professional g s h 2012-2013...

1

PROFESSIONAL GROWTH SYSTEM HANDBOOK

2012-2013 Edition

THE SCHOOL DISTRICT OF PHILADELPHIA in partnership with

THE PHILADELPHIA FEDERATION OF TEACHERS

2

THE SCHOOL DISTRICT OF PHILADELPHIA

In partnership with


PROFESSIONAL GROWTH SYSTEM (PGS) PEER ASSISTANCE AND REVIEW (PAR)

PROFESSIONAL DEVELOPMENT PLAN (PDP)

Forms and Letters Packets

Type Document Title/Description Pages Information Overview of Professional Growth System (PGS) 3-5

Information Frequently Asked Questions (FAQs) 6

Letter (CT) Letter to Principal- from Consulting Teacher (CT) 7

Letter (CT) Letter to Teacher- from CT 8

Information/ Form PAR Criteria and Process/ Voluntary Participation 9-12

Form (CT) CT Visit Form 13-14

Form (PT) Teacher Self Assessment (Domains I, II, III and IV) 15-19

Form (CT/PT) Intensive Support Plan 20

Form (CT) Observation/Evidence 21-24

Form (CT) Mid – Year Review (Intensive Plan) 25-26

MID-YEAR Documentation/Process Form (Principal) Principal Mid-Year Summary Report 27-28

Letter (Pair) Mid-Year Review of Teaching Performance/Intensive Plan

Letter to Teacher

29

Letter (Pair) Progress of Mid-Year Intensive Plan Letter 30

OBSERVATION/PDP CYCLES and RATING FORMS Information (Principal) Principal Letter and Support Matrices 31-32

Letter (Principal) Principal Letter – PDP 33-34

Letter (Principal) Letter to Staff – PGS, PDP Explanation & Components 35-43

Information Special Observation Status 44-46

Form (Principal) Informal and Formal Classroom Observation Forms 47-66

Form (Principal) Principal Recommendation form – Unsatisfactory 67

Form (Principal) Principal Rating Summary Form 68

Form (Principal) Employee Rating Form S-641 69

Form (Consulting Teacher) Final Evaluation Report 70

END OF YEAR Documentation/Process Letter (Panel) PAR Panel End of Year Recommendation – DISMISSAL 71

Letter (Panel) PAR Panel End of Year Recommendation – RETENTION

(Additional, Continued, No Support)

72

Form (CT) CT End of Year Summary of Support (per teacher) 73

Collective Bargaining Agreement Information Collective Bargaining Agreement (Article XI) 74-78

3


In partnership with


Overview of Professional Growth System

Peer Assistance and Review

Peer Assistance and Review (PAR) is a component of the PGS and is a mandatory

program for all New Teachers. New Teachers are those who are not tenured in

Pennsylvania and/or those who are in their first year as an appointed teacher with the

School District of Philadelphia. PAR is also available to teachers on an as needed basis.

PAR is also mandatory for tenured teachers who have been rated unsatisfactory in the

previous school year.

Participation in PAR may be requested by a tenured teacher who believes that his/her

teaching competence will benefit from PAR.

Participation in PAR may be also requested by principals for tenured teachers who are in

their PDP years. *See Special Observation Status information.

PGS Panel

The PAR Program has ongoing leadership provided by a Panel comprised of eight (8)

members, four (4) of whom shall be selected by the Federation and four (4) of whom

shall be selected by the School District. The Chair of the PGS Panel shall alternate

annually between the Superintendent and/or CEO and the President of the Federation, or

their designee.

The Panel is divided into PGS Pairs consisting of one (1) Federation appointed member

and one (1) District appointed member.

PGS Pairs meet regularly with Consulting Teachers to review the work of the Consulting

Teachers and the progress of teachers assigned to the PGS Pair, to evaluate teachers and

make retention recommendations to the PGS Panel as a whole.

The Panel shall make discretionary decisions regarding all components of the PGS. This

includes, but not limited to: determining eligibility for the PAR Program; monitoring the

overall progress of teachers participating in the PAR; making retention recommendations

for new teachers and tenured teachers participating in PAR; creating and monitoring

processes of the SDP.

4

Overview of Professional Growth System (PGS) (continued)

Members of the Panel

Jerry Jordan, PFT Co-Chair Karen Kolsky, SDP Co-Chair

Linda Harris, PFT TBD, SDP

Dee Phillips, PFT TBD, SDP

Denise Rogers, PFT Yvonne Jones, SDP

Design Team

The PGS Design Team develops both components of the PGS, the PAR Program and the

PDP, consistent with terms and agreement of the Collective Bargaining Agreement

between the District and the Federation. The Design Team is comprised of six (6)

members, three (3) of whom are selected by the District and three (3) of whom are

selected by the Federation. The members of the PGS Design Team are:

Pamela Bryan, PFT Stephanie Jerome, SDP

Joan M. McGowan, PFT Stacy Kerentzis, SDP

Dee Phillips, PFT Karen Kolsky, SDP

Karen Kolsky, SDP and Dee Phillips, PFT serve as Co-Chairs of the Design Team and

coordinate Panel Meetings.

TBD (SDP) and Dee Phillips, PFT serve as Co-Chairs of the Implementation Team.

Roles and Responsibilities of PGS Design Team

PGS

Observation Cycle and PDP

PGS

Peer Assistance and Review Program

Determine, design and implement

professional development regarding

observation cycles and Professional

Development Plan (PDP) for principals,

Central/Regional office staff and teachers

Determine, design and implement

professional development for Consulting

Teachers, principals, Central/Regional

office staff and teachers

Develop forms, activities, timelines and

design documents for implementing the

Professional Growth System

Develop forms, activities, timelines and

design all processes for PAR

Develop monitoring systems for PGS

Develop and design documents for the

PAR Program

Develop meeting schedule Develop meeting schedule

5

Overview of Professional Growth System (concluded)

PGS Implementation Team

The Implementation Team does the work of the Design Team and monitors the PGS

components as they are implemented. The Implementation Team includes the members

of the Design Team as well as additional members named by the Federation and the

District. The additional members are:

• Cassandra Bradley, SDP

• Linda Harris, PFT

• TBD, SDP

• Denise Rogers, PFT

The PGS Implementation Team is not static. Members of the Implementation Team

shall be called to Team Meetings and/or may recommend others who are expert in area

that are germane to the PGS agenda at that time

Roles and Responsibilities of Members of the PGS Implementation Team

PGS

Observation Cycle and PDP

PGS

Peer Assistance and Review Program

Review, monitor and make

recommendations regarding the

implementation of all PGS processes and

documents

Make recommendations for mid-course and

end of year review to PGS Design Team

Plan and/or deliver professional

development for principals,

Central/Regional office staff, teachers and

Consulting Teachers

Make school visits to support the work of

Consulting Teachers & principals and help

coordinate other resources

Review, monitor and make

recommendations regarding the

implementation of all PGS processes and

documents, and make recommendations

Support teams of Consulting Teachers in

their preparation of status report

Make recommendations for mid-course and

end of year review to PGS Design Team

Support teams of Consulting Teachers in

their planning and preparation of intensive

assistance for teachers

6


In partnership with


Peer Assistance and Review

FREQUENTLY ASKED QUESTIONS

1. What do Consulting Teachers do?

- CTs provide in-class support for new teachers and teachers who were rated

unsatisfactory during the previous school year.

2. How many formal observations do first year teachers receive?

- One

3. When can formal observations occur for participating PAR Program teachers?

- One formal observation can occur anytime during the school year but must be

completed by end of May (one formal for first year teachers); and one formal for

professional employees who received an end of year rating of unsatisfactory at the

end of the previous school year).

4. How many formal observations must principals complete for teachers in their

second and third years? - Four

5. When can informal observations occur?

- At any time

6. Can a first year teacher in the PAR Program be dismissed from the District at

the end of their first rating period?

- No, they are contractually entitled to a year of PAR support; exceptions for serious

incidents.

7. Can a TPE receiving Additional PAR Support be dismissed from the District at

the end of their rating period?

- Yes, with completion of all observation/rating documentation.

8. What is a Mid-Year Intensive Support Plan for teachers not meeting standards? - Standards aligned goals that are identified, clear, specific, supported, and

monitored by Consulting Teachers.

9. Can Consulting Teachers provide professional development in your school? - CTs provide professional development ONLY to teachers they support.

7


In partnership with


The School District of Philadelphia Philadelphia Federation of Teachers

440 North Broad Street 1816 Chestnut Street

Philadelphia, PA 19130 Philadelphia, PA 19103

Date _______________________

Dear Principal,

I have been assigned to your school as a Consulting Teacher.

As part of the Peer Assistance and Review Program (PAR), a joint effort between the

School District of Philadelphia and The Philadelphia Federation of Teachers, I will be

supporting newly hired teachers as well as veteran teachers in your school. As a

Consulting Teacher, I will assess the needs of each teacher and then provide supports

that may include modeling lessons, co-teaching, providing professional development,

developing action plans and giving feedback to the teachers assigned to my caseload.

I will be in your school regularly, based on need, and look forward to working with

you and your team as we collaborate to support teachers in improving their practice.

Sincerely,

Consulting Teacher

C: PGS Panel Members

8


In partnership with



440 North Broad Street 1816 Chestnut Street


Welcome Participating Teacher,

The School District of Philadelphia and The Philadelphia Federation of Teachers

jointly provide an innovative support system, Peer Assistance and Review (PAR) for

teachers in the School District of Philadelphia. Through this program you will

receive support in the area of planning and preparation, classroom environment and

instruction.

I have been assigned as your Consulting Teacher.

The process begins with you and me assessing your instructional needs. As your

Consulting Teacher, I will then provide supports that may include modeling lessons,

co-teaching, professional development, developing action plans and giving feedback.

I look forward to working with you to make this year teaching in Philadelphia a

successful one.

Sincerely,

Consulting Teacher

9


In partnership with


PEER ASSISTANCE AND REVIEW

Voluntary PAR Participation Criteria:

Any appointed teacher who believes that his or her teaching competence may benefit

from participation in PAR program may request participation in PAR by submitting

the PAR Request for Support form. The PAR Panel will review request for help from

individual teachers. The Panel will promptly notify the teacher of the determination

of whether assistance will be provided. Such communication will be kept completely

confidential. No voluntary participation can be initiated after January 15th

of

any school year.

Voluntary PAR Participation Process:

The Consulting Teacher shall develop a plan to assist a Participating Teacher tailored

to the specific needs of that teacher and will work with the teacher directly for not

more than one year. The Consulting Teacher will also observe Participating Teachers

and prepare a status report documenting their observations.

Teachers in Voluntary Support are still subject to the regular rating cycle.

10


In partnership with


PEER ASSISTANCE AND REVIEW REQUEST VOLUNTARY FOR SUPPORT

For teachers not currently participating in the Peer Assistance and Review Program

Name: _____________________ Grade/Subject: ______________________

School:_____________________ Principal: __________________________

Tenured TPE Professional Development Plan Year

Please provide a brief description of your need for support and indicate Domain(s):

Domain I – Planning and Preparation; Domain II – Classroom Environment;

Domain III – Instruction; Domain IV – Professionalism(4.1 and 4.2)

Have any of the following resources been utilized?

_____ Peer/Mentor _____ Professional Development

_____ Lead Teacher _____ Principal/AP _____ Other

Signature: _______________________________ Date: ____________

Please submit this written request to:

Office of Leadership & Talent

Development Dee Phillips


440 N. Broad Street and 1816 Chestnut Street


215-400-4201 facsimile 215-665-1903 facsimile

11

Fax 21


In partnership with



REQUEST FOR VOLUNTARY SUPPORT

Date

Dear___________________________,

In response to your application for voluntary participation in the PAR program, we

are pleased to inform you that application has been accepted.

You have been assigned _______________________ as your Consulting Teacher.

She/He will contact you within seven (7) working days.

Your Consulting Teacher looks forward to working with you to make this year of

teaching in Philadelphia a successful one.

Sincerely,

PGS Panel

12


In partnership with



REQUEST FOR VOLUNTARY SUPPORT

Date:

Dear _________________________,

Thank you for your application for voluntary participation in the PAR program.

We regret to inform you that we are unable to provide you with PAR services at this

time. In the event that PAR services do become available, we will contact you.

Sincerely,

PGS Panel

13


In partnership with


CONSULTING TEACHER’S VISIT

Consulting Teacher: ____________________________________________________

Participating Teacher: _____________________ ____________

New ___Veteran ___Voluntary

School: ______________________________ Principal: _____________________

Grade(s)/Subject(s): ____________________________________________________

Date: ________________ Time: _________________ Visit #:__________________

*********************************************************************

Today’s Focus – check all that apply: __ Observe Teaching Practice

__ Model/Co-Teach (circle one)

__ Conference

__ Develop/Review Goals

__ Review District’s Teacher Performance Standards

__ Review Data, e.g. lesson plans, assessments, IEP development etc.

__ Pre-Observation

__ Post-Observation

__ Shared instructional strategy/resource

__ Collaboration (Administrator, IRF, SBIS, Department Chair/Head, Deans, Counselors, other

____________) __ Other (grade group, professional development, parent, peer observations, other _____________)

Please Indicate Domain(s) of Focus

__ Domain 1 – Planning and Preparation

1.1 1.2 1.3 1.4 1.5 1.6

__ Domain 2 – Classroom Environment

2.1 2.2 2.3 2.4 2.5 2.6

__ Domain 3 – Instruction

3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9

__ Domain 4 – Professionalism

4.1 4.2

14

CONSULTING TEACHER’S VISIT (continued) Please complete a narrative description based on the District’s performance standards and the evidence

collected during your visit.

Description of support(s) checked above:

Comments: (e.g. challenges/concerns/successes)

Follow-up/Next Steps: (Participating Teacher (PT), Consulting Teacher (CT) Participating Teacher and Consulting Teacher (PT/CT)

Who? What?


CONFIDENTIAL

15


In partnership with


SELF-ASSESSMENT

Teacher_____________________________ Consulting Teacher____________________

Subject_____________________________ School______________________________

Date_______________________________

DOMAIN I

Planning and Preparations Standard Strength Area for

Growth

Comments

(optional)

Lesson plans are available

1.1

Lesson plans display knowledge of

subject or field.*

1.1

Lesson plans indicate an accurate and

critical knowledge of students’ skill levels,

learning styles and interest.

1.2

Lesson plans are aligned with student

outcomes, SDP curriculum, SDP pacing

timeline and standards.*

1.3

Prepares and gathers materials prior to

lesson/s.

1.4

Lesson plans indicate knowledge of

resources.

1.4

Goals and objectives are challenging,

differentiated and aligned to standards.*

1.5

Lesson plans are informed by data

analysis.

1.6

Lesson plans indicate how student learning

will be assessed and how it will be

communicated to students.

1.6

16

DOMAIN II

The Classroom Environment Standard Strength Area for

Growth

Comments

(optional)

Students’ environment is reflective of their

own culture and the culture of others.

2.1

The teacher’s desk is unobtrusive.

2.3

Lessons/classes start on time.

2.3

Displays are current and aligned to

instruction.

2.4

Students’ current work is displayed.

2.4

Bookcases, file cabinets and other vertical

storage area are in an unobtrusive location,

not blocking, limiting or restricting student

view or movement.

2.6

The teacher has easy physical access to all

students.

2.6

Students have clear, unobstructed view of

all areas of the classroom.

2.6

Students have clear visibility to room

display and chalkboards.

2.6

Students with special needs are seated in

functional locations.

2.6

There is an observable, functional seating

pattern.

2.6

Classroom is free of litter.

2.6

17

DOMAIN II (continued)

The Classroom Environment Standard Strength Area for

Growth

Comments

(optional)

Positive interaction between teacher and

students and among students.

2.2

Students’ attempts are valued,

acknowledged, and celebrated.

2.2

Procedures:

• Entrance to class

2.3

• Distribution of material

2.3

• Student movement

2.3

• Cleaning up

2.3

• Dismissal

2.3

Rules, routines are established with little

loss of instructional time.*

2.3

The teacher communicated clear directions

& procedures.

2.3

Systems for monitoring student

behavior are in place; misbehavior

responded to in a timely manner.*

2.5

Demonstrates knowledge of and utilizes

effective behavior management strategies.

2.5

The students signal to gain teacher

attention.

2.5

The teacher uses effective prompts to

immediately gain attention of all students.

2.5

18

DOMAIN III

Instruction Standard Strength Area of

Growth

Comments

(optional)

The teacher communicates instructional

goals, objectives, and expectations for

learning.*

3.1

The teacher uses higher order

questioning to assess readiness and prior

knowledge before the lesson.*

3.2

The teacher uses higher order

questioning to verify understanding

during and after the lesson.*

3.2

The lesson is appropriately paced.

Lesson has a clear, beginning, middle,

and end.

3.2

The teacher closes the lesson

appropriately/summarizes the lessons

objectively.

3.2

The teacher differentiates the

instructional delivery to engage all

students in the lesson.*

3.3

The teacher models the skills the students

are to perform.

3.3

The teacher communicates clear directions

for instructional activities.

3.4

The teacher communicates high

expectations for all students.*

3.4

The teacher corrects/explains when

students do not understand.

3.5

The teacher demonstrates knowledge of

subject or field.*

3.7

19

DOMAIN III (continued)

Instruction Standard Strength Area of

Growth

Comments

(optional)

The teacher uses appropriate tools to

measure student progress.

3.2

3.8

The teacher provided guided practice. 3.3

The teacher uses wait-time appropriately. 3.3

3.4

The teacher provides independent practice. 3.3

The teacher assigns homework related to

instruction.

3.5

The teacher provides specific and

constructive feedback that helps

students to direct and self-assess their

learning.*

3.5

The teacher’s spoken and written

language is grammatically correct and

appropriate.*

3.6

The teacher collects and analyzes data to

adjust instructional practice.*

3.8

Utilizes technology to support learning. 3.9

DOMAIN IV

Professionalism Standard Strength Area of

Growth

Comments

(optional)

Incorporates district professional

development and professional feedback

4.1

Systems for maintaining records are

accurate, current and organized

4.2

20


In partnership with



INTENSIVE SUPPORT PLAN

S.M.A.R.T GOALS Specific Measureable Attainable Relevant Time-bound

Teacher_______________________________________________________________________________

Domain(s) to be strengthened______________________________________________________________

Areas of weakness to be strengthened based on assessments (baseline)______________________________

______________________________________________________________________________________

State specific goal(s)_____________________________________________________________________

______________________________________________________________________________________

How will you measure? %________ #________ Other________

State the short term objectives (steps) you will do to attain this goal________________________________

______________________________________________________________________________________

How do/does goal(s) align with the standards, and/or how they are relevant in improving your student’s

achievement?___________________________________________________________________________

______________________________________________________________________________________

In what time frame will you complete the objectives to meet the goal(s)? Please state time frame for each

objective and the target date for achieving the overall goal_______________________________________

Teacher’s Signature_________________________________________ Date_________________

Consulting Teacher’s Signature________________________________ Date_________________

Goal Met___________ Date____________

Goal Sustained_____________ _____________ _____________ _____________

21


In partnership with


Teacher_______________ Consulting Teacher_______________ School_______________ Date_______________

Start_______________ End_______________ Subject/Grade_______________ # of Students_______________

OBSERVATION/EVIDENCE

Domain I: Planning and Preparation Evidence

1.1 Lesson plan displays knowledge of subject or field.*

1.2 Lesson plan indicated an accurate and critical knowledge of

students’ skill levels, learning styles, and interest.

1.3 Lesson plans are aligned with student outcomes, SDP

curriculum and standards.*

1.4 Lesson plan indicated a knowledge of resources. 1.5 Goals and objectives are challenging, differentiated and

aligned to standards.*

1.6 Lesson plan is informed by data analysis, indicated how

student learning will be assessed; criteria communicated to

students.

22


In partnership with





Domain II: Classroom Environment Evidence

2.1 Students’ environment is reflective of their own culture and

the culture of others.

2.2 Environment is risk-free, inclusive, and students’ attempts are

valued and celebrated; positive interactions between teacher and

students and among students.

2.3 Rules, routines, procedures are established with little loss

of instructional time; safe and skillful organization of physical

space is maintained.*

2.4 Current student work is displayed

2.5 Systems for monitoring students’ behavior; misbehavior

responded to in a timely manner.*

2.6 Room arrangement allows for varying groupings according to

lesson.

23


In partnership with




OBSERVATION/EVIDENCE Domain III: Instruction Evidence

3.1 Communication of instructional goals and objectives.*

3.2 Students’ readiness and prior knowledge is accessed in

preparation for new learning; effective questions are asked that

assess the level of understanding; lesson is appropriately places.*

3.3 Differentiation of instructional delivery to engage all students

in the lesson.*

3.4 Communication of high expectations for all students.*

Domain III: Instruction (continued) Evidence

3.5 Specific and constructive feedback is given that helps students

to direct and self-assess their learning.*

3.6 Spoken and written language contains no grammatical and/or

syntactical errors. Vocabulary is appropriate.*

3.7 Knowledge of subject or field is demonstrated.*

3.8 Collects and analyzes data to adjust instructional practice.*

3.9 Successfully utilizes technology to support learning.

24


In partnership with





Domain IV: Professionalism Evidence

Professionalism

4.1 Incorporates district professional development and

professional feedback

4.2 Systems for maintaining records are accurate, current and

organized

25


In partnership with



MID-YEAR INTENSIVE SUPPORT PLAN REVIEW

Consulting Teacher:__________________________________ Date:_________________

Participating Teacher:________________________________

Principal:___________________________________________ School:________________

Goal, Domain and Objective(s) Met Not

Met

Comments

Domain:

Overall Goal:

Short Term Objective 1:



Domain:

Overall Goal:

26

MID-YEAR INTENSIVE SUPPORT PLAN REVIEW (concluded)




THIS GRID IS TO BE COMPLETED ONLY FOR THOSE PARTICIPATING TEACHERS FOR WHOM YOU HAVE WRITTEN AN

INTENSIVE SUPPORT PLAN.

1. Complete above grid 30 days after presenting the Intensive Support Plan to the Participating Teacher.

2. Enter information in every column.

3. Give each PAR Pair member a completed grid and keep one for your records.

4. For reference purposes, bring your daily documents and the Intensive Support Plan for those teachers whose names appear on

the grid. You do not have to make copies of the daily documents or the Intensive Support Plan for your PAR Pair.

5. Be prepared to answer questions pertaining to each teacher listed.

27


In partnership with


PEER ASSISTANCE AND REVIEW (PAR)

PRINCIPAL’S MID-YEAR SUMMARY REPORT

The Principal’s Mid-Year Summary Report serves as the official document for the official file of those

teachers assigned to PAR. The report documents the informal and in some cases formal observation. It is

noted that for teachers in PAR, only one formal observation is to be completed for the school year.

Name of School: Year ______

Principal

Teacher TPE PE

I. INFORMAL OBSERVATION (Completed by Principal or Assistant Principal)

Name Title

Informal Observation(s) Dates

TEACHING STANDARD: Domain 1 - Planning and Preparation 1 2 3 4

Evidence:

TEACHING STANDARD: Domain 2 – Classroom Environment 1 2 3 4

Evidence:

TEACHING STANDARD: Domain 3 – Instruction 1 2 3 4

Evidence:

TEACHING STANDARD: Domain 4 – Professionalism 1 2 3 4

Evidence:

28

Overall Comments (optional)

____________________________________________________________

II. FORMAL OBERVATION

Teacher TPE PE

Completed by Principal

Name Title

Formal Observation Date

TEACHING STANDARD: Domain 1 - Planning and Preparation 1 2 3 4

Evidence:

TEACHING STANDARD: Domain 2 – Classroom Environment 1 2 3 4

Evidence:

TEACHING STANDARD: Domain 3 – Instruction 1 2 3 4

Evidence:

TEACHING STANDARD: Domain 4 – Professionalism 1 2 3 4

Evidence:

Overall Comments (optional)

Total Overall Score

Check one of the three:

Satisfactory Observation Unsatisfactory Observation

Unsatisfactory Observation/Unsatisfactory Rating (TPE Only)

29


In partnership with



MID-YEAR REVIEW OF TEACHING PERFORMANCE

Date:

To: Teacher

Name of School

From: , PAR Pair Member

, PAR Pair Member

Subject: Mid-Year Review Memo

Review of Teaching Performance

Through documentation from ______________________________________________,

your PAR Consulting Teacher, it has been determined you are not making satisfactory

progress. Based on the evidence of the Consulting Teacher’s work with you, there are

deficiencies in the following areas of the Philadelphia Teaching Standards:

Domain(s):

Your Consulting Teacher has developed, and will discuss with you, an Intensive Support

Plan focused on the Domains that do not meet standards. The plan will have specific

goals and timelines that you are expected to meet. The Intensive Support Plan will be

used as an additional data source in making recommendations for retention or dismissal.

CC: , Consulting Teacher

30


In partnership with


PROGRESS OF MID-YEAR INTENSIVE PLAN

Date:

To: New Teacher

Name of School

From: , PAR Pair Member

, PAR Pair Member

Subject: End of Year Memo

Progress of Mid-Year Intensive Plan

Based on documentation gathered from your Intensive Plan by_____________________,

your PAR Consulting Teacher, evidence indicated that you did not meet the specified

goals outlined on your Mid-Year Intensive Plan by the agreed upon date.

Therefore, based on the evidence collected by your Consulting Teacher, and the in class

support provided, you have not made satisfactory progress in the following areas of the

Philadelphia Teaching Standards:

Domain_____ Component_____

Domain_____ Component_____

Be advised that lack of progress in the domain/s listed above, may have a negative impact

on your end of year rating.

Thank you.

31


In partnership with


To: All Principals

From: Penny Nixon, Chief Academic Officer

Subject: Professional Growth System and Timeline; End of Year

Professional Staff

In collaboration with the Office of Talent and Development, we are in the process of

developing a comprehensive guidebook that clearly outlines the Professional Growth

System for professional staff. Once complete, the Professional Growth System will be

shared at future professional development sessions.

To that end, as we approach the End of Year Rating Cycle, there are certain procedures

and processes that must be followed, including documentation that ensures that all

employees were rated for the school year as required by the Pennsylvania Department of

Education.

Please note that all principals must complete and submit the attached summary form

along with copies of the completed Professional and Temporary Employee Rating Form

(S-641) to the appropriate administrators.

Thank you,

CC: School District Administration

Labor Relations

Administration Co-Chair, PAR Panel

32

Matrix A

All SDP Schools Employee Type

Satisfactory

Procedures and Documentation

Satisfactory

Temporary

Professional

Employee 1

st Year

• One Formal Observation by May 25, of each school year

• Multiple Informal Observations

• Completion of the Professional and Temporary Employee Rating Form (S-641) by

June 1, of each school year

Satisfactory

Temporary

Professional

Employee

2nd

and 3rd

Year

• Four Formal Observations

1st and 2

nd observations by January 31,of each school year, 3

rd and 4

th observations by

June 8, of each year


• Completion of two Professional and Temporary Employee rating Forms (S-641) 1

st form by January 31, of each year

2nd

form by June 18, of each of school year

Satisfactory

Professional

Employee

(Not in Professional

Development Plan

(PDP) Year)

• Two Formal Observations

1st observation by observations by January 31, each school year

2nd

observation by June 8, of each school year


• Completion of one (1) Professional and Temporary Employee rating Forms (S-641) June 18, of each school year

Satisfactory

Professional

Employee

(In PDP Year)

• No formal observations/ See Special Observation Status Process, if applicable


• PDP post conference completed by June 13, of each school year/Completion of one (1)

• Professional and Temporary Employee rating Forms (S-641) June 18, each year

Employee Type

Unsatisfactory

Procedures and Documentation

Unsatisfactory

Temporary

Professional

Employee

1st Year

Peer Assistance and

Review Process

• One Formal Observation by May 25,of each school year




A Formal Unsatisfactory Performance Observation Conference is not required

Documentation Packet inclusive of Summary Cover Sheet to Administration Co-Chair by June 4, of

each school year

Final Recommendation to PAR Panel for Retention, Dismissal or additional PAR support

Unsatisfactory

Temporary

Professional

Employee

2nd

and 3rd

Year

• Three Formal Observations by School Administrator/One Formal Observation by

Assistant Superintendent

1st observation by First Month of Rating Period by Principal or Assistant Principal

2nd

observation by Second Month of Rating Period by Principal or Assistant Principal

3rd

observation by Third Month of Rating Period by Principal

4th

observation conducted by Assistant Superintendent at end of five month rating period


• Completion of two Professional and Temporary Employee Rating Forms (S-641)

1st form by January 31, of each school year

2nd

form by June 18, of each school year

Employee Type Procedures and Documentation

Unsatisfactory

Professional

Employee

(Rated U from

Previous Year,

• One Formal Observation by May 25, of each year




Final recommendations to PAR Panel for Retention or Dismissal

33


In partnership with


To: Principals

From: Penny Nixon, Chief Academic Officer

Administration, Co-Chair PAR Panel

Subject: Professional Growth System:

Professional Development Plan (PDP)

Per the Collective Bargaining Agreement between the Philadelphia Federation of Teachers and

The School District of Philadelphia, (Article XI.C), professional employees will engage in the

Professional Growth System (PGS). One element of the PGS is the Professional Development

Plan (PDP) for professional employees. As mentioned during the May district-wide professional

development session for Principals and Assistant Principals, we are providing information that

you should share with your professional employees regarding the PDP. Professional employees

who participate in the PDP are defined as tenured employees with at least three years of service

with the School District of Philadelphia.

The PDP is an annual professional growth plan of continuous instructional improvement.

Professional employees in their Professional Development Plan years must complete a designed

plan in collaboration with the principal. The content of the PDP must align with the school’s data

and goals reflected in the school’s Action Plan. The focus of the PDP is to support professional

development activities that are of value to professional employees and that are planned to

improve student achievement and school results. Principals and eligible professional employees

(not in PAR, not in formal observation year) should begin to collaborate on the upcoming school

year’s PDP once the school’s Action Plan has been approved.

Professional employees may begin thinking about their PDP as early as July 1st. The approved

PDP template will be shared with Principals in August. The collaborative meeting between

principal and professional employee should occur prior to the implementation of the PDP. The

PDP Form should be completed and signed by both parties no later than October 20th of each

year. The principal or the principal’s designees shall meet with the professional employee at least

one time per year to review the PDP. They will also meet for an end of year review of the PDP.

Principals should reference the Staff Management Systems (SMS) and the key as cited below to

determine which professional employees are in the PDP years. The PDP year is based on the hire

date of the professional employee. A professional employee’s year number in the PGS is based

upon the anniversary of his/her hire date. If the professional employee’s hire date is September 1

of a given year, that is YEAR 1 in the PGS. If the professional employee’s hire date is after

September 1, YEAR 1 in the PGS does not begin until the following school year.

34

Key

X = Formal Observation Year

P = Professional Development Plan (PDP) Year

Years 4 5 6 7 8 9 10 11 12 13 14

Type P P X P P X P P X P P

Years 15 16 17 18 19 20 21 22 23 24 25

Type X P P X P P X P P X P

Years 26 27 28 29 30 31 32 33 34 35 36

Type P X P P X P P X P P X

Years 37 38 39 40

Type P P X P

The following timeframe may be used for the development and monitoring of the PDP:

• June-October: PDP collaborative meeting no later than October 20th

• Mid-year review meeting no later than January 15th

• End of the year review meeting no later than June 15th

To summarize, it is imperative that developed goals on the PDP are:

• Specific, with outcome that show progress over time

• Measurable

• Attainable within the PDP cycle

• Relevant to the school data and approved Action Plan

• Timely, so that progress can be assessed during the appropriate review dates

Activities completed should be documented on the PDP form. Evidence of the PDP is to

be kept in a portfolio. It is important that all documentation be maintained in the

professional employee’s school file.

Should you have any questions or require information, contact Cassandra Bradley,

Coordinator, Office of Leadership & Talent Development at [email protected] or

215.400.4280.

School Year PGS Year

2007-08 1

2008-09 2

2009-10 3

2010-11 4

2011-12 5


2007-08

2008-09 1

2009-10 2

2010-11 3

2011-12 4

35


In partnership with


SCHOOL LETTERHEAD

Date:

To: Professional Employees

From: Principal

Subject: Professional Growth System

Professional Development Plan (PDP)

Per the Collective Bargaining Agreement between the Philadelphia Federation of Teachers and

The School District of Philadelphia, (Article XI.C), professional employees will engage in the

Professional Growth System (PGS). One element of the PGS is the Professional Development

Plan (PDP) for professional employees. Professional employees who participate in the PDP are

defined as tenured employees with at least three years of service with the School District of

Philadelphia.

The PDP is an annual professional growth plan of continuous instructional improvement.

Professional employees in their Professional Development Plan years must complete a designed

plan in collaboration with the principal. The content of the PDP must align with the school’s data

and goals reflected in the school’s Action Plan. The focus of the PDP is to support professional

development activities that are of value to professional employees and that are planned to

improve student achievement and school results. Principals and eligible professional employees

(not in PAR, not in formal observation year) should begin to collaborate on the upcoming school

year’s PDP once the school’s Action Plan has been approved.

Professional employees may begin to think about their PDP as early as July 1st. The approved

PDP template will be shared with Principals in August and then will share it with teachers. The

collaborative meeting between principal and professional employee should occur prior to the

implementation of the PDP. The PDP Form should be completed and signed by both parties no

later than October 20th of each year. The principal or the principal’s designee shall meet with the

professional employee at least one time per year to review the PDP. They will also meet for an

end of year review of the PDP.

The PDP year is based on the hire date of the professional employee. A professional employee’s

year number in the PGS is based upon the anniversary of his/her hire date. If the professional

employee’s hire date is September 1 of a given year, that is YEAR 1 in the PGS. If the

professional employee’s hire date is after September 1, YEAR 1 in the PGS does not begin until

the following school year.

36

Example:

Hire Date: September 1, 2007 Hire Date September 2, 2007-June 30, 2008

Key

X = Formal Observation Year

P = Professional Development Plan (PDP) Year

Years 4 5 6 7 8 9 10 11 12 13 14

Type P P X P P X P P X P P

Years 15 16 17 18 19 20 21 22 23 24 25

Type X P P X P P X P P X P

Years 26 27 28 29 30 31 32 33 34 35 36

Type P X P P X P P X P P X

Years 37 38 39 40

Type P P X P

The following timeframe may be used for the development and monitoring of the PDP:

• June-October: PDP collaborative meeting no later than October 20th

• Mid-year review meeting no later than January 15th

• End of the year review meeting no later than June 15th

To summarize, it is imperative that developed goals on the PDP are:

• Specific, with outcome that show progress over time

• Measurable

• Attainable within the PDP cycle

• Relevant to the school data and approved Action Plan

• Timely, so that progress can be assessed during the appropriate review dates

Activities completed should be documented on the PDP form. Evidence of the PDP are

to be kept in a portfolio.

C: Labor Relations

PFT President

CASA President


2007-08 1

2008-09 2

2009-10 3

2010-11 4

2011-12 5


2007-08

2008-09 1

2009-10 2

2010-11 3

2011-12 4

37


In partnership with


PROFESSIONAL DEVELOPMENT PLAN

PRE-PLANNING CONSIDERATIONS AND GUIDELINES

(to be used with coordinating template that follows)

Areas of Strength: Identify what your successes have been with student achievement.

Identify what areas of Professional development have been most successful.

What are you really good at?

Area(s) for Targeted Growth: Identify areas for growth.

What is the subject, content, focus of your plan?

Rationale for Selecting Topic: Why have you chosen this area of focus?

What problem or issue would you like to resolve?

Professional Goal: What do you want to know or be able to do at the completion of the plan?

How will you be a more proficient educator when you have completed the plan?

Essential Question: What do you want to know?

Does the question have the answer?

Is the question too narrow or too broad?

Do you know the answer to the question?

Action Plan to Accomplish Goals: What steps will you follow to complete the plan?

What resources will you review?

Resources Needed: What resources do you need to complete the plan?

What experts in the building will assist you?

PDP Revised 8.11.2011

38

Professional Development Plan Template

Name:__________________________________________ Date:___________________

Position:________________________________________________________________

School:___________________________ Administrator:__________________________

Years in Cycle:___________________________________________________________

Areas of Strength:

Area(s) for Targeted Growth:

Rationale for Selecting Topic including type of Data referred to:

Professional Goal(s) and Short Term Objectives for Each Goal:

Essential Question:

Action Plan to Accomplish Goals: (inclusive of tentative timeline for implementation of plan and benchmarks to assess progress)

Resources Needed:


39

Professional Development Options/Strategies/Techniques (Choose minimum of two)

Collaborative Options:

____ Peer Visits with Reflection and Conversations

____ Study Groups

____ Audio/Video Taping Analysis

____ Delivery of Workshops/Course/Professional Development to Peers or Parents

____ Team Planning/Grade Group Planning

____ New Curriculum Development

____ Co-Teaching

____ Professional Development Participation

Independent Option:

____ Journal Writing

____ Professional Reading

____ Teaching Reflection

____ Peer Critique

____ Video Viewing of Analysis of Current Research

____ Online Learning

____ Professional Development outside of school day

____ Action Research

Action Research

____ Studying and documenting own teaching/learning

____ Studying own documenting with peers instructional practices

Other:

____ To be developed in collaboration with principals

Teacher’s Signature:____________________________ Date:____________________

Administrators Signature:_______________________ Date:____________________

40


In partnership with


PROFESSIONAL GROWTH SYSTEM

ADMINISTRATOR’S PROFESSIONAL DEVELOPMENT PLAN (PDP) CHECKLIST

TEACHER’S SELF-ASSESSMENT CHECKLIST

Name:___________________________________ Date:_________________________

Position:_________________________________ Year in Cycle:_________________

School:__________________________________ Administrator:_________________

The Administrator will use this checklist during the initial PDP conference which shall

occur no later than October 20th

of each year. The teacher will use the checklist as a

guide in developing the teacher’s PDP. At least one box should be checked in each

category.

Category: Areas of Strength �

Employee identified past successes with student achievement �

Employee identified the areas of professional development that have been most

successful.

�

Category: Area(s) for Targeted Growth �

Employee identified areas for growth that are in alignment with School

Improvement Plan

�

Employee identified the subject, content and/or focus of their plan that is in

alignment with School Improvement Plan

�

Category: Rationale for Selecting Topic �

Employee provided a reason for choosing this area of focus �

Employee described the problem or issue that they would like to resolve �

Category: Professional Goal �

Employee identified what they want to know or be able to do at the completion

of the plan

�

Employee described how he/she will be more effective educator at the completion

of the plan

�

Employee identified an essential question �

Category: Action Plan to Accomplish Goal(s) �

Employee identified steps for completing the plan �

Employee identified the resources they will utilize �

Category: Resources Needed �

Employee identified resources necessary for completion of the plan �

Notes:__________________________________________________________________

____________________________ ___________________________________________

41


In partnership with


PROFESSIONAL DEVELOPMENT PLAN ADMINISTRATOR’S TRACKING CHART

SCHOOL: _____________________________

Name of Teacher Initial Conference

Date

Progress Meeting

Date

Summary

Conference Date


42


In partnership with


PROFESSIONAL DEVELOPMENT PLAN MID-YEAR REVIEW

1. In reviewing the initial PDP, what have been the key learning’s since the

implementation of the PDP?

2. What needs to be accomplished before the end of the year?

3. Are there any changes needed for the PDP? If yes, please describe?

4. What additional support is needed for plan implementation?

Teacher’s Signature:_________________________________________ Date:_______

Administrator’s Signature:___________________________________ Date:________

Next Review Date:________________________________________________________

43


In partnership with


PROFESSIONAL DEVELOPMENT PLAN – END OF YEAR REVIEW

1. What goals have I accomplished?

2. What have I learned?

3. What new strategies have I used? What practices have I changed? What

worked? What did not work?

4. Did your plan improve your classroom practice? If so, how. If not, why not.

________________________________________________________________________________________________

Teacher’s Signature Date

________________________________________________________________________________________________

Administrator’s Signature Date

44


In partnership with


SPECIAL OBSERVATION STATUS

Special Observation Status (SOS) for Tenured Teachers not in Formal Observation Year

Rationale: If a principal has concerns about the classroom performance of a tenured

teacher who is not currently in a formal evaluation year, s/he may request that the PAR

Panel place the teacher on Special Observation Status (SOS). The request for SOS does

not remove the teacher from writing or implementing the scheduled Professional

Development Plan. SOS is not subject to appeal.

Steps:

• Principal or Assistant Principal must conduct at least three informal observations

anytime between September 1st and December 31

st and will provide written

feedback to the teacher after each informal observation.

• If Principal or Assistant Principal’s three informal observations note concern in

the area of Domain II and/or Domain III found in the Formal Observation Tool,

the principal will compile the evidence of these informal observations.

• Principal will meet with the teacher to inform her/him of these concerns review

the evidence of the three informal observations and, inform teacher of the intent to

request Special Observation Status.

• Teacher has the right to bring union representation to the SOS meeting.

• Principal completes Request for Special Observation Status form and a one-page

narrative summary of informal observations with Domain II/or Domain III found

in the Formal Observation Tool, including the recommendations and supports put

in place during this time period. The teacher will receive a copy of these

documents no later than five (5) working days after the meeting with the

principal.

• Documentation should be sent to the Administration’s PAR Co-Chair after the

above steps have been taken, but not later than January 10th

.

• PAR Panel or PAR Panel sub-committee, as designated by the PAR Panel, will

review documentation and review evidence to support request.

• PAR Panel or designated PAR Panel sub-committee will respond to request

within five (5) working days.

o If Principal’s paperwork is not completed, or does not meet deadline, or

does not focus on Domains II or III, the request will not be considered.

o If Principal’s paperwork is completed, the following will occur:

• The Principal and teacher will receive a letter from the PAR Panel informing

them of their decision to place the teacher in a Special Observation Status. The

letter will include an explanation of the process.

continued on next page

45

SPECIAL OBSERVATION STATUS (CONTINUED)

• A Consulting Teacher will be assigned to the teacher and will assess the

performance of the teacher.

• Based on the assessment, a support plan will be written and submitted to PAR

Pair. If the teacher is in the Professional Development Plan (PDP year, s/he will

continue with the Professional Development Plan. CT will continue support until

May 31st.

• Principal will conduct one formal observation between February 1st and May 31

st.

• CT will submit written statement of teacher’s progress to PAR Panel by May 31st.

The CT may report the following: (a) that the teacher is performing below

standards in Domains II and/or III or (b) that the teacher is approaching

standards in Domains II and/or III, or (c) that the teacher meets the standards in

Domains II and/or III.

• Principal will submit formal observation by June 2nd

. The PAR Panel will review

the formal observation and the CT reports to make recommendations.

• If formal observation is unsatisfactory, and the CT reports the teacher is

performing below standards in Domains II and/or III, the teacher will be rated

unsatisfactory and placed in PAR for the next school year.

• If formal observation is satisfactory, and the CT reports the teacher is approaching

standards or meets standards in Domains II and/or III, the teacher will be rated

satisfactory and Special Observation Status is ended.

• If there is a discrepancy, the PAR Panel will review documentation.

• The CT will be required to provide supporting evidence to defend her/his report

and the Principal will be required to provide evidence to support her/his formal

observation.

• The PAR Panel will make the final decision regarding the status of the teacher.


46


In partnership with


REQUEST FOR SPECIAL OBSERVATION STATUS DURING A TEACHER’S PROFESSIONAL DEVELOPMENT YEAR

Please complete the following information along with a one page narrative summary of the three (3) informal observations in Domain II and/or

Domain III of the District’s Observation Tool. Please include all recommendations and supports provided.

School__________________________________________________________________________________________Date_______________

Principal___________________________________________________________________________________________________________

Principal’s Signature___________________________________________________________________________________________________

Teacher___________________________________________________ PD Year_____ Subject/Grade___________________________________

Dates of the three (3) Informal Observations__________________________________________________________________________________

Dates of written feedback to teacher________________________________________________________________________________________

Date of meeting with teacher to discuss request for S.O.S.______________________________________________________________________

On a separate sheet, please complete a Narrative Summary of Three (3) Informal Observations in Domain II and/or Domain III and the

recommendations and supports provided.

47

Informal Classroom Observation of Teaching Performance Teacher Name: Grade/Subject: Room #:

Observer: Date: Time:

Beginning of Lesson Middle of Lesson End of Lesson

Teaching Standard Domain 1: Planning & Preparation

Planning

an

Effective

Lesson

Stu

den

t O

utc

om

es Objective Focus

T

each

er A

ctio

ns

Setting Instructional

Outcomes

Preparing for Instruction

Direct Instruction

Guided Practice &

Independent Practice

Checkpoints for

Understanding

Closure

Homework

Instructional Strategies

for Academic Language

Development

Administrator’s Comments

48

Teaching Standard Domain 1: Planning & Preparation

Planning and Preparation is essential to effective teaching. Teachers must understand all aspects of an effective lesson, from planning

the student-friendly, action oriented and measurable objectives to designing a series of learning experiences aligned to these

objectives.

3=Meets Standards 4=Exceeds

Standards

Planning

an

Effective

Lesson

Stu

den

t O

utc

om

es Objective Focus Students know what they are to learn and maintain focus on the instructional objective throughout the

lesson.

Teacher writes

measurable student-

friendly objectives

focused on the state

standards and plans

differentiated activities

to deepen student

understanding. The

lesson plan is clear and

allows students to learn

the material in a variety

of ways. The teacher

actively seeks

knowledge of students’

interest, skills, cultures,

etc… and uses various

resources in class and

beyond the classroom to

enhance student

learning.

Tea

cher

Act

ion

s

Setting Instructional

Outcomes

The objective(s) selected is/are based on identifies student instructional needs via the planning &

scheduling timeline, benchmark analysis, and other student achievement data. The objective is

rigorous and consistently above the students’ independent work level.

Preparing for

Instruction

The objective(s) is student-centered, action oriented, and measurable.

Direct Instruction The objective(s) is introduced to students and continually reinforced throughout the lesson.

Guided Practice &


The objective(s) serves as the overt driving force of the lesson. Minimum of 75% of lesson time is

allocated to directly addressing lesson objective(s). Direct Instruction, Guided Practice and

Independent Practice directly reinforce the objective. Background information, supportive review

and management are limited to less than 25% of the lesson.

Checkpoints for

Understanding

Throughout the class, students are assessed to determine their success in meeting the objective using

various assessment methods. Objective and assessment are 100% aligned.

Closure At the end of the lesson, students and teacher are made aware of the success of the lesson via exit

slips, sampling, etc… Quantitative data provides the number of students who experienced success.

Homework Homework assignment is aligned with the objectives, focused on giving students time to

independently practice learned skills.

Instructional

Strategies for

Academic Language

Development

Teacher integrates use of the four key instructional strategies to accelerate student achievement

throughout the lesson:

*Visuals-Bring graphic organizers to represent knowledge and real objects to enhance lesson.

*Sentence Starters-Create sentence starters, such as “I agree with…because…” or “To calculate the

answer, the following steps are used…” and opportunities to share orally.

*Opportunities for student conversation-Give students opportunities to engage in choral responses

and participate in small groups

* Explicit teaching vocabulary-Plan to explicitly teach 5-7 instructionally important words per lesson,

exposing, students to target words several times.

49




Teaching Standard Domain 2: Classroom Environment

Managing

Student

Behavior

Stu

den

t O

utc

om

es Ready to Learn

Students were:

Participating

Tea

cher

Act

ion

s

Routines and Procedures

Teacher was:

Board Agenda

Physical Space

Monitor Student Behavior

Teacher Expectations



Development

Administrator’s Comments:

50

Teaching Standard Domain 2: Classroom Environment

The classroom is where learning occurs, so it is essential that teachers establish positive classroom expectations, routines and

procedures, and methods for managing student behavior to ensure a productive learning environment.

3=Meets Standards 4=Exceeds

Standards

Managing

Student

Behavior

Stu

den

t O

utc

om

es Ready to Learn

All students are prepared and ready to learn. Students are properly uniformed and equipped with the

correct instructional materials, books, pens, etc…Distractions such as bags, food, beverages,

electronics, etc. are out of sight and students’ body language conveys buy-in.

Teacher has clear rules

posted in the classroom

and monitors student

behavior in a preventive

way. Student behaviors

reflect the teacher’s

high expectations for

learning and classroom

conduct. Specifically,

classroom interactions

among the teacher and

individual students are

highly respectful,

reflecting genuine

warmth, care, and

cultural sensitivity.

Students contribute to

the operation of

classroom routines and

procedures and ensure

high levels of civility

among themselves.

Teacher uses technology

skillfully, as appropriate

to the lesson. 100% of

students are actively on

task, maintaining

appropriate focus, and

engaging the teacher.

Participating • 95% of students are actively on task, maintaining appropriate focus, and engaging the teacher.

Tea

cher

Act

ion

s

Routines and

Procedures

Predetermined classroom procedures instructional routines, student organization, and behavior are

consistently reviewed, re-taught and enforced in an efficiency and maintain discipline.

Board Agenda

Agenda board and general board work font is visible from all student seats. Information is complete,

updated daily and addresses the current class. The agenda board is prominently displayed, organized,

informative and contains the following: a) greeting, b) date, c) do now, d) objective, e) day’s agenda,

f) homework.

Physical Space

Chair/table organization is designed to match current instructional/management strategy (group work,

testing, teacher-centered, etc…)

Monitor Student

Behavior

Teacher circulates around the room, monitors routines and procedures, and redirects students when

off-task using the following strategies: proximity, reminder (group or anonymous), signaling, quick

word, quick public correction, consequence.

Teacher Expectations

Teacher sets the bar high for student performance and supports students to attain the lesson

objectives. Teacher gives verbal positive reinforcement in multiple and sincere forms and models

appropriate behavior (i.e. looks like, sounds like…).

Instructional

Strategies for

Academic Language

Development

Classroom displays recent work, which is exemplary and grade appropriate. Teacher organizes

classroom environment to show evidence of the following:

*Visuals, real objects, and physical models displayed and used frequently by students.

*Sentence Starters displayed for students to have visual, written reference.

*Opportunities for student conversation facilitated by various table and seating arrangements.

*Explicit teaching of vocabulary evident on work wall with regular teacher references to the display.

51




Teaching Standard Domain 3: Instruction

Delivering an

Effective Lesson S

tud

ent

Ou

tco

mes

Mastery Students were:

Tea

cher

Act

ion

s

Do Now! Teacher was:

Direct Instruction

Guided Practice


Checkpoints for Student

Understanding

Closure

Homework



Development

Administrator’s Comments:

52

Teaching Standard Domain 3: Instruction

Victory is in the classroom! Effective teachers who deliver quality lessons and engage students deeply in the content build capacity to

accelerate student learning.

3=Meets Standards 4=Exceeds Standards

Delivering

an

Effective

Lesson

Stu

den

t O

utc

om

es Mastery All students engage in the content and display significant progress or mastery of the lesson objective. Teacher sets an ambitious objective,

skillfully challenging all students to

work hard throughout the lesson

without frustrating them. The lesson

is designed to engage students into

doing a majority of the intellectual

work—meaning students are

constantly pushed to work, engage,

think and focus. Teacher provides

clear directions and highly

purposeful assignments to ensure

student learning. Teacher frequently

uses higher-order questioning,

differentiates instruction, and checks

for understanding of all students.

Tea

cher

Act

ion

s

Do Now! Teacher provides work at the beginning of class at the appropriate grade level before formal instruction. This work will

vary, including, but not limited to: review of yesterday’s lesson and/or homework, pre-assessment, vocabulary preview,

and lesson warm ups. Limited to 5-7 minutes.

Direct

Instruction*

Teacher delivers information needed for students to meet lesson objective by breaking concepts into manageable steps,

using clear and concise language, and modeling skills and procedures needed to complete tasks and ensure student

understanding.

Guided

Practice*

Teacher provides opportunity for students to demonstrate new learning or review while under direct supervision and in

collaboration with teacher. Teacher consistently engages and assesses students. If student success is determined,

independent practice is implemented. If a lack of student success is displayed, additional direct instruction or guided

practice is provided.

Independent

Practice*

Teacher provides opportunity for students to independently demonstrate new learning. Independent practice is focused

on short, meaningful chunks with high repetitive frequency. Full release of responsibility is experienced. Student

understanding during independent practice is rewarded; understanding is not based upon speed of completion or busy

work.

Checkpoints

for Student

Understanding

Teacher frequently checks for understanding throughout the lesson using appropriate, strategic and efficient strategies,

such as: higher-order questioning, wait time, scanning, dry erase boards, etc…

Closure Teacher restates objective and assesses student learning via exit slips, sampling, etc…

Homework Assigned homework is provided at students’ independent work level and focuses on review and practice of learned

skills. Homework is not used to introduce new content/skills.

Instructional

Strategies for

Academic

Language

Development

Teacher integrates these instructional strategies throughout lesson:

*Visual-Teacher refers to displayed visuals in the classroom to support learning.

*Sentence Starters-Teacher models use of sentence starters, ranging from basic to more complex, for oral language and

written practice.

*Opportunities for student conversation-Teacher poses meaningful questions for student discussion, ensures adequate

wait time for students to generate a response, and encourages student talk.

*Explicit teaching vocabulary-Teacher explicitly teaches 5-7 instructionally important words per lesson, exposing

students to target words several times.

*The needs of the students will determine how much time is spent on these lesson elements: Direct instruction, guided practice and independent practice.

53


CLASSROOM OBSERVATION OF TEACHER PERFORMANCE

Directions:

• While observing a lesson, use this form to indicate the teacher’s performance in each of the four domains based on the scoring

criteria identified in the key below.

• Part A: o Comments based on evidence observed in the classroom must be included in each section.

o If a score of “1” or “NA” is given, substantial evidence must be provided.

o A score of “4” exceeds standards and is considered distinguished. If a “4” is given, appropriated evidence must be

cited.

• Part B: o Upon completion of the observation, provide a narrative summary of the observation, including strengths and

recommendations.

o A satisfactory observation for all teachers “meets standards”. Specifically, teachers must receive

� A score of “3” or above in at least 12 out of the 15 core instructional practices (indicated in bold* print)

� No scores of “1” in the 15 core instructional practices. A score of “1” in any of these areas automatically

results in an unsatisfactory observation

� No more than 3 scores of “1” in the remaining categories (outside of the 15 core instructional practices)

1 2 3 4

15 core instructional practices

10 remaining instructional practices

Check one:

____satisfactory observation ____unsatisfactory observation (if checked, Part C must be complete)

Key

1=does not meet standards 2=approaches standards 3=meets standards 4=exceeds standards NA=not applicable

54


FORMAL CLASSROOM OBSERVATIONS AND INFORMAL WALKTHROUGHS

2011-2012

Formal classroom observations and informal walkthroughs are an essential

component for the professional growth and development. The purpose of the observations

and walk-through is to verify, validate and support teaching and learning within The

School District of Philadelphia (SDP). In addition, they will be used to provide effective

feedback, constructive criticism, as well as the strengths, weaknesses, and opportunities

for improvement in classroom engagement and instruction.

Prior to the observation, administrators will hold individual Pre-Observation

Conferences with each teacher. Teachers are to complete the Pre-Observation Form prior

to the pre-observation conference with the administrator. The teacher and administrator

will then meet to discuss this form and prepare for the observation. After the formal

observation, administrators will hold individual Post-Observation Conferences with each

teacher. Administrators will use the Post-Observation Form to conduct the post-

observation conference.

Signed (Principal) ______________________________________________________

55


PRE-OBSERVATION FORM

Teachers are to complete this form prior to the formal observation and bring it to the

Pre-Observation Conference. Coverage will be provided for you.

Teacher ____________________ Grade ______ Subject ______________

Week of Observation ________________________________________________

Date__________________Time_____________________________________________

Objectives for the Lesson:

1. _____________________________________________________________

2. _____________________________________________________________

3. ________________________________________________________________

Necessary Materials/Resources:

__________________________________________________________________

__________________________________________________________________

Teacher Behaviors to Be Observed:

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

Student Behaviors to Be Observed:

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

What else should the observer look for (i.e. particular students, student engagement,

classroom climate, instructional strategies, etc.)?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_________________________________________________________________

56


POST-OBSERVATION FORM

Administrators should use this form to conduct the Post-Observation Conference.

Coverage will be provided for teachers.

Teacher ___________________ Grade ______ Subject _________________________

Date of Observation ___________________ Time _____________________________

Questions for Teachers

1. What do you think went well in your lesson? What do you think did not go well in

your lesson?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. Were students engaged? Did the students learn what you intended for them to

learn? How do you know?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Feedback to Teachers

Teacher Behaviors Observed:

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

Student Behaviors Observed:

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

Other Things Observed: __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Areas for Improvement (What specifically does the teacher need to work on):

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

57



• Part C: Include this section only if the lesson was unsatisfactory.

Check one:

____unsatisfactory ____unsatisfactory observation/unsatisfactory rating

o Designate whether or not this is the final unsatisfactory observation leading to an unsatisfactory rating. The online form

will automatically generate appropriate language depending on whether the lesson or the lesson/rating was

unsatisfactory.

o If the lesson is unsatisfactory, written documentation advising the teacher of such must be provided to the teacher within

5 working days.

Best Practice Tips:

• The goal of formal observations is to provide feedback to teachers in order to support them in improving their practice. Using

this form ensures that all teachers receive consistent feedback and aligned support based on the District’s expectations for

teaching practice.

• In order for teachers to receive maximum benefit, it is important that every teacher be given the opportunity to participate in

both a pre-observation and time to reflect upon his/her performance after the lesson/

• Upon completion of the observation and post-observation conference, teachers should be given opportunities for additional

professional development based on their areas of need. Support can include, but not limit to the following: District’s

Professional Development offerings; support from a new teacher coach, school-based instructional specialist, instructional

reform facilitator, other school-based teacher or administrator.

58


CLASSROOM OBSERVATION OF TEACHER PERFORMANCE Part A

Date: Time: Teacher: School:

Room Number: Subject(s): Experience Level in grade/subject:

Students on Roll: Students Present:

Classroom Environment Whole Class (Teacher Lead) Small Groups (w/Teacher) Small Group (Independently) Pair/Individual Student

Scoring Guide Evidence/Comments

1. Planning and

Preparation

1

does not meet standard

2

approaches standard

3

meets standard

4

exceeds standard NA

1.1 Lesson plan

displays knowledge

of subject or field.*

Teacher’s plan and practice

display little knowledge of

content, prerequisite

relationships between

different aspects of the

content, or of the

instructional practices

specific to that discipline

Teacher’s plan practice reflect

some awareness of the

important concepts in the

discipline, prerequisite

relationship between them and

of the instructional practices

Teacher’s plans and practice

reflect solid knowledge of the

content, prerequisite

relationship between

important concepts and of the

instructional practices specific

to that discipline.

Teacher’s plains and practice

reflect extensive knowledge of the

structure of the discipline.

Teacher actively builds on

knowledge of prerequisite and

misconceptions when describing

instruction or seeking causes for

student misunderstanding.

1.2 Lesson plan

(strategies, activities

and materials)

indicates knowledge

of students skill

levels, learning

styles, and interest.

Teacher demonstrates little

or no knowledge of students’

backgrounds, cultures, skills,

language proficiency,

interests, and special needs,

and does seek such

understanding.

Teacher indicated the

importance of understanding

students’ backgrounds,

cultures, skills, language

proficiency, interests, and

special needs, and attains this

knowledge for the class as a

whole.

Teacher actively seeks

knowledge of students’

backgrounds, cultures, skills,

language proficiency,

interests, and special needs,

and attains this knowledge for

groups of students.

Teacher actively seeks knowledge

of students’ backgrounds, cultures,

skills, language proficiency,

interests, and special needs from a

variety of sources, and attains this

knowledge for individual students.

1.3 Lesson plans are

aligned with

students outcomes,

curriculum and

standards.*

Instructional outcomes are

unsuitable for students,

represent trivial or low-level

learning, or are stated only as

activities. They do not

permit viable methods of

assessment.

Instructional outcomes are of

moderate rigor and are

suitable for some students, but

consist of a combination of

activities and goals, some of

which permit viable methods

of assessment. They reflect

more than one type of

learning, but teacher makes no

attempt at coordination or

integration.

Instructional outcomes are

stated as goals reflecting high-

level learning and curriculum

standards. They are suitable

for most students in the class,

represent different types of

learning, and are capable of

assessment. The outcomes

reflect opportunities for

coordination

Instructional outcome are stated as

goals that can be assessed,

reflecting rigorous learning and

curriculum standards. They

represent different types of content,

offer opportunities for both

coordination and integration, and

take account of the needs of

individual students.

59


1. Planning and

Preparation

1


2

approaches standard

3

meets standard

4

exceeds standard NA

1.4 Lesson plan

indicates

knowledge of

resources

Teacher demonstrates little

or no familiarity with

resources to enhance own

knowledge, to use in

teaching, or for students

who need them, Teacher

does not seek such

knowledge

Teacher demonstrates some

familiarity with resource

available through the school

or district to enhance own



who need them, Teacher

does not seek to extend such

knowledge.

Teacher is fully aware of

the resources available

through the school or

district to enhance own



who need them.

Teacher seeks out resources in and

beyond the school or district in

professional organizations, on the

Internet, and in the community to

enhance own knowledge, to use in

teaching, and for students who

need them,

1.5 Goals and

objectives are

challenging,

differentiated

and aligned to

standards.*

The series of learning

experiences are poorly

aligned with the

instructional outcomes and

do not represent a coherent

structure. They are

suitable for only some

students.

The series of learning

experiences demonstrates

partial alignment with

instructional outcomes,

some of which are likely to

engage students in

significant learning. The

lesson or unit has a

recognizable structure and

reflects partial knowledge of

students and resources.

Teacher coordinates

knowledge of content, of

students, and of resources,

to design a series of

learning experiences

aligned to instructional

outcomes and suitable to

groups of students. The

lesson or unit has a clear

structure and is likely to

engage students in

significant learning.

Teacher coordinates knowledge of

content, of students, and of

resources, to design a series of

learning experiences aligned to


differentiated where appropriate to

make them suitable to all students

to all students and likely to engage

them in significant learning. The

lesson or unit’s structure is clear

and allows for different pathways

according to student needs.

1.6 Lesson plan

is informed by

data analysis;

indicates how

student learning

will be assessed;

criteria

communicated to

students.

Teacher’s plan for

assessing student learning

contains no clear criteria or

standards, is poorly aligned

with instructional

outcomes, or is

inappropriate to many

students. The results of

assessment have minimal

impact on the design of

future instruction.

Teacher’s plan for student

assessment is partially

aligned with the


without clear criteria, and

inappropriate for at least

some students. Teacher

intends to use assessment

results to plan for future

instruction for the class as a

whole.


assessment is aligned with

the instructional outcomes,

using clear criteria, is

appropriate to the needs of

students. Teacher intends

to use assessment results to

plan for future instruction

for groups of students.


assessment is fully aligned with the

instructional outcomes, with clear

criteria and standards that show

evidence of students contribution

to their development. Assessment

methodologies may have been

adapted for individuals, and the

teacher intends to use assessment

results to plan future instruction for

individual students.

60

Scoring Guide Evidence/Co

mments 2. Classroom Environment 1


2

approaches standard

3

meets standard

4

exceeds standard NA

2.1 Students’ environment is

reflective of their own culture

and the culture of others.

Classroom does not reflect or

inappropriately reflects

students’ cultures.

Classrooms may not completely

or appropriately reflect students’

cultures.

Classroom appropriately reflects

students’ cultures.

Classroom appropriately reflects students’

cultures, levels of development, and is integrated

appropriately to content.

2.2 Environment is risk free,

inclusive, and students’

attempts are valued and

celebrated; positive

interactions between teacher

and students and among

students.

Classroom interactions,

both between the teacher

and students and among

students, are negative,

inappropriate, or incentive

to students’ culture

backgrounds, and

characterized by sarcasm,

put downs, or conflict.

Classroom interactions, both

between the teacher and

students and among students,

are generally appropriate and

free from conflict but may be

characterized by occasional

displays of insensitivity or

lack of responsiveness to

cultural or developmental

differenced among students.

Classroom interactions,

between teacher and students

and among students are

polite and respectful,

reflecting general warmth

and caring, and are

appropriate to the culture and

developmental differences

among groups of students.

Classroom interactions among the teacher

and individual students are highly

respectful, reflecting genuine warmth and

caring and sensitivity to students’ cultures

and levels of development. Students

themselves ensure high levels of civility

among members of the class.

2.3 Rules, routines, procedures

are established with little loss of

instructional time; safe and

skillful organization of physical

space is maintained.*

Much instructional time is

lost due to inefficient


procedures, for transitions,

handling of supplies, and

performance of non-

instructional duties.

Some instructional time is lost

due to only partially effective


procedures, for transitions,

handling of supplies, and

performance of non-


Little instructional time is

lost due to classroom

routines and procedures, for

transitions, handling of

supplies, and performance of

non-instructional duties,

which occur smoothly

Students contribute to the seamless

operation of classroom routines and

procedures, for transitions, handling of

supplies, and performance of non-


2.4 Current student work is

displayed.

There is no evidence of

student work displayed.

There is evidence of some

student work, but is not

current and not aligned to

instructional goals.

Current students work id

displayed, is somewhat

aligned to instructional

goals; is somewhat

differentiated, and reflects

most students.

Current students work is displayed; is

closely aligned to instructional goals; is

differentiated and original; reflects the

efforts of every student in the class.

2.5 System for monitoring

students’ behavior; misbehavior

responded to in a timely

manner.*

There is no evidence that

standards of conduct have

been established, and little

or no teacher monitoring of

student behavior. Response

to student misbehavior is

repressive, or disrespectful

of student dignity.

It appears that the teacher has

made an effort to establish

standards of conduct for

students. Teacher tries, with

uneven results, to monitor

student behavior and respond

to student misbehavior.

Standards of conduct appear

to be clear to students, and

the monitors student

behavior against those

standards. Teacher response

to student misbehavior is

appropriate and respects the

students’ dignity.

Standards of conduct are clear, with

evidence of student participation in setting

them. Teacher’s monitoring of student

behavior is subtle and preventive, and

teacher’s response to student misbehavior is

sensitive to individual student needs.

Students take an active role in monitoring

the standards of behavior.

61


2. Classroom

Environment

1


2

approaches standard

3

meets standard

4

exceeds standard NA

2.6 Room

arrangement

allows for

varying

groupings

according to

lesson.

The physical environment

is unsafe, or some students

don’t have access to

learning. There is poor

alignment between the

physical arrangement and

the lesson activities .

The classroom is safe, and

essential learning is

accessible to most students,

and the teacher’s use of

physical resources is

moderately effective.

Teacher may attempt to

modify the physical

arrangements to suit

learning activities, with

partial success.

The classroom is safe, and

learning is accessible to all

students; a teacher ensures

that the physical

arrangement is appropriate

to the learning activities.

Teacher makes effective

use of physical resources.

The classroom is safe, and the

physical environment ensures the

learning of all students, including

those with special needs. Students

contribute to the use or adaption of

the physical environment to

advance learning.

62

Scoring Guide Evidence/

Comments

3. Instruction 1


2

approaches standard

3

meets standard

4

exceeds standard NA

3.1 Communication of

instructional goals and

objectives.*

Expectations for learning,

directions and procedures

are unclear or confusing to

students. Teacher’s

language is inappropriate to

students’ levels of

development


directions and procedures are

clarified after initial

confusion; teacher’s language

may not be completely

appropriate to students’ level

of development.


directions and procedures are

clear to students. Communications

are appropriate to students’ levels

of development

Expectations for learning, directions and procedures,

and explanations of content are clear to students.

Teacher’s language is appropriate to students’ levels of

development, and anticipates possible student

misconceptions.

3.2 Students’ readiness and

prior knowledge is accessed in

preparation for new learning;

effective questions are asked

that assess the level of

understanding; lesson is

appropriately paced.*

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 discussion are

only partially successful.

Most of the teacher’s questions

elicit a thoughtful response, and

the teacher allows sufficient time

for students to answer. All

students 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.

3.3 Differentiation of

instructional delivery to

engage all students in the

lesson.*

Activities and assignments,

material, and groupings of

students are inappropriate to

the instructional outcomes,

or students’ cultures or

levels of understanding,

resulting in little intellectual

engagement. The lesson has

no structure or is poorly

placed.


material, and groupings of

students are partially

appropriate to the

instructional outcomes, or

students’ cultures or levels of

understanding, resulting in

moderate intellectual

engagement. The lesson has

recognizable structure but is

not fully maintained.


materials, and groupings of

students are fully appropriate to

the instructional outcomes, and

students’ cultures and levels of

understanding. All students are

engaged in work of high level of

rigor. The lesson’s structure is

coherent with appropriate pace.

Students are highly intellectually engaged throughout

the lesson in significant learning, and make material

contributions to the activities, student groupings, and

materials. The lesson is adapted as needed to the needs

of individuals, and the structure and pacing allow for

student reflection and closure.

3.4 Communication of high

expectations for all students.*

The teacher conveys a

negative culture for

learning, characterized by

low teacher commitment to

the subject, low expectations

for student achievement, and

little or no student pride in

work.

Teacher’s attempt to create a

culture for learning is

partially successful, with little

teacher commitment to the

subject, modest expectations

for student achievement, and

little student pride in work.

Both teacher and students

appear to be only “going

through the motions.”

The teacher conveys high

expectations for most students,

genuine commitment to the

subject by both teacher and

students, with students

demonstrating pride in their work.

High levels of student energy and teacher passion for

the subject create a culture for learning in which

everyone share in the importance of the subject, and all

students hold themselves to high standards of

performance, for example by initiating improvements

to their work.

63


3. Instruction 1


2

approaches standard

3

meets standard

4

exceeds standard NA

3.5 Specific and

constructive

feedback is given

that helps students

to direct and self-

assess their learning

Trivial, misinformed, or no

feedback on learning is given to

groups and to individual students

that helps few or no students to

direct and self-assess their

learning.

Global or simplistic feedback on

learning is given to groups and to

individual students that helps

several students to direct and self-

assess their learning.

Specific feedback on learning is

given to groups and to individual

students that helps many students

to direct and self assess their

learning.

Specific and constructive feedback on

learning is given to groups and to individual

students that helps most, if not all, students

to direct and self assess their learning.

3.6 Spoken and

written language

contains no

grammatical and/or

syntactical errors.

Vocabulary is

appropriate.*

Teacher’s spoken and/or written

language contains numerous

grammatical and/or syntactical

errors; vocabulary is

inappropriate.

Teacher’s spoken and/or written

language contains some minor

grammatical and/or syntactical

errors; vocabulary is somewhat

limited or somewhat inappropriate

for the students.

Teacher’s spoken and written

language contains no grammatical

and/or syntactical errors;

vocabulary is well chosen and

appropriate for students.

Teacher’s spoken and written language

contains no grammatical and/or syntactical

errors, clear and expressive; vocabulary is

astute and appropriate for the students and

the students are encouraged to model use of

proper speech and vocabulary.

3.7 Knowledge of

subject or field is

demonstrates.

Teacher’s explanations of content

are unclear or confusing to

students.


are clarified after initial confusion;

reflect some awareness of the

important concepts in the

discipline.


are clear to students; reflect solid

knowledge of the concepts

specific to that discipline.

Teacher’s explanation of content are clear

to students; reflect extensive knowledge of

the content and of the structure of the

discipline. Teacher actively builds on

knowledge of prerequisites and

misconceptions when describing instruction

or seeking causes for student

misunderstanding.

3.8 Collects and

analyzes data to

adjust instructional

practice.

Assessment is not used in

instruction through monitoring of

progress by teacher. Teacher

adheres to the instruction plan,

even when a change would

improve the lesson or of students’

lack of interest. Teacher brushes

aside students questions, when

students’ lack of interest. Teacher

brushes aside students questions;

when students experience

difficulty, the teacher blames the

students or their home

environment.

Assessment is occasionally used in

instruction, through some

monitoring of progress of learning

by teacher. Teacher attempts to

modify the lesson when needed and

to respond to students questions,

with moderate success. Teacher

accepts responsibility for student

success, but has only a limited

repertoire of strategies to draw

upon.

Assessment is regularly used in

instruction, through monitoring of

progress of learning by teacher.

Teacher promotes the successful

learning of all students, making

adjustments as needed to

instruction plans and

accommodating student questions,

needs and interests.

Assessment is used in a sophisticated

manner in instruction, monitoring of

progress by both students and teachers.

Teacher seizes an opportunity to enhance

learning, building on a spontaneous event or

students and teachers. Teacher ensures the

success of all students, using an extensive

repertoire of instructional strategies.

3.9 Successfully

utilizes technology to

support learning.

Teacher utilizes no technology or

used it ineffectively to represent

content.

Teacher utilizes some technology

to support learning with

inconsistent success in representing

content.

Teacher utilizes technology

effectively to support learning

with general success in

representing content.

Teacher utilizes technology skillfully to

support learning with a high degree of

success in representing content.

64


4.

Professionalism

1


2

approaches standard

3

meets standard

4

exceeds standard NA

4.1 Incorporates

district

professional

development and

professional

feedback.*

Teacher engages in no

professional development

activities, does not incorporate

elements of professional

development and/or resists

feedback on teaching

performance.

Teacher engages in

professional activities to a

limited extent, partially

incorporate elements of

professional development

and/or accepts feedback with

some reluctance.

Teacher engages in seeking

out professional development

opportunities, consistently

incorporates elements of

professional development;

welcomes feedback on

performance.

Teacher engages in seeking out

opportunities for professional

development and makes a systematic

effort to conduct action research and

fully incorporates professional

development, seeks out feedback.

4.2 Systems for

maintaining

records are

accurate, current

and organized.*

The information management

system for student completion

of assignments, progress in

learning and/or non-

instructional activities are

either absent or in disarray.


systems for student completion

of assignments, progress in

learning and/or non-

instructional activities is

rudimentary, and/or requires

frequent monitoring for

accuracy.


system for student completion

of assignments, student

progress in learning and/or

non-instructional activities is

fully effective.

The information management system

for student completion of assignments,

progress in learning and/or non-

instructional activities is fully

effective, and students contribute to

their maintenance and/or

interpretation.

4.3 Demonstrates

evidence of regular

communication

with parent(s) or

guardian(s).

The educator provides

little/no information to

families about the

instructional program and/or

individual students;

communication with families

is insensitive or inappropriate

to the culture of the families

and/or makes no attempt to

engage families in the

instructional program.

The educator provides minimal

and/or occasionally insensitive

communication/response to

family concerns; partially

successful attempts to engage

families in the instructional

program.

The educator provides

frequent, culturally-

appropriate information to

families about the

instructional program, student

progress and responses to

family concerns; frequent,

successful efforts to engage

families in the instructional

program.

The educator provides frequent,

culturally-appropriate, information to

families with student input; successful

efforts to engage families in the

instructional program to enhance

student learning.

4.4 Demonstrates

evidence of

collaboration with

others.

Professional relationships

with colleagues are negative

or self-serving; teacher avoids

participation in a culture of

inquiry and/or avoids

becoming involved in school

events and/or school and

district projects.

Professional relationships are

cordial and fulfill required

school/district duties; include

involvement in a culture of

inquiry, school events and/or

school/district projects when

asked.


characterized by mutual

support and cooperation:

include active participation in

a culture of professional

inquiry, school events and

school/district projects, with

teacher making substantial

contributions.


characterized by mutual support,

cooperation and initiative assuming

leadership in promoting culture of

inquiry and making substantial

contributions to school/district

projects.

65



Part B



Students on Roll: Students Present: Administrator:

A satisfactory observation for all teachers “meet standards”. Specifically, teachers must receive:

• A score of “3”or above in at least 12 out of the 15 core instructional practices (indicated in bold* print).

• No score of “1” in the 15 core instructional practices. A score of “1” in any of these areas automatically results in an unsatisfactory observation

• No more than 3 scores of “1” in the remaining categories (outside of the 15 core instructional practices)

1 2 3 4 Subtotal

15 core instructional practices

10 remaining instructional practices

Total Overall Score

Check one:

____satisfactory observation ____unsatisfactory observation (if checked, Part C must be completed)

_______________________________________________________________________________________________________________________________

Summary of Observation

Recommendations for Improvement

<Principal Tip: Recommendations for improvement should address and area identified as a weakness. List any assistance that is to be given. Schedule

the TIPS meeting if this is the 2nd

Unsatisfactory Observation>

Teacher Signature__________________________________________________________________ Date:_____________________________

Administrator’s Signature___________________________________________________________ Date:_____________________________

66



Part C



Students on Roll: Students Present: Administrator:

(Complete section only if observed lesson was unsatisfactory)

Check one:

____unsatisfactory observation ____unsatisfactory observation/unsatisfactory rating

Consequences

Please be advised that failure to improve your teaching performance may result in an unsatisfactory rating. This document will be forwarded

to your official personnel file.

Teacher Signature__________________________________________________________________ Date:_____________________________

Administrator’s Signature___________________________________________________________ Date:_____________________________

67


In partnership with


Date:

To:

From: Name of Principal

School

Subject: Unsatisfactory Observation/Rating

Principal Recommendations for teachers in PAR and

Teachers Rated Unsatisfactory for the Previous School Year

Name of Teacher:_________________________ ____ TPE (1st Year) or

____ Unsatisfactory from

Previous school year

Documentation

____ Informal Observation

____ Formal Observation

____ Rating Forms

____ Other

Recommendation

____ Recommendation for Retention

____ Recommendation for Termination

____ Recommendation for Additional Year of PAR/Support (1st year teachers only)

68


In partnership with


The Education Center

440 North Broad Street

Philadelphia, Pennsylvania 19130

Professional and Temporary Employee Rating Summary Form School Year <<School Year>>

Date: __________________ Principal: _______________

School: __________________

Academic Division: ________

Total # of Teachers # of Teachers Rated

Satisfactory

(On Record/TPER)

# of Teachers Rated

Unsatisfactory

(On Record/TPER)

# of

Teachers

Not Rated

Comment/Reason

Submit this document along with the copies of the completed Professional and

Temporary Employee Rating Form (S-641) to the Assistant Superintendent by June 18,

<<Year>>

69


PROFESSIONAL AND TEMPORARY EMPLOYEE RATING FORM LAST NAME OF EMPLOYEE FIRST NAME MIDDLE INITIAL

DIVISION:

NAME OF SCHOOL:

SATISFACTORY

SERVICE OF EMPLOYEE IS SUFFICIENTLY ACCEPTABLE TO

JUSTIFY CONTINUED EMPLOYMENT.

SIGNATURE OF RATER:

DATE:

POSITION:

UNSATISFACTORY

SERVICE OF EMPLOYEE IS DEFICIENT AND IMPROVEMENT IS

ESSENTIAL TO JUSTIFY CONTINUANCE IN SERVICE.

SIGNATURE OF RATER:

DATE:

POSITION:

1. PLANNING AND PREPARATION

SATISFACTORY UNSATISFACTORY • LESSON PLAN DISPLAYS KNOWLEDGE OF SUBJECT OR FIELD.

• LESSON PLAN (STRATEGIES, ACTIVITIES AND MATERIAL) INDICATED

KNOWLEDGE OF STUDENTS’ SKILL LEVELS, LEARNING STYLES, AND

INTERESTS.

• LESSON PLANS ARE ALIGNED WITH STUDENT OUTCOMES, CURRICULUM

AND STANDARDS,

• LESSON PLAN INDICATES KNOWLEDGE OF RESOURCES

• GOALS AND OBJECTIVES ARE CHALLENGING, DIFFERENTIATED AND

ALIGNED TO STANDARDS.

• LESSON PLAN IS INFORMED BY DATA ANALYSIS; INDICATES HOW

STUDENT LEARNING WILL BE ASSESSED; CRITERIA COMMUNICATED TO

STUDENTS.

2. CLASSROOM ENVIRONMENT

SATISFACTORY UNSATISFACTORY • STUDENTS’ ENVIRONMENT IS REFLECTIVE OF THEIR OWN CULTURE

AND THE CULTURES OF OTHERS.

• ENVIRONMENT IS RISK-FREE, INCLUSIVE, AND STUDENTS’ ATTEMPTS

ARE VALUED AND CELEBRATED; POSITIVE INTERACTIONS BETWEEN

TEACHER AND STUDENTS AND AMONG STUDENTS.

• RULES, ROUTINES, PROCEDURES ARE ESTABLISHED WITH LITTLE

LOSS OF INSTRUCTIONAL TIME; SAFE AND SKILLFUL ORGANIZATION

OF PHYSICAL SPACE IS MAINTAINED.

• CURRENT STUDENT WORK IS DISPLAYED.

• SYSTEM FOR MONITORING STUDENTS’ BEHAVIOR; MISBEHAVIOR

RESPONDED TO IN A TIMELY MANNER.

• ROOM ARRANGEMENT ALLOWS FOR VARYING GROUPINGS

ACCORDING TO LESSON. 3. INSTRUCTION

SATISFACTORY UNSATISFACTORY • COMMUNICATION OF INSTRUCTIONAL GOALS AND OBJECTIVES.

• STUDENTS’ READINESS AND PRIOR KNOWLEDGE IS ACCESSED IN

PREPARATION FOR NEW LEARNING; EFFECTIVE QUESTIONS ARE ASKED

THAT ASSESS THE LEVEL OF UNDERSTANDING; LESSON IS

APPROPRIATELY PACED.

• DIFFERENTIATION OF INSTRUCTIONAL DELIVERY TO ENGAGE ALL

• STUDENTS IN THE LESSON.

• COMMUNICATION OF HIGH EXPECTATIONS FOR ALL STUDENTS.

• SPECIFIC AND CONSTRUCTIVE FEEDBACK IS GIVEN THAT HELPS

STUDENTS TO DIRECT AND SELF-ASSESS THEIR LEARNING.

• SPOKEN AND WRITTEN LANGUAGE CONTAINS NO GRAMMATICAL

AND/OR SYNTACTICAL ERRORS. VOCABULARY IS APPROPRIATE.

• KNOWLEDGE OF SUBJECT OR FIELD IS DEMONSTRATED.

• COLLECTS AND ANALYZES DATA TO ADJUST INSTRUCTIONAL PRACTICE.

• SUCCESSFULLY UTILIZES TECHNOLOGY TO SUPPORT LEARNING.

4. PROFESSIONALISM

SATISFACTORY UNSATISFACTORY • INCORPORATES DISTRICT PROFESSIONAL DEVELOPMENT AND

PROFESSIONAL FEEDBACK.

• SYSTEMS FOR MAINTAINING RECORDS ARE ACCURATE, CURRENT

AND ORGANIZED.

• DEMONSTRATES EVIDENCE OF REGULAR COMMUNICATION WITH

PARENT(S) OR GUARDIAN(S)

• DEMONSTRATES EVIDENCE OF COLLABORATION WITH OTHERS.

• ROOM ARRANGEMENT ALLOWS FOR VARYING GROUPINGS

ACCORDING TO LESSON.

Rating

Temporary Professional Employee Professional Employee

I certify that the above-named employee for the period beginning __________ and ending________

Has received a rating of: (Month/Day/Year) (Month/Day/Year)

SATISFACTORY UNSATISFACTORY

CHIEF ACADEMIC OFFICER’S SIGNATURE:

DATE:

I acknowledge that I have read the report and that i have

been given an opportunity to discuss it with the rater. my

signature does not necessarily mean that I agree with the

performance evaluation

SIGNATURE OF EMPLOYEE DATE:

S-641 (Rev. 9/09) COMM. Code 61602445926 DISTRIBUTION: 1. WHITE-CAO 2. CANARY=PRINCIPAL 3. PINK-EMPLOYEE

70


In partnership with



FINAL EVALUATION REPORT

Teacher ________________________ School______________________

School Year ________

Subject/Grade Level: ______________________

Status: ____Meets standards ____Does not meet standards

Consulting Teacher: _______________________________________________

Dates of Conferences/Observations: __________________________________

Summary:

Ms./Mr. _________________Teacher, was assigned to and was provided support through

the Peer Assistance & Review Program (PAR).

Beginning____________________________,the Consulting Teacher (CT) assigned visited the

teacher’s classroom on________ separate occasions. During that period, the CT observed and

provided support and coaching to improve the teacher’s classroom performance as indicated in

Domains II and III of the district’s observation tool for classroom performance. The CT also

provided coaching, modeling and goal setting to improve the teacher’s instructional practice. The

performance goals agreed upon included the following:

Despite the support provided Ms./Mr.__________________,she/he did not meet the goals set

based on the district’s performance standards.

With the support provided Ms./ Mr._____________________,she/he met the goals set based on

the district’s performance standards.

The final summative report has been shared with Ms./Mr._________________ by the

Consulting Teacher.

Submitted by

PAR Panel

71


In partnership with



Date:

To: New Teacher

Name of School

From: PAR Panel

Subject: PAR Panel Recommendation

End of Year Rating

During the <<School Year>> School Year you were a participant in the Peer Assistance and

Review Program and served as a teacher at ______________________. You received

the support of a Consulting Teacher provided instructional guidance, standards-aligned

professional goal setting, and mentoring in elements of effective teaching.

Based on evidence collected and submitted by your Principal and Consulting Teacher, it

is the decision of the Peer Assistance and Review Panel that your teaching performance

for the <<School Year>> School Year is rated Unsatisfactory and you will be

recommended for dismissal effective June 30, <<Year>> from employment in The School

District of Philadelphia

Thank you.

Submitted by

PAR Panel

CC: Labor Relations

72


In partnership with



Date:

To: <<Teacher>>

<<School>>

From: PAR Panel

Subject: End of Year Teaching Performance

During the <<School Year>> School Year you were a participant in the Peer Assistance and

Review Program (PAR) and served as a teacher at <<School>>. You received the support

of a Consulting Teacher who provided instructional guidance, standard-aligned

professional goal setting, and mentoring in elements of effective teaching.

Based on evidence collected and submitted by your Principal and Consulting Teacher, it

is the decision of the Peer Assistance and Review Panel that your teaching performance

for the School Year was satisfactory with a recommendation for:

� Additional PAR program support during the <<School Year>> school year, to be

reviewed in January <<Year>>

� Continued PAR program support until a full year of service is completed based on

your appointed date of hire

� No additional PAR program support recommended

We commend you on making consistent improvement, and it is our hope that you will

continue your professional growth with this additional instructional support.

Thank you.

CC: Consulting Teacher

PAR Letter; Assistance Plan 11611

73


In partnership with



CONSULTING TEACHER END OF YEAR SUMMARY OF SUPPORT <<SCHOOL YEAR>>

Consulting Teacher:______________________________________________________

Participating Teacher:________________________ Support Start Date:___________

____ New ____ Rated Unsatisfactory

Year(s) of Prior Teaching Experience:_________ Grade/Subject:________________

School:___________________________________ Principal:_____________________

Number of Visits:____________

Visit Dates: (Please bold observation dates)

Intensive Plan:

Recommendation:

________Retention

________Retention with additional CT support

________Dismissal based on Observational evidence

74

Collective Bargaining Agreement XI. Assessment of Performance and Interventions (e) Any teacher who has a reasonable basis for needing such assistance and or

receives an unsatisfactory rating may request assistance from the Peer intervention

Program, in writing on a form promulgated by the Panel. The Panel will review requests

and promptly notify the teacher of the determination as to whether assistance will be

provided in that case. Such communications will be kept completely confidential. (f) For three (3) months following the start of the intervention period, the

Principal will not evaluate or observe the participating teacher for his/her instructional

performance. However, no intervention process can be initiated after January 15 of any

school year. Teachers participating in this process who were rated unsatisfactory in the

previous school year will have their rating period extended until June 30.

(g) All communications between the intervener and the participating teacher shall

be completely confidential. As a condition of involvement in the program, all

participants in the program, including the intervener and the participating teacher, must

consent to the confidentiality provisions set forth in this paragraph. The School District

and the Federation agree that the intervenor, or any other person involved in the Peer

Intervention Program, shall not be subpoenaed by the School District or the Federation or

called to testify, produce documents or participate in any other way concerning the

intervention in any proceeding involving the participating teacher, including potential

subsequent proceedings under the School Code. No arbitrator, in any proceeding under

the parties’ control, shall accept evidence regarding such communications.

(h) Except as otherwise herein provided, the Federation, the School District or

any participating teacher may exercise any constitutional, statutory, regulatory or

contractual right otherwise provided by law, regulation or contract.

(i) The School District agrees to make available on a best efforts basis,

alternative career opportunities for teachers who decide to leave the teaching profession

in the course of or following intervention.

(j) Administrative procedures for effectuation of these provisions will be

formulated by the Panel in consultation with the School District and the Federation and

thereafter distributed by the Panel.

(k) These procedures relate solely to issues of competency and no other grounds

of discipline.

(l) The acts of the Panel, intervenor, coordinator, Federation and School District

shall be final.

C. Professional Growth and Peer Assistance and Review System

1. The School District and Federation agree to establish a Peer Assistance and

Review Program (PAR) as part of a Professional Growth System. The Parties shall

establish a Design Team comprised of six (6) members. One half of the members shall

be appointed by the President of the Federation and the other half by the Superintendent.

The Design Team will develop the PAR Program consistent with terms of this

Agreement. The work of the Design Team will be implemented by and Implementation

Team to be named in equal numbers by the PFT and the District. The Implementation

Team will include the members of the Design Team as well as the additional members

named by the Parties.

75

XI. Assessment of Performance and Interventions

2. PAR is a mandatory program for all New Teachers. New Teachers are

teachers in their first year of employment with the School District, who are not tenured in

Pennsylvania. PAR is also available to non-tenured teachers following their first year of

employment on an as needed basis.

3. PAR is a mandatory program for tenured teachers who have been rated

unsatisfactory in the previous school year. Participation in PAR may also be requested

by a tenured teacher who believes that his/her teaching competence will benefit from

PAR.

4. PAR Panel

(a) The PAR Program will have ongoing leadership provided by a Panel

comprised of eight (8) members, four (4) of whom shall be selected by the Federation and

four (4) of whom shall be selected by the School District. Should a vote be required for

any action or decision, an affirmative vote of at least five (5) members is necessary. The

Chair of the PAR Panel shall alternate annually between the Superintendent and/or CEO

and the President of the Federation, or their designee.

(b) The Panel will be divided into PAR Pairs consisting of one (1) Federation

appointed member and one (1) District appointed member.

(c) The PAR Panel shall make discretionary decisions regarding eligibility for the

Program; monitor the overall progress of teaches participating in the Program; and make

retention recommendations for new teachers and tenured teachers participating in PAR.

(d) PAR Pairs will meet regularly with Consulting Teachers to review the work

of the Consulting Teachers and the progress of teachers assigned to the PAR Pair, to

evaluate teachers and make retention recommendations to the PAR Panel.

(e) The PAR Panel will make retention recommendations for all New Teachers

participating in the Program. New Teachers who are not recommended for retention by

the PAR Panel will be dismissed by the School District. The PAR Panel will make

retention recommendation for tenured teachers who have been placed in the PAR

Program and where the Panel recommends dismissal, the teacher will be rated

unsatisfactory and dismissed.

(f) The deliberations of the PAR Panel shall be closed and confidential. Its

decisions shall be based upon classroom performance and information provided by the

Consulting Teacher and the Principal.

(g) The acts of the PAR Panel and the Consulting Teacher shall be final, subject

only to appeal by a teacher through the grievance process or through the teacher’s

statutory rights for review under the Public School Code.

(h) PFT members participating in the PAR Program, as Consulting Teachers or as

members of the PAR Panel, shall be indemnified and held harmless by the District

against any and all claims arising as a result of their actions within the scope of their

duties.

5. Consulting Teacher

(a) Consulting Teacher shall be selected by the PAR Panel, utilizing the criteria

and selection process developed by the Design and the Implementation Teams.

76


(b) During the phase-in, teachers who are assigned as New Teacher Coaches shall

be eligible for consideration for selection as Consulting Teachers.

(c) Consulting Teachers shall have terms of no more than four (4) years. A

Consulting Teacher who has completed a term must return to the classroom for a

minimum of two (2) years before reapplying to the Program.

(d) A Consulting Teacher returning to the classroom will be treated as a forced

transfer and shall be eligible to select a position for which s/he is certified.

(e) Consulting Teachers shall work a twelve (12) month administrative year and

day and shall receive a twelve (12) month teacher salary.

(f) Consulting Teachers will observe and review teachers who are assigned as

part of their caseloads’ plan and implement professional development for teachers

assigned to their caseloads; make recommendations for retention to the PAR Pair for

New Teachers assigned to the Consulting Teacher; and draft status reports for tenured

teachers assigned to the Consulting Teacher. Consulting Teachers shall submit ongoing

reports to the PAR Pair. A final status report will be submitted to the PAR Panel. Final

status reports shall not be confidential.

(g) All communication between the Consulting Teacher and the participating

teacher shall be completely confidential. The Consulting Teacher and the principal for

each teacher in the Consulting Teacher’s caseload will communicate regarding the

progress of the participating teacher.

6. PAR Program for New Teachers

(a) During the phase-in of this Program, all New Teachers who are not

participating in the PAR Program will be provided with support in accordance with

Article X, Section C(3).

(b) The PAR Program will have primary responsibility for coaching, reviewing

and evaluating New Teachers assigned to the Program. School principals will retain

responsibility for evaluating all New Teachers who are not participating in the Program

and for all New Teachers for aspects related to non-instructional conduct. Principals will

conduct one (1) formal observation for all New Teachers assigned to the PAR Program.

(c) New Teachers in the PAR Program who are not making satisfactory progress

will be reviewed by the PAR Pair and an intensive assistance plan shall be created by the

Consulting Teacher. New Teachers who are not making satisfactory progress shall

receive written notification of deficiencies and a written copy of the assistance plan.

(d) New Teachers who are making satisfactory progress shall receive assistance

at a level to be determined by the Consulting Teacher.

7. PAR Program for Tenured Teachers

(a) The PAR Program will have primary responsibility for coaching, reviewing

and evaluating a tenured teacher who has been rated unsatisfactory and assigned to the

Program. Teachers participating in this Program who were rated unsatisfactory in the

previous school year will have their rating period extended until June 30.

(b) Any tenured teacher who believes that his/her teaching competence may

benefit from participation in the PAR Program may request participation in PAR, in

writing, on a form promulgated by the Panel. The Panel will review requests for help

from individual teachers. The Panel will promptly notify the teacher of the determination

77


of whether assistance will be provided. Such communication will be kept completely

confidential.

(c) No voluntary participation can be initiated after January 15 of any school

year.

(d) The Consulting Teacher shall develop a plan to assist a participating tenured

teacher tailored to the specific needs of that teacher and will work with the teacher

directly for not more than one (1) year. The Consulting Teacher will also observe

participating teacher and prepare a status report documenting their observations.

(e) Upon receipt of a Consulting Teacher’s statue report, the PAR Pair shall make

a retention recommendation for a tenured teacher that has completed the PAR Program to

the PAR Panel. IF the PAR Panel recommends dismissal the District will dismiss the

teacher. This retention decision will be subject to the grievance and arbitration

procedures contained in this Agreement and/or the statue and appeal provisions contained

in the Public School Code.

8. Professional Development Plan

(a) Each tenured teacher shall design, in collaboration with the Principal, a multi-

year Professional Development Plan (PDP) for continuous improvement covering the

professional development years (years one (1) and two (2)), which the Principal shall

approve and which approval shall not be unreasonably denied. The Principal, or the

Principal’s designee, and the teacher shall meet at least once per year to review the PDP.

The only teachers who are not required to work on a PDP are: non-tenured teachers;

tenured teachers receiving PAR support; and tenured teachers in their formal evaluation

year.

(b) The focus of the PDP is to support professional development activities that

are of value to teachers and that are planned to improve student achievement and school

results.

9. Peer Intervention

(a) The Peer Intervention Program will continue in existence during the three (3)

year phase-in of the PAR Program. At the conclusion of the third year, the Peer

intervention Program will be discontinued. If the PAR Program is suspended, then the

Peer Intervention Program will be reestablished.

10. PAR will be phased in over three (3) years.

(a) In 2010-2011, PAR shall be implemented in forty-five (45) schools as

determined by the Design and Implementation Team.

(b) In 2011-2012, PAR shall be implemented in at least half of the District’s

schools. The Design and/or Implementation Teams shall determine the schools in which

to implement PAR.

(c) In 2012-2013, PAR shall be implemented in all schools.

11. Role of Principal

(a) Principals will communicate with Consulting Teachers assigned to teachers in

their building regarding the principal’s observations of teachers in the PAR Program.

(b) Principals will conduct one (1) formal observation for any teacher

participating in PAR.

12. Either party may opt out of the PAR Program with sixty (60) days notice.

78


D. Non-Professional Employees

1. Newly appointed employees (exclusive of professional employees, temporary

professional employees, and per diem substitutes) shall serve a probationary period of

forty-five (45) workdays from their dates of appointment. During this probationary

period, an employee who has been absent for any reason (with the exception of work

related injuries) on three (3) or more occasions, or has had two (2) or more occasions of

unsatisfactory work performance, or has had any documented unsatisfactory incident,

may be transferred or terminated at the discretion of the Superintendent and/or CEO

without resources to the grievance procedure.

2. Employees who have completed the probationary period shall have their

performance evaluated as satisfactory or unsatisfactory at least every two (2) years.

3. The Administration jointly with the Federation shall develop appropriate

performance assessments for such non-professional employees.

ARTICLE XII

Compensation

A. Salaries

1. All employees shall receive the following salary increases:

09/01/10 3%

01/01/12 3%

The above listed across-the-board increases apply to all salary schedules for all

PFT members, including but not limited to extra-curricular rates, professional

development rates and athletic coach rates.

B. General Compensation Terms

1. Employees not at the maximum of the salary scale applicable to their pay step

shall receive an increment consistent with the salary schedule in effect.

2. A teacher, who enters the service of the School District of Philadelphia and has

approved professional experience outside of the Philadelphia public schools, shall receive

credit on a salary schedule for such years less one (1) year.

3. A former Philadelphia public school employee who returns to service within a

period of four (4) years shall be placed on the appropriate salary schedule at the same

level with an employee in service with equal experience.

professional g s h 2012-2013...

Documents