being made towards the accomplishment of established goal(s). • Submit Part 2: Mid-Year Implementation Update portion of Tenured Professional Growth Plan to administrator.


By June 1st

• Meet with administrator for Professional Growth Portfolio presentation. • A portfolio that fails to meet requirements will result in the professional employee being asked to revise his/her

portfolio and resubmit it within seven (7) days. • The submitting of a late or substandard portfolio may result in the individual being placed in the Focused

Assistance mode the following school year.



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Classroom Environment/Classroom Management Core Tea ching Competencies (Category II)

1. Creates an environment of respect and rapport

a. Responds to students with respect. b. Creates a positive and supportive classroom environment that encourages respect for self and others,

positive social interactions, and personal health and safety. c. Talks with students as they enter the classroom. d. Involves whole class in sharing/planning/evaluating.

2. Establishes a culture for learning

a. Conveys a genuine enthusiasm for the content being taught. b. Demonstrates the belief that all students can achieve at high levels. c. Maximizes the amount of instructional time that is focused on student achievement of established learning

goals/objectives. d. Understands and applies motivational strategies. e. Uses technology to create a learner-centered classroom that engages students as active learners. f. Attends to student questions and comments during lesson.

3. Manages classroom procedures

a. Establishes and communicates rules, routines and procedures. b. Manages effective classroom procedures to facilitate smooth transitions, instructional groups, procurement

of materials and supplies, use of instructional technology, and supervision of volunteers and paraprofessionals in the classroom.

4. Manages student behavior

a. Communicates clear expectations for behavior and helps students meet expectations for behavior in a positive and constructive manner.

b. Uses consistent and proactive discipline through clear expectations and consistent responses to student actions.

c. Disciplines students with dignity and respect. d. Responds to misbehavior on an individual level in appropriate, fair, and consistent ways.

5. Organizes physical space

a. Creates and maintains an environment that is physically and emotionally safe for and conducive to learning. b. Arranges the classroom to accommodate student needs and instructional purposes. c. Displays student work that meets or exceeds standards.

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Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies (Category III)

Focusing on the Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies enables a tenured professional employee to work with an administrator to examine, refine, and enhance effective, research-based instructional practices in the classroom. The focus of Core Competencies Category III is on instructional delivery and the implementation of standards-aligned instruction.

Eligibility for Category III A professional employee will be assigned to Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies (Category III) if he or she: (1) receives administrative direction to participate, (2) is in the first year of tenured employment in the District, or (3) is a tenured professional employee who has not been assigned to Category III for three or more years.

Responsibilities of Professional Employee Assigned to Category III 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be

found at www.basd.net by clicking on the “Professional Development” link. 2. Identify, with the help of the building administrator, one or more areas in Instructional Delivery/Implementing Standards-

Aligned Instruction Core Competencies (Category III) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category III.

3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Teaching Competencies Supervision Cycle

correctly. If a placement error has occurred the building administrator should be notified.

Classroom Environment/Classroom Management Core Competencies Timeline Deadline Professional Employee Actions

By October 1st

• Develop and submit a typed Part 1: Goal Setting portion of the Tenured Professional Growth Plan to building administrator. The goals submitted in the plan should focus on Instructional Delivery/Implementing Standards-Aligned Instruction (Category III).



• Schedule and complete a minimum of three observation cycle activities with administrator. • Complete and document the activities outlined in Part 1: Goal Setting portion of the Tenured Professional Growth

Plan. • Place documentation and artifacts in a professional growth portfolio.

By February 15th • Schedule and attend a mid-year implementation update and portfolio review meeting with building administrator to share

progress being made towards the accomplishment of established goal(s). • Submit Part 2: Mid-Year Implementation Update portion of Tenured Professional Growth Plan to administrator.


By June 1st

• Meet with administrator for Professional Growth Portfolio presentation. • A portfolio that fails to meet requirements will result in the professional employee being asked to revise his/her portfolio

and resubmit it within seven (7) days. • The submitting of a late or substandard portfolio may result in the individual being placed in the Focused Assistance

mode the following school year.

The Category III Observation Cycle There should be, at a minimum, three (3) observation cycles completed during the school year. An observation cycle should include the following three phases:

1. Pre-observation conference between the professional employee and the administrator to establish goals for the observation. The observation goals should align with the professional employee’s Professional Growth Goals and Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies.

2. Observation phase where the administrator visits the classroom and focuses on collecting data that will help to answer questions that were identified in the pre-observation conference.

3. Post-observation conference where the administrator shares the data that was collected, the professional employee and the administrator analyze the data together, and then the professional employee uses this information to set additional professional growth goals.

Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goals established by the professional employee in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator. The Professional Growth Portfolio should be comprised of three sections described below. Section #1: Tenured Professional Growth Plan Part 1: Goal Setting, Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update,

Tenured Professional Growth Plan Part 3: End-of-Year Report, and Tenured Professional Growth Plan Part 4: Professional Growth Reflection

Section #2: Artifacts with reflective statements Section #3: Observations documents provided by administrator


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Instructional Delivery/Implementing Standards-Align ed Instruction Core Teaching Competencies

(Category III) 1. Communicates clearly and accurately with student s

a. Establishes clear expectations for learning and communicates them to students. b. Establishes and communicates clear criteria that will be used to assess the quality of student work. c. Uses correct and expressive spoken and written language. d. Uses vocabulary that is appropriate for the developmental level of the students. e. Exhibits active listening.

2. Uses questioning and discussion techniques a. Uses questions and tasks that elicit, engage, and challenge the thinking of every student. b. Employs a wide variety of questions at different levels of cognitive thinking. c. Engages students in discussions that promote the use of higher level thinking skills. d. Uses technology resources to facilitate higher order thinking skills, including; problem solving, critical thinking,

informed decision making, knowledge construction, and creativity. 3. Engages students in learning

a. Instruction occurs in a logical sequence and new material/concepts are introduced at an appropriate pace. b. Uses a wide range of strategies and technologies to engage students as active learners. c. Teaches metacognitive strategies to support student reflection of their own learning progress. d. Uses strategies that help students link new learning to previous knowledge and/or experiences.

4. Provides feedback to students a. Provides students with clear, accurate, specific, meaningful and timely feedback about how their performance

compares with standards/benchmarks. b. Enables students to monitor their own progress and use feedback in their learning.

5. Demonstrates flexibility and responsiveness a. Monitors student understanding and adjusts lesson pacing and instruction. b. Persists in seeking effective approaches for students needing additional help and support. c. Responds to students’ questions or interests to enhance learning. d. Provides students with multiple options for taking in information, making sense of ideas, and expressing what

they learn. 6. Provides standards-based instruction

a. States, explains, and/or posts the standard(s)/learning goals/objectives to be addressed in the day’s lesson. b. Explicitly reinforces the lesson’s main point/big ideas and its connection to academic standards during the

lesson’s closure/summary. c. Assesses student progress in relation to mastery of the content and skills embedded in the academic standards

and modifies instruction to address the learning needs of students with attainment of academic standards/benchmarks by every student as the goal.

d. Uses and explains academic language and vocabulary found in academic standards. 7. Instructional Strategies

a. Employs a variety of research-based teaching techniques, strategies, and technologies to provide opportunities for students to meet or exceed academic standards (i.e. cooperative learning, differentiated assignments, varied assessments, use of instructional technology, and flexible grouping strategies).

b. Uses differentiated instructional strategies to engage students of various ability levels and learning styles in meaningful learning experiences.

c. Provides explicit instruction that includes; time for practice and feedback, scaffolded instruction, and modeling. d. Maximizes instructional time/Uses instructional time effectively. e. Provides connections between what students are being asked to learn and their own lives so that they see a

purpose in learning. f. Provides opportunities for learners to reflect upon and summarize their own learning. g. Uses homework to reinforce a concept, facilitate exploration of a related concept, examine a topic in greater

detail, and/or as a formative assessment to enhance student mastery of content and skills. h. Uses literacy strategies to enhance student reading fluency, comprehension, and use of content area

vocabulary. 8. Assessment

a. Provides multiple opportunities for students to demonstrate their knowledge, understandings, and skills utilizing multiple assessments (aligned to standards/benchmarks/learning objectives).

b. Incorporates ongoing, embedded, diagnostic, prescriptive, and/or summative assessment into instruction. c. Embeds classroom-based assessments into instruction and/or the work that students produce in the classroom. d. Provides students with the criteria (rubrics) used to evaluate the quality of their work (assignments, products,

performances, projects, etc.) prior to assessments. e. Uses results of student assessments to improve teaching and learning. f. Uses technology in assessing student learning of subject matter utilizing a variety of assessment techniques.

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Professionalism Core Competencies

(Category IV)

Focusing on the Professionalism Core Competencies enables a tenured professional employee or a team of professional employees to explore and evaluate new areas of professional growth that promote student learning. The focus of Core Competencies Category IV is on professionalism. Eligibility for Category IV A professional employee may be assigned to the Professionalism Core Competencies (Category IV) focus area if he or she is tenured and receives administrative direction to participate. Professional Employee Responsibilities

1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link.

2. The professional employee should identify one or more areas in the Professionalism Core Competencies (Category IV) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category IV.



Professionalism Core Competencies Timeline Deadline Professional Employee Actions

By October 1st

• Develop and submit a typed Part 1: Goal Setting portion of the Tenured Professional Growth Plan to building administrator. The goals submitted in the plan should focus on Professionalism Core Competencies (Category IV) .





By February 15th • Schedule and attend a mid-year implementation update and portfolio review meeting with building administrator to

share progress being made towards the accomplishment of established goal(s). • Submit Part 2: Mid-Year Implementation Update portion of Tenured Professional Growth Plan to administrator.


By June 1st


portfolio and resubmit it within seven (7) days. • The submitting of a late or substandard portfolio may result in the individual being placed in the Focused

Assistance mode the following school year.



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Professionalism Core Teaching Competencies (Category IV)

1. Attendance a. Models the importance of punctuality and good attendance for students. b. Demonstrates exemplary punctuality and attendance patterns on student-contact days. c. Demonstrates exemplary punctuality and attendance patterns on professional development days.

2. Reflects on teaching

a. Continuously reflects upon the impact of teaching practices on student understanding and the extent to which instructional goals and objectives are being achieved.

b. Formulates questions, collects and analyzes data to answer questions about teaching and learning and the effectiveness of: planning and preparation, the classroom environment, methods of instruction, and use of instructional technology.

3. Maintains accurate records

a. Uses technology to maintain accurate and useful records of student work and to monitor information on student progress toward mastering standards and benchmarks.

b. Monitors student completion of assignments and quality of work.

4. Communicates with students’ families a. Regularly communicates student progress with the student and his/her parents/guardians, in a manner

easily understood. b. Handles parent concerns professionally and respectfully. c. Utilizes technology to enhance communication and collaboration with students’ families.

5. Participates in a professional learning communit y

a. Works collaboratively with colleagues to improve student learning and to implement national, state, and local standards.

b. Works as a team member to attain district and building goals. c. Contributes to a positive school/district environment. d. Collaborates and consults with school colleagues, parents, agencies, and others in the community to

support students’ learning and well-being.

6. Grows and develops professionally a. Demonstrates an attitude of life-long learning and continuous professional growth through active

participation in professional growth and development opportunities. b. Displays an inquiry orientation towards professional practice, open to the possibility that there may be

other more effective practices than the ones currently in use. c. Continues to increase content-area knowledge, to develop expertise in best teaching practices, and to

increase technological knowledge and skills.

7. Shows professionalism a. Models behaviors that convey a professional attitude and demeanor at all times. b. Displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students,

parents, and the public. c. Models safe and responsible use of technology and develops classroom procedures to implement school

and district acceptable use policies and data security plans. d. Ensures that all students receive a fair opportunity to succeed. e. Implements procedures consistent with district and school policies that protect the privacy and security of

student data and information. f. Complies fully with school and district policies and procedures and with state regulations.

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CORE COMPETENCIES SUPERVISION CYCLE FOR

TENURED PROFESSIONAL NON-INSTRUCTIONAL EMPLOYEES

The District’s supervision/evaluation plan provides opportunities for individuals to grow professionally through participation in a cycle of differentiated supervision that can be tailored to meet the unique needs of each non-instructional professional staff member. Tenured professional employees with satisfactory ratings are required to participate in the Core Competencies Supervision Cycle as illustrated below.

The model is based on a four-year cycle with tenured non-instructional professional employees taking part in a different professional growth focus area each year. Tenured non-instructional employees (e.g. nurses, guidance counselors, psychologists) will be assigned to professional growth focus areas as described in their respective core competencies document (e.g. Core Competencies for Guidance Counselors, Core Competencies for School Nurses, and Core Competencies for School Psychologists).

Core Competencies Supervision Cycle for Non-Instructional Professional Employees

Each focus area of the Core Competencies Supervision Cycle requires the professional employee to establish goals in order to enhance his or her professional practices in the areas identified in the Core Competencies for their area of assignment, develop an implementation plan in order to achieve the established goals, collect/document evidence of implementation, and evaluate progress made towards achieving professional growth goals and impact on student achievement/learning. The professional employee will be assigned to a specific focus area by the administration.


Category IV

Category II

Category III

Category I

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Core Competencies for Non-Instructional Professional Employees

Non-Instructional Professional Employee Responsibilities 1. It is the responsibility of the professional employee to print necessary documents from the district website.

Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. The professional employee should identify one or more areas in their assigned Core Competency where he or she

needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in the assigned category.

3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Competencies Supervision Cycle

correctly. If a placement error has occurred the building administrator should be notified.

Core Competencies Timeline for Non-Instructional Professional Employees Deadline Professional Employee Actions

By October 1st

• Develop and submit a typed Part 1: Goal Setting portion of the Tenured Professional Growth Plan to building administrator. The goals submitted in the plan should focus on assigned category.





By February 15th • Schedule and attend a mid-year implementation update and portfolio review meeting with building administrator to

share progress being made towards the accomplishment of established goal(s). • Submit Part 2: Mid-Year Implementation Update portion of Tenured Professional Growth Plan to administrator.


By June 1st


portfolio and resubmit it within seven (7) days. • The submitting of a late or substandard portfolio may result in the individual being placed in the Focused Assistance

mode the following school year.



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CORE COMPETENCIES FOR GUIDANCE COUNSELORS

Category I: Planning and Preparation 1. Demonstrates knowledge of content and pedagogy

a. Applies all components of a standards-aligned system when planning for guidance services. b. Adheres to established program of counseling services. c. Demonstrates knowledge of pro-social skills, self concept/self esteem, and career development curricula

and instruction. d. Demonstrates knowledge of the district’s curricula, can advise students in appropriate course selection, and

can interpret for others the ramifications of particular courses selected. 2. Demonstrates knowledge of students

a. Focuses on the needs of diverse learners and considers student developmental characteristics, interests, strengths, weaknesses, and learning styles when planning for guidance services.

b. Uses technology resources to access student information in order to plan for guidance services. 3. Selects appropriate guidance goals

a. Sets high expectations and appropriate goals for all students and provides the guidance services needed for students to meet established expectations.

4. Demonstrates knowledge of resources a. Locates instructional and guidance resources, evaluates them for accuracy and/or suitability, and uses them

to enhance guidance services. b. Maintains a comprehensive list of referral services. c. Utilizes developmentally appropriate materials, resources, and technologies to support educational goals

and engage students in meaningful experiences. 5. Designs effective counseling experiences to meet the needs of diverse learners that align with guid ance

goals, are data driven, sequential, coherent, and m eaningful 6. Assesses student needs

a. Plans for the administration of standardized tests. b. Uses a variety of assessment results to determine students’ needs and uses that information when planning

guidance services. c. Uses technology resources in order to maximize student success by collecting and analyzing student data,

interpreting results, and communicating findings.

Category II: The Counseling Environment 1. Creates an environment of respect and rapport

a. Responds to students with respect. b. Creates a positive and supportive counseling environment.

2. Establishes a culture for meaningful counseling relationships a. Conveys a genuine enthusiasm for working with students, parents, and staff. b. Demonstrates the belief that all students can achieve at high levels. c. Maximizes the amount of counseling time focused on student achievement and success. d. Demonstrates accessibility to students, staff, and parents. e. Understands and applies motivational strategies. f. Attends to student questions and concerns.

3. Manages counseling procedures a. Establishes routines and procedures. b. Manages effective counseling procedures. c. Manages materials and supplies.

4. Manages student behavior a. Communicates clear expectations for behavior and helps students to meet expectations for behavior in a

positive and constructive manner. b. Uses consistent and proactive discipline through clear expectations and consistent responses to student

actions. c. Disciplines students with dignity and respect. d. Responds to misbehavior on an individual level in appropriate, fair, and consistent ways.

5. Organizes physical space a. Creates and maintains an environment that is physically and emotionally safe. b. Arranges the counseling environment and/or classroom to accommodate student needs and

counseling/instructional purposes. b. Displays counseling information.

14

CORE COMPETENCIES FOR GUIDANCE COUNSELORS Category III: Delivery of Guidance Services

1. Communicates clearly and accurately with student s, parents, and staff a. Facilitates collaboration between the counselor and teacher. b. Facilitates collaboration between the school and parents. c. Publishes informational documents and newsletters. d. Establishes and communicates clear expectations for students. e. Uses correct and expressive spoken and written language. f. Uses vocabulary that is appropriate for the developmental level of students and for informative

conversations with parents. g. Exhibits active listening.

2. Uses problem solving, questioning and discussion techniques a. Assists students who are “in need” to solve problems. b. Facilitates professional problem solving with parents and/or staff focusing on student issues. c. Uses questioning strategies and discussion techniques in order to meet the needs of individual

students. 3. Provides feedback to students and parents

a. Provides students and parents with clear, accurate, specific, meaningful and timely feedback. b. Assists students in a systematic way to develop the knowledge, understanding and skills

necessary to enhance their personal, social, career and academic development. c. Counsels parents regarding their child’s strengths and weaknesses and emotional well being as

observed at school. 4. Assessment

a. Uses a systematic approach to assess the educational needs of students. b. Gathers and interprets data and prepares reports with a focus on improving student achievement

and success. c. Monitors student progress in meeting educational objectives. d. Administers standardized tests using appropriate testing procedures. e. Informs students and parents about tests and effective test taking strategies.

5. Demonstrates flexibility and responsiveness a. Adjusts instruction and services to meet the needs of a diverse student body. b. Persists in seeking effective approaches and solutions for students needing help and/or support. c. Responsive to concerns expressed by staff or parents regarding student problems. d. Provides orientations for new students

6. Provides instruction in pro-social skills, self- concept/self esteem, and career development content. a. Employs a variety of research-based techniques, strategies, and technologies to provide

opportunities for students to acquire pro-social skills, self-concept/self esteem, and career development awareness.

b. Uses differentiated strategies in order to meet the needs of students of various ability levels and learning styles.

15

CORE COMPETENCIES FOR GUIDANCE COUNSELORS Category IV: Professionalism

1. Attendance a. Models the importance of punctuality and good attendance for students. b. Demonstrates exemplary punctuality and attendance on student-contact days. c. Demonstrates exemplary punctuality and attendance on professional development days.

2. Reflects on counseling and professional practice s a. Continuously reflects upon the scope, sequence, content and impact of counseling/professional

practices on student achievement and success. b. Formulates questions, collects and analyzes data to answer questions about the effectiveness of

counseling practices. 3. Maintains accurate records

a. Uses technology to maintain accurate and useful records. b. Monitors student progress. c. Maintains a daily appointment log.

4. Communicates with students’ families a. Regularly communicates student progress with the student and/or his/her parents/guardians in a

manner easily understood. b. Handles parent concerns professionally and respectfully. c. Serves as a liaison between school and parents. d. Utilizes technology to enhance communication and collaboration with students’ families. e. Communicates information about the instructional/guidance program to students’ families. f. Engages and involves families in the instructional/guidance program. g. Collaborates with outside agencies, organizations, and individuals in the best interest of students.

5. Participates in a professional learning communit y a. Works collaboratively with colleagues to improve student achievement and success. b. Works as a team member to attain district and building goals. c. Contributes to a positive school/district environment. d. Collaborates and consults with school colleagues, parents, agencies, and others in the community

to support students’ learning and well-being. 6. Growing and developing professionally

a. Demonstrates an attitude of life-long learning and continuous professional growth through active participation in professional growth and development opportunities.

b. Displays an inquiry orientation towards professional practice, open to the possibility that there may be other more effective practices than the ones currently in use.

c. Continues to increase content-area knowledge, to develop expertise in best counseling practices, and to increase technological knowledge and skills.

7. Shows professionalism a. Models behaviors that convey a professional attitude and demeanor at all times. b. Displays high standards of ethics, honesty, integrity, and confidentiality in interactions with

colleagues, students, parents, and the public. c. Ensures that all students receive a fair opportunity to succeed. d. Implements procedures consistent with district and school policies that protect the privacy and

security of student data and information. e. Complies fully with school and district policies and procedures and with state regulations.

16

CORE COMPETENCIES FOR SCHOOL NURSES Category I: Planning and Preparation

1. Demonstrates knowledge of nursing standards and best practices a. Adheres to established program of school nursing services. b. Demonstrates knowledge of nursing content and pedagogy. c. Applies knowledge of nursing standards and utilizes best practices in school nursing. d. Serves as a health information resource to students, parents and staff.

2. Demonstrates knowledge of students a. Demonstrates thorough knowledge of student backgrounds, developmental characteristics, medical

conditions and interests, and seeks additional information when necessary to plan individual or age group activities and other nursing services.

b. Uses technology resources to access student information in order to plan for nursing services. c. Possesses an awareness of all students’ medical conditions and makes teachers aware of what effect these

conditions may have in their classrooms. 3. Demonstrates knowledge of resources

a. Locates instructional, assessment, and nursing resources, evaluates them for appropriateness, and uses them to enhance delivery of nursing services.

b. Maintains a comprehensive list of referral services. c. Utilizes developmentally appropriate materials, resources, and technologies to support educational/nursing

goals. d. Seeks out current research practices, is aware of how to use them, and shares information with others.

4. Designs effective school nursing experiences to meet the needs of diverse learners a. Ensures that school nursing experiences align with district nursing goals and standards of care. b. Develops goals and/or services that are data driven, sequential, coherent, and meaningful. c. Plans programs that meet state health mandates and requirements. d. Promotes student achievement by researching, collaborating, and designing activities and programs that

reduce barriers to learning. 5. Assesses student health and wellness needs

a. Uses a variety of assessments to determine students’ needs and uses that information to guide planning and delivery of nursing services.

b. Uses technology resources in order to maximize student health and wellness by collecting and analyzing student data, interpreting results, and communicating findings.

Category II: The Health Room Environment

1. Creates an environment of respect and rapport a. Responds to students with respect. b. Creates a positive and supportive heath room environment. c. Promotes an environment of trust. d. Provides equitable nursing services for students.

2. Establishes a climate for well-being a. Conveys a genuine enthusiasm for working with students, parents, and staff. b. Demonstrates authentic caring and concern for individual students. c. Maximizes the amount of professional time focused on student health and wellness. d. Demonstrates accessibility to students, staff, and parents. e. Attends to student, parent, and/or staff questions and concerns.

3. Managing health room procedures a. Establishes consistent and efficient health room routines and procedures. b. Manages student visits to the health room. c. Manages mandated screenings. d. Manages materials and supplies. e. Oversees health room assistants to ensure that district policies and procedures are properly implemented.

4. Manages risk reduction and infection control a. Communicates risk reduction and infection control information to students, parents, and staff. b. Understands and practices primary, secondary, and tertiary prevention controls. c. Provides information and encouragement to students in order to help them develop patterns of healthful

living. d. Participates in crisis intervention activities.

5. Organizes physical space a. Creates and maintains an environment that is physically and emotionally safe. b. Creates and maintains an environment that is accessible to all. c. Creates and maintains an environment that supports all health services.

17

CORE COMPETENCIES FOR SCHOOL NURSES

Category III: Delivery of Nursing Services 1. Communicates clearly and accurately with student s, parents, and staff

a. Facilitates collaboration between the school and parents. b. Uses correct and expressive spoken and written language. c. Uses vocabulary that is appropriate for the developmental level of students and for informative

conversations with parents. d. Exhibits active listening.

2. Engages students in health and wellness services a. Provides health and wellness counseling. b. Facilitates professional problem solving regarding student health and well-being with students, parents

and/or staff. 3. Provides feedback to students and parents

a. Provides students and parents with clear, accurate, specific, meaningful and timely feedback. b. Provides constructive feedback to students in order to enhance their personal, physical, emotional, social,

and academic development. c. Counsels parents regarding their child’s health and well-being. d. Informs parents about student health developments and collaboratively makes referrals to medical providers

or community agencies. 4. Assessment

a. Conducts mandated screenings and uses results to improve student health for optimal academic achievement.

b. Administers, scores, and/or utilizes screening and evaluation instruments accurately. c. Gathers and interprets data and prepares reports that outline plans of care with specific interventions that

focus on improving student health and well-being. d. Provides continuous assessment that is systematic, ongoing, and criterion-based in order to determine

incremental goal attainment of care plans. e. Monitors student progress in meeting educational objectives/care plans and to determine the effectiveness

of interventions. f. Informs students, parents, and/or staff about assessment results and student progress.

5. Demonstrates flexibility and responsiveness a. Customizes and/or adjusts services or care plans to meet the unique needs of students. b. Persists in seeking effective approaches and solutions for students in need of help and/or support. c. Responsive to concerns expressed by staff or parents regarding student problems.

6. Provides access to appropriate nursing services a. Participates on school-based student services teams to determine needs and intervention strategies for

students experiencing difficulties. b. Provides for appropriate interventions or prevention strategies for students “at risk” of experiencing

difficulties. c. Provides or oversees medical treatment, medication administration, and/or health-related training prescribed

by the student’s medical provider and according to nursing standards and school policy. d. Acts as a liaison with educational professionals and those representing community services or agencies to

provide optimum services for students.

18

CORE COMPETENCIES FOR SCHOOL NURSES Category IV: Professionalism


2. Reflects on professional practices a. Continuously reflects upon nursing practices, accuracy of skill applications, effectiveness of skill

applications, and impact of health and nursing services on student achievement and success. b. Formulates questions, collects and analyzes data to answer questions about the effectiveness of

professional practices. 3. Maintains accurate records

a. Maintains accurate health room logs and records. b. Adheres to all prescribed laws and district policies regarding record keeping and reporting. c. Uses technology to maintain accurate and useful records. d. Monitors progress of students.

4. Communicates with students’ families a. Regularly communicates student information and progress with the student and/or his parents/guardians in a

manner easily understood. b. Handles parent concerns professionally, sensitively, and respectfully. c. Serves as a liaison between school and parents. d. Utilizes technology to enhance communication and collaboration with students’ families. e. Provides information about health and nursing services to students’ families. f. Engages families in health and wellness programming. g. Collaborates with outside agencies, organizations, and individuals in the best interest of students.

5. Participates in a professional learning communit y a. Works collaboratively with colleagues to improve student achievement and success. b. Works as a team member to attain district and building goals. c. Contributes to a positive school/district environment. d. Collaborates and consults with school colleagues, parents, agencies, and others in the community to

support students’ learning and well-being. 6. Growing and developing professionally



c. Continues to increase professional knowledge, to develop expertise in best health and nursing practices, and to increase technological knowledge and skills.

7. Shows professionalism a. Models behaviors that convey a professional attitude and demeanor at all times. b. Displays high standards of ethics, honesty, integrity, and confidentiality in interactions with colleagues,

students, parents, and the public. c. Ensures that all students are well-served and well-cared for while in school. d. Implements procedures consistent with district and school policies that protect the privacy and security of

student data and information. e. Complies fully with school and district policies and procedures and with state regulations.

19

CORE COMPETENCIES FOR SCHOOL PSYCHOLOGISTS

Category I: Planning and Preparation 1. Demonstrates knowledge of theories, best practic es, and techniques appropriate to school psychology

and student services a. Applies all components of a standards-aligned system when planning for school psychological services. b. Adheres to established program of school psychological/student services. c. Demonstrates knowledge of theories and psychological-related pedagogy. d. Knowledgeable in a variety of counseling techniques for helping individuals and groups resolve interpersonal

problems that interfere with school performance. e. Displays knowledge of strategies for making learning environments more effective and how to implement

these strategies. 2. Demonstrates knowledge of students

a. Focuses on the needs of diverse learners and considers student developmental characteristics, cultural and environmental milieu, socioeconomic level, strengths, and weaknesses when planning for psychological services.

b. Uses technology resources to access student information in order to plan for psychological services. c. Applies knowledge of the student and child/adolescent development when making intervention decisions.

3. Selects appropriate psychological goals a. Sets high expectations and appropriate goals for identified students and provides the psychological/student

services needed for these students to meet established expectations. b. Knowledgeable of and correctly applies state or federally mandated laws to specific student needs.

4. Demonstrates knowledge of resources a. Locates instructional, assessment, and psychological resources, evaluates them for appropriateness, and

uses them to enhance delivery of student services. b. Maintains a comprehensive list of referral services. c. Utilizes developmentally appropriate materials, resources, and technologies to support educational goals.

5. Designs effective school psychological experienc es to meet the needs of diverse learners a. Ensures that school psychological experiences align with district psychological/student services goals. b. Develops goals and/or services that are data driven, sequential, coherent, and meaningful. c. Designs strategies or programs to reduce the risk of student failure.

6. Assesses student needs a. Plans for the administration of standardized tests. b. Uses a variety of assessment results to determine students’ needs and uses that information when planning

student services. c. Uses technology resources in order to maximize student success by collecting and analyzing student data,

interpreting results, and communicating findings.

Category II: The Meeting/Learning Environment

1. Creates an environment of respect and rapport a. Responds to students with respect. b. Creates a positive and supportive meeting/learning environment. c. Promotes an environment of trust.

2. Establishes a culture for meaningful relationshi ps a. Conveys a genuine enthusiasm for working with students, parents, and staff. b. Demonstrates the belief that all students can achieve at high levels. c. Maximizes the amount of professional time focused on student achievement and success. d. Demonstrates accessibility to students, staff, and parents. e. Understands and applies motivational strategies. f. Attends to student, parent, and/or staff questions and concerns.

3. Manages student behavior a. Communicates clear expectations for behavior and helps students meet expectations for behavior in a

positive and constructive manner. b. Uses consistent and proactive discipline through clear expectations and consistent responses to student


4. Organizes physical space a. Creates and maintains an environment that is physically and emotionally safe. b. Arranges the meeting/learning environment to accommodate student and parent needs and to maximize

results.

20

CORE COMPETENCIES FOR SCHOOL PSYCHOLOGISTS

Category III: Delivery of Psychological Services 1. Communicates clearly and accurately with student s, parents, and staff

a. Facilitates collaboration between the school and parents. b. Uses correct and expressive spoken and written language. c. Uses vocabulary that is appropriate for the developmental level of students and for informative

conversations with parents. d. Exhibits active listening.

2. Uses problem solving, questioning and discussion techniques a. Facilitates professional problem solving regarding students with parents and/or staff. b. Uses questioning strategies and discussion techniques in order to meet the needs of individual students.

3. Provides feedback to students and parents a. Provides students and parents with clear, accurate, specific, meaningful and timely feedback. b. Provides constructive feedback to students in order to enhance their personal, social, and academic

development. c. Counsels parents regarding their child’s strengths and weaknesses and emotional well being as observed at

school. 4. Assessment

a. Uses a systematic, unbiased approach to assess the educational needs of students. b. Conducts thorough assessments with regards to a student’s intellectual, academic, social/emotional, or

environmental functioning. c. Administers, scores, and/or utilizes screening, assessment, testing, and evaluation instruments accurately. d. Evaluates learning environments, makes recommendations for improving student progress, and provides

assistance for implementing recommendations when needed. e. Gathers and interprets data and prepares reports with a focus on improving student achievement and

success. f. Monitors student progress in meeting educational objectives. g. Administers standardized tests using appropriate testing procedures. h. Informs students, parents, and/or staff about testing results and student progress.

5. Demonstrates flexibility and responsiveness a. Adjusts services to meet the unique needs of identified students. b. Persists in seeking effective approaches and solutions for students in need of help and/or support. c. Responsive to concerns expressed by staff or parents regarding student problems. d. Helps families and schools manage crisis situations, such as death, illness, violence or community trauma.

6. Provides access to appropriate student services a. Facilitates school-based student services teams to determine needs and intervention strategies for students

experiencing difficulties. b. Provides for appropriate interventions in a variety of situations. c. Provides psychological counseling to help resolve interpersonal problems that interfere with school

performance. d. Provides leadership in organizing and maintaining collaborative partnerships. e. Acts as a liaison with educational professionals and those representing community services or agencies to

provide optimum services for students. f. Works directly with students and their families to help resolve problems in adjustment and learning and

offers recommendations to school personnel to for addressing the problem(s). g. Provides training in social skills and anger management, individually or with small groups. h. Engages in prevention strategies regarding academic issues, social/behavioral issues, and safety in the

school environment.

21

CORE COMPETENCIES FOR SCHOOL PSYCHOLOGISTS Category IV: Professionalism


2. Reflects on professional practices a. Continuously reflects upon the scope, sequence, content and impact of psychological/student services

practices on student achievement and success. b. Formulates questions, collects and analyzes data to answer questions about the effectiveness of

professional practices. 3. Maintains accurate records

a. Adheres to all prescribed laws and district policies regarding record keeping. b. Uses technology to maintain accurate and useful records. c. Monitors progress of assigned/identified students.

4. Communicates with students’ families a. Regularly communicates student progress with the student and/or his parents/guardians in a manner easily

understood. b. Handles parent concerns professionally and respectfully. c. Serves as a liaison between school and parents. d. Utilizes technology to enhance communication and collaboration with students’ families. e. Communicates information regarding student/psychological services to students’ families. f. Engages and involves families in the student services plan. g. Collaborates with outside agencies, organizations, and individuals in the best interest of students.

5. Participates in a professional learning communit y a. Works collaboratively with colleagues to improve student achievement and success. b. Works as a team member to attain district and building goals. c. Contributes to a positive school/district environment. d. Collaborates and consults with school colleagues, parents, agencies, and others in the community to

support students’ learning and well-being. 6. Growing and developing professionally



c. Continues to increase professional knowledge, to develop expertise in best psychological practices, and to increase technological knowledge and skills.

7. Shows professionalism a. Models behaviors that convey a professional attitude and demeanor at all times. b. Displays high standards of ethics, honesty, integrity, and confidentiality in interactions with colleagues,

students, parents, and the public. c. Ensures that all students receive a fair opportunity to succeed. d. Implements procedures consistent with district and school policies that protect the privacy and security of

student data and information. e. Complies fully with school and district policies and procedures and with state regulations.

22

PROFICIENCY ATTAINMENT MODE FOR

NON-TENURED PROFESSIONAL EMPLOYEES

All non-tenured professional employees are automatically placed in the Proficiency Attainment Mode and remain there until tenure is attained. This course of action is designed to help new professional employees meet and exceed the overall levels of proficiency as required by the Pennsylvania Department of Education (as indicated on PDE 426 and 427 evaluation forms). The figure below illustrates the Proficiency Attainment Mode.

Proficiency Attainment Mode

The Proficiency Attainment Mode is a method of supervision focused on supporting the professional development needs of non-tenured professional employees. The objective of this mode is to provide the support that non-tenured professional employees need in order to develop and demonstrate proficiency in all areas of the Core Competencies. When assigned to Proficiency Attainment, the professional employee will work closely with an administrator to develop in the areas described in the Core Competencies. The non-tenured professional employee will remain in the Proficiency Attainment Mode until he/she is awarded tenure. The Proficiency Portfolio that is to be developed by employees assigned to this mode will be used as documentation for the employee to apply for Instructional II or Specialist II certification. Eligibility for Proficiency Attainment

Professional employees shall be placed in Proficiency Attainment if they are non-tenured or have not yet compiled a portfolio demonstrating proficiency in the Core Teaching Competencies (or Core Competencies for non-instructional professional employees) in order to apply for Instructional II or Specialist II certification.

Is the teacher a first year

employee?

Yes Yes Yes

Teacher assigned by building administrator to

Proficiency Attainment mode

Is the teacher

tenured?

No

Was the teacher

rated as “Satisfactory?

Was the teacher rated as

“Needs Improvement”?


Corrective Assistance mode


“Unsatisfactory”?

Yes

23

Proficiency Attainment Mode

Responsibilities of Employee Assigned to Proficiency Attainment Mode 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can

be found at www.basd.net by clicking on the “Professional Development” link. 2. With the help of the building administrator develop a Proficiency Attainment Plan with goals that focus on developing and

documenting proficiency in targeted areas of the Core Teaching Competencies. First year non-tenured employees will develop their initial Professional Attainment Plans as a part of the district’s Induction Program.

3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. Complete all activities to the expected level(s) of satisfactory performance according to the specifications outlined in the

Proficiency Attainment Plan. 5. Document dates and times of all Proficiency Attainment activities and maintain records of data collected in Proficiency

Portfolio. 6. Maintain a Proficiency Portfolio throughout the school year to document progress toward attainment of established goals

(Core Competencies). 7. First year employees participating in the district’s Induction Program must share their portfolios at monthly Induction

Meetings starting in December and with the Director of Curriculum and Instruction prior to submitting the portfolio to their building administrator (before April 15th).

Proficiency Attainment Mode Timeline Deadline Professional Employee Actions

By October 1st • Submit the completed Proficiency Attainment Plan to the building administrator. • All forms should be typed and signed by the professional employee. • Schedule a meeting with administrator to review proposed Proficiency Attainment Plan.

By October 15th • Meet with administrator to review proposed Proficiency Attainment Plan.

By the end of the first

quarter

• Schedule and attend a meeting with building administrator to share progress being made towards goals stated in Proficiency Attainment Plan. During this meeting; discuss classroom observation data, share progress being made developing proficiency in the Core Competencies, and develop a new Proficiency Attainment Plan (or revise current one).

By January 15th • Schedule a mid-year progress and portfolio review with administrator.

By February 15th • Attend a mid-year progress and portfolio review with administrator. • During this meeting; discuss classroom observation data, share progress being made developing proficiency in the

Core Competencies, and develop a new Proficiency Attainment Plan (or revise current one).

By the end of the third

quarter

• Schedule and attend a meeting with building administrator to share progress being made towards goals stated in Proficiency Attainment Plan. During this meeting; discuss classroom observation data, share progress being made developing proficiency in the Core Competencies, and develop a new Proficiency Attainment Plan (or revise current one).

By April 15 th • Employees in their first year of employment with the district must share their portfolios with Director of Curriculum

and Instruction. By May 1st • Submit year-end Proficiency Portfolio to building administrator.

By May 15th • Schedule a year-end review and portfolio presentation with administrator.

By June 1st

• Participate in a year-end review and portfolio presentation with administrator. • During this meeting; discuss classroom observation data, share progress being made developing proficiency in the

Core Competencies. • A portfolio that fails to meet requirements will result in the professional employee being asked to revise his/her

portfolio and resubmit it within seven (7) days. Employees submitting late or substandard portfolios may result in the individual being placed in the Corrective Assistance mode.

Proficiency Portfolio A Proficiency Portfolio is a collection of artifacts chosen to demonstrate professional proficiency in all four categories of the

Core Competencies and is required each year from all non-tenured professional employees as evidence for PDE evaluation form 426 or 427. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goals established by the non-tenured professional employee on his/her Non-Tenured Proficiency Attainment Plans.

A Proficiency Portfolio should be comprised of the sections listed below. Section #1: Proficiency Portfolio Self Assessment Section #2: Proficiency Attainment Plans (in order of completion) Section #3: Observations and Evaluations completed by Administration (in order of completion) Section #4: Category 1 – Planning and Preparation Checklist, Artifacts, and Reflective Statements Section #5: Category 2 – Classroom Environment/ Management Checklist, Artifacts, and Reflective Statements Section #6: Category 3 – Instructional Delivery Checklist, Artifacts, and Reflective Statements Section #7: Category 4 – Professionalism Checklist, Artifacts, and Reflective Statements Section #8: Personal Observations/Videotape Analysis with Reflections (in order of completion) Section #9: Reflective Practices

24

FOCUSED ASSISTANCE MODE FOR

TENURED PROFESSIONAL EMPLOYEES

Tenured professional employees who have been rated as “Needs Improvement” in any area or areas of the Core Teaching Competencies (or Core Competencies for non-instructional professional employees) will be placed in the Focused Assistance Mode, as illustrated below. When assigned to Focused Assistance, the professional employee will work closely with an administrator to improve in the areas identified. The tenured professional employee will remain in the Focused Assistance Mode until the necessary improvements are made. Professional employees who fail to make the necessary improvements will subsequently be placed in the Corrective Assistance mode.

Focused Assistance Mode for Tenured Employees


“Satisfactory”?

Was the teacher rated as “Needs Improvement”?

Yes

Yes

Yes

Is the teacher

tenured?

Teacher assigned by

building administrator to one focus area in


Yes


Focused Assistance mode

Did teacher successfully

achieve Focused Assistance goals?

Yes


Corrective Assistance mode

No

Yes

25

The Focused Assistance Mode (Tenured)

A method of supervision focused on supporting the professional development needs of tenured professional employees who have been rated as “Needs Improvement” in any area of the Core Teaching Competencies (or Core Competencies for non-instructional professional employees). When assigned to Focused Assistance, the professional employee will work closely with an administrator to improve in the areas identified by the administration. The tenured professional employee will remain in the Focused Assistance Mode until the necessary improvements are made. Professional employees who fail to make the necessary improvements will subsequently be placed in the Corrective Assistance Mode.

Eligibility for Focused Assistance Professional employees shall be placed in Focused Assistance if they are tenured and have been identified as “Needs

Improvement” in any area or areas of the Core Teaching Competencies (or Core Competencies for non-instructional professional employees).

Responsibilities of Employee Assigned to Focused Assistance Mode 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents

can be found at www.basd.net by clicking on the “Professional Development” link. 2. With the help of the building administrator develop a Professional Growth Plan with goals that focus on improving in

identified areas. 3. Complete all activities to the expected level(s) of satisfactory performance according to the specifications outlined in the

Professional Growth Plan. 4. Document dates and times of all Focused Assistance activities and maintain records of data collected in Professional

Growth Portfolio. 5. Maintain a Professional Growth Portfolio to document progress toward improvement goals.

Focused Assistance Mode Timeline

Deadline Professional Employee Activity By October 1st

or within 10 days of being assigned

to Focus Assistance Mode

• Meet with administrator to identify areas in need of improvement.

By October 10th • Submit a typed Part 1: Goal Setting portion of the Tenured Professional Growth Plan to the

building administrator.

Monthly • Schedule and attend monthly meetings with building administrator to share progress being made

towards goals stated in Professional Growth Plan. By January 15th • Schedule a mid-year progress and portfolio review with administrator.

By February 15th • Attend a mid-year progress and portfolio review with administrator. • Submit Part 2: Mid-Year Implementation Update portion of Tenured Professional Growth Plan to

administrator. By May 15th • Schedule a year-end review and portfolio presentation with administrator.

By June 1st

• Participate in a year-end review and portfolio presentation with administrator. • A portfolio that fails to meet requirements will result in the professional employee being asked to

revise his/her portfolio and resubmit it within seven (7) days. Employees submitting late or substandard portfolios may result in the individual being placed in the Corrective Assistance mode.



26

CORRECTIVE ASSISTANCE MODE

FOR TENURED AND NON-TENURED PROFESSIONAL EMPLOYEES

Tenured and non-tenured professional employees who have been rated as “Unsatisfactory” will be assigned to the

Corrective Assistance Mode. This mode of supervision is designed to help the professional employee correct any deficiencies that have been identified and documented on a PDE evaluation form (PDE 426, 427, or 428) or on a Bellefonte Area School District observation/evaluation form. Professional employees may be assigned to Corrective Assistance at anytime during the school year when they are not satisfactorily performing their duties.

The Corrective Assistance Mode (Tenured or Non-Tenured) A method of supervision used to provide support for tenured or non-tenured professional employees who have

significant improvement needs as identified by an administrator. Professional employees may be assigned to Corrective Assistance at anytime during the year when they are not performing their professional responsibilities in a satisfactory manner.

Eligibility for Corrective Assistance

Professional employees shall be placed in Corrective Assistance if they are tenured or non-tenured and received an unsatisfactory rating as documented on a Bellefonte Area School District observation/evaluation form or PDE evaluation form. Responsibilities of Professional Employee Assigned to Corrective Assistance

1. Review the individually designed Employee Improvement Plan with the building administrator within ten working days of being identified as unsatisfactory.

2. Complete all activities to the expected level(s) of satisfactory performance according to the specifications outlined in the Employee Improvement Plan.

3. Review the progress made on the Employee Improvement Plan with the building administrator within 15 working days of implementing the plan.

4. Meet with building administrator on a monthly basis to share progress being made on goals established in Employee Improvement Plan.

5. Document dates and times of all Corrective Assistance activities. 6. Maintain a proficiency (non-tenured) or professional growth (tenured) portfolio to document progress toward

improvement goals.


“Unsatisfactory”?

Yes

Yes

Teacher assigned by

building administrator to one focus area in


No Teacher assigned by building

administrator to Corrective Assistance Mode

Did teacher successfully achieve

Corrective Assistance goals described in Employee

Improvement Plan?

Yes

Employee Improvement Plan Established

No

Yes Was the teacher

rated as “Satisfactory”?

Employment status to be determined

Yes

27

EMPLOYEE IMPROVEMENT PLAN

When a teacher has received an unsatisfactory rating, a formal assistance plan must be implemented. The administrator will develop the improvement plan and present the plan at a Corrective Assistance /Improvement Plan conference.

An Employee Improvement Plan shall include the following components: 1. Employee name, position, and date 2. An outline of the deficiencies and identification of the documentation of those deficiencies 3. The improvement goals 4. A plan of action to address each improvement goal, including procedures for data collection, 5. A monitoring plan that establishes timelines and expected documentation 6. Signatures from the employee, supervisor, and other attendees of the improvement plan

conference.

Employee Improvement Plan Suggested Format

Employee Name ________________________________ Date ____________________________ Position _______________________________________ Supervisor _______________________ A. The purpose of this improvement plan is to address deficiencies as outlined in observations dated ___.

The identified deficiencies include: 1) 2) 3)

B. Improvement Goals:

Goal #1: Goal #2: Goal #3:

C. Action Plan (include data to be collected)

Goal #1: Goal #2: Goal #3:

D. Monitoring Plan (Identify how progress will be monitored, expected documentation and timeline for

completion.)

Supervisor’s Signature ______________________________________ Employee’s Signature _______________________________________ Other Witness’ Signature (opt.)_______________________________ Date _________________________

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PROFESSIONAL GROWTH PORTFOLIO

A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving the goals established by the employee in his/her Tenured Professional Growth Plan. Each professional employee must share his or her portfolio progress with a building administrator twice a year (by February 15th and June 1st) and may be asked at any time during the school year to share his/her portfolio with the building administrator. In addition, professional employees should also be prepared to share his/her portfolio progress at each scheduled Portfolio Group meeting. The Professional Growth Portfolio for professional employees assigned to Categories I, II, and IV should be comprised of two sections described below.

CATEGORY I, II, & IV PROFESSIONAL GROWTH PORTFOLIO

SECTION # CONTENTS

1

• Tenured Professional Growth Plan Part 1: Goal Setting • Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update • Tenured Professional Growth Plan Part 3: End-of-Year Report • Tenured Professional Growth Plan Part 4: Professional Growth Reflection

2 • Artifacts with reflective statements

The Professional Growth Portfolio for employees assigned to Category III should be comprised of the sections described below.

CATEGORY III PROFESSIONAL GROWTH PORTFOLIO

SECTION # CONTENTS

1

• Tenured Professional Growth Plan Part 1: Goal Setting • Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update • Tenured Professional Growth Plan Part 3: End-of-Year Report • Tenured Professional Growth Plan Part 4: Professional Growth Reflection

2 • Artifacts with reflective statements

3 • Observation documents provided by administrator

(in order of completion)

Each section of the Professional Growth Portfolio and parts of the Professional Growth Plans are described on the following pages.

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Professional Growth Portfolio - Section 1 Professional Growth Plan Parts 1, 2, 3, & 4

Part 1: Goal Setting When completing Tenured Professional Growth Plan – Part 1: Goal Setting, the professional

employee will focus on one assigned category from the Core Teaching Competencies (or Core Competencies for non-instructional professional employees). Professional Growth Plans should be designed to enhance an educator’s skills and practices in the assigned category. Employees may also choose (with administrative approval) to focus on additional categories so as not to limit goal setting possibilities.

All documents can be downloaded from the district’s website (www.basd.net) by clicking on the “Professional Development” link.

Each component of the Tenured Professional Development Plan – Part 1: Goal Setting is described below.

1. Professional Growth/Core Competencies Goals Restate one or more Core Competencies in a goal statement. Develop at least one but no more than three goals. Use the SMART formula for setting goals:

S – Specific: Goals that are specific make the desired outcomes clear. Avoid generalities and broad, sweeping statements.

M – Measurable: How will you demonstrate the objective was achieved? (quantitatively and/or qualitatively)

A – Attainable: Can the goal really be accomplished? R – Relevant: Was the goal derived from the Core Teaching Competencies? T – Time-oriented: Set realistic deadlines.

Professional Growth Goals will be assessed using the following rubric:

2 – Commendable 1 - Satisfactory 0 - Unsatisfactory • Clearly defined goals; specific,

measurable, attainable, relevant, time-oriented

• Goals are clearly derived from and linked to Core Competencies

• Goals are focused on assigned category of professional practice

• Well defined goals • Linked to Core Competencies • Focused on assigned category

• Goals tend to be vague or too general

• Goals not connected to Core Competencies

2. Student Achievement Goals

State one or more (but not more than three) goals that focus on increasing student achievement. The student achievement goals should be derived from or linked to stated professional growth goals/core competencies goals.

Student Achievement Goals will be assessed using the following rubric: 2 – Commendable 1 - Satisfactory 0 - Unsatisfactory

• Clearly defined goal(s); specific, measurable, attainable, relevant, time-oriented

• Goals are clearly focused on increasing student achievement

• Well defined goals that focus on increasing student achievement


• Goals not connected to increasing student achievement

3. Rationale

State why you chose to focus on the stated professional growth/core competencies goals and student achievement goals. What impact (potential benefits, positive outcomes, etc.) could professional growth in these areas have on you as a professional and on student achievement?

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4. Action Plan

Describe the actions you plan to take to accomplish the stated professional growth and student achievement goal(s) identified in #3. Include timelines for the completion of each action.

Possible professional growth activities include: • Peer Coaching – Working with a colleague in a collaborative setting to examine, refine,

and enhance instructional practices through peer collaboration and reflection. • Administrative Coaching – Working with and administrator to examine, refine, and

enhance instructional practice through collaboration and reflection. • Structured Study Group – The study of specific topics, strategies, or issues in order to

improve student learning by enhancing professional skills, knowledge, and abilities. A study group might choose a book, a group of articles, a strategy, or an issue on which to focus.

• Application of learnings from professional readings or graduate work • Classroom observations of other professionals • Videotaping and analysis of own teaching • Mentoring new professional employees • Lesson Study - A practice originating in Japan, involving a group of teachers who meet

to develop a specific content lesson while focusing on a targeted research theme. • Co-teaching - Two teachers, one with a general education background and the other

having a special education background who jointly plan and teach all students in one classroom, sharing the responsibilities and rewards of the students.

5. Portfolio Artifacts

Generate a list of possible portfolio artifacts that could be collected as evidence of your achievement of the Core Competencies included in your goals.

Part 2: Mid-Year Implementation Update

Copy and paste Professional Growth/Core Competencies Goals from #1 of Part 1: Goal Setting form into appropriate section of Part 2: Mid-Year Implementation Update.

Copy and paste Student Achievement Goals from #2 of Part 1: Goal Setting form into appropriate section of Part 2: Mid-Year Implementation Update. 6. Modifications/Adjustments

Describe any modifications made to the original plan and why changes were made. Administrative approval is required before any modifications may be made to the original plan. All modifications/adjustments must be made and approved by an administrator by February 15th.

7. First Semester Implementation Log

Describe the actions that were taken during the first semester. Include dates for every action described. Collect potential portfolio artifacts and place in a “working portfolio”. A “working portfolio” is a collection of artifacts that represent a professional employee’s progress towards attaining their professional growth goals. Keep running notations of artifacts being collected in the last column of the log.

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Part 3: End-of-Year Report Copy and paste Professional Growth/Core Competencies Goals from #1 of Part 1: Goal Setting form

into appropriate section of Part 3: End-of-Year Report.

Copy and paste Student Achievement Goals from #2 of Part 1: Goal Setting form into appropriate section of Part 3: End-of-Year Report. 8. Second Semester Implementation Log

Describe the actions that were taken during the second semester. Include dates for every action described. Continue to keep a running notation of artifacts being collected in the last column of the log.

Complete the “Professional Growth Portfolio Checklist” portion of report form. The checklist

provides a listing of items that must be included in the Professional Growth Portfolio. Part 4: Professional Growth Reflection

Copy and paste Professional Growth/Core Competencies Goals from #1 of Part 1: Goal Setting form into appropriate section of Part 4: Professional Growth Reflection. 9a. In a narrative form describe how your portfolio, as a whole, reflects your growth as a professional

with regards to the work completed during the school year that focused on the achievement of established Professional Growth/Core Competencies Goals.

9b. Explain how the artifacts included in the Professional Growth Portfolio support the answer provided

in #9a.

Copy and paste Student Achievement Goals from #2 of Part 1: Goal Setting form into appropriate section of Part 4: Professional Growth Reflection. 10a. Describe how attaining stated Professional Growth/Core Competencies Goals impacted student

achievement with regards to the established Student Achievement Goals. 10b. Explain how the artifacts included in the Professional Growth Portfolio support the answer provided

in #10a.

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Professional Growth Portfolio - Section 2 Artifacts and Reflective Statements

Artifacts

An artifact is any evidence that a professional employee may use to document or support his or her progress toward achieving stated professional growth goals. Tenured professional employees developing a Professional Growth Portfolio should carefully choose no more than 12 artifacts to include in their portfolios.

When selecting an artifact, a professional employee should consider these questions: • Does this artifact provide evidence of my progress toward accomplishing the goals I established

in my Professional Growth Plan, both professionally and for students? • Does this artifact provide evidence of enhanced student learning or increased student achievement

that was a direct result of my professional development goals? • Does this artifact provide evidence of my growth with regards to my Professional Growth Goals

and the Core Competencies? • Is this artifact a result of my professional growth and accomplishments? • Can I explain in a reflective statement the importance of this artifact to those viewing it out of

context?

Examples of Professional Growth Portfolio artifacts: • Conference notes and/or reflections and applications • Personal writings and reflective journal entries • Observation data, analysis, and application of results • Reflections, analysis, and application of professional readings • Data collection, analysis, evaluation and use of evaluation recommendations • Student work samples with analysis • Lesson/unit plans • Critiques of lessons or units • Communications between or with parents/students/school/community • Teacher research documents • Web sites or other resources developed by the teacher • Curriculum or program design work • Application of knowledge and skills acquired from participation in graduate classes or

professional development programs. Reflective Statement

A reflective statement is a narrative description of how a specific artifact demonstrates professional growth or an impact on student achievement. It is a statement in which the professional employee reflects on the meaning and significance of a specific artifact.

A reflective statement must be included in the portfolio for each artifact and should be longer than 2 - 3 sentences but not longer than 3 – 4 paragraphs.

Artifact Reflections may include answers to the following questions: 1. How does this artifact demonstrate evidence that I accomplished the Professional Growth Goals

I established in my Professional Growth Plan? 2. How does this artifact demonstrate enhanced student learning/achievement due to my

professional growth activities? 3. How does this artifact link to my Professional Growth Goals, the Core Competencies, and the

Student Achievement Goals? 4. How did this experience (i.e. workshop, article, peer observation, study group) impact my

development as a professional? How have I worked at implementing my new learnings? 5. What significance does this artifact have for me as a professional? How has it inspired me to

pursue an area in more depth? How have I worked at implementing my new learnings?

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PROFICIENCY PORTFOLIO A Proficiency Portfolio is a collection of artifacts chosen to demonstrate professional proficiency in all four categories of the Core Competencies and is required each year from all non-tenured professional employees as evidence for PDE evaluation form 426 or 427. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goals established by the non-tenured professional employee on his/her Proficiency Attainment Plans. Starting after the first full quarter of the non-tenured employee’s employment in the district, the employee may be asked at any time to share his/her portfolio with administration. A Proficiency Portfolio should be comprised of the sections listed below.

PROFICIENCY PORTFOLIO

SECTION # CONTENTS

1 Proficiency Portfolio Self Assessment

2 Proficiency Attainment Plans (in order of completion)

3 Observations and Evaluations completed by Administration (in order of completion)

4 Category I – Planning and Preparation Core Competencies Checklist, Artifacts, and Reflective Statements

5 Category II – Classroom Environment/ Classroom Management Core Competencies Checklist, Artifacts, and Reflective Statements

6 Category III – Instructional Delivery/Implementing Standards Aligned Instruction Core Competencies Checklist, Artifacts, and Reflective Statements

7 Category IV – Professionalism Core Competencies Checklist, Artifacts, and Reflective Statements

8 Personal Observations/Videotape Analysis with Reflections (in order of completion)

9

Reflective Practices • Reflections on Professional Practice (9 completed during 1st year Induction Program) • Dialogue Journal Entries (12 or more completed during 1st year Induction Program) • Reflective Journal Entries (individually completed in years following Induction Program)

Each section of the Proficiency Portfolio and parts of the Proficiency Plans are described

on the following pages.

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Proficiency Portfolio – Section 1: Proficiency Portfolio Self Assessment Prior to presenting the end-of-year or finished portfolio to administration, the professional employee

should complete a Proficiency Portfolio Self Assessment to help him/her look critically at his/her work.

Proficiency Portfolio – Section 2: Proficiency Attainment Plans Proficiency Attainment Plans are created several times throughout a school year to help the new employee to develop and document proficiency in all areas of the Core Competencies. In order to complete the Proficiency Attainment Plan, the professional employee must choose one or more area(s) for growth from the Core Competencies and design a professional growth plan to develop or enhance skills and practices in the area or areas selected. At the beginning of the school year the non-tenured professional employee will develop a Proficiency Attainment Plan with assistance from an administrator (and a mentor when appropriate). Throughout the school year Proficiency Attainment Plans will be revisited and revised or new plans developed based on the needs of the individual. At least two Proficiency Attainment Plans should be developed and completed in one school year. First-year non-tenured employees will develop the first Proficiency Attainment Plan as a part of the district’s Induction Program.

Each part of the Proficiency Attainment Plan is described below. Proficiency Attainment Goal/Core Competency Column

• Identify 3 – 5 Core Competencies from one or more categories on which to focus. • Develop 3 – 5 Proficiency Attainment Goals by restating one or more Core Competencies in

a goal statement. Use the SMART formula for setting goals: S – Specific: Goals that are specific make the desired outcomes clear. Avoid generalities and

broad, sweeping statements. M – Measurable: How will you demonstrate the objective was achieved? (quantitatively and/or

qualitatively) A – Attainable: Can the goal really be accomplished? R – Relevant: Was the goal derived from the Core Teaching Competencies? T – Time-oriented: Set realistic deadlines.

• Proficiency Attainment Goals will be assessed using the following rubric: 2 – Commendable 1 - Satisfactory 0 - Unsatisfactory

• Clearly defined goals; specific, measurable, attainable, relevant, time-oriented

• Goals are clearly derived from Core Competencies

• Goals focus on developing proficiency in Core Competencies

• Well defined goals • Goals derived from

Core Competencies


• Goals not connected to Core Competencies

• Identify the Core Competency used to develop each Proficiency Attainment Goal. Actions Taken Column

• List/describe the actions taken to achieve the specific goal. • Include dates for every action described.

Artifacts Collected Column

• Describe the artifact that was generated (if one was generated) by the actions taken to demonstrate proficiency in a specific Core Competency.

• Make a notation on the appropriate Proficiency Attainment Checklist (the first page in Section 4 (Category I), Section 5 (Category II), Section 6 (Category III), and Section 7 (Category IV) of the Proficiency Portfolio).

• Place the artifact in the appropriate section of the Proficiency Portfolio. Reflection Section

• Describe the outcome of implementation efforts. • Were all goals successfully achieved? Explain why or why not. • Suggest recommendations for future growth.

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Proficiency Portfolio – Section 3: Observations and Evaluations completed by Administration All administrative observations and evaluations should be placed in order of occurrence in this section. This includes observations from all three years the employee is assigned to the Proficiency Attainment Mode. Observations completed by mentors or other professionals may be placed in this section as well (or used as artifacts in other sections). Proficiency Portfolio – Section 4: Category I – Planning and Preparation Core Competencies Checklist, Artifacts, and Reflective Statements

The Category I Core Competencies Checklist should be the first page in Section 4 and serve as a table of contents for that section. Artifacts for this section should be placed behind the checklist in the order found on the checklist. In addition, the checklist should be shared and discussed with administration at each proficiency progress and portfolio review meeting held throughout the school year.

An artifact is any evidence that a professional employee uses to provide documentation of proficiency for the components listed in Category I of the Core Competencies. A description of each artifact/evidence should be recorded in the “Evidence of Proficiency/Describe Artifact” column of the checklist. More than one artifact may be used to provide evidence of proficiency in a specific competency, as the use of multiple artifacts can demonstrate growth over time. It is also possible for one artifact to count as documentation for multiple components (in this case copies should be made and placed in the appropriate place).

When selecting an artifact, a non-tenured professional employee should consider these questions: • Does this artifact provide evidence of my proficiency in a specific component of the Core

Competencies? • Does this artifact provide documentation of my progress toward accomplishing the goals I

established in my Proficiency Attainment Plan(s)? • Can I explain in a reflective statement the importance of this artifact to those viewing it out of

context? Examples of Proficiency Portfolio artifacts:

• Reflective Journal • Lesson/unit plans • Instructional adaptations and modifications made in order to meet the needs of all students • Critiques of lessons or units • Informal and formal assessments • Classroom routines and procedures • Student/Classroom management plan • Implementation of effective instructional strategies • Conference notes and/or reflections and applications • Personal writings and reflective journal entries • Observation data, analysis, and application of results • Student work samples • Communications between or with parents/students/school/community • Web sites or other resources developed by the teacher

A reflective statement is a narrative description of how a specific artifact demonstrates proficiency.

It is a statement in which the non-tenured professional employee reflects on the meaning and significance of a specific artifact. A reflective statement must be included in the portfolio for each artifact and should be 2 – 3 sentences in length.

Artifact Reflections may include answers to the following questions: 1. How does this artifact demonstrate my proficiency in a specific Core Competency? 2. How does this artifact demonstrate that I accomplished the Professional Growth goal(s) I

established in my Proficiency Attainment Plans? 3. How does this artifact provide insight into my professional growth as a professional educator?

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Proficiency Portfolio – Section 5: Category II: Classroom Environment/Classroom Management Core Competencies Checklist, Artifacts, and Reflective Statements

The Category 1I Core Competencies Checklist should be the first page in Section 5 and serve as a table of contents for that section. Artifacts for this section should be placed behind the checklist in the order found on the checklist. In addition, the checklist should be shared and discussed with administration at each proficiency progress and portfolio review meeting held throughout the school year.

See Proficiency Portfolio – Section 4: Category I for more information on artifacts and reflective statements. Proficiency Portfolio – Section 6: Category III – Instructional Delivery/Implementi ng Standards Aligned Instruction Core Competencies Checklist, Artifacts, and Reflective Statements

The Category II1 Core Competencies Checklist should be the first page in Section 6 and serve as a table of contents for that section. Artifacts for this section should be placed behind the checklist in the order found on the checklist. In addition, the checklist should be shared and discussed with administration at each proficiency progress and portfolio review meeting held throughout the school year. See Proficiency Portfolio – Section 4: Category I for more information on artifacts and reflective statements. Proficiency Portfolio – Section 7: Category IV – Professionalism Core Competencies Checklist, Artifacts, and Reflective Statements

The Category IV Core Competencies Checklist should be the first page in Section 7 and serve as a table of contents for that section. Artifacts for this section should be placed behind the checklist in the order found on the checklist. In addition, the checklist should be shared and discussed with administration at each proficiency progress and portfolio review meeting held throughout the school year. See Proficiency Portfolio – Section 4: Category I for more information on artifacts and reflective statements. Proficiency Portfolio – Section 8: Personal Observations/Videotape Analysis with Reflections

This section should include evidence that the non-tenured professional employee observed other professionals in action, reflected upon the observations and used the knowledge gained to improve his/her own professional practice.

Also included in this section should be evidence that the non-tenured professional employee videotaped himself/herself engaged in professional practice, analyzed the recording, reflected upon the experience, and applied the learnings. Proficiency Portfolio – Section 9: Reflective Practices

Demonstrating that one is a reflective practitioner is a required element of the Proficiency Portfolio. In Section 9, the non-tenured professional employee must provide evidence of thoughtful, ongoing reflective practices. This section should include:

• 9 total “Reflections on My Professional Practice” completed at the conclusion of monthly Induction meetings

• At least 12 dialogue journal entries completed with a mentor during the first year (or two) of employment in the district.

• Individual reflections/journal entries completed throughout year two and three of employment in the district. Journal entries should be written on a weekly basis and be a reflection on: teaching and classroom experiences; working with students and student successes; interactions with colleagues, administrators, and parents; professional growth activities; and/or progress toward proficiency attainment goals and the Core Competencies. Each entry should illustrate thoughtful reflection upon professional experiences.

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PORTFOLIO GROUPS

A portfolio group is a building-based group of 4 – 6 professional employees that meet on

specified “extended” Tuesdays to give the support, help, and encouragement that each member needs to grow professionally. Groups will be assigned by building principals

On Portfolio Tuesdays, professional employees will be required to take their “working portfolios”, the portfolio that is a “work-in-progress”, to share with group members. Portfolio Groups will be assigned a meeting area and provided with an agenda. Each group will have a leader to facilitate the meeting. The leadership role will rotate among the group members throughout the year. Meeting summary sheets must be completed for each meeting and turned into the building administrator.

On the first Portfolio Tuesday of the school year, professional employees will share the professional growth goals that they have established for the year. At subsequent meetings, professional employees will share the progress they are making towards the achievement of professional growth goals by sharing the evidence/artifacts they have collected in their “working portfolios”. Group members should provide feedback and advice throughout the year to support their colleagues.

Professional employees missing Portfolio Tuesday meetings or those failing to present their portfolio progress to their portfolio groups will be required to share their portfolio progress during a “make-up” session established by their building principal.

Throughout the school year there will be additional opportunities structured for the sharing of Professional Growth or Proficiency Attainment Goals and the progress being made towards accomplishing these goals (i.e. at departmental meetings, grade level meetings, Induction meetings, etc.).

PORTFOLIO PRESENTATIONS

Throughout the year professional employees will collect artifacts in a “working portfolio”. A “working portfolio” is one in which an individual places all the artifacts that represent his/her progress towards attainment of professional growth or proficiency attainment goals. Professional employees may be asked at anytime during the school year to share their portfolios with the building administrator. There are two scheduled portfolio presentations during the school year. The first must occur prior to February 15th and the second before June 1st.

Prior to participating in end-of-year portfolio presentation or submitting a completed portfolio to administration, the tenured professional employee will need to select no more than twelve artifacts that best demonstrate attainment of established professional growth goals. Reflective statements must accompany each artifact. Non-tenured professional employees are not limited to twelve artifacts as they need to provide evidence of proficiency for each Core Competency.

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APPENDICES

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CORE TEACHING COMPETENCIES

The 2007 – 2013 Strategic Plan of the Bellefonte Area School District calls for the establishment of core teaching competencies that identify the knowledge and skills expected of all staff. The goal of the Core Teaching Competencies is to ensure that all educators provide standards-aligned, effective and engaging instruction utilizing research-based "best practices", including the integration of instructional technology.

Teaching as a profession consists of a set of highly complex practices, which benefit

from ongoing reflection and continuous refinement. Current research provides educators with a clear picture of effective teaching practices that will maximize student learning and promote student engagement. The Core Teaching Competencies developed by the Bellefonte Area School District provide a clear description of the essential elements of effective instructional practices that should be found in the classrooms across the district.

The following publications were used in the development of the Core Teaching

Competences: Enhancing Professional Practice: A Framework for Teaching (2nd Edition) by Charlotte Danielson, Qualities of Effective Teachers by James H. Stronge, Classroom Instruction that Works by Robert Marzano, Debra Pickering, & Jane Pollack, the National Educational Technology Standards for Teachers developed by the International Society for Technology in Education, Principles of Learning, Teaching and Curriculum developed by the National Institute for School Leadership, The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson and the Pennsylvania Department of Education’s work on standards-aligned systems.

Each of the four categories refers to a distinct aspect of teaching and aligns with those

found on PDE evaluation forms 426, 427 and 428. The four categories of the Core Teaching Competencies include:

Category I: Planning and Preparation for Standards-Aligned Instruction Category II: Classroom Environment/Classroom Management Category III: Instructional Delivery/Implementing Standards-Aligned Instruction Category IV: Professionalism

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BELLEFONTE AREA SCHOOL DISTRICT Questions and Answers about Core Teaching Competenc ies

1. What are the Core Teaching Competencies? The Core Teaching Competencies identify the evidence-based teaching practices necessary in a Standards-Aligned System and are an updated version of the district’s Components of Professional Practice that were adopted in 2002. The Core Teaching Competencies have been organized into four categories: Category 1 – Planning and Preparation for Standards-Aligned Instruction Category 2 – Classroom Environment/Classroom Management Category 3 – Instructional Delivery/Implementing Standards-Aligned Instruction Category 4 – Professionalism Each category includes between 5 and 8 core competencies that describe an important facet of teaching. Under each core competency there is a listing of essential elements that describe the important features of that specific core competency. The essential element statements provide an idea of the knowledge and skills a teacher might demonstrate in that area.

2. Why has BASD developed the Core Teaching Competenci es? In September, 2007, the Bellefonte Area Board of School Directors approved a new six-year Strategic Plan. In this plan the district is charged with the development of professional staff core teaching competencies as one of many strategies for realizing the district’s new mission, Inspiring Today’s Learners for Tomorrow’s Challenges, and for achieving the plan’s new vision for the future, Working collaboratively, we inspire a passion for learning, a commitment to excellence, and a respect for individuals and diversity as we prepare our students to face ever-changing global demands. In addition, the development and implementation of core teaching competencies will help us to become the district described in the Strategic Plan’s vision statements:

• Our schools have safe, healthy, respectful, and intellectually stimulating environments where students feel motivated to participate.

• Our schools are student-centered, research and data driven, and future focused. • Our successes and challenges are used as a catalyst for future growth, change, and

improvement. • Our curriculum, instruction, and assessment are continually evolving to ensure alignment with

academic standards and use of best instructional and assessment practices. • Our district utilizes state-of-the-art technology in order to make learning opportunities available

and accessible to all members of the learning community. • Our personnel demonstrate a passion for teaching and learning, a commitment to personal

growth and a respect for individuals. • Our district advocates and nurtures a climate conducive to student learning and staff

professional growth by building leadership capacity throughout the system. • Our district provides facilities and resources that support educational programming, Pre-K

through Adult. • Our parents, schools, and community work together to provide well-rounded educational

opportunities. The Strategic Plan’s Curriculum, Instruction, and Assessment Goal states, “By 2013 at least 90% of all students will achieve proficiency in all curricular areas, as measured by District assessments aligned with state or national standards in all curricular areas.” The Curriculum, Instruction, and Assessment Action Planning Team developed a strategy to help the district achieve the above goal. This strategy, “To provide effective and engaging instruction utilizing research-based ‘best practices’ and the integration of instructional technology”, includes several activities:

1. Identify core competencies expected of all staff to insure alignment with a standards-aligned system (including instructional technology competencies).

2. Provide professional development and instructional coaching to facilitate implementation of core instructional competencies and "best practices" across the district.

3. Strengthen the degree to which instructional competencies and best practices are practiced and standards drive instruction by implementing administrative walk-throughs and requiring weekly submission of lesson plans by all instructional staff.

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3. What do the Core Teaching Competencies do?

• The Core Teaching Competencies create a clear picture of what teaching looks like in a Standards-Aligned System.

• The Core Teaching Competencies identify research-based, best practices for all teachers that have been documented to promote improved student learning.

• They define what the Bellefonte Area School District believes all teachers should know and be able to do in the exercise of their professional responsibilities.

4. How will the Core Teaching Competencies benefit all students?

The Core Teaching Competencies are grounded in a body of research that has identified principles of effective practice and classroom organization. The implementation of such principles will maximize student learning and promote student engagement, resulting in increased levels of student achievement.

5. How will administrators use the Core Teaching Compe tencies? Administrators will use the Core Teaching Competencies in several ways.

1. To initiate discussions focused on “best practices” with individual teachers, grade level teams, departmental teams, and/or at faculty meetings.

2. To provide tenured teachers with a clear focus for professional growth goal setting. 3. To provide non-tenured teachers with a clear guide for proficiency attainment goal setting. 4. To help guide decisions about professional development activities.

6. Will the implementation of the Core Teaching Compet encies change classroom observations by administrators? The Core Teaching Competencies represent an agreed upon definition for quality teaching and will serve as the framework that administrators will use to focus classroom observations and teacher supervision.

7. How will I use/What is my role with regards to the Core Teaching Competencies? Teachers should use the Core Teaching Competencies as a self-assessment for determining their professional growth goals. Through data analysis and personal reflection a teacher can identify specific Core Teaching Competencies upon which to concentrate improvement efforts.

8. How will the Core Teaching Competencies be used for Professional Development? The Core Teaching Competencies identify the vision that the district has for the professional practice of all teachers. Data will be used to identify the areas on which to focus professional development in order for the district to realize this vision.

9. Will the Core Teaching Competencies be used for tea cher evaluation? The Core Teaching Competencies align with PDE evaluation forms: 426, 427, and 428 and will be a component of the evaluation process.

10. What is the ultimate goal of the Core Teaching Comp etencies? The ultimate goal of the Core Teaching Competencies is to provide a framework for implementing a standards-aligned system that focuses on high levels of achievement and success for all students. High-level learning by all students requires high-level instruction by their teachers.

11. How will the Core Teaching Competencies affect the non-instructional professional staff and other specialists, like the nurses, guida nce counselors, speech/language therapists, school psychologists, and librarians? The Core Teaching Competencies provide a framework for teaching; it is not for the work done by school nurses, guidance counselors, school psychologists, speech therapists, or librarians. Frameworks for these specialists have already been or will be developed.

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Planning and Preparation for Standards-Aligned Inst ruction Core Teaching Competencies (Category I)

1. Plans for standards-based lessons that are chall enging, rigorous, and purposeful a. Applies all components of a standards-aligned system when planning for student learning. b. Plans lessons that:

i. Connect to established district curriculum maps, ii. Focus on student attainment of the content and skills embedded in academic standards, assessment

anchors, and district benchmarks, iii. Include measurable learning objectives that are stated in the form of student learning (“The student will be

able to …”) and learning goals (“The student will know/understand that …), iv. Target no more than 3 standards (embedded into lesson objectives) as the focus for instruction, v. Display explicit, research-based strategies and activities for achieving objectives, vi. Use assessment to identify where every student is with respect to academic standards and district

benchmarks, vii. Include strategies for engaging students of various ability levels and learning styles through differentiation

and integration of technology. 2. Demonstrates knowledge of content and pedagogy w hich enables students to meet or exceed academic

standards a. Displays solid content knowledge and effective, research-based pedagogy; including an understanding of how

and when to integrate technology. b. Anticipates student difficulties with regards to demonstrating behaviors/producing work samples that will meet

expectations of standards. c. Differentiates instruction to meet the needs of diverse students.

3. Demonstrates knowledge of students a. Uses knowledge of what students already know and skills students already possess to plan for instruction that

will move them to higher levels of understanding and skill development. b. Focuses on the needs of diverse learners and considers student developmental characteristics, interests,

strengths, weaknesses, and learning styles when planning instruction (whole group, small group, interventions, additional supports, and enrichments).

c. Uses technology resources to access student information in order to plan for instruction. 4. Selects instructional goals that are aligned wit h academic standards.

a. Sets high expectations and appropriate goals for all students and provides the scaffolding needed for students to meet established expectations.

b. Writes objectives and learning goals that are clear, stated in the form of what students will learn, aligned with academic standards, and permit viable methods of assessment.

5. Demonstrates knowledge of resources. a. Locates instructional and technology resources, evaluates them for accuracy and suitability, and uses them to

enhance content. b. Utilizes developmentally appropriate materials, resources, and technologies to support instructional goals,

engage students in meaningful learning, and accommodate the needs of diverse learners. 6. Designs coherent instruction

a. Uses the standards and grade level/course benchmarks as the focus for all instruction. b. Organizes instruction around important concepts (“big ideas”) and essential questions. c. Designs highly coherent lessons that include; an introduction that specifies student learning goals/objectives

aligned to academic standards, activities for activating prior knowledge, inclusion of new content or expanded material, meaningful learning activities, methods for differentiation to address student differences, appropriate use of technology resources, time for students to reflect upon their own learning, assessment (with rubric or criteria checklist), and lesson closure/summary that explicitly reinforces the lesson’s main point/big ideas.

d. Incorporates research-based instructional strategies and technology applications to help students acquire an understanding of course concepts, and for practicing, reviewing, and applying new understandings and skills.

e. Integrates literacy instructional strategies during instruction to enhance student reading fluency, comprehension, and use of content-area vocabulary.

7. Assesses student learning a. Frequently uses formative assessments to monitor student learning and progress in meeting academic

standards and to make instructional decisions. b. Sets clear criteria for assessment tied to mastery of district benchmarks and academic standards. c. Uses a variety of assessments to determine students’ needs and uses that information to form groups and to

modify and adapt instruction. d. Uses technology resources to collect and analyze student data, interpret results, and communicate findings to

improve instructional practice and maximize student learning.

43

Classroom Environment/Classroom Management Core Tea ching Competencies (Category II)


a. Responds to students with respect. b. Creates a positive and supportive classroom environment that encourages respect for self and others, positive

social interactions, and personal health and safety. c. Talks with students as they enter the classroom. d. Involves whole class in sharing/planning/evaluating.

2. Establishes a culture for learning a. Conveys a genuine enthusiasm for the content being taught. b. Demonstrates the belief that all students can achieve at high levels. c. Maximizes the amount of instructional time that is focused on student achievement of established learning

goals/objectives. d. Understands and applies motivational strategies. e. Uses technology to create a learner-centered classroom that engages students as active learners. f. Attends to student questions and comments during lesson.

3. Manages classroom procedures a. Establishes and communicates rules, routines and procedures. b. Manages effective classroom procedures to facilitate smooth transitions, instructional groups, procurement of

materials and supplies, use of instructional technology, and supervision of volunteers and paraprofessionals in the classroom.

4. Manages student behavior a. Communicates clear expectations for behavior and helps students meet expectations for behavior in a positive

and constructive manner. b. Uses consistent and proactive discipline through clear expectations and consistent responses to student


5. Organizes physical space a. Creates and maintains an environment that is physically and emotionally safe for and conducive to learning. b. Arranges the classroom to accommodate student needs and instructional purposes. c. Displays student work that meets or exceeds standards.

44

Instructional Delivery/Implementing Standards-Align ed Instruction Core Teaching Competencies

(Category III) 1. Communicates clearly and accurately with student s

a. Establishes clear expectations for learning and communicates them to students. b. Establishes and communicates clear criteria that will be used to assess the quality of student work. c. Uses correct and expressive spoken and written language. d. Uses vocabulary that is appropriate for the developmental level of the students. e. Exhibits active listening.

2. Uses questioning and discussion techniques a. Uses questions and tasks that elicit, engage, and challenge the thinking of every student. b. Employs a wide variety of questions at different levels of cognitive thinking. c. Engages students in discussions that promote the use of higher level thinking skills. d. Uses technology resources to facilitate higher order thinking skills, including; problem solving, critical thinking,

informed decision making, knowledge construction, and creativity. 3. Engages students in learning

a. Instruction occurs in a logical sequence and new material/concepts are introduced at an appropriate pace. b. Uses a wide range of strategies and technologies to engage students as active learners. c. Teaches metacognitive strategies to support student reflection of their own learning progress. d. Uses strategies that help students link new learning to previous knowledge and/or experiences.

4. Provides feedback to students a. Provides students with clear, accurate, specific, meaningful and timely feedback about how their performance

compares with standards/benchmarks. b. Enables students to monitor their own progress and use feedback in their learning.

5. Demonstrates flexibility and responsiveness a. Monitors student understanding and adjusts lesson pacing and instruction. b. Persists in seeking effective approaches for students needing additional help and support. c. Responds to students’ questions or interests to enhance learning. d. Provides students with multiple options for taking in information, making sense of ideas, and expressing what they

learn. 6. Provides standards-based instruction

a. States, explains, and/or posts the standard(s)/learning goals/objectives to be addressed in the day’s lesson. b. Explicitly reinforces the lesson’s main point/big ideas and its connection to academic standards during the lesson’s

closure/summary. c. Assesses student progress in relation to mastery of the content and skills embedded in the academic standards

and modifies instruction to address the learning needs of students with attainment of academic standards/benchmarks by every student as the goal.

d. Uses and explains academic language and vocabulary found in academic standards. 7. Instructional Strategies

a. Employs a variety of research-based teaching techniques, strategies, and technologies to provide opportunities for students to meet or exceed academic standards (i.e. cooperative learning, differentiated assignments, varied assessments, use of instructional technology, and flexible grouping strategies).

b. Uses differentiated instructional strategies to engage students of various ability levels and learning styles in meaningful learning experiences.

c. Provides explicit instruction that includes; time for practice and feedback, scaffolded instruction, and modeling. d. Maximizes instructional time/Uses instructional time effectively. e. Provides connections between what students are being asked to learn and their own lives so that they see a

purpose in learning. f. Provides opportunities for learners to reflect upon and summarize their own learning. g. Uses homework to reinforce a concept, facilitate exploration of a related concept, examine a topic in greater detail,

and/or as a formative assessment to enhance student mastery of content and skills. h. Uses literacy strategies to enhance student reading fluency, comprehension, and use of content area vocabulary.

8. Assessment a. Provides multiple opportunities for students to demonstrate their knowledge, understandings, and skills utilizing

multiple assessments (aligned to standards/benchmarks/learning objectives). b. Incorporates ongoing, embedded, diagnostic, prescriptive, and/or summative assessment into instruction. c. Embeds classroom-based assessments into instruction and/or the work that students produce in the classroom. d. Provides students with the criteria (rubrics) used to evaluate the quality of their work (assignments, products,

performances, projects, etc.) prior to assessments. e. Uses results of student assessments to improve teaching and learning. f. Uses technology in assessing student learning of subject matter utilizing a variety of assessment techniques.

45

Professionalism Core Teaching Competencies (Category IV)

1. Attendance a. Models the importance of punctuality and good attendance for students. b. Demonstrates exemplary punctuality and attendance patterns on student-contact days. c. Demonstrates exemplary punctuality and attendance patterns on professional development days.


a. Continuously reflects upon the impact of teaching practices on student understanding and the extent to which instructional goals and objectives are being achieved.

b. Formulates questions, collects and analyzes data to answer questions about teaching and learning and the effectiveness of: planning and preparation, the classroom environment, methods of instruction, and use of instructional technology.


a. Uses technology to maintain accurate and useful records of student work and to monitor information on student progress toward mastering standards and benchmarks.

b. Monitors student completion of assignments and quality of work.

4. Communicates with students’ families a. Regularly communicates student progress with the student and his/her parents/guardians, in a manner easily

understood. b. Handles parent concerns professionally and respectfully. c. Utilizes technology to enhance communication and collaboration with students’ families.

5. Participates in a professional learning communit y

a. Works collaboratively with colleagues to improve student learning and to implement national, state, and local standards.

b. Works as a team member to attain district and building goals. c. Contributes to a positive school/district environment. d. Collaborates and consults with school colleagues, parents, agencies, and others in the community to support

students’ learning and well-being.

6. Grows and develops professionally a. Demonstrates an attitude of life-long learning and continuous professional growth through active participation

in professional growth and development opportunities. b. Displays an inquiry orientation towards professional practice, open to the possibility that there may be other

more effective practices than the ones currently in use. c. Continues to increase content-area knowledge, to develop expertise in best teaching practices, and to increase

technological knowledge and skills. 7. Shows professionalism

a. Models behaviors that convey a professional attitude and demeanor at all times. b. Displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students,

parents, and the public. c. Models safe and responsible use of technology and develops classroom procedures to implement school and

district acceptable use policies and data security plans. d. Ensures that all students receive a fair opportunity to succeed. e. Implements procedures consistent with district and school policies that protect the privacy and security of

student data and information. f. Complies fully with school and district policies and procedures and with state regulations.

46

BELLEFONTE AREA SCHOOL DISTRICT Tenured Professional Growth Plan

PART I : Goal Setting

Professional Employee’s Name: Building: School Year:

Core Teaching Competencies Category (circle assigned category)

Preparation and Planning Competencies (Category I)

Classroom Environment Competencies (Category II)

Instructional Delivery Competencies (Category III)

Professionalism Competencies (Category IV)

GOAL SETTING 1. Professional Growth/Core Competencies Goals (List no more than 3 professional growth goals derived from assigned Core Competencies category):

2. Student Achievement Goals (How will accomplishing your goal(s) result in increased student achievement?)

3. Rationale (Why did you choose to enhance your growth in the area described above? Include possible impact on both professional growth and student achievement):

4. Action Plan (Describe the actions you plan to take to accomplish the goal(s) identified above). Add rows as needed. Tentative Strategies/Actions for My Professional Growth Tentative Timeline

5. Portfolio Artifacts (Generate a list of possible portfolio artifacts that could be collected as evidence of your achievement of the Core Competencies included in your goals):

Place this completed document in Section I of your Professional Growth Portfolio. Professional Employee’s Signature/Date:_________________________________________ Administrator’s Signature/Date:________________________________________________ □ Approved □ Needs to be revised Administrator Comments:

Due to building administrator by

October 1st

This form to be used by tenured staff assigned to

any category of the Core Competencies.

47


PART 2: Mid - Year Implementation Update


Professional Growth/Core Competencies Goals (from #1 of Part 1: Goal Setting):

Student Achievement Goals (from #2 of Part 1: Goal Setting): 6. Modifications/Adjustments made to the plan (include dates and reasons for changes):

1st SEMESTER IMPLEMENTATION LOG 7. Implementation – Describe the actions that you took during the first semester, including dates. Add rows as needed.

Date Actions Taken Indicate if an Artifact

has been placed in Working Portfolio

Place this completed document in Section I of your Professional Growth Portfolio. Submitted by:________________________________________________ Date_______________ Reviewed by:________________________________________________ Date_______________ Administrator Comments:



Due to building administrator by

February 15th

48


PART 3: End-of-Year Report


Professional Growth/Core Competencies Goals (from #1 of Part 1: Goal Setting): Student Achievement Goals (from #2 of Part 1: Goal Setting):

2nd SEMESTER IMPLEMENTATION LOG 8. Implementation - Describe actions that you took during the second semester, including dates. Add rows as needed.

Date Actions Taken Indicate if an Artifact

has been placed in Working Portfolio

PROFESSIONAL GROWTH PORTFOLIO CHECKLIST Answer the following questions by checking “yes” or “no” in the appropriate box in the columns to the right. Yes No

Professional Growth Portfolio Section 1 – Tenured Professional Growth Plan

a. Have I included a completed Part 1 – Goal Setting form? b. Have I included a completed Part 2 – Mid-Year Implementation Up-date form? c. Have I included a completed Part 3 – End-of-Year Report form? d. Have I included a completed Part 4 – Professional Growth Reflection form?

Professional Growth Portfolio Section 2 – Artifacts a. Have I included 12 or fewer artifacts in my portfolio? b. Do my artifacts provide evidence of my progress toward accomplishing the goals I established in my Professional

Growth Plan?

c. Do my artifacts provide evidence of enhanced student learning/achievement due to my professional growth activities?

d. Do my artifacts link to my Professional Growth Goals and the Core Competencies? e. Is each artifact a result of my professional growth and accomplishments?

Professional Growth Portfolio Section 2 – Reflective Statements a. Have I attached a reflective statement (that is 2 – 4 paragraphs in length) to EACH artifact? b. Does each reflective statement provide a narrative description of how the artifact demonstrates my professional

growth and/or the impact my professional growth activities had on student achievement?

c. Do my reflections indicate that I have applied new learnings and skills to my practice and that new learnings will continue to shape my practice in the future?

Place this completed document in Section I of your Professional Growth Portfolio.

Submit with Portfolio prior to June 1st



49


PART 4: Professional Growth Reflection


PROFESSIONAL REFLECTIONS Professional Growth/Core Competencies Goals (from #1 of Part 1: Goal Setting): 9a. Please answer the following in a narrative form: How does your portfolio, as a whole, reflect your growth as a professional with regards to the Professional Growth/Core Competencies Goals listed above? 9b. How does your portfolio demonstrate or document your growth? Student Achievement Goals (from #2 of Part 1: Goal Setting): 10a. Describe how attaining your Professional Growth/Core Competencies Goals impacted student achievement with regards to the Student Achievement Goals listed above. 10b. How does your portfolio demonstrate, document, or support that your professional growth efforts had a positive impact on student achievement? Professional Educator’s Signature: Date Portfolio Submitted:

Place this completed document in Section I of your Professional Growth Portfolio.

Submit with Portfolio prior to June 1st



50

PROFESSIONAL GROWTH PORTFOLIO – PART 5 FOR ADMINISTRATIVE USE ONLY

Criteria √√√√ Satisfactory

Section 1: Tenured Professional Growth Plan Part 1, Part 2, Part 3, and Part 4 thoughtfully and thoroughly completed.

Section 2: Artifacts – Provide evidence of progress toward accomplishing goals established in Professional Growth Plan. Provide evidence of enhanced student achievement. Linked to Professional Growth Goals, Core Competencies, and student achievement.

Section 2: Reflective Statements – Narrative description (2 – 4 paragraphs in length) of how EACH artifact demonstrates professional growth and/or the resulting impact on student achievement Indicate application of new learnings and skills into practice.

Section 3 (Category III only) – Observation documents provided (in order of occurrence).

PROFESSIONAL GROWTH PORTFOLIO RATING

□ Satisfactory Portfolio

□ Portfolio to be revised □ Unsatisfactory Portfolio

Administrator’s Comments:

Administrator’s Signature:

Date:

51

BELLEFONTE AREA SCHOOL DISTRICT Proficiency Attainment Plan

Professional Employee’s Name Building School Year

Plan # Date Plan Started

Date Plan Completed

Proficiency Attainment Planning, Implementation, and Evaluation

Proficiency Attainment Goal/Core Competency

(List 3 – 5 proficiency attainment goals and identify the Core Competency upon which each goal is focused.)

Actions Taken (List the actions taken to achieve goal

and include dates for each action.)

Artifacts Collected (Describe the artifact which

demonstrates your proficiency in a specific Core Competency.)

Reflection Describe the outcome of your efforts. Did you successfully achieve your goals? Explain why or why not. Suggest recommendations for future growth.

Administrator’s Signature with Date

Professional Employee’s Signature with Date

Proficiency Attainment Plan submitted to Administration

Proficiency Attainment Plan approved by Administration

Proficiency Attainment Plan Completed

Dates of meetings held to assess progress toward attaining goals and portfolio progress

Dates of observations related to goals in Proficiency Attainment Plan

For Administrative Use Only

Satisfactory Progress

Needs Improvement

Unsatisfactory Progress Satisfactory

Progress Needs

Improvement Unsatisfactory

Progress

Proficiency Attainment Goals Proficiency Portfolio


This form to be used by non - tenured staff assigned to Proficiency Attainment Mode.

When complete, place this document in Section #2 of your

Proficiency Portfolio.

52

BELLEFONTE AREA SCHOOL DISTRICT Proficiency Portfolio Self Assessment

Professional Employee’s Name: Building: School Year: Proficiency Portfolio – Year 1

Proficiency Portfolio – Year 2

Proficiency Portfolio – Year 3

Answer the following questions by checking “yes” or “no” in the appropriate box in the column to the r ight. Yes No

Section 1: Proficiency Portfolio Self Assessment

a. Have I included a completed Proficiency Portfolio Self Assessment for each year that I have been working on my Proficiency Portfolio (in order of completion)?

Section 2: Proficiency Attainment Plans

b. Have I included two or more completed Proficiency Attainment Plans for this school year? c. Have I organized all of my Proficiency Attainment Plans in order of completion, including those from previous years (if

applicable)?

Section 3: Observations and Evaluations by Adminis tration d. Have I included all administrative observations and evaluation documents in order of completion, including those from

previous years (if applicable)?

Section 4: Planning and Preparation Checklist, Art ifacts, & Reflective Statements Section 5: Classroom Environment/ Management Check list, Artifacts, & Reflective Statements Section 6: Instructional Delivery/Implementing Sta ndards Aligned Instruction Cklist, Artifacts, & Re flective Statements Section 7: Professionalism Checklist, Artifacts, & Reflective Statements

e. Have I included a Proficiency Attainment Checklist for Categories I, II, II, & IV? f. Do artifacts provide documentation of my proficiency in the Category I, II, III, & IV Core Competencies? g. Have I attached a reflective statement (that is 2 – 3 sentences in length) to EACH artifact? h. Does each reflective statement describe how the artifact demonstrates my proficiency in a specific Core Competency?

Section 8: Personal Observations/Videotape Analysi s with Reflections

i. Have I included documentation that I have observed other professionals in action and reflected upon the observation(s)? j. Have I included documentation that I have videotaped myself in action, analyzed the recording and reflected upon it?

Section 9: Reflective Practices k. Do my “Reflections on My Professional Practice” provide evidence of thoughtful reflection during my participation in the

district’s Induction Program?

l. Do my Dialogue Journal entries demonstrate that I thoughtfully reflected upon my first (or second) year professional experiences with my mentor?

m. Do my Reflective Journal entries (completed in years following the district’s Induction Program) provide evidence that I maintained a reflective journal throughout the school year?

Please answer the following in a narrative form: H ow does your Proficiency Portfolio, as a whole, ref lect your growth as a professional with regards to the Core Competencies?

Professional Educator’s Signature:

Date Portfolio Submitted:

Place this completed document in Section I of your Proficiency Portfolio.

This form to be used by non-tenured staff assigned to

Proficiency Attainment Mode.

Place in Section 1 of

Proficiency Portfolio

53

PROFICIENCY PORTFOLIO SELF ASSESSMENT – PAGE 2

FOR ADMINISTRATIVE USE ONLY

Criteria √√√√ Satisfactory

Section 1: Proficiency Portfolio Checklist - Accurately and thoughtfully completed.

Section 2: Proficiency Attainment Plans– Provide evidence of progress toward developing proficiency in Core Competencies.

Section 3: Observations and Evaluations – Observation documents provided (in order of occurrence).

Section 4: Planning and Preparation Checklist, Arti facts, & Reflective Statements – Provide evidence of proficiency in Category I Core Competencies.

Section 5: Classroom Environment/Management Checkl ist, Artifacts, and Reflective Statements – Provide evidence of proficiency in Category II Core Competencies. Section 6: Instructional Delivery/Implementing Sta ndards Aligned Instruction Checklist, Artifacts, & Reflective Statements – Provide evidence of proficiency in Category III Core Competencies.

Section 7: Professionalism Checklist, Artifacts, & Reflective Statements – Provide evidence of proficiency in Category IV Core Competencies. Section 8: Personal Observations/Videotape Analysis with Reflections – Provide evidence of thoughtful analysis and reflection from observing other professionals and self in action. Section 9: Reflective Practices – Evidence of thoughtful, ongoing reflective practices. (9 total “Reflections on My Professional Practice” from the Induction Program, at least 12 dialogue journal entries, and individual reflections/journal entries completed throughout year 2 and 3.)

PROFICIENCY PORTFOLIO RATING

□ Satisfactorily Completed

(For use at the end of the 3rd Year of Proficiency Attainment Mode to

indicate proficiency has been documented)

□ Satisfactory Progress (For use at the end of Year 1 & 2 of

Proficiency Attainment Mode to indicate that the portfolio is a work in progress)

□ Portfolio to be revised □ Unsatisfactory Portfolio


Administrator’s Signature:

Date:

54

BELLEFONTE AREA SCHOOL DISTRICT Category I – Planning and Preparation for Standards -Aligned Instruction

Core Competencies Checklist

Professional Employee’s Name: Building: Date Started: Date Completed:

Competency Evidence of Proficiency/Describe Artifact Date

1. Plans for standards-based lessons that are challenging, rigorous, and purposeful

2. Demonstrates knowledge of content and pedagogy which enables students to meet or exceed academic standards

3. Demonstrates knowledge of students

4. Selects instructional goals that are aligned with academic standards

5. Demonstrates knowledge of resources

6. Designs coherent instruction

7. Assesses student learning

Place completed checklist in portfolio as page #1 of Section 4.

55

BELLEFONTE AREA SCHOOL DISTRICT Category II – Classroom Environment/Classroom Manag ement

Core Competencies Checklist









56

BELLEFONTE AREA SCHOOL DISTRICT

Category III – Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies Checklist



1. Communicates clearly and accurately with students

2. Uses questioning and discussion techniques

3. Engages students in learning

4. Provides feedback to students

5. Demonstrates flexibility and responsiveness

6. Provides standards-based instruction

7. Instructional Strategies – Employs a variety of research-based teaching techniques, strategies, and technologies

8. Assessment – Provides multiple opportunities for students to demonstrate their knowledge and skills.


57

BELLEFONTE AREA SCHOOL DISTRICT Category IV – Professionalism Core Competencies Checklist



1. Attendance – Models and demonstrates exemplary punctuality and attendance patterns



4. Communicates with students’ families

5. Participates in a professional learning community

6. Grows and develops professionally

7. Shows professionalism


58

TEACHER OBSERVATION FOR EVALUATION

When conducting a classroom observation an administrator may use either the Core

Competencies Observation/Data Collection Form or the Narrative Observation/Data Collection Form. Professional employees assigned to Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies (Category III), Proficiency Attainment Mode, Focused Assistance Mode, or Corrective Assistance Mode should be observed using the Core Competencies Observation/Data Collection Form at least one time during the school year.

To compute a professional employee rating from the Core Competencies Observation/Data Collection Form:

1. Add together the points from each block on the form 2. Divide the total points by the total number of categories scored.

Observation Rating equals: Total Points/Number of Categories Scored

The following criteria should be used to establish a professional employee’s observation rating:

A. Satisfactory Observation

1. No more than one unsatisfactory rating per category, and 2. No more than three unsatisfactory ratings in all four categories

combined, and 3. An Observations Rating of not less than 1.5

B. Needs Improvement Observation

(Needs Improvement rating should be considered typical for inexperienced/non-tenured teachers.) 1. No more than one unsatisfactory rating per category, and 2. No more than three unsatisfactory ratings in all four categories

combined, and 3. An Observations Rating between 1.0 and 1.499

C. Unsatisfactory Observation

1. More than one unsatisfactory rating per category, or 2. Unsatisfactory ratings in each of the four categories, or 3. An Observation Rating below 1.0

Post-Observation Conference After an observation, a conference between the professional employee and the

administrator should be held within five days. During this conference the administrator and the teacher will work together to complete the observation form. The administrator will review ratings and comments and ask questions for clarification about lesson strategies or student interactions. This is also the teacher’s opportunity to describe lesson goals, rationale for the lesson, connections to past and future lessons, and regular classroom procedures.

59

EXPLANATION OF PDE EVALUATION FORMS

Pennsylvania Department of Education Evaluation Forms 426, 427 and 428 are used as the district’s professional employee evaluation form. The PDE 426, 427 and 428 forms assess the following categories of professional practice: I: Planning and Preparation; II: Classroom Environment; III: Instructional Delivery; and IV: Professionalism. The district’s Core Competencies align with PDE’s established categories. PDE 426 – Semi-Annual Employee Evaluation Form for Instructional I Teachers

The PDE 426 form is used for the semi-annual evaluation of professional employees holding an Instructional I certificate. The 426 form is to be used a minimum of two times a year for three years. The performance criteria on the 426 form require that the educator meet or exceed stated minimums for each of the four categories. A judgment of satisfactory or unsatisfactory performance in any category is based on the evaluator’s overall evaluation of performance in that category. A satisfactory rating does not require positive performance in all indicators. The level of proficiency for each of the four categories determines the overall level or proficiency. The Proficiency Portfolio and completed classroom observation forms will provide documentation for the completion of PDE form 426. PDE 427 – Instructional I to Instructional II Assessment Form

The PDE 427 form is the overall assessment of at least six PDE 426 forms completed for a specific professional employee. The 427 form is used to recommend that a professional employee move from an Instructional I certificate to an Instructional II certificate. This recommendation is made by the person completing the evaluation and the superintendent. The PDE 427 requires the educator to achieve a higher level of proficiency in performance indicators than the stated minimums established in the PDE 426 form. A judgment of satisfactory or unsatisfactory performance in any category is based on the evaluator’s overall evaluation of performance in that category. A satisfactory rating does not require positive performance in all indicators. The level of proficiency for each of the four categories determines the overall level or proficiency (satisfactory or unsatisfactory). The Proficiency Portfolio and completed classroom observations forms will provide documentation for the completion of PDE form 427. PDE 428 – Employee Evaluation form for Instructional II Teachers

The PDE 428 form is used for the annual evaluation of professional employees holding an Instructional II certificate. The performance criteria on the 428 form require that the educator demonstrate a high level of proficiency in the four categories of professional practice. A judgment of satisfactory or unsatisfactory performance in any category is based on the evaluator’s overall evaluation of performance in that category. A satisfactory rating does not require positive performance in all indicators. The level of proficiency for each of the four categories determines the overall level or proficiency (commendable, satisfactory or unsatisfactory). The Professional Growth Portfolio will provide documentation for the completion of PDE form 428.

60

BELLEFONTE AREA SCHOOL DISTRICT Core Competencies Observation/Data Collection Form

Teacher Name: Date: Subject/Class: Class Time/Period: Grade Level of Students: Time Arrived: Number of Students Present: Time Departed: Observer: Topic:

Category I: Planning and Preparation for Standards -Aligned Instruction

Com

men

dabl

e (3

)

Pro

ficie

nt

(2)

Bas

ic

(1)

Uns

atis

fact

ory

(0)

Not

O

bser

ved

Not

A

pplic

able

1. Plans for standards-based lessons that are challenging, rigorous, and purposeful

2. Demonstrates knowledge of content and pedagogy which enables students to meet or exceed academic standards

3. Demonstrates knowledge of students

4. Selects instructional goals that are aligned with academic standards

5. Demonstrates knowledge of resources

6. Designs coherent instruction

7. Assesses student learning

Comments/Commendations/Recommendations (optional):

Category II: Classroom Environment/Classroom Management

Com

men

dabl

e (3

)

Pro

ficie

nt

(2)

Bas

ic

(1)

Uns

atis

fact

ory

(0)

Not

O

bser

ved

Not

A

pplic

able







61

Category III: Instructional Delivery/Implementing Standards-Aligned Instruction

Com

men

dabl

e (3

)

Pro

ficie

nt

(2)

Bas

ic

(1)

Uns

atis

fact

ory

(0)

Not

O

bser

ved

Not

A

pplic

able

1. Communicates clearly and accurately with students

2. Uses questioning and discussion techniques

3. Engages students in learning

4. Provides feedback to students

5. Demonstrates flexibility and responsiveness

6. Provides standards-based instruction

7. Employs a variety of research-based teaching techniques, strategies and technologies

8. Assessment - provides multiple opportunities for students to demonstrate their knowledge and skills


Category IV: Professionalism C

omm

enda

ble

(3)

Pro

ficie

nt

(2)

Bas

ic

(1)

Uns

atis

fact

ory

(0)

Not

O

bser

ved

Not

A

pplic

able

1. Attendance – models and demonstrates exemplary punctuality and attendance patterns



4. Communicates with students’ families

5. Participates in a professional learning community

6. Grows and develops professionally

7. Shows professionalism


Post-Observation Conference: � Satisfactory Observation � Needs Improvement � Unsatisfactory Observation

Comments:

____________________________ ___________________________________ Observer’s Signature Date *Teacher’s Signature Date

*This signature merely indicates that you have read this report – no agreement is implied.

Year to Date Attendance Sick Days ______ Personal Days ______ Prof/Conference Days ______ Other ______ Total: ______

62

BELLEFONTE AREA SCHOOL DISTRICT Narrative Observation/Data Collection Form

Teacher Name: Date: Subject/Class: Class Time/Period: Grade Level of Students: Time Arrived: Number of Students Present: Time Departed: Observer: Topic: Lesson Summary/Narrative: (Include Introduction, Methods of Instruction, Lesson Organization and Summary/Closure, Student Involvement) Commendations: Recommendations: Post-Observation Conference: � Satisfactory Observation � Needs Improvement � Unsatisfactory Observation _________________________________ ____________________________________ Observer’s Signature Date *Teacher’s Signature Date

*This signature merely indicates that you have read this report – no agreement is implied.

Year to Date Attendance Sick Days ______ Personal Days ______ Prof/Conference Days ______ Other ______ Total: ______

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Administrator Timeline for Supervising Tenured and Non-Tenured Professional Employees Deadline Core Competencies Supervision Proficiency Attainment Supervision Focused Assistance Supervision

September 15th

• Supervision Plan overview/awareness session(s) held.

• Participants assigned to focus areas according to Core Competencies Supervision Cycle.

• Supervision Plan overview/awareness session(s) for non-tenured faculty held.

• Individual Supervision Plan overview/awareness session(s) for individuals assigned to Focused Assistance held.

October 1st

• Part 1: Goal Setting portion of the Tenured Professional Growth Plan due to administration.

• Proficiency Attainment Plans due to administration.

• Meetings with individuals assigned to Focused Assistance Mode to assist them in identifying improvement goals completed.

October 10th

• Professional Growth Plans due to administration

October 15th

• Meetings with individuals assigned to Category III to review their plans completed.

• Meetings with individuals assigned to Proficiency Attainment Mode to review their plans completed.

• Professional Growth Plans approved.

November 1st

• Notification of plan approvals completed. • Meetings with employees who have not submitted an

acceptable Part 1: Goal Setting Professional Growth Plan completed.

• Notification of plan approvals completed. • Meetings with employees who have not submitted an

acceptable Proficiency Attainment Plans held.

November 15th

• All resubmitted plans should be approved. • All resubmitted plans should be approved.

Throughout School Year

• Schedule and complete a minimum of three observation cycles for individuals assigned to Category III.

• Schedule and complete a minimum of four observations.

• Revisit Proficiency Attainment Plans to develop new ones or to revise current ones.

• Meet monthly to review progress

Quarterly

• Meet at least quarterly to discuss observation data, assess progress toward Proficiency Attainment goals.

• Revisit Proficiency Attainment Plans to develop new ones or to revise current ones.

February 15th

• Individual and/or small group mid-year implementation update and portfolio review meetings held to assess if progress has been made towards the accomplishment of established goal(s).

• Part 2: Mid-Year Implementation Update portion of Tenured Professional Growth Plans are due.

• Last date for modifications to Professional Growth Plans.

• Mid-year progress and portfolio review meetings held to assess if progress being made towards the accomplishment of established Proficiency Attainment goal(s).

• Conduct mid-year progress and portfolio review meetings to assess if progress being made towards established goal(s).

• Part 2: Mid-Year Implementation Update portion of Tenured Professional Growth Plans are due.

March 1st

• Part 2: Implementation Update forms signed and returned.

• Part 2: Implementation Update forms signed and returned.

May 1st • Proficiency Portfolios due to administration.

May 15th

• All observation cycles for individuals assigned to Category III are complete.

June 1st

• Professional Growth Portfolio presentations completed.

• Year-end progress and portfolio review meetings completed.

• Year-end progress and portfolio review meetings completed.

• Rate professional employee on the state evaluation form upon satisfactory completion of the Tenured Professional Growth Plan and Professional Growth Portfolio.

• Rate professional employee on the state evaluation form based upon observations, evaluations, and Proficiency Portfolio submission.

• Rate professional employee on the state evaluation form based upon observations, evaluations, and Professional Growth Portfolio submission.

End of School Year • Approve (if acceptable) and file the completed Professional Growth Plan or Proficiency Attainment Plan and related documentation at the building level.

• Return portfolio, with appropriate feedback, to professional employee by end of school year. • A portfolio that fails to meet requirements must be resubmitted to building administrator within 7 days. • Notify individuals submitting late or substandard portfolios of their supervisory status for next school year.

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2008 DISTRICT SUPERVISION COMMITTEE MEMBERS

Dr. Cathy Brachbill, chair Karen Krisch Ed Fitzgerald Dr. Gina MacFalls

Dave Hermenau Shaun McMurtrie Jennifer Hoover Dr. Kate Sillman Anne Hutcheson Kris Vancas

Dave Jagger

2003 - 2004 DISTRICT SUPERVISION COMMITTEE MEMBERS

Dr. Joseph Goodnack, chair Dr. Cathy Brachbill

Carol Flanigan Larry Fry

Wanda Garbrick Jennifer Hoover

Karen Krisch Norma Miller Lisa Peters Lisa Riley

Dr. Kate Sillman Karen Truesdale

2001 - 2003 DISTRICT SUPERVISION COMMITTEE MEMBERS

Differentiated Supervision Sub-Committee Teacher Observation Sub-Committee Dr. Joseph Goodnack, chair Dr. Kathy Myers Wunder, chair

Anne Hutcheson Mike Frazier Fran Johnson Dr. Joseph Goodnack

Karen Martinec Kevin Harman Lisa Peters Jennifer Hoover Eve Rhodes Jennifer Johnson

Kathy Spicher Mary Troup Amy Sten

REFERENCES

Nolan, J. F. and Hoover, L.A. (2008). Teacher Supervision and Evaluation: Theory into Practice. Wiley. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, Virginia: ASCD. Danielson, C. & McGreal, T.L. (2000). Teacher evaluation to enhance professional practice. Princeton, New Jersey: ASCD. Pathwise: Framework Observation Program (2000). Educational Testing Service