Download - Educator Effectiveness: Session 3
PA Educator Effectiveness:An Overview
East Penn School DistrictPresentation for Administrators
Session 3September 16 & 17, 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 / Evaluation Guidelines
Professional Status Formal 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)
Danielson Model
Domain 1
Planning and Preparation
Domain 2
Classroom Environment
Domain 3
Instruction
Domain 4
Professional Responsibilities
Domain 2
Classroom Environment
Domain 2aCreating an Environment of Respect
and Rapport
• Encourage positive and caring interactions between teacher and student and between students (respectful talk, active listening, and turn-taking)
• Cultivate an environment in which students feel valued, safe, and comfortable taking intellectual risks
Domain 2bEstablishing a Culture for Learning
• Establish a classroom culture that reflects the educational importance of content and student learning
• Maintain high expectations for all student work and the quality of thinking
• Encourage students to take pride in their accomplishments and the accomplishments of their peers
Domain 2cManaging Classroom Procedures
• Establish and monitor routines and procedures for smooth operation of classroom and efficient use of time
• Maximize instructional time (management of transitions and materials)
• Encourage student ownership of routines (class “runs itself”)
Domain 2dManaging Student Behavior
• Establish and reinforce clear standards of conduct
• Reinforce positive behavior
• Address inappropriate behavior in a respectful manner
Domain 2eOrganizing Physical Space
• Skillful use of physical space (safe and accessible) to promote student learning
• Create an inviting classroom environment
• Effective use of of physical resources, including technology, by both teacher and students
Danielson Model
Domain 1
Planning and Preparation
Domain 2
Classroom Environment
Domain 3
Instruction
Domain 4
Professional Responsibilities
Domain 4
Professional Responsibilities
Domain 4aReflecting on Teaching
• Analyze decisions made in both the planning and implementation of a lesson in terms of the impact on student learning
• Make revisions and choose which aspects of instruction to continue or discontinue
• Focus on improving teaching and learning
Domain 4bMaintaining Accurate Records
• Establish routines and systems to monitor student progress
• Student completion of assignments
• Student progress toward instructional outcomes (i.e. assessment data in Performance Tracker and eSchoolPLUS)
• Non-instructional records (field trips, school pictures)
Domain 4cCommunicating with Families
• Provide opportunities for families to understand the instructional program and their child’s progress
• Engage families in the learning process
• Maintain regular and culturally appropriate communication with families
Domain 4dParticipating in the Professional
Community
• Maintain professional collegial relationships to improve teaching and learning (sharing, planning, and working together)
• Support a culture of professional inquiry
• Participate in school, district, and community initiatives
Domain 4eGrowing and Developing
Professionally
• Continue to enhance content knowledge and pedagogical skill
• Receptive to feedback from colleagues through networking and joint planning
• Seek professional development opportunities
• Participate in professional organizations
• Read academic literature
Domain 4fShowing Professionalism
• Conduct self with honesty and integrity
• Have a strong moral compass
• Take a leadership role in decision making
• Advocate for best interest of each student; solve problems with students’ needs as priority
• Adhere to policies and established procedures
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
Pre-Observation Data Sheet
• What is the content to be taught? What prerequisite learning is required?
• Characterize the class. How will you modify this lesson for groups of individual students?
• What do you want students to learn during this lesson?
• What resources were considered for this lesson and rejected? What resources will be used? Why?
• List very briefly the steps of the lesson.
• How will you measure the goals articulated in question 3? What does success look like?