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Used to familiarize district administrators and educators with the Pennsylvania Educator Effectiveness Model. Session 1 was presented at a board meeting, and a summary of all three sessions was presented to all of the district’s teachers at a district professional development day. Their content was created with the help of the District Assistant Superintendent. 9-10-13
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PA Educator Effectiveness:An Overview
East Penn School DistrictPresentation for Administrators
Session 2September 10 & 11, 2013
Act 82: Components of Teacher Effectiveness
Beginning in 2013-14, the evaluation tool for classroom teachers shall give consideration to the following:
• Classroom observation 50% (85%)
• Student performance measures 50% (15%)
Supervision in theEast Penn School District
Name Status Cert Grade / Subject Act 82 Status 2011-12Model
2012-13Model
2013-14Model Observations Evaluations
Barber, T. PE 62 Grade 1 Yes T P Portfolio
Lesh, P. PE 62 English Yes T T Traditional
Jones, S. PE 32 Guidance No PC PC Traditional
Miller, M. TPE 61 Art Yes T T Traditional
Garcia, J. TPE 62 Soc. St. Yes T T Traditional
White, S. TPE 61 Grade 4 Yes X X Traditional
Gordon, M. TPE 61 Biology Yes PC T Traditional
Weir, B. PE 31 Psychologist No T T Traditional
Name Status Cert Grade / Subject Act 82 Status 2011-12Model
2012-13Model
2013-14Model Observations Evaluations
Barber, T. PE 62 Grade 1 Yes T P Portfolio
Lesh, P. PE 62 English Yes T T Traditional
Jones, S. PE 32 Guidance No PC PC Traditional
Miller, M. TPE 61 Art Yes T T Traditional
Garcia, J. TPE 62 Soc. St. Yes T T Traditional
White, S. TPE 61 Grade 4 Yes X X Traditional
Gordon, M. TPE 61 Biology Yes PC T Traditional
Weir, B. PE 31 Psychologist No T T Traditional
Observations
Supervision in theEast Penn School District
Name Status Cert Grade / Subject Act 82 Status 2011-12Model
2012-13Model
2013-14Model Observations Evaluations
Barber, T. PE 62 Grade 1 Yes T P Portfolio
Lesh, P. PE 62 English Yes T T Traditional
Jones, S. PE 32 Guidance No PC PC Traditional
Miller, M. TPE 61 Art Yes T T Traditional
Garcia, J. TPE 62 Soc. St. Yes T T Traditional
White, S. TPE 61 Grade 4 Yes X X Traditional
Gordon, M. TPE 61 Biology Yes PC T Traditional
Weir, B. PE 31 Psychologist No T T Traditional
Evaluations
Supervision in theEast Penn School District
Evaluation Guidelines
Professional Status Observations Performance Rating
Tenured 2 per year 1 (final)
Non-tenured 4 per year(2 per semester)
2 per year(mid-year & final)
1st year employee (regardless oftenure status)
4 per year(2 per semester)
1 (final)
FTS 4 per year(2 per semester)
2 per year(mid-year & final)
Traditional Supervisionof Teacher Practice
• Plan observation date
• Employee has minimum of 5 working days to prepare for observation
• Pre-observation conference
• Lesson plan returned to administrator 24 hours prior to scheduled observation
• Classroom observation
• Post-observation conference
• Held no later than 3 working days after observation
• Observation report received by employee no later than 5 working days after conference
PDE ClassroomTeacher Rating Tool Form
Evaluator Completes Data for Section A
Personnel Office Completes Data for Building Level Score
Teacher Specific and Elective Data N/A for 2013-2014
Evaluator Completes Datafor Section C
Personnel Office CompletesFinal Rating
Building Level Score Conversion
Building Level Score 0-3 Rating Scale
90.0 to 107 2.50-3.00
70.0-89.9 1.50-2.49
60.0-69.9 0.50-1.49
00.0-59.9 0.00-0.49
Final Performance Rating
• Distinguished or Proficient = Satisfactory
• Failing* = Unsatisfactory
• Initial rating of Needs Improvement* = Satisfactory
• Needs Improvement or Failing* = Performance improvement plan
Danielson Model
Domain 1
Planning and Preparation
Domain 2
Classroom Environment
Domain 3
Instruction
Domain 4
Professional Responsibilities
Domain 1
Planning and Preparation
Domain 1Planning and Preparation
What instructional shifts do you expect to see in the classroom as a result of implementing the core standards?
Domain 1aDemonstrating Knowledge of
Content and Pedagogy
• Command of the subjects they teach
• Know which concepts and skills are central to a discipline
• Understand the internal relationships within the disciplines they teach, knowing which concepts and skills are prerequisite to the understanding of others
• Know how the discipline has evolved into the 21st century (global awareness and cultural diversity)
• Aware of student misconceptions about the discipline and work to dispel them
• Familiar with the pedagogical approaches best suited to each discipline
Domain 1bDemonstrating Knowledge
of Students
• Know the students you teach
• Know that children learn differently at different stages of their lives (recent research in cognitive psychology)
• Uncover gaps or misconceptions about learning with each student and can plan appropriate learning activities
• Know the special needs of the students you teach (IEP, ELL…), and when planning, identify resources that ensure all students will be able to learn
Domain 1cSelecting Instructional Outcomes
• Identify exactly what students will be expected to learn
• Outcomes describe what students will learn, not do
• Use various forms of assessment so students can demonstrate their understanding of concepts and content
• Types of learning outcomes
• Factual and procedural knowledge
• Conceptual understanding
• Thinking and reasoning skills
• Collaborative and communication strategies
• Link the outcomes in your discipline to the outcomes in other disciplines
Domain 1dDemonstrating Knowledge
of Resources
• Categories of resources
• Those used in the classroom by students
• Those available beyond the classroom walls
• Those for use by teachers to further their professional knowledge and skills
• Those that can provide non-instructional assistance to students
• Selection of materials and resources is appropriately challenging for every student
• Look for resources to bring their subjects to life
Domain 1eDesigning Coherent Instruction
• At the heart of planning
• Have a clear understanding of the school, district, and state expectations for student learning
• Sequence instruction to advance student learning through the content
• Planning requirements:
• Lessons contain cognitively engaging learning activities
• Incorporation of appropriate resources and materials
• Intentional grouping of students
• Take into account the specific learning needs of each student
• Solicits ideas from students on how best to structure the learning
Domain 1fDesigning Student Assessment
• Good teaching = assessment of learning and assessment for learning
• Ensures teachers that students have learned the intended outcomes
• Vary methods of assessment based on the different learning outcomes (see Domain 1c)
• Modify or adapt instruction to ensure student understanding
• (Teachers and Students) Use ongoing formative assessment strategies to monitor progress toward understanding learning outcomes