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?