teacher evaluation phase iii february 27 – 28, 2013 rosanne javorsky and dr. patricia dirienzo...

Teacher Evaluation Phase III February 27 28, 2013 Rosanne Javorsky and Dr. Patricia DiRienzo [email protected] [email protected] 1

Collaborative Code Silence electronic devices Minimize the use of those devices during presentations and activities Observe the time frames and signals Limit sidebar conversations Keep your materials organized 2

Project Development - Goal To develop a teacher effectiveness model that: will reform the way we evaluate teachers and identify critical components of teacher training and professional growth 3

Project Development - Background $800,000 Gates Foundation grant to facilitate the development of statewide policy, tools and processes to evaluate teachers and principals in which student achievement is a significant factor affecting performance ratings PDE is closely following the work of the Pittsburgh Public Schools PPS recipients of $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes 4

2010-2011 Phase I The following were pilot sites for Phase I: Allentown School District Cornell School District Mohawk School District IU5 Northwest Tri-County Intermediate Unit 5

2011-2012 Phase II Participation Levels 85 Districts 11 CTCs 11 IUs 8 Charters 6

2011-2012 Phase II Beginning in January, 2012 One formal observation and one walkthrough observation per participating teacher Reporting the Evidence Evidence collected and shared with Mathematica not PDE 7

2012-2013 Phase III Participants consist of: Volunteer Districts RTTT Districts SIG Schools 8

2012-2013 Phase III Volunteer District Requirements: Choose the number of schools, administrators and teachers to be involved One Observation and one walkthrough with each participating teacher Collect data using PDE tools and submit to Mathematica 9

2012-2013 Phase III RTTT District Requirements: District-wide participation in both teacher and principal effectiveness 3 year phased-in commitment as outlined by the Performance Measures (see RTTT LEA Grant Guidelines, Participant Resources, Pg. 8) One observation and one walkthrough with each participating teacher Collect data using PDE tools and submit to Mathematica 10

2012-2013 Phase III SIG School Requirements: School-wide participation in both teacher and principal effectiveness One observation and one walkthrough with each participating teacher Collect data using PDE tools and submit to Mathematica 11

Next Steps Value-Added Models (15%) Mathematica Policy Research Proposal Develop value-added models (VAMs) for estimating the contribution of individual teachers and principals to growth in student achievement. Provide estimates based on VAMs for teacher and principal evaluation. Assess the strength of relationships between VAM-based and observation-based measures of performance, to inform decisions about which observation-based measures should be included and how to evaluate teachers in non-tested grades and subjects. Develop and calculate summary performance indicators across value-added measures and between value-added and other measures. Synthesize the findings in annual reports that document the models continual development over time. 15

Next Steps Teacher Reports and Student- Teacher Linkages (15%) Teacher value-added reports for individual teachers by grade/subject/year using a robust statistical report. Teacher diagnostic reports for insight on effectiveness with students by achievement level and subgroup. Administrator summary reports for authorized users in a particular school or district. Drill down capacity to individual student-level projections based on classroom rosters. Teacher-level value-added reports require student-teacher linkages, which capture the instructor(s) responsible for a students learning in the tested grade/subject. It is critical that this linkage system provide accurate information that is validated by individual teachers. Web-based teacher reporting for PSSA grades 4-8 Web-based teacher reporting for PSSA grades 4-8 and Keystone Exams 16

Multiple Measures of Teacher Evaluation - Anticipated Evidence (50%) Principal/Supervisor classroom observations, including evidence that demonstrates behaviors associated with improving student achievement: Domains (Danielsons Framework for Teaching) Planning and preparation Classroom environment Instruction Professional responsibilities 17

Teacher Evaluation Rubric 4 Domains 22 Components 4 Levels of Performance for each component Unsatisfactory Progressing/Needs Improvement Proficient Distinguished 18

Questions or Comments? 19

Introduction to the Domains OBJECTIVES: Participants will learn How their thinking about good teaching compares to the framework we will use. That the Framework represents good common sense, and much that we already know, about teaching. The form and content of Domains 1, 2, 3 and 4. 20

Having an Impact If we want to impact student achievement and growth Then we must impact teaching and learning And of course, we know what good teaching is 21

Worksheet #1- Pg.3 Participant Materials Lets begin by collecting our thinking about good teaching. 22

Wisdom of Practice What are the qualities of teaching most tightly tied to student learning? 23

The Domains 1. Planning and Preparation 2. The Classroom Environment 3. Instruction 4. Professional Responsibilities 24

A Framework for Teaching: Components of Professional Practice 25 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

Worksheet #2-pg 4 Participant Materials 26 Identifying the Domains Extending our learning of the domains

A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally f. Showing Professionalism Domain 3: Instruction a. Communicating with Students b. Using Questioning and Discussion Techniques c. Engaging Students in Learning d. Using Assessment in Instruction e. Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation a. Demonstrating Knowledge of Content and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d. Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments Domain 2: The Classroom Environment a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space 27

Features of A Framework for Teaching 28 Generic: applies to all grade levels, content areas Not a checklist Evidence based/reflective Not prescriptive: tells the what of teaching, not how Comprehensive: not just what we can see Inclusive: Novice to Master teacher

Lets Review Find the handout entitled Framework Assessment Complete on your own Review with at your table. 30

A Framework for Teaching: Components of Professional Practice 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 31

32 Domain 3 Components 3a Communicating with Students 3bUsing Questioning and Discussion Techniques 3cEngaging Students in Learning 3dUsing Assessment During Instruction 3eDemonstrating Flexibility and Responsiveness 32

An In-Depth Look at Domain 3 In your supply box, there are little cards with letters on them Distribute one to each person Take Worksheet 3a (p. 5) out of your binder along with the rubric Find the table with your letter and introduce yourself to the others in this new group. 33

An In-Depth Look at Domain 3 Each group will be working on one of the components within Domain 3: Groups A & F Component 3a Groups B & G Component 3b Groups C & H Component 3c Groups D & I Component 3d Groups E & J Component 3e 34

Worksheet #3a Pg. 5 Participant Materials 35 Create a specific example of your assigned component: Ms. T says to Joey, You dummy! Do not restate the rubric: Ms. T is rude to a student.

Worksheet #3b Pg. 6 Participant Materials Generalizing about Levels of Performance 36 What do all the examples of unsatisfactory have in common? What do all the needs improvement/progressing examples have in common? Proficient? Distinguished?

Conclusions: Levels of Performance 37 Unsatisfactory: Potential for harm Progressing/Needs Improvement: Inconsistent, novice Proficient: Consistent, competent Distinguished: Unusually excellent, no one lives here permanently in all components

Components of Domain 3: Engagement 3a: Communicating with Student 3b: Using Questioning and Discussion Techniques 3c: Engaging Students in Learning 3d: Using Assessment in Instruction 3e: Demonstrating Flexibility and Responsiveness 38

Domain 1 : Planning and Preparation 40 1 a: Demonstrating Knowledge of Content and Pedagogy 1 b: Demonstrating Knowledge of Students 1 c: Setting Instructional Outcomes 1 d: Demonstrating Knowledge of Resources 1 e: Designing Coherent Instruction 1 f: Designing Student Assessments

Component 1a: Demonstrating Knowledge of Content and Pedagogy 1. Teacher wrote a scholarly article 2. Lesson plans/structure/content/relevance 3. Teacher explanation of probable Students misconceptions 4. Teachers answers to student questions during class 5. Teacher presented a workshop to faculty 6. Teacher explains the structure of discipline prior to lesson 7. Teacher tells observer how this lesson fits into the larger unit 8. Teacher adjusts the lesson midstream based on Students misconceptions 9. Teacher poses different levels of content questions during the lesson 10. Teacher states how this lesson connects to content standards 41

Component 1a: Demonstrating Knowledge of Content and Pedagogy 1. Teacher wrote a scholarly article 2. Lesson plans/structure/content/relevance 3. Teacher explanation of probable Students misconceptions 4. Teachers answers to student questions during class 5. Teacher presented a workshop to faculty 6. Teacher explains the structure of discipline prior to lesson 7. Teacher tells observer how this lesson fits into the larger unit 8. Teacher adjusts the lesson midstream based on Students misconceptions 9. Teacher poses different levels of content questions during the lesson 10. Teacher states how this lesson connects to content standards 42

Worksheet #4 Pg. 7 Participant Materials 43 Read the Domain 1 questions. Why are they important?

Lesson Plan Data Collection Tool Page 7- Worksheet #4 Practice Evidence Collection Write what is said - not what you think about it/your interpretation of it. 44

Domain 2: The Classroom Environment 2a: Creating an Environment of Respect and Rapport 2b: Establishing a Culture for Learning 2c: Managing Classroom Procedures 2d: Managing Student Behavior 2e: Organizing the Physical Space 46

Worksheet #5 Pg. 8 Participant Materials Browse Domain 2 of your Rubric Reflect and answer questions on Worksheet #5 Independently Table Share 47

49 Domain 4: Professional Responsibilities 4a: Reflecting on Teaching 4b: Maintaining Accurate Records 4c: Communicating with Families 4d: Participating in a Professional Community 4e: Growing and Developing Professionally 4f: Showing Professionalism

Worksheet #4 Pg. 7 Participant Materials 50 Skim the rubrics in Domain 4. Have a table conversation about HOW these components might impact student learning. Go to an expert group (get a numbered card from your supply box) and move to the table for that group. Develop a Distinguished response for your component.

Domain 4 Expert Groups Groups 1 & 7 Component 4a Groups 2 & 8 Component 4b Groups 3 & 9 Component 4c Groups 4 & 10 Component 4d Groups 5 & 11 Component 4e Groups 6 & 12 Component 4f 51

Uses of A Framework for Teaching 52 Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans

Benefits of Using a Framework for Teaching 53 Common language Similar vision for good teaching and how it can be improved Greater validity and reliability in the teacher evaluation process Changes in novice thinking Opportunities for collaboration

Doing Teacher Evaluation Right 54 5 Rules/Best Practices Evidence

55 Why Evaluate Teaching? Quality Assurance Professional Learning

56 Doing Teacher Evaluation Right OBJECTIVES: Participants will learn The role of the Framework in teacher assessment Best practices in teacher evaluation How to conduct teacher evaluation to accommodate quality assurance and professional learning, too How to differentiate for novices, experienced teachers, and at-risk teachers How to create buy-in for all stakeholders.

57 The Widget Effect 1. Count off by a, b, c, d at your table 2. Read the following sections: a p9 and pp 10-14 b p9 and pp 15-18 c p9 and pp 19-23 d p9 and pp 26-30 3. Then identify the 3 most important facts from your section

58 The Widget Effect Share and Learn At your table, have each person share the three most important ideas culled from the reading. Mark your own copy accordingly. Discuss your thinking.

59 Card Sort p10 Participant Materials Read your card Using a Post-It note, identify: Domain Component Element Share at your table as instructed; come to consensus

60 Rewrite Select one scenario at your table Determine tentative Level of Performance Rewrite at higher and lower levels using rubric characteristics

61 5 Rules for Teacher Evaluation 1. Defensible definition of teaching 2. Differentiation of evaluative processes 3. Evidence-driven process 4. The role of teacher learning 5. Transparency

62 Overarching Questions Who does the thinking? Who does the learning and growing?

63 Rule # 1: Defensible Definition of Teaching Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders.

64 A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating Clearly and Accurately 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 Selecting Instruction Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Assessing Student Learning 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

65 Rule # 2: Differentiation of Evaluative Process Differentiate the processes of evaluation for: novices experienced teachers teachers at risk

Differentiated Evaluation Sample Novice/Untenured Very close observation and assessment Experienced/Tenured Presumption of professionalism At-Risk Not punitive Formal and informal observation of teaching is key + teacher interviews + artifacts Structured process 1/3yr. Other years: informals + teacher interviews+ professional goal- setting Intensive, extensive team-based support based on persistent unsatisfactory performance in one or more components 2 4 formal times per year; multiple informal observations Professional Goal- Setting: Choose from a list of rigorous, approved activities Clear goals, outcomes, evidence and timelines anchor No self-directed activities Activities produce evidence which is then evaluated Designed for the teacher who can, and wishes, to improve 66

67 Overarching Questions Who does the thinking? Who does the learning and growing?

68 5 Rules for Teacher Evaluation 1. Defensible definition of teaching 2. Differentiation of evaluative processes 3. Evidence-driven process 4. Teacher learning integral 5. Transparency

69 Rule # 3: Evidence Driven Process Let evidence -not opinion- anchor the process

Evidence or Opinion? 1. The teacher has a warm relationship with the students. 2. The teacher said that the South should have won the Civil War. 3. The table groups were arranged in 2 x 2 pods. 4. The materials and supplies were organized well. 5. Wait time was insufficient for student thinking. 6. The teacher stated that students have learned to add 2-digit numbers in preparation for todays lesson. 7. 6 students, questioned randomly, did not know the days learning goals. 70

Evidence or Opinion? 1. The teacher has a warm relationship with the students. 2. The teacher said that the South should have won the Civil War. 3. The table groups were arranged in 2 x 2 pods. 4. The materials and supplies were organized well. 5. Wait time was insufficient for student thinking. 6. The teacher stated that students have learned to add 2-digit numbers in preparation for todays lesson. 7. 6 students, questioned randomly, did not know the days learning goals. 71

Worksheet #6 Pg. 11 Participant Materials 72 EVIDENCE is a factual reporting of events, may include teacher/student actions and behaviors, may include artifacts prepared by the teacher, students or others, avoids personal opinion or biases, and is selected using professional judgment by the observer and/or the teacher.

73 Observation-based Assessment: Process and Evidence ProcessEvidence Pre-Observation Domains 1 and 4 Standard Lesson Plan with Components of Domain 1- Evidence provided by Teacher Observation: Domains 1, 2 and 3 Standard Evidence Collection Document Shared with Teachers Post-Teaching Domains: 1, 2, 3 and 4 Teacher Self-Assessment, Rubrics and additions/correction of evidence gathered Collaborative Assessment Domains 1, 2, 3 and 4 Evaluator Rubric and Teacher Self- Assessment Rubric

74 Worksheet #7 Pg. 13 Participant Materials Watch the pre-observation conference Collect evidence on your Lesson Plan form Document evidence only no opinions, please!

75 Daily Lesson Plans 1 c: What will students learn? 1 e: How will I teach it to them? 1 f: How will I measure which students learned it?

EvidenceObservation-based Assessment: Process and Evidence ProcessEvidence Pre-Observation Domains 1 and 4 Standard Lesson Plan with Components of Domain 1- Evidence provided by Teacher Observation: Domains 1, 2 and 3 Standard Evidence Collection Document Shared with Teachers Post-Teaching Domains: 1, 2, 3 and 4 Teacher Self-Assessment, Rubrics and additions/correction of evidence gathered Collaborative Assessment Domains 1, 2, 3 and 4 Evaluator Rubric and Teacher Self- Assessment Rubric 76

77 Types of Observation Evidence Verbatim scripting of teacher or student comments: Could one person from each table collect materials? Descriptions of observed teacher or student behavior: The teacher stands by the door, greeting students as they enter. Numeric information about time, student participation, resource use, etc.: Three students of the eighteen offer nearly all of the comments during discussion. An observed aspect of the environment: The assignment is on the board for students to do while roll is taken.

78 Worksheet #8 Pg.14 Participant Materials Watch the lesson Collect evidence of what you see and hear If you arent sure where to write the evidence, just write it This is practice; relax

Points about Evidence All questions are not about 3b Engagement is about the nature of the work and who does it Formative assessments should assess whether EACH student met the objectives. 79

After the Observation Share a copy of the evidence gathered with the teacher, and give the teacher a copy of the rubric to self-evaluate. The teacher will return these to you prior to the post-observation conference. Review the evidence and evaluate the teachers lesson using the rubric. Compare the teachers self-assessment to your evaluation. Use the areas of non-agreement to guide the post-observation conference. 81

82 Conclusions about the Observation Where did your group mark the lesson at or above proficient? Where did your group mark the lesson below proficient?

83 Paradigm Shift Who collects/provides evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you

Concluding about the Lesson Where did your group mark the lesson at or above proficient? Where did your group mark below proficient? Post-Teaching Collaborative Assessment Domains: 1, 2, 3 and 4 Teacher and Evaluator discuss agreed upon items Evaluator invites teacher to discuss areas of disagreement Teacher develops self-assessment summary Preparing for Post-Observation Domains 1, 2, 3 and 4 Evaluator provides Teacher with Evidence Collected during the Observation Teacher self-assesses using highlighter and rubric and gives to evaluator Evaluator assesses and marks all agreed upon leaves areas of concern blank to discuss During the Observation Domains 1, 2 and 3 Evaluator arrives early Walks the WallsEvidence Collected during the lesson: Avoid Opinions Pre-Observation Domain 1 and 4 2 days before: Teacher provides evidence using Lesson Plan Form Teacher and Evaluator discuss evidence provided; Evaluator Collects additional Evidence through Questioning 84

Lunch 40 minutes 85

87 The Purpose of the Post-Observation Conference To discuss the components of difference (not yet marked by observer) To elicit any evidence that still remains to be added about the lesson To arrive at an assessment on the rubric for components of difference.

Example: Post-Observation Conference Evaluator Teacher 88

What were your overall impressions of the conference? What suggestions/feedback did the observer make to the teacher? How did the teacher respond? Individually: 89

What suggestions/feedback did the observer make to the teacher? How did the teacher respond? What changes in Teacher Practice might you expect to see as a result of this conference? How would you know? Debrief as a Group: 90

Words NOT to Use in the Post-Observation Conference Defend Prove Argue Convince Avoid language that suggests opposition of that might bring about a defensive response 91

Language for the Post-Observation Conference Say more about... Comment on the evidence for... Lets look at the rubric for... What is the best match for...? Whats the backstory for...? 92

Overarching Question Worksheet #11 Pg. 21 Who does the thinking? Who does the learning and growing? 93

Walk-Through 94

Pre- Observation Observation Preparing for Post- Observation conference Post- Conference Collaborative Assessment Opportunities to Implement Changes Domains 1 and 4 Domains 1, 2 and 3 Domains 1, 2, 3, and 4 Domains 1, 2, 3, and 4 Agreed Upon Areas of Focus 95

Strong evaluation systems include a series of brief, focused, unannounced, walk-throughs. The Walk-Through 96

Must be based on an agreed upon area of focus Quick-take 5 15 minutes Any Domain or Component Formative Assessment See page 16 of the Resource Materials The Walk-Through 97

99 Rule # 4: Teacher Learning Integral Conduct evaluations in such a way that they produce teacher learning.

100 Professional Learning Learning is done by the learner; it is mental WORK. - Charlotte Danielson Who does the mental work in your evaluation process?

101 The Nature of Professional Learning: Mental Work for Teachers Reflection on practice Collaboration Self-assessment Self-directed inquiry (action research) Feedback based upon evidence

102 Narrative-FreeEvaluation The rubric contains the narrative. Select the language that matches the evidence. The teacher participates in language selection. The highlighter is the tool to use! A summative domain statement is optional.

103 Supporting Teachers Correctly DirectiveCollaborativeNon-Directive From evaluator to teacher Back and forth From teacher to evaluator Immoral, illegal, dangerous, clueless Both have ideas to contribute The teacher deserves to take the lead DrowningSwimming Championship Swimming

105 Rule # 5: Transparency Teachers must learn the rubrics and the process. How might this happen in your setting?

106 Involving All Stakeholders Many teacher evaluation systems fail due to resistance that comes from the perception that the evaluation system resulted from the secret efforts of an elite few.

Notification is NOT Communication Communication is two-way not one-way 107

Concluding about the Lesson Where did your group mark the lesson at or above proficient? Where did your group mark below proficient? Post-Teaching Collaborative Assessment Domains: 1, 2, 3 and 4 Teacher and Evaluator discuss agreed upon items Evaluator invites teacher to discuss areas of disagreement Teacher develops self-assessment summary Preparing for Post-Observation Domains 1, 2, 3 and 4 Evaluator provides Teacher with Evidence Collected during the Observation Teacher self-assesses using highlighter and rubric and gives to evaluator Evaluator assesses and marks all agreed upon leaves areas of concern blank to discuss During the Observation Domains 1, 2 and 3 Evaluator arrives early Walks the WallsEvidence Collected during the lesson: Avoid Opinions Pre-Observation Domain 1 and 4 2 days before: Teacher provides evidence using Lesson Plan Form Teacher and Evaluator discuss evidence provided; Evaluator Collects additional Evidence through Questioning 108

Annotated Framework for Teaching Explore the document and: Note the benefits of using the Framework within teaching and school practice. How does it compare to the rubric itself? What is the value of this document for developing teacher effectiveness? 109

Complete Framework for Teaching Self-Assessment Reflection Peer Coaching Teacher Evaluation Mentoring and Induction Professional Growth Plans 110

111 Building Evaluator Reliability Reliability refers to similarity of conclusion/consistency Consistency is a function of consensus- building activities Evaluators must practice consensus-building activities regularly

Paradigm Shift Who Collects/Provides Evidence? Both teacher and evaluator Evaluation is not done TO you; it is done with you and for you 112

113 In Conclusion Deeper meanings of the Framework for Teaching The nature of differentiated teacher evaluation How to collect accurate evidence of teaching and use it, with rubrics, to assess performance How to conduct teacher evaluations appropriately How to make changes in teacher evaluation that reduce suspicion and distrust

Now What? How do you make this happen? What supports do you need? Resources: PDE website www.education.state.pa.uswww.education.state.pa.us Teacher Effectiveness Wiki http://iu3teacherevaluationpilot.wikispaces.com http://iu3teacherevaluationpilot.wikispaces.com Binder materials [email protected] 412.394.5792 [email protected] [email protected] 412-394-5762 [email protected] 114

teacher evaluation phase iii february 27 – 28, 2013 rosanne javorsky and dr. patricia dirienzo...

Documents

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participating teacher

pde tools

teacher effectiveness

rttt district requirements

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