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Teacher EffectivenessWho begins in 2013-2014?

Teaching Specialists

2013-2014

• Special Education Teachers

• English as a Second Language

Teachers

• Gifted Teachers

• Speech Language Pathologists

• Reading Specialists

• Career Technology Education Trade

and Industry Teachers

• School Librarians

Non-Teaching Specialists

2014-2015

• School Nurses

• School Counselors

• School Psychologists

• Home School Visitors

• Instructional Technology

Specialist

• Dental Hygienists

• *Individuals with instructional

certifications who do not provide

direct instruction to students.

Defining Effective TeachingTwo basic approaches:

• Teacher practices, that is, what teachers do, how well they do the work of teaching

• Results, that is, what teachers accomplish, typically how well their students learn

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School Building Data, 15%

Teacher Specific Data, 15%

Elective Data, 20%

Observation/ Evidence, 50%

Observation/EvidenceEffective 2013-2014 SYDanielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibilities

School Building DataEffective 2013-2014 SYIndicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, Sub-groupsAcademic Growth PVAASOther Academic IndicatorsCredit for Advanced Achievement Teacher Specific Data

Effective 2016-2017 SYPVAAS / Growth 3 Year Rolling Av-erage2013-2014 SY2014-2015 SY2015-2016 SYOther data as provided in Act 82

Elective Data/SLOsOptional 2013-2014 SYEffective 2014-2015 SYDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Require-mentsStudent Portfolios Pursuant to Local Re-quirements

Teacher Effectiveness System in Act 82 of 2012

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BUILDING LEVEL DATA

15%

Building Level Data(reported on PA School Profile)

• Indicators of Academic Achievement

• Indicators of Closing the Achievement Gap, All Students

• Indicators of Closing the Achievement Gap, Subgroups

• Academic Growth PVAAS

• Other Academic Indicators

• Credit for Advanced Achievement

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Educator Effectiveness

Building Level Info Breakdown• 50% of score based on Achievement Data

• 40% of score based on PVAAS/Growth Data

• 10% of score based on Advance Achievement Data• PSSA Advanced• AP Scores• Industry Certification Exams

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Teacher-Specific Reporting

15%

What is PVAAS teacher-specific reporting?

• Estimates the effect of a teacher’s performance on the academic growth of a group of students.

• Taking into account both their endpoint and their entering achievement level.

• By concentrating on growth, PVAAS puts the emphasis on what educators can influence.

• PA teachers will have information regarding their influence on the academic progress of students.

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Which Teachers?

A PA certified educator with full or partial responsibility for content specific instruction

of the assessed eligible content as measured by a PA state assessment

Face to Face Online Instruction

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PVAAS Teacher Reporting: Teachers in Which Tested Grades/Subjects/Courses?

• PSSA: With/Without Accommodations (Not PASA)• Grades 4-8: Reading and Math• Grades 4 & 8: Science• Grades 5 & 8: Writing

• Future: Transition into ELA Assessment• Courses that Trigger Keystone Exams: With/Without Accommodations• Algebra I• Literature• Biology

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PVAAS Teacher Reporting: • It is included when a teacher has a 3 year average.

• The 3 year average is a 3 year rolling average

Year 1VA Report

Year 2VA Report

Year 3VA Report

Year 4VA Report

3 Year Avg.

VA Report

3 Year Avg.

VA Report

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Counts Towards 1st 3

Year Avg.

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SY13-14 + SY14-15 + SY15-16= 1st PVAAS 3 Year Rolling Average in SY15-16

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Elective Data: SLO

20%

What is a Student Learning Objective?

A process to document a measure of educator effectiveness based on student achievement of content standards.

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Elective Data/SLOs• Scheduled to go into effect in 2014-15

• PDE will likely provide an “approved” list of elective data that may be used in the SLOs including:

• District Designed Measures and Examinations• Nationally Recognized Standardized Tests• Industry Certification Examinations• Student Projects Pursuant to Local Requirements• Student Portfolios Pursuant to Local Requirements

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Teacher Practice: Observation and Evidence

50%

5 Best Practices for Teacher Evaluation

1) Defensible definition of teaching

2) Differentiation of evaluative process

3) Evidence-driven process

4) Role of teacher learning

5) Transparency

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The Domains

1) Planning and Preparation

2) Classroom Environment

3) Instruction

4) Professional Responsibilities

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Place each of your qualities, from Worksheet #1, into one of the four Domains

A Framework for Teaching:Components of Professional Practice

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Domain 4: Professional Responsibilities• Reflecting on Teaching• Maintaining Accurate Records• Communicating with Families• Participating in a Professional Community• Growing and Developing Professionally• Showing Professionalism

Domain 3: Instruction• Communicating with Students• Using Questioning and Discussion Techniques• Engaging Students in Learning• Using Assessment in Instruction• Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation• Demonstrating Knowledge of Content

and Pedagogy• Demonstrating Knowledge of Students• Setting Instructional Outcomes• Demonstrating Knowledge of Resources• Designing Coherent Instruction• Designing Student Assessments

Domain 2: The Classroom Environment• Creating an Environment of Respect

and Rapport• Establishing a Culture for Learning• Managing Classroom Procedures• Managing Student Behavior• Organizing Physical Space Page 4

So What’s Different?Traditional Evaluation Systems

• Unclear expectations• Directed by the

administrator• Little teacher input• Minimal conversation

about professional practice

• Negligible feedback that is useful to the teacher

• Lack of resulting professional growth

New Evaluation System

• Common language & clear expectations

• Collaborative process• Both administrator and

teacher collect/submit evidence

• Based on practice AND student outcomes

• Identifies strengths and growth areas

• Primary purpose = Professional growth

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The Relationship Between Observation and Evaluation

“An observation is not the same thing as an evaluation. An observation provides evidence of the work of teaching; so does a planning conference or conduct during a faculty meeting. An evaluation, typically done once a year, consists of many different bits of evidence, some of them collected during formal observations of practice, others during informal observations, and others assembled from other aspects of the teacher’s work altogether. They are all evidence and are all considered when administrators write an evaluation.”

~Charlotte Danielson, 2008

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Online Professional Development for Teachers

• Via PDE SAS portal • Teachscape

• 30-minute Overview of the Framework• 90-minute Application of the Framework

• ASCD• Focused on specific components identified for growth

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PDE Summative Form

• Summative Domain Ratings

• Building Level Data

• Teacher-Specific Data

• Elective Data• Final Rating =

Satisfactory or

Unsatisfactory

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Contact Information

Kelly Galbraith

(717) 606-1667

kelly_galbraith@iu13.org

Dr. Diane Hurst

(717) 606-1789

diane_hurst@iu13.org

Terri Lewis

(717) 606-1756

therese_lewis@iu13.org

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