WELCOME TO THE2013 - 2014

SCHOOL

YEARA YEAR OF

POSSIBILITIES!

CONTINUING THE WORK WE HAVE STARTED . . .

• Curriculum, Instruction, & Assessmento Meaningful and relevanto Grounded in ‘teaching for understanding’o Student-centeredo Focused on growth of all students

• Technologyo “Meaningful use of technology to serve learning”

(George Couros)o Power of collaboration, communication, creativity, &

critical thinkingo Extended learning beyond the school building - for

teachers and students

And meeting the new mandates . . .

• PA Effective Educatoro Observation & Supervisiono Teacher Evaluationo School Profile Reportso Creation of ‘elective data’ based on “Student

Learning Objectives”

• Comprehensive Plan (formerly Strategic Plan)

http://www.flickr.com/photos/99257619@N02/9345886367/in/pool-858082@N25

• Formal ObservationOR

• Any of the Modes of Differentiated Supervision

• “Formative” process of supervision and professional development using the Danielson Framework for Teaching

• For evaluation, will receive a rating in each of the four domains based on evidence gathered throughout year:o Planning & Preparation (20%)o Classroom Environment (30%)o Instruction (30%)o Professional Responsibility

(20%)

• Use the Danielson Framework as a reflective tool to self-assess.

• Focus is on moving practice toward the ‘Distinguished’ level.

• Components in each domain reflect effective or ‘high-yield’ instructional/professional practices

CHANGES IN PROCESS• OBSERVATION PROCESS

o Pre-conferenceo Observation w/collection of evidence (facts); shared

w/teacher.o Teacher reflects & completes rubric, Domains 2 & 3o Supervisor identifies areas of agreement o Post-conference - discussion; recognize strengths; set

goals for growtho Follow-up walk-thru focused on selected area of growth

• Non-tenured or new to district - two times per year for formal observation

• Tenured teachers - once every ___ years; one time per year

CHANGES IN PROCESS

• DIFFERENTIATED SUPERVISION PROCESSo Collaborative Mode

Peer Coaching Collegial Partnership

o Self-Directed Mode Action Research Portfolio National Board Certification

• Any option selected must have a goal based on Domain(s)/Component(s) from Danielson Framework

CHANGES IN PROCESS

• Other Evidence for Professional Practiceo Informal Walk-thrus (not connected to formal

observation)o Unit plans, lesson plans, assessmentso Student work sampleso Communication logs, newsletters, teacher siteso Presentations at faculty meetings, in-service, etc.o Participation in PLC groups

School Building Data: • Part of every teacher’s and non-

teaching professional’s evaluation.• Grade based on 100 (but can earn

“extra credit.”)

15%

• Grade is calculated differently based on the grade levels in the school.

School Building Data15%

Table G: Conversion from 100 Point Scale to0—3 Scale for Building Level Rating

Building Level Score 0—3 Rating Scale*

90.0 to 107 2.50—3.00

70.0 to 89.9 1.50—2.49

60.0 to 69.9 0.50—1.49

00.0 to 59.9 0.00—0.49

15%

TEACHER SPECIFIC DATA

• Any teacher Grades 4 and up who is responsible for the planning & preparation and delivery of instruction of any content tested by PSSA or Keystone exams.

• 2013 - 2014 begins the 3 year rolling average for PVAAS.• Three years must be consecutive years, but the grade level or

subject area can change.• The % of each student’s growth/achievement that is attributed

to each teacher is based on the # days the student is assigned to the teacher and the % of responsibility the teacher has for the planning & prep and delivery of instruction.

TEACHER SPECIFIC DATA15%

TEACHER SPECIFIC DATA

Table H: Conversion from % Scale to0—3 Scale for Assessments Rating

% Students at Proficient orAdvanced

0—3 Rating Scale

95—100% 3.0

90—94.9% 2.5

80—89.9% 2.0

70—79.9% 1.5

65—69.9% 1.0

60—64.9% 0.5

Below 60% 0.0

TEACHER SPECIFIC DATA15%

TEACHER SPECIFIC DATA

Table I: Conversion from 100 Points Scale to0—3 Scale for PVAAS Rating

PVAAS Score 0—3 Scale*

90.0 to 100 2.50—3.00

70.0 to 89.9 1.50—2.49

60.0 to 69.9 0.50—1.49

00.0 to 59.9 0.00—0.49

20%Elective Data/SLOs:• To be used for all teachers

• Will be greater % of teacher’s evaluation for those with no ‘Teacher Specific’ Data

• Must be developed in every subject by end of school year

35%

OPPORTUNITY• SLOs will allow us to present a broader, more

meaningful picture of student growth and achievement

• Connect to work we are doing in curriculum, instruction, & assessment

• “Thought-provoking and time consuming but should inform strong instructional practice without an increase in testing”

• Use technology to expand ways for students to demonstrate understanding in ways that they could not otherwise.

Let’s create an atmosphere of joy andwonder!

Let’s create an atmosphere of joy andwonder!