PAIUCC
PAIUCC MEETINGTerry Barnaby, Director
Bureau of School Leadership and Teacher Quality
PAIUCC
Act 24 of 2011School Code Bill
Certification Changes Effective Immediately
PAIUCC
School Code 2011 Superintendent, Alternate Route Act 24 Requirements
• Graduate degree in business or finance
• 4 years of relevant experience in business, finance or management
• Attorneys included for 3 years
• PIL Requirement
• Traditional Route no longer states certified experience, requires “successful” experience
PAIUCC School Code 2011
Superintendent, Alternate Route
Approved Policy Guidelines Additions
• Candidates will be eligible for a Commission, not a Letter of Eligibility
• Commission relies on offer of employment from School Board
PAIUCC
Act 82 of 2012
Superintendent, Alternate Route - Commission Qualification Letter• Pre-hiring review of legal requirements• GMC Review• Not a letter of Eligibility• Candidate must apply for commission
when hired
PAIUCC School Code 2011
Principal Certificate, Alternate Route
Initial Requirements
• Bachelor’s Degree from an accredited College or University
• 3 years of relevant professional experience defined as “professional experience in an educational setting that is related to the instructional process”
• Offer of employment from a Local Education Agency (LEA)
PAIUCC School Code 2011
Principal Certificate, Alternate Route
Requirements to be completed within 2 years:• An Approved college or university program or • Within 2 years of employment must produce
satisfactory evidence of completing an approved leadership development program
• Demonstrated knowledge of Basic School Laws and regulations
PAIUCC Principal Certificates
Administrative I, Traditional Route
• Bachelor’s Degree• Verification of 3 years of relevant professional
experience defined as “professional experience in an educational setting that is related to the instructional process”
• Completion of approved program of graduate study in education. (preparation completed outside of Pa must meet Pa standards)
• Satisfactory achievement on the required Praxis test
PAIUCC School Code 2011
Principal Certificate, Level II Requirements
Both Provisional I and Administrative I candidates:• Complete the PIL induction program • Provide 3 years of satisfactory service
Both Administrative I and Provisional Administrative I are valid for 5 years of service and cannot be renewed.
PAIUCC School Code 2011
Vocational Director Certificate, Alternate Route
• Bachelor’s Degree from an accredited College or University
• 3 years of relevant professional experience defined as “professional experience in an educational setting that is related to the instructional process”
• Offer of employment from an Local Education Agency (LEA)
PAIUCC
School Code 2011 Vocational Director Certificate, Alternate
Route
Requirements to be completed within 2 years:• An Approved vocational administrative director
preparation program or • Proof of completion of an introductory
Pennsylvania Inspired Leadership (PIL) program approved by PDE
• Demonstrated knowledge of Basic School Laws and regulations
PAIUCC School Code 2011
Vocational Director Certificate, Traditional Route
• Bachelor’s Degree• Verification of 3 years of relevant professional
experience defined as “professional experience in an educational setting that is related to the instructional process”
• Completion of approved program of graduate study in education. (preparation completed outside of Pa must meet Pa standards)
• Satisfactory achievement on the required Praxis test
PAIUCC Also on the Website:
www.education.state.pa.us • http://www.portal.state.pa.us/portal/s
erver.pt./community/administrative_supervisory/8820/administrative_level_ii_certification/954868
• OR… Go to Certifications, Level II, Administration Level II Certification and the PIL Induction Requirement
PAIUCC
Out of State Candidates
• Valid Instructional Certificate from another state• Bachelor’s Degree• 2 years of successful classroom experience• Demonstrates subject matter competency
School Code 2011
PAIUCC
School Code 2011 Postbaccalaureate Certification Programs
• Includes traditional post bacc programs, accelerated programs, intern and residency programs and administrative programs
• Provides for PDE approved providers other than institutions of higher education
• Requires PDE to develop guidelines for the approval of flexible postbacc programs
• The bill requires specific postbacc content
PAIUCC School Code 2011
Residency Certificate Requirements
• Areas of shortage• Masters or Doctorate or Bachelors degree with 3 years of
experience in related field• Continuously enrolled in an approved residency program• Satisfactory achievement on the appropriate content test• Offer of employment from LEA
Valid for 3 years, one time only
PAIUCC School Code 2011
Instructional Intern Certificate Requirements
• Bachelors degree • Continuously enrolled in an approved intern
program• Satisfactory achievement on the appropriate
content test• Offer of employment from LEA
Valid for 3 years, one time only
PAIUCC
Measuring Educator EffectivenessProject Goal
• To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth.
The term “educator” includes teachers, education specialists, and principals.
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PAIUCC
Educator Effectiveness
3
PAIUCC Background
• A multi-phase project that began with $800,000 Gates Foundation grant to facilitate the development of statewide policy, tools and processes to evaluate teachers and principals in which student achievement is a significant factor affecting performance ratings
• PDE is closely following the work of the Pittsburgh Public Schools, recipients of a $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes
• A University of Pittsburgh researcher is conducting a qualitative analysis regarding the effectiveness of principal training and the comprehensiveness, validity, transparency, practicality, and quality of the teacher evaluation system
• A third party researcher is conducting a quantitative analysis evaluating the relationships between professional practices as measured by classroom observation scores and teacher contributions to student achievement 20
PAIUCC
2010-2011 Phase I Sites
• Allentown School District• Cornell School District• Mohawk School District• IU 5 – Northwest Tri-
County
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PAIUCC 2011-2012 Phase II Sites
• 119 Local Education Agencies, including School Districts, CTCs, Charter Schools and IUs
• 363 Buildings• 658 Supervisors• 2,348 Teachers in PSSA tested subjects• 2,586 Teachers in non-PSSA tested
subjects22
PAIUCC
2012-2013 Phase III Sites • 293 Local Education Agencies, including
School Districts, CTCs, Charter Schools and IUs
• 1,255 Schools• 1,972 Supervisors• 20,360 Teachers in PSSA tested subjects• 3,771 Teachers in non-PSSA tested
subjects
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PAIUCC Participation Methods
• Teacher Effectiveness Phase III• SIG districts with schools
implementing a Transformation Model
• Race to the Top Recipients
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PAIUCC
Multiple Measures of Teacher Effectiveness
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PAIUCC Danielson Framework, Domain 3: Instruction
Component 1. Failing 2. Needs Improvement
3. Proficient 4. Distinguished
3a: Communicating with students
Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. Teacher’s use of language contains errors or is inappropriate to students’ cultures or levels of development
Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; teacher’s use of language is correct but may not be completely appropriate to students’ cultures or levels of development.
Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate to students’ cultures and levels of development.
Expectations for learning, directions and procedures, and explanations of content are clear to students. Teacher’s oral and written communication is clear and expressive, appropriate to students’ cultures and levels of development, and anticipates possible student misconceptions.
3b: Using questioning and discussion techniques
Teacher’s questions are low-level or inappropriate, eliciting limited student participation, and recitation rather than discussion.
Some of the teacher’s questions elicit a thoughtful response, but most are low-level, posed in rapid succession. Teacher’s attempts to engage all students in the discussions are only partially successful.
Most of the teacher’s questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. The students are engaged and participate in the discussion, with the teacher stepping aside when appropriate.
Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and ensure that all voices are heard.
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PAIUCC
Educational Specialist Effectiveness
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PAIUCC Who are Educational Specialists?
• Educational Specialists are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines (CSPGs).
• Currently CSPG 75 through 81 list the following specialist certifications: – Dental Hygienist – Elementary School Counselor – Home and School Visitor– Instructional Technology Specialist– Secondary School Counselor– School Nurse– School Psychologist
• PDE is in the process of working with stakeholder groups from across the Commonwealth to revise the Danielson Framework for Teaching to reflect the specific roles and functions of the identified specialist groups 28
PAIUCC Specialists-What about Other Licensed Staff Hired under Teacher Contracts?• Given that many LEAs hire licensed professionals under teacher
contracts who are not certificated as specialists under Pennsylvania School Code, PDE has made a decision to develop revised Danielson Framework for Teaching rubrics for the following roles:– Occupational Therapist– Physical Therapist– Social Workers– Behavior Analysts– Educational Interpreters
• PDE is in the process of working with stakeholder groups from across the Commonwealth to revise the Danielson Framework for Teaching to reflect the specific roles and functions of the identified licensed professionals.
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PAIUCC
Building Level Data, 15%
Teacher Specific Data, 15%
Elective Data, 20%
Observation/ Evidence,
50%
Teacher Effectiveness System in Act 82 (HB 1901)Observation/Evidence
Danielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibili-ties
Building Level DataPSSA AchievementPVAAS GrowthGraduation RatePromotion RateAttendance RateAP Course ParticipationSAT/PSAT
Teacher Specific DataPSSA AchievementPVAAS GrowthIEP GrowthLocally Developed District Rubrics
Elective Data/SLOsDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Re-quirementsStudent Portfolios Pursuant to Local Re-quirements
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PAIUCC The “Elective” Portion of
Teacher Effectiveness
Measuring Student Performance for Teachers in Tested and Non‐Tested Grades and Subjects
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The Goal: To have an effective teacher in every classroom
PAIUCC What Model Might be Most
Appropriate for PA to Develop?
Student
Learning
Objective
Models
Models of
Student
Assessment
Measurement
of Student Performance & Teacher Effectiveness
PAIUCC The Approach
• Provide a method for teachers to write SLOs.• Provide a method for teachers to design
assessments appropriate to the SLO.• Provide piloted and peer-reviewed models on
the PDE SAS website.• Provide professional development
appropriate to SLO development.
The Methodology: AN SLO TEMPLATE
PAIUCC Looking at the Components of
PA’s SLO Template• Teacher Information• Course Information• Learning Objective• Data and Targets Used to Establish the SLO• Assessment/Performance Task• Administration of the Assessment/Performance Task• Data Collection• Implementation Timeline• Teacher Effectiveness Measure
PAIUCC Teacher Effectiveness Measure
Classroom Objective How will the aggregated scores of individual student assessment results be used to define teacher effectiveness?Failing: few students achieve content mastery or growth
Needs Improvement: less than a significant number of students achieve content mastery or growth
Proficient: A significant number of students achieve content mastery or growth
Distinguished: An exceptional number of students achieve content mastery or growth
Fewer than 50% of students will move a minimum of 5 levels.
50%-70% of students will move a minimum of 5 levels
70%-80% of students will move a minimum of 5 levels
80% -100% of students will move a minimum of 5 levels
Less than 50% of students will achieve proficient or advanced levels in 6 out of 8 components (mastery) or will achieve improved scoring in 3 out of 8 components, with some decrease in the other 5 components (growth).
50% -74% of students will achieve proficient or advanced levels in 6 out of 8 components (mastery) or will achieve improved scoring in 3 out of 8 components, with some decrease in the other 5 components (growth).
70 % -84% of students will achieve proficient or advanced levels in 6 out of 8 components (mastery) or will achieve improved scoring in 3 out of 8 components, with no decrease in the other 5 components (growth).
85% -100% of students will achieve proficient or advanced levels in 6 out of 8 components (mastery) or will achieve improved scoring in 3 out of 8 components, with no decrease in the other 5 components (growth).
PAIUCC What Does the PA SLO Process Hope to
Accomplish?To meet federal Race to the Top
RequirementsTo meet state legislated teacher
evaluation requirementsTo utilize some processes that teachers
already have in placeTo inform principals as to appropriate
processes in content areas with which they may not be familiar
PAIUCC To provide teachers in non-tested grades
and subjects an opportunity to be evaluated in their content area
To inform and instruct teachers in non-tested grades and subjects about standards-based education design: 1) Curriculum Frameworks 2) Standards 3) Backward Design4) Transfer of Learning5) PA Standards Aligned System Website
PAIUCC
To have an effective teacher in every classroom.
PAIUCC
Observation/ Evidence
80%
Student Per-formance 20%
Observation/EvidenceDanielson Framework Domains1. Planning and Preparation2. Educational Environment3. Delivery of Service 4. Professional Development
Student Performance of All Students in the School Building in which the Nonteaching Professional Employee is Employed District Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements
Non Teaching Professional Employee Effectiveness System in Act 82 (HB 1901)
PAIUCC
Principal Effectiveness
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PAIUCC Principal Effectiveness
Domain 1 - Strategic/Cultural Leadership : The school leader will systematically and collaboratively develop a positive culture to promote continuous student growth and staff development. The leader articulates and models a clear vision of the school’s culture that involves students, families, and staff.
Domain 2- Managerial Leadership: The school leader will ensure that the school has processes and systems in place for budgeting, staffing, problem solving, communicating expectations and scheduling that result in organizing the work routines in the building. The school leader must efficiently, effectively, and safely manage the building to foster staff accountability and student achievement.
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PAIUCC Principal Effectiveness
Domain 3 – Leadership for Learning: The school leader assures school-wide conversations occur regarding standards for curriculum, instruction, assessment, and data on student learning based on research and best practices, and ensures that the ideas developed are integrated into the school’s curriculum and instructional approaches.
Domain 4 – School and Community Leadership: The school leader will promote the success of all students, the positive interactions among building stakeholders, and the professional growth of staff by acting with integrity, fairness and in an ethical manner.
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PAIUCC
Draft –
For Refe
rence
Only
PAIUCC Additional Items
• Inter-Rater Reliability• Professional Development• Alternative Educator
Effectiveness System• Implementation Guidelines– Formula– Differentiated Supervision– Other
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PAIUCC
Professional Development and Teachscape Products
PAIUCC Professional Development: Inter-rater ReliabilityTeachscape Framework for Teaching Proficiency System
(FFTPS) Overview • 20 hours of training content
o Self pacedo Total training time can be faster or longer
• 11 online learning modules for observerso Orientation to observer trainingo Minimizing biaso 9 modules on Framework for Teaching
o Overviewo Framework for Teaching Components in Domain 2 and
Domain 3detailed rater training on each component and performance level
• Over 100+ master scored videos
PAIUCC Professional Development
Teachscape’s Framework for Teachers Effectiveness Series (FFTES)
Self-Paced and Video-Rich Online Learning Resources
The Framework for Teaching Effectiveness Series includes 2 sets of learning modules:
1. Laying the FoundationOrientation to course materialsUnderstanding the Framework for TeachingApplying the Framework for Teaching
2. Framework Components8 individual learning modules which explore
the eight observable components in Domains 2 and 3 of Danielson’s Framework for Teaching
PAIUCC
Professional Development on SAS
PAIUCC
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Built for PDE – Designed for You
Now Showing On a Screen Near You!
Teacher Information Management System
PAIUCC Dateline TIMS• Released December 19, 2011
• Paperless February 16, 2012
• Updated weekly through June
• Release Three June 25, 2012• Emergency Permit Reissuance
July 16, 2012• Release Four Projected August or
September 2012
PAIUCC Release 3 Highlights
• More hints on each screen• Applicant sees only relevant
screens• Business logic improved to
meet requirements• More uploads (Health
Certificate)• Enhanced cover sheet
material
Applications Tailored to the
Credential
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PAIUCC Release 3 Dashboards and SearchesDashboards• Applicant, LEA (Local
Education Agency), IHE (Institutions of Higher Education) and PDE dashboards updated
• Buttons moved and renamed
• Section heading text revised
Searches• Sortable Results!
(Click on column heading to sort.)
• LEA Search and Print Permits on one screen
• LEA Reissue Permits from one screen
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PAIUCC Release Four – August/September
• Non-US Citizens– Alien Provisional
Certificates Eliminated– No Fee Profile Update
for Citizenship Activities
• Act 97 Waivers Added• New Alternate
Credentials Added• New Vocational Intern
Category (same requirements)
• Vocational & Program Specialist Process Customized
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PAIUCC
More enhancements are still on the drawing board…Public WebsiteMessaging System Overhaul, including Automatic Expedites for LEA
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PAIUCC
Questions?
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