professional portfolio - nazareth area school district / · web viewdifferentiated...

2013/2014

“Professional growth is and development is a collaborative process between teacher and principal that works best when expectations are clear.”

Nazareth Area School District Professional Growth Plan

Framework for Teaching: Components for Professional Practice

This document serves as a framework to guide the supervision and evaluation system in the Nazareth Area School District. The specific details

outlining teacher expectations under this framework may vary among buildings based on building goals and building needs.

Contents

District Overview of Professional Growth Plan

Three Year Professional Growth Cycle

Clinical (Formal) Observation Mode

Professional Portfolios

Intensive Supervision Mode

Professional Growth Evaluation Schedule

Appendix

A: Clinical (Formal) Observation Checklist

B: Clinical (Formal) Observation Process Documents

C: Professional Portfolio: Teacher Goal Proposal

D: Professional Portfolio: Mid-Year Progress Form

E: Professional Portfolio: Final Report

F: Danielson Framework for Teaching Smart Card

G: PDE 82-1 Classroom Teacher Summative Rating Tool

District Overview for Professional Growth PlanA Leadership Team consisting of building level administrators, district level administrators, and NAEA members met on different occasions from January of 2013 through August of 2013 with the purpose of discussing, reviewing, and revising the Nazareth Area School District’s differentiated teacher evaluation process. The need to re-visit the existing NASD differentiated teacher evaluation process resulted from the Pennsylvania Department of Education’s expectations with the Educator Effectiveness System (Act 82 of 2012).

Two decades of research have consistently shown that teachers matter more to student learning than any other in-school factor. Improving the effectiveness of teachers is critical to student success, as well as creating safe, nurturing school environments based on the premise of high expectations for all. Through the Educator Effectiveness System, the Pennsylvania Department of Education is actively engaged in improving teaching and learning by implementing better teacher, educational specialist, and principal evaluation systems and providing these professionals with the feedback they need to improve their practice.

Nazareth Area School Districts Professional Growth Model Supports:Positive changes in teaching Positive impact on school culture

Positive impact on student learning Evidence based evaluation

Collaboration among educators Formative feedback for professional growth prior to summative evaluation

Rigorous professional learning Advancement of district and building initiatives

The Three Year Professional Growth Cycle for NASD

A Three Year Professional Growth Cycle for Level II professionals was established. All Level II professional, within three years, will have participated in a Clinical (Formal) Observation in addition to developing a professional portfolio each year. In year one the teacher will be involved in a clinical (formal) observation with a professional portfolio. Year two and three will be devoted to reflection, preparing professional evidence and developing a professional portfolio.

Note: Administrators are to complete the following forms when conducting a clinical (formal) observation of professional staff that have direct classroom instruction responsibilities or conduct small groups- PDE 82-1. Professional staff that does not have direct classroom instruction responsibilities or small groups, administrators are to complete PDE forms 82-1 and PDE form 428.

Level II Professionals: Three Year Professional Growth Cycle

Year 1 Year 2 Year 3

Clinical (Formal) Observation Mode Differentiated Supervision: Professional Portfolio Mode

Differentiated Supervision: Professional Portfolio Mode

Administrator observation(s) Focus on direct teaching in all 4 domains of the 2013 Danielson Framework for Teaching

Development of Professional Portfolio aligned to district and building goals demonstrating evidence in all 4 domains of the 2013 Danielson Framework for Teaching

Walk-Throughs


Walk-Throughs


Walk-Throughs

A teacher entering the district with a Level I license or is a long term substitute will remain in the in the Clinical (Formal) Observation Mode described in the above chart with a minimum of 2 clinical (formal) observations each year for three years or until they have obtained 6 satisfactory evaluations.

Note: Administrators are to complete the following forms after conducting a clinical (formal) observation of professional staff that have direct classroom instruction responsibilities or conduct small groups- PDE 82-1 and 426. Once a Level I professional staff member has obtained 6 satisfactory evaluations, has taught for a minimum of 3 years, and has earned 24 graduate credits they are eligible for a Level II certificate. At that time administrators must complete a PDE form 427. Professional staff that does not have direct classroom instruction responsibilities or small groups, administrators are to complete PDE forms 82-1 and PDE form 428.

In the 2013-2014 school year the identified group of professional employees involved in Clinical (Formal) Observation mode will include all Level I certified staff, long term substitutes and at least one third of the Level II certified staff.

1. Level I certificated professionals (new to the profession and long term substitutes), will be assigned to the Clinical (Formal) Observation Mode. a. For Long Term Substitute classification, PDE requires a minimum of 70 business days for professional

experience to count towards Level I certification along with a clinical (formal) observation.2. Level II professionals will be assigned to the Clinical (Formal) Observation Mode for one year during the

supervision cycle.3. Level II professionals new to the district will be placed in the Clinical (Formal) Observation Mode for one

year.4. Professionals who have been identified through observation as needing improvement will be placed on

Clinical (Formal) Observation Mode (This is not Intensive Supervision-described below)

*Level I certified professionals must be formally evaluated twice a year until a Level II certificate is granted. ~PDE Forms: 82-1, 426, 427

*Level II professionals must be formally evaluated at least once within a three year cycle.~PDE Forms: 82-1

*Level II professionals that do not have direct classroom instruction responsibilities or do not conduct small group instruction, like specialists (Technology, Math, Reading, and RtII), nurses, counselors, and psychologists must be formally evaluated at least once within a three year cycle.

~PDE Form: 82-1 and 428*Formal observations may take place during the year and may be supplemented by informal observations that may occur at any time.

Clinical (Formal) Observation ModeThe Clinical (Formal) Observation Mode will be based on the 2013 Danielson Framework for Teaching. This mode requires a minimum of a pre-conference, an observation, and a post conference to determine areas for growth for a follow-up walk-through (formative assessment- areas for improvement). It also serves as data for the summative assessment (PDE 82-1 Classroom Teacher Summative Rating Tool). All forms can be found in the Appendix A, B, and F of this document. Below is a brief summary of the process.

Steps in the Clinical (Formal) Observation ProcessStep Who Form What1 Teacher Domain 1 & 4

Observation ToolLesson Planning: Teacher completes the Domain 1&4 observation tool document, including any domain 4 components that apply, and sends to administrator.

2 Teacher and Administrator

Domain 1 & 4 Observation Tool

Pre-Conference: Time for teacher and administrator to dialogue about upcoming lesson. Teacher provides detailed lesson plans and answers questions. Evidence added to Domain 1&4 observation tool document.

3 Administrator Observation Evidence Collection Form (Domain 2 and Domain 3)

Lesson Observation: Evidence collected for Domains 2 & 3. Evidence sent to teacher within 24-48 hours.

4 Teacher 2013 Danielson Framework for Teaching Rubrics

Rubric Highlighting: Preparing for Post Conference: Teacher Assesses lesson by highlighting rubric. Additional evidence may be added (on evidence collection form) for any domain, as related to this observation. Forward highlighted rubric and evidence to administrator.

5 Administrator 2013 Danielson Framework for Teaching Rubrics

Rubric Highlighting: Preparing for Post Conference: Administrator reviews teacher’s highlighted rubric; makes marks on areas of agreement in preparation for post-conference; identifies components for discussion; prepares additional questions to gather evidence for post-conference.

6 Teacher and Administrator

2013 Danielson Framework for Teaching Rubrics and Observation Form

Post-Conference: Focus on components for discussion. Administrator collects additional evidence, if applicable. Administrator and teacher collaboratively assess remaining components. Collaboratively complete observation summary identifying area for growth- walk-through follow-up

As a district we identified 9 out of the 22 components within the 4 domains of the Danielson Framework for Teaching that will be the focus for the 2013/2014 school year. They are:

Domain 1: Planning and Preparation 1A Demonstrating knowledge of content and pedagogy 1B Demonstrating knowledge of students 1E Designing coherent instruction

Domain 2: The Classroom Environment 2B Establishing a culture for learning

Domain 3: Instruction 3B Using questioning and discussion techniques 3C Engaging students in learning 3D Using assessment in instruction

Domain 4: Professional Responsibility 4A Reflecting on teacher and student learning 4B System for managing students’ data

*A complete list of the 22 components within each of the domains can be found in Appendix F

Professional Portfolios“At the heart of any credible plan for professional development is the process of goal setting. In most educational settings, each professional identifies an area in which he or she focuses attention during a given school year. This focused attention is supposed to result in professional growth and development.”

All Teachers will keep professional portfolio even teachers that are under the Clinical (Formal) Observation Mode.

The professional portfolio aligns to the expectations of the Differentiated Supervision model from the state. As a result, teachers identified for Differentiated Supervision are not required to provide any additional evidence/information other than what is required of the professional portfolio.

A professional portfolio is where teachers are required to examine their own practice, in relation to district goals, building goals, standards (Danielson Framework for Teaching) and share their self-observations through writing or discussions with administrators. Resources, data collection tools, and the results of the reflective sessions will be used in formative assessment (for professional growth and improvement) and summative assessments (PDE 82-1 Classroom Teacher Summative Rating Tool).

Teachers’ responsibility for their Professional Portfolio is to provide evidence in the four goal areas through the identification of a goal, development of an action plan, and collection of artifacts/evidence:

District Goals: Evidence may be collected separately on District goals or through Building Goals.

o District Goal 1: Ensure a rigorous common curriculum, aligned to state standards that provide students with opportunities to experience evidence based instructional practices and incorporates technology.

o District Goal 2: Ensure that the intellectual, emotional, physical and social needs of students are coordinated to support their learning.

Building Goals:

o Selected Goal(s):

o Specific Actions to be taken:

Must align with the Danielson Framework for teaching and district/building goals

o Evidence Collected:

Teacher Goal- Teachers select an individualized project goal that focuses on improving their own instructional practices.

o Goal options for teachers are decided by the supervising administrator and align to building goals

o Individualized Project Goal must include the following :

Action Plan submission

Must include a description of how it will impact student growth and achievement


Approval by supervising administrator

All forms can be found in Appendix C-E

Learner Goal- Teacher selects a goal that incorporate evidence of how they have directly solved a specific learning problem by improving a particular student(s) deficit, or a specific student group deficit, or a specific class deficit, or a specific grade level or course deficit.

o Selected Goal(s):

o Specific Actions to be taken:

o Evidence Collected:

Goals must be developed based on the analysis of student classroom data.

Evidence: Must include student data pre and post actions as well as student work.


Inductees:Through the Teacher Induction Program (TIP), Inductees will participate in NASD activities designed to develop and refine their professional knowledge and skills. These activities will be presented by district staff at an orientation session in August and throughout the school year. In addition, each Inductee will participate in the district’s professional development plan and the districts professional growth plan. For more specific information and a copy of the Teacher Induction Inductee Handbook please refer to the following section on the District web-site: http://www.nazarethasd.org/page/170

http://www.nazarethasd.org/page/170

Intensive Supervision ModeProfessionals are placed in the Intensive Supervision program by an administrator because they have been identified through observation as being an at-risk employee. An at-risk employee has been identified as needing improvement or failing on the Danielson Framework for teaching. Every professional placed in the Intensive Supervision program will receive a Performance Improvement Plan that will require the Clinical (Formal) Observation Mode at least every six weeks:

Whenever a professional is placed in this mode of supervision, the administrator will:

1. Meet with the professional to discuss the areas needing to be addressed

2. Establish a Performance Improvement Plan with the professional’s input addressing the areas of concern, types of data that will be collected, observations and feedback following al observations.

3. Create an Intensive Supervision timeline to observe the professional using the Formal Observation Mode addressing the performance improvement plan.

4. Determine if the professional is making progress to a Proficient rating level.

5. Determine if the professional has made sufficient progress to earn a Proficient rating and maintain employment.

*When this remedial mode of supervision is successfully completed by the at-risk employee (a proficient rating), the professional will be placed in the Clinical (Formal) Observation Mode.

*Non-tenured professionals who have been removed from Intensive Assistance will be placed in the Clinical (Formal) Observation Mode until Tenure is granted.

*The lack of successfully completing the requirements of the Performance Improvement Plan by an at-risk employee may lead to addition disciplinary action which could include termination.

Professional Growth Schedule

Professional Growth Schedule 2013-2014August –

September October November December January February March April April - May

Clinical (Formal) Observation: N ew to Teaching- Level I

Self Assessment

9Components

Formal Observation of a Lesson: Pre-Observation, Observation,

Post-Observation(Formative)

Walk-Throughs(Formative)



Walk-Throughs(Formative) Summative

Conference

Cl inc ia l (Formal ) Observat ion : Ex p e r i en ced Teach e rs / New to Content / New to Dis t r i c t- Level IISelf

Assessment 9

Components



Walk-Throughs(Formative) Summative

Conference

Professional Portfolios All TeachersSelf

Assessment 9

Components to Select

Professional Goals

Design Action Plans Meet with Administrator

(Formative)

Project Implementation and Evidence Collection

(Formative)

Mid-year review of projectFormative conference

(Formative)

Project Implementation and Evidence Collection

(Formative)Summative Conference

WALK-THROUGHS (Formative)

Intensive Supervision

Develop Improvement

Plan

Formal and Informal Observations based on the teacher’s Individual Intensive Support Plan

Mid-year review

Conference Ad d i t i o n a l Ob s e r v a t i o n s Summative Conference

*NOTE: Note under Act 82 Legislation the final summative evaluation will not be finalized until PDE releases the Building Level Data which may be in the fall of the 2014-2015 SY.

Appendix A: Clinical (Formal) Observation Checklist

o Pre-Observation Meeting The pre-observation is a time for the administrator and the instructor to dialogue about the upcoming

lesson. The instructor will provide a detailed lesson plan and answer questions regarding the lesson using the

Domain 1 and Domain 4 tool. The instructor will complete Domains 1 and 4 (that are applicable prior to the lesson) and be able to show

evidences for the administrator at the post conference meeting. The administrator will use the Domain 1 and Domain 4 tool that has been completed prior to the pre-

observation meeting to identify any additional questions to inquire further into the lesson planning process that the instructor has followed. It will also be used to better prepare the administrator as to what they would be observing.

o Observation The administrator observes the entire lesson discussed and records data on domains 2 and 3. The data

includes “factual reporting” that includes tallies, quotes, numeric information, and descriptions of the activities.

The administrator will make available to the instructor any notes taken in the Domain 2 and 3 tool. The instructor now has the opportunity to add additional evidence to domain 2 and 3 in addition to the administrator’s notes. The intent is so that the instructor and administrator can collaboratively share what was happening in the classroom.

The instructor uses the rubric provided on domains 1,2,3, and 4 to self-reflect. The instructor will highlight the performance level for each component in each of the domains. The instructor may highlight all in each component or highlight parts of the component. For example; the instructor may have some part of the component in the progressing level (or lower) and the other may be in proficient (or higher).

The instructor submits the highlighted rubric and the evidence sheet (Domain 2 and 3) back to the administrator prior to the post observation conference.

The administrator will highlight the areas that he/she agrees with the instructor on the rubric. Any disagreement is not highlighted by the administrator.

A post observation meeting is scheduled.o Post Observation Meeting

The administrator and instructor review the results of therubric and discuss the components that are not in agreement. The dialogue includes providing evidences of the ratings and brainstorming possible solutions or next steps. The administrator has the final decision of the performance level of each component.

The administrator and instructor pull out 2 components that the instructor agrees to work on and show growth. The two fill out the observation summary together.

Instructor begins making changes in the classroom instruction.o Walkthrough (unannounced visit)

The administrator performs a 15-20 minute walkthrough to observe the 2 agreed upon components and the changes that have occurred.

The instructor receives the walk-through evidence form from the administrator. Follow steps 2-6 under the Observation section above. The rubric is only completed for the 2 components that were a focus for this observation.

Follow step1 for the Post-Observation Conference

Appendix B: Clinical (Formal) Observation Process Documents

1. Domain 1 and 4 Observation Tool

2. Domain 2 and 3 Observation Tool

3. Components of Professional Practice Rubric (Danielson Framework for Teaching 2013)

4. Post Observation Summary Tool

Domain 1 & Domain 4 Observation ToolDirections: Teachers under the Clinical (Formal) Observation model will need to complete this form 2 days before they attend their pre-observation conference with their assigned administrator. Your administrator will communicate the time of your pre-observation conference which will most likely occur during a teacher’s prep period. The teacher and administrator will discuss the information provided in this document at the pre-conference.

Faculty Name: ______________________________________ Date: __________________ Course/Grade____________

Domain 1: Planning and Preparation Rating (This column completed with teacher through rubric

comparison)

Domain 4: Professional Responsibilities

Rating (This column completed with teacher through rubric

comparison)

1a Demonstrating Knowledge of Content and Pedagogy

What is the content to be taught? What prerequisite learning is required?

Failing Needs

Improvement Proficient Distinguished

4a Reflecting on Teaching

What reflections caused you to design the lesson as you did? After the lesson, state whether the objectives have been met, specifically by whom and how you know.

Failing Needs


1b Demonstrating Knowledge of Students

Characterize the class. How will you modify this lesson for groups or individual students?

Failing Needs


4b Maintaining Accurate Records

How do you track student learning as it relates to this lesson?

Failing Needs


1e Designing Coherent Instruction

List very briefly the steps of the lesson.

Failing Needs


Domain 2 & Domain 3 Observation ToolDirections: Teachers under the Clinical (Formal) Observation model will be using this form given to them by their assigned administrator after the observation takes place. Your administrator will use this form to collect evidence during the observation of your lesson. Your administrator will send this document to you 24 hours after your lesson. Teachers may add additional evidence to this document and bring this completed form along with their highlighted rubric to the post-observation conference.

Faculty Name: ______________________________________ Date: __________________ Course: ___________________________

Domain 2: Classroom Environment Rating (This column completed with teacher through rubric

comparison)

Domain 3: Instruction Rating (This column completed with teacher through rubric

comparison)

2b Establishing a culture for learning

How will you explain the importance of the content? Describe your expectations for learning and achievement and how they will be communicated to students. Explain how students demonstrate pride in their work.

Failing Needs


3b Using Questioning and Discussion Techniques

Please elaborate on your performance on the following critical attributes of this component:

Quality of Questions Discussion Techniques Student Participation

Failing Needs


3c Engaging Students in Learning


Activities and Assignments Grouping of Students Instructional Materials and

Resources Structure and Pacing

Failing Needs


3d Using Assessment in Instruction


Assessment Criteria Monitoring of Student Learning Feedback to Students Student Self-Assessment & Monitoring

of Progress

Failing Needs


THE COMPONENTS OF PROFESSIONAL PRACTICE (2013)Domain 1: Planning and Preparation

Effective teachers plan and prepare for lessons using their extensive knowledge of the content area, the core/managed curriculum and their students, including students’ prior experience with this content and their possible misconceptions. Instructional outcomes are clearly related to the major concepts of the content area and are consistent with the curriculum design. These outcomes are clear to students and classroom visitors (including parents). Learning activities require all students to think, problem-solve, inquire, defend conjectures and opinions and be accountable to the learning community. Effective teachers work to engage all students in lessons and use formative assessment to scaffold and provide differentiated instruction. Measures of student learning align with the curriculum and core concepts in the discipline, and students can demonstrate their understanding in more than one way.

Component Unsatisfactory Needs Improvement orProgressing

Proficient Distinguished

1a: Demonstrating knowledge of content and pedagogy

In planning and practice, the teacher makes content errors or does not correct errors made by students.The teacher displays little understanding of prerequisite knowledge important to student learning of the content. The teacher displays little or no understanding of the range of pedagogical approaches suitable to student learning of the content.

The teacher is familiar with the important conceptsin the discipline but displays a lack of awareness of how these concepts relate to one another. The teacher indicates some awareness of prerequisitelearning, although such knowledge may be inaccurateor incomplete. The teacher’s plans and practice reflect a limited range of pedagogical approaches to the discipline or to the students.

The teacher displays solid knowledge of the important concepts in the discipline and how these relate to one another. The teacher demonstrates accurate understanding of prerequisite relationships among topics.The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the subject..

The teacher displays extensive knowledge of the important concepts in the discipline and how these relate both to one another and to other disciplines. The teacher demonstrates understanding of prerequisite relationships among topics and concepts and understands the link to necessary cognitive structures that ensure student understanding. The teacher’s plans and practice reflect familiarity with a wide range of effective pedagogical approaches in the discipline and the ability to anticipate student misconceptions.

1b: Demonstrating knowledge of students

The teacher displays minimal understanding of how students learn—and little knowledge of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages—and does not indicate that such knowledge is valuable.

The teacher displays generally accurate knowledge of how students learn and of their varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages, yet may apply this knowledge not to individual students but to the class as a whole.

The teacher understands the active nature of student learning and attains information about levels of development for groups of students. The teacher also purposefully acquires knowledge from several sources about groups of students’ varied approaches to learning, knowledge and skills, special needs, and interests and cultural heritages.

The teacher understands the active nature of student learning and acquires information about levels of development for individual students. The teacheralso systematically acquires knowledge from several sources about individual students’ varied approaches to learning, knowledge and skills, special needs, andinterests and cultural heritages

1c: Setting instructional outcomes

The outcomes represent low expectations for students and lack of rigor, and not all of these outcomes reflect important learning in the discipline. They are stated as student activities, rather than as outcomes for learning.Outcomes reflect only one type of learning andonly one discipline or strand and are suitable for only some students.

Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and consist of a combination of outcomes and activities. Outcomes reflect several types of learning, but the teacher has made no effort at coordination or integration. Outcomes, based on global assessments of student learning, are suitable for most of the students in the class.

Most outcomes represent rigorous and important learning in the discipline and are clear, are written inthe form of student learning, and suggest viable methods of assessment. Outcomes reflect several different types of learning and opportunities for coordination, and they are differentiated, in whatever way is needed, for different groups of students.

All outcomes represent high-level learning in the discipline. They are clear, are written in the form of student learning, and permit viable methods of assessment.Outcomes reflect several different types of learning and, where appropriate, represent both coordination and integration. Outcomes are differentiated, in whatever way is needed, for individual students.

1d: Demonstrating knowledge of resources

The teacher is unaware of resources to assist studentlearning beyond materials provided by the school or district, nor is the teacher aware of resources for expanding one’s own professional skill.

The teacher displays some awareness of resourcesbeyond those provided by the school or district for classroom use and for extending one’s professional skill but does not seek to expand this knowledge.

The teacher displays awareness of resources beyond those provided by the school or district, including those on the Internet, for classroom use and for extending one’s professional skill, and seeks out such resources.

The teacher’s knowledge of resources for classroom use and for extending one’s professional skill is extensive, including those available through the school or district, in the community, through professional organizations and universities, and on the Internet.

1e: Designing coherent instruction

Learning activities are poorly aligned with the instructional outcomes, do not follow an organized progression, are not designed to engage students in active intellectual activity, and have unrealistic time allocations. Instructional groups are not suitable to the activities and offer no variety.

Some of the learning activities and materials are aligned with the instructional outcomes and represent moderate cognitive challenge, but with no differentiation for different students. Instructional groups partially support the activities, with some variety. The lesson or unit has a recognizable structure; but the progression of activities is uneven, with only some reasonable time allocations.

Most of the learning activities are aligned with the instructional outcomes and follow an organized progression suitable to groups of students. The learning activities have reasonable time allocations; they represent significant cognitive challenge, with some differentiation for different groups of students and varied use of instructional groups.

The sequence of learning activities follows a coherent sequence, is aligned to instructional goals, and is designed to engage students in high-level cognitive activity. These are appropriately differentiated for individual learners. Instructional groups are varied appropriately, with some opportunity for student choice.

1f: Designing student assessment

Assessment procedures are not congruent with instructional outcomes and lack criteria by which student performance will be assessed. The teacher has no plan to incorporate formative assessment in the lesson or unit.

Assessment procedures are partially congruent with instructional outcomes. Assessment criteriaand standards have been developed, but they arenot clear. The teacher’s approach to using formative assessment is rudimentary, including only some of the instructional outcomes.

All the instructional outcomes may be assessed by the proposed assessment plan; assessment methodologies may have been adapted for groups of students. Assessment criteria and standards are clear. The teacher has a well-developed strategy for using formative assessment and has

All the instructional outcomes may be assessed by the proposed assessment plan, with clear criteria for assessing student work. The plan contains evidence of student contribution to its development. Assessment methodologies have been adapted for individual students as the need has arisen. The approach to using formative assessment is well designed

designed particular approaches to be used.

and includes student as well as teacher use of the assessment information.

Domain 2: The Classroom Environment

Effective teachers organize their classrooms so that all students can learn. They maximize instructional time and foster respectful interactions among and between teachers and students with sensitivity to students' cultures, race and levels of development. Students themselves make a substantive contribution to the effective functioning of the class through self-management of their own learning and maintaining a consistent focus on rigorous learning for all students by supporting the learning of others. Processes and tools for students' independent learning are visible/available to students (charts, rubrics, etc.). Artifacts that demonstrate student growth over time are displayed/available.



2a: Creating an environment of respect and rapport

Patterns of classroom interactions, both between teacher and students and among students, are mostly negative, inappropriate, or insensitive to students’ ages, cultural backgrounds, and developmental levels.Student interactions are characterized by sarcasm, put-downs, or conflict. The teacher does not deal with disrespectful behavior.

Patterns of classroom interactions, both between teacher and students and among students, are generally appropriate but may reflect occasional inconsistencies, favoritism, and disregard for students’ ages, cultures, and developmental levels. Students rarely demonstrate disrespect for one another. The teacher attempts to respond to disrespectful behavior, with uneven results. The net result of the interactions is neutral, conveying neither warmth nor conflict.

Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the ages, cultures, and developmental levels of the students. Interactions among students are generally polite and respectful, and students exhibit respect for the teacher. The teacher responds successfully to disrespectful behavior among students. The net resultof the interactions is polite, respectful, and businesslike,though students may be somewhat cautious about taking intellectual risks.

Classroom interactions between teacher and students and among students are highly respectful, reflecting genuine warmth, caring, and sensitivity to students as individuals. Students exhibit respect for the teacher and contribute to high levels of civility among all members of the class. The net result is an environment where all students feel valued and are comfortable taking intellectual risks.

2b: Establishing a culture for learning

The classroom culture is characterized by a lack ofteacher or student commitment to learning, and/orlittle or no investment of student energy in the taskat hand. Hard work and the precise use of languageare not expected or valued. Medium to low expectations for student achievement are the norm, with high expectations for learning reserved for only one or two students.

The classroom culture is characterized by little commitment to learning by the teacher or students. The teacher appears to be only “going through the motions,” and students indicate that they are interested in the completion of a task rather than the quality of the work. The teacher conveys that student success is the result of natural ability ratherthan hard work, and refers only in passing to the preciseuse of language. High expectations for learningare reserved for those students thought to have a natural aptitude for the subject.

The classroom culture is a place where learning is valued by all; high expectations for both learning and hard work are the norm for most students. Students understand their role as learners and consistently expend effort to learn. Classroom interactions support learning, hard work, and the precise use of language.

The classroom culture is a cognitively busy place, characterized by a shared belief in the importance of learning. The teacher conveys high expectationsfor learning for all students and insists on hard work; students assume responsibility for high quality by initiating improvements, making revisions, adding detail, and/or assisting peers in their precise use of language.

2c: Managing classroom procedures

Much instructional time is lost due to inefficient classroom routines and procedures. There is little or no evidence of the teacher’s managing instructional groups and transitions and/or handling of materials and supplies effectively. There is little evidence that students know or follow established routines.

Some instructional time is lost due to partially effective classroom routines and procedures. The teacher’smanagement of instructional groups and transitions,or handling of materials and supplies, or both, are inconsistent, leading to some disruption of learning.With regular guidance and prompting, students follow established routines.

There is little loss of instructional time due to effective classroom routines and procedures. The teacher’s management of instructional groups and transitions, or handling of materials and supplies, or both, are consistently successful. With minimal guidance and prompting, students follow established classroom routines.

Instructional time is maximized due to efficient and seamless classroom routines and procedures.Students take initiative in the management of instructional groups and transitions, and/or the handling of materials and supplies. Routines are well understood and may be initiated by students.

2d: Managing student behavior

There appear to be no established standards of conduct, or students challenge them. There is little or no teacher monitoring of student behavior, and responseto students’ misbehavior is repressive or disrespectful of student dignity.

Standards of conduct appear to have been established, but their implementation is inconsistent. The teacher tries, with uneven results, to monitor student behavior and respond to student misbehavior.

Student behavior is generally appropriate. The teacher monitors student behavior against established standards of conduct. Teacher response to studentmisbehavior is consistent, proportionate, and respectful to students and is effective.

Student behavior is entirely appropriate. Students take an active role in monitoring their own behavior and/or that of other students against standards of conduct. Teacher monitoring of student behavior is subtle and preventive. The teacher’s response to student misbehavior is sensitive to individual student needs and respects students’ dignity.

2e: Organizing physical space

The classroom environment is unsafe, or learning is not accessible to many. There is poor alignment betweenthe arrangement of furniture and resources, including computer technology, and the lesson activities.

The classroom is safe, and essential learning is accessible to most students. The teacher makes modest use of physical resources, including computer technology.The teacher attempts to adjust the classroom furniture for a lesson or, if necessary, to adjust the lesson to the furniture, but with limited effectiveness.

The classroom is safe, and students have equal accessto learning activities; the teacher ensures that the furniture arrangement is appropriate to the learning activities and uses physical resources, including computer technology, effectively.

The classroom environment is safe, and learning is accessible to all students, including those with special needs. The teacher makes effective use of physical resources, including computer technology. The teacher ensures that the physical arrangement is appropriate to the learning activities. Students contribute to the use or adaptation of the physical environment to advance learning.

Domain 3: InstructionAll students are highly engaged in learning and make significant contribution to the success of the class through participation in equitable discussions, active involvement in their learning and the learning of others. Students and teachers work in ways that demonstrate their belief that rigorous instruction and hard work will result in greater academic achievement. Teacher feedback is specific to learning goals and rubrics and offers concrete ideas for improvement. As a result, students understand their progress in learning the content and can explain the goals and what they need to do in order to improve. Academic progress is articulated and celebrated in the learning community and with families. Effective teachers recognize their responsibility for student learning in all circumstances and demonstrate significant student growth over time towards individual achievement goals, including academic, behavioral, and/or social objectives.



3a: Communicating with students

The instructional purpose of the lesson is unclear to students, and the directions and procedures are confusing. The teacher’s explanation of the content contains major errors and does not include any explanation of strategies students might use. The teacher’s spoken or written language contains errors of grammar or syntax. The teacher’s academic vocabulary is inappropriate, vague, or used incorrectly, leaving students confused.

The teacher’s attempt to explain the instructional purpose has only limited success, and/or directions and procedures must be clarified after initial student confusion. The teacher’s explanation of the content may contain minor errors; some portions are clear, others difficult to follow. The teacher’s explanation does not invite students to engage intellectually or to understand strategies they might use when working independently. The teacher’s spoken language is correct but uses vocabulary that is either limited or not fully appropriate to the students’ ages or backgrounds.The teacher rarely takes opportunities to explain academic vocabulary.

The instructional purpose of the lesson is clearly communicated to students, including where it is situated within broader learning; directions and procedures are explained clearly and may be modeled. The teacher’s explanation of content is scaffolded, clear, and accurate and connects with students’ knowledge and experience. During the explanation of content, the teacher focuses, as appropriate, on strategies students can use when working independently and invites student intellectual engagement. The teacher’s spoken and written language is clear and correct and is suitable to students’ ages and interests. The teacher’s use of academic vocabulary is precise and serves to extend student understanding.

The teacher links the instructional purpose of the lesson to the larger curriculum; the directions and procedures are clear and anticipate possible student misunderstanding. The teacher’s explanation of content is thorough and clear, developing conceptual understanding through clear scaffolding and connecting with students’ interests. Students contribute to extending the content by explaining concepts to their classmates and suggesting strategies that might be used. The teacher’s spoken and written language is expressive, and the teacher finds opportunities to extend students’ vocabularies, both within the discipline and for more general use. Students contribute to the correct use of academic vocabulary.

3b: Using questioning and discussion techniques

The teacher’s questions are of low cognitive challenge, with single correct responses, and are asked in rapid succession. Interaction between the teacher and students is predominantly recitation style, with the teacher mediating all questions and answers; the teacher accepts all contributions without asking students to explain their reasoning. Only a few students participate in the discussion.

The teacher’s questions lead students through a single path of inquiry, with answers seemingly determined in advance. Alternatively, the teacher attempts to ask some questions designed to engage students in thinking, but only a few students are involved. The teacher attempts to engage all students in the discussion, to encourage them to respond to one another, and to explain their thinking, with uneven results.

While the teacher may use some low-level questions, he poses questions designed to promote student thinking and understanding. The teacher creates a genuine discussion among students, providing adequate time for students to respond and stepping aside when doing so is appropriate. The teacher challenges students to justify their thinking and successfully engages most students in the discussion, employing a range of strategies to ensure that most students are heard.

The teacher uses a variety or series of questions or prompts to challenge students cognitively, advance high-level thinking and discourse, and promote metacognition. Students formulate many questions, initiate topics, challenge one another’s thinking, and make unsolicited contributions. Students themselves ensure that all voices are heard in the discussion.

3c: Engaging students in learning

The learning tasks/activities, materials, and resourcesare poorly aligned with the instructional outcomes, or require only rote responses, with only one approach possible. The groupings of students are unsuitable tothe activities. The lesson has no clearly defined structure,or the pace of the lesson is too slow or rushed.

The learning tasks and activities are partially alignedwith the instructional outcomes but require only minimal thinking by students and little opportunity for them to explain their thinking, allowing most students to be passive or merely compliant. The groupings of students are moderately suitable to the activities. The lesson has a recognizable structure;however, the pacing of the lesson may not providestudents the time needed to be intellectually engagedor may be so slow that many students have a considerable amount of “downtime.”

The learning tasks and activities are fully aligned with the instructional outcomes and are designed to challenge student thinking, inviting students to make their thinking visible. This technique results in active intellectual engagement by most students with important and challenging content and with teacher scaffolding to support that engagement. The groupings of students are suitable to the activities. The lesson has a clearlydefined structure, and the pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged.

Virtually all students are intellectually engaged in challenging content through well-designed learning tasks and activities that require complex thinking by students. The teacher provides suitable scaffolding and challenges students to explain their thinking. There is evidence of some student initiation of inquiry and student contributions to the exploration of important content; students may serve as resources for one another. The lesson has a clearly defined structure, and the pacing of the lesson provides students the time needed not only to intellectually engage withand reflect upon their learning but also to consolidate their understanding.

3d: Using assessment in instruction

Students do not appear to be aware of the assessment criteria, and there is little or no monitoring of student learning; feedback is absent or of poor quality. Students do not engage in self- or peer assessment.

Students appear to be only partially aware of the assessment criteria, and the teacher monitors student learning for the class as a whole. Questions and assessments are rarely used to diagnose evidence of learning. Feedback to students is general, and few students assess their own work.

Students appear to be aware of the assessment criteria, and the teacher monitors student learning for groups of students. Questions and assessments are regularly used to diagnose evidence of learning. Teacher feedback to groups of students is accurate and specific; some students engage in self-

Assessment is fully integrated into instruction, through extensive use of formative assessment. Students appear to be aware of, and there is some evidence that they have contributed to, the assessment criteria. Questions and assessments are used regularly to diagnose evidence of learning by individual students. A variety of forms of

assessment. feedback, fromboth teacher and peers, is accurate and specific and advances learning. Students self-assess and monitor their own progress. The teacher successfully differentiates instruction to address individual students’ misunderstandings.

3e: Demonstrating flexibility and responsiveness

The teacher ignores students’ questions; when studentshave difficulty learning, the teacher blames them or their home environment for their lack of success. The teacher makes no attempt to adjust the lesson even when students don’t understand the content.

The teacher accepts responsibility for the success of all students but has only a limited repertoire of strategies to use. Adjustment of the lesson in response to assessment is minimal or ineffective.

The teacher successfully accommodates students’ questions and interests. Drawing on a broad repertoireof strategies, the teacher persists in seeking approaches for students who have difficulty learning. If impromptu measures are needed, the teacher makes a minor adjustment to the lesson and does so smoothly.

The teacher seizes an opportunity to enhance learning, building on a spontaneous event or students’ interests, or successfully adjusts and differentiates instruction to address individual student misunderstandings. Using an extensive repertoireof instructional strategies and soliciting additional resources from the school or community, the teacher persists in seeking effective approaches for students who need help.

Domain 4: Professional Responsibilities

Effective teachers have high ethical standards and a deep sense of professionalism. They utilize integrated systems for using student learning data, record keeping and communicating with families clearly, timely and with cultural sensitivity. They assume leadership roles in both school and district projects, and engage in a wide-range of professional development activities. Reflection on their own practice results in ideas for improvement that are shared across the community and improve the practice of all. These are teachers who are committed to fostering a community of effortful learning that reflects the highest standards for teaching and student learning in ways that are respectful and responsive to the needs and backgrounds of all learners.



4a: Reflecting on teacher and student learning

The teacher does not know whether a lesson was effective or achieved its instructional outcomes, or the teacher profoundly misjudges the success of a lesson. The teacher has no suggestions for how a lesson could be improved.

The teacher has a generally accurate impression of a lesson’s effectiveness and the extent to which instructional outcomes were met. The teacher makes general suggestions about how a lesson could be improved.

The teacher makes an accurate assessment of a lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can cite general references to support the judgment. The teacher makes a few specific suggestions of what could be tried another time the lesson is taught.

The teacher makes a thoughtful and accurate assessment of a lesson’s effectiveness and the extentto which it achieved its instructional outcomes, citing many specific examples from the lesson and weighing the relative strengths of each. Drawing onan extensive repertoire of skills, the teacher offers specific alternative actions, complete with the probable success of different courses of action.

4b: System for managing students’ data

The teacher’s system for maintaining informationon student completion of assignments and student progress in learning is nonexistent or in disarray. The teacher’s records for noninstructional activities are in disarray, the result being errors and confusion.

The teacher’s system for maintaining informationon student completion of assignments and student progress in learning is rudimentary and only partially effective. The teacher’s records for noninstructional activities are adequate but inefficient and, unless given frequent oversight by the teacher, prone to errors.

The teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully effective.

The teacher’s system for maintaining information on student completion of assignments, student progress in learning, and noninstructional records is fully effective. Students contribute information and participate in maintaining the records.

4c:Communicating with families

The teacher provides little information about the instructional program to families; the teacher’s communication about students’ progress is minimal. The teacher does not respond, or responds insensitively, to parental concerns.

The teacher makes sporadic attempts to communicate with families about the instructional program and about the progress of individual students but does not attempt to engage families in the instructional program. Moreover, the communication that does take place may not be culturally sensitive to those families.

The teacher provides frequent and appropriate informationto families about the instructional program and conveys information about individual student progress in a culturally sensitive manner. The teacher makes some attempts to engage families in the instructional program.

The teacher communicates frequently with families in a culturally sensitive manner, with students contributing to the communication. The teacher responds to family concerns with professional and cultural sensitivity. The teacher’s efforts to engage families in the instructional program are frequent and successful.

4d: Participating in a professional community

The teacher’s relationships with colleagues are negative or self-serving. The teacher avoids participation in a professional culture of inquiry, resisting opportunities to become involved. The teacher avoids becoming involved in school events or school and district projects.

The teacher maintains cordial relationships with colleagues to fulfill duties that the school or district requires. The teacher participates in the school’s culture of professional inquiry when invited to do so. Theteacher participates in school events and school and district projects when specifically asked.

The teacher’s relationships with colleagues are characterized by mutual support and cooperation; theteacher actively participates in a culture of professional inquiry. The teacher volunteers to participatein school events and in school and district projects, making a substantial contribution.

The teacher’s relationships with colleagues are characterized by mutual support and cooperation, with the teacher taking initiative in assuming leadership among the faculty. The teacher takes a leadership role in promoting a culture of professional inquiry. The teacher volunteers to participate in school events and district projects, making a substantial contribution and assuming a leadership role in at least one aspect of school or district life.

4e: Growing and developing

The teacher engages in no professional development activities to enhance

The teacher participates to a limited extent in professional activities when they are convenient. The

The teacher seeks out opportunities for professional development to enhance content knowledge and

The teacher seeks out opportunities for professional development and makes a systematic effort to conduct action

professionally knowledge or skill. The teacher resists feedback on teaching performance from either supervisors or more experienced colleagues. The teacher makes no effort to share knowledge with others or to assume professional responsibilities.

teacherengages in a limited way with colleagues and supervisors in professional conversation about practice, including some feedback on teaching performance. The teacher finds limited ways to assist other teachers and contribute to the profession.

pedagogical skill. The teacher actively engages with colleagues and supervisors in professional conversation about practice, including feedback about practice. The teacher participates actively in assisting other educators and looks for ways to contribute to the profession.

research. The teacher solicits feedback on practice from both supervisors and colleagues. The teacher initiates important activities to contribute to the profession.

4f: Showing professionalism

The teacher displays dishonesty in interactions with colleagues, students, and the public. The teacher is not alert to students’ needs and contributes to school practices that result in some students being ill served by the school. The teacher makes decisions and recommendations that are based on self-serving interests. The teacher does not comply with school and district regulations.

The teacher is honest in interactions with colleagues, students, and the public. The teacher’s attempts to serve students are inconsistent, and unknowingly contribute to some students being ill served by the school. The teacher’s decisions and recommendations are based on limited though genuinely professional considerations. The teacher must be reminded by supervisors about complying with school and district regulations.

The teacher displays high standards of honesty, integrity, and confidentiality in interactions with colleagues, students, and the public. The teacher is active in serving students, working to ensure that all students receive a fair opportunity to succeed. The teacher maintains an open mind in team or departmental decision making. The teacher complies fully with school and district regulations.

The teacher can be counted on to hold the highest standards of honesty, integrity, and confidentiality and takes a leadership role with colleagues. The teacher is highly proactive in serving students, seeking out resources when needed. The teacher makes a concerted effort to challenge negative attitudes or practices to ensure that all students, particularly those traditionally underserved, are honored in the school. The teacher takes a leadership role in team or departmental decision making and helps ensure that such decisions are based on the highest professional standards. The teacher complies fully with school and district regulations, taking a leadership role with colleagues.

Name _________________________________________ Date: __________________________________

Name of Course/Class: ______________ Period: ______ Name of Administrator/Observer: __________

Observation Summary

Component Strengths of the Teacher’s Practice (List no more than two components.)

Component Areas for Growth in the Teacher’s Practice (List no more than two components)

Next Steps:

We have conducted a conversation and rubric assessment on the above items.

Teacher’s Signature: ________________________________ Date:

Administrator’s Signature: ____________________________ Date:

Walk-through Evidence Form Domain 1: Content and Pedagogy, Knowledge of Students, Selecting Outcomes, Knowledge of Resources, Coherent Instruction, Designing Assessment

Evidence:

Related Component:

Domain 2: Respect Rapport, Culture for Learning, Managing Procedures, Managing Student Behavior, Organizing Physical Space

Evidence:

Related Component:

Domain 4: Reflection, Recordkeeping, Family Communication, Professional Community, Growing and Developing Professionally, Professionalism

Evidence:

Related Component:

Domain 3: Communication, Questioning, Engagement, Assessment, Flexibility

Evidence:

Related Component:

Component Strength and comment:

Component for Focus and comment:

Appendix C: Portfolio - Teacher Goal Proposal

NAZARETH AREA DISTRCT SCHOOLPPORTFOLIO PROPOSAL

Teacher Name:________________________ Assignment:___________________________

Model of Supervision (check one)- All teachers must select one mode.

_____ Self-Directed Professional Growth Plan _____ Team-Focused Professional Growth Plan

What personal/professional goal would you like to achieve under this model of supervision?

1. How will your students benefit from your stated goal? How will you improve learning?

2. State the timeframe and activities you will follow to achieve your goal?

3. What types of personal support and/or resources will you need to achieve your goal?

Teacher Signature: __________________________ Date:______________

This section to be completed by Administrator

Your plan is: ____Approved ____Not Approved

Signature of Administrator: ____________________________________

Comments:

Appendix D: Portfolio- MID-Year Progress

NAZARETH AREA SCHOOL DISTRICTMID-YEAR PROGRESS FOR PORTFOLIO


1. What is the progress of your differentiated supervision project and achievement of your goal?

2. State any problems and ways you need assistance.

3. Review timeline for second semester.

Date: __________ ____________________ ___________________

Teacher Administrator

Comments:

Appendix E: Portfolio- End-of-year Report

NAZARETH AREA SCHOOL DISTRICTFINAL REPORT FOR PORTFOLIO


Personal/Professional Goal Statement

Summary of Goal Implementation

Self-Reflective Assessment of Goal Implementation

Signature: __________________________________ Date: _______________

Administrator: ______________________________ Date: _______________

Comments:

Appendix F: Danielson Framework Smart Card

Appendix G: PDE 82-1 Classroom Teacher Summative Rating Tool