Measuring Educator Effectiveness

1. Measuring Educator Effectiveness September 11, 2013

2. Project Goal • To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth. The term “educator” includes teachers, education specialists, and principals.

3. Educator Effectiveness 3

4. Background • A multi-phase project that began with $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, recipients of a $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes • A University of Pittsburgh researcher is conducting a qualitative analysis regarding the effectiveness of principal training and the comprehensiveness, validity, transparency, practicality, and quality of the teacher evaluation system • A third party researcher is conducting a quantitative analysis evaluating the relationships between professional practices as measured by classroom observation scores and teacher contributions to student achievement

5. 2010-2011 Phase I Sites • Allentown School District • Cornell School District • Mohawk School District • IU 5 – Northwest Tri-County

6. 2011-2012 Phase II Sites • 119 Local Education Agencies, including School Districts, CTCs, Charter Schools and IUs • 363 Buildings • 658 Supervisors • 2,348 Teachers in PSSA tested subjects • 2,586 Teachers in non-PSSA tested subjects

7. 2012-2013 Phase III Sites 293 Local Education Agencies, including School Districts, CTCs, Charter Schools and IUs 1,255 Schools 1,972 Supervisors 20,360 Teachers in PSSA tested subjects 3,771 Teachers in non-PSSA tested subjects

8. The Danielson Framework for Teaching

9. Danielson Framework for Teaching • Starting with the 2013-2014 school year, all professional educators holding an Instructional Certificate will be evaluated using the Danielson Framework for Teaching • Professional development linked to Danielson components is available on SAS

10. Observation/Evidence from the Danielson Framework • Classroom observations by Principal/supervisor, including evidence that demonstrates behaviors associated with improving student achievement: • Planning and preparation, including selecting standards-based lesson goals and designing effective instruction and assessment; • Classroom environment, including establishing a culture for learning and appropriate classroom management techniques that maximize instructional time; • Instruction, including the use of research-based strategies which engage students in meaningful learning and utilize assessment results to make decisions abut student needs; and • Professional responsibilities, including using systems for managing student data and communicating with student families

11. Danielson Framework, Domain 3: Instruction

12. Multiple Measures of Educator Effectiveness

15. Career and Technology Centers

16. The Elective Portion of Teacher Effectiveness Measuring Student Performance for Teachers in Tested and Non‐Tested Grades and Subjects

17. Student Learning Objectives (as demonstrated through:) • District Designed Measures and Examinations • Nationally Recognized Standardized Tests • Industry Certification Examinations • Individual Teacher Developed Examinations • Student Projects Pursuant to Local Requirements • Student Portfolios Pursuant to Local Requirements

18. PA’s SLO Template • Focuses on Student Learning Objectives (SLOs) that are aligned to PA Standards • Measures student performance through student growth or mastery • Guides the data collection process • Includes a teacher effectiveness measure

19. Non-Teaching Professionals Educational Specialist

20. Who are Educational Specialists? • Educational Specialists are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines (CSPGs). • Currently CSPG 75 through 81 list the following specialist certifications: • Dental Hygienist • Elementary School Counselor • Home and School Visitor • Instructional Technology Specialist • Secondary School Counselor • School Nurse • School Psychologist • PDE is in the process of working with stakeholder groups from across the Commonwealth to revise the Danielson Framework for Teaching to reflect the specific roles and functions of the identified specialist groups

21. Specialists-What about Other Licensed Staff Hired under Teacher Contracts? • Given that many LEAs hire licensed professionals under teacher contracts who are not certificated as specialists under Pennsylvania School Code, PDE has made a decision to develop revised Danielson Framework for Teaching rubrics for the following roles: • Occupational Therapist • Physical Therapist • Social Workers • Behavior Specialists • PDE is in the process of working with stakeholder groups from across the Commonwealth to revise the Danielson Framework for Teaching to reflect the specific roles and functions of the identified licensed professionals.

22. Non Teaching Professional Employee Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY • Observation and Practice • Danielson Framework Domains • Planning and Preparation • Educational Environment • Delivery of Service • Professional Development Student Performance/Multiple Measures

23. Non-Teaching Professionals (ICNDI) Instructional certifications who do not provide direct instruction to students To determine whether you are a teaching professional, you must be able to answer yes to the following two questions: • Are you working under your instructional certification? • Do you provide direct instruction* to students in a particular subject or grade level? *Direct instruction is defined as planning and providing the instruction, and assessing the effectiveness of the instruction. Under Act 82, if you are working under your instructional certification but do not provide direct instruction to students you are considered a non-teaching professional. Act 82 applies to non-teaching professionals in 2014-2015. PDE will publish a rating tool for Non-Teaching Professionals in the Pennsylvania Bulletin by June 30, 2014.

24. Non-Teaching Professionals- Supervisors Educational Supervisors are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines • CSPG 88 - Supervisor of Curriculum and Instruction • CSPG 89 - Supervisor of Pupil Services • CSPG 90 - Supervisor of Single Area • CSPG 91 - Supervisor of Special Education • CSPG 92 - Supervisor of Vocational Education

25. Principal Effectiveness

26. Principal Effectiveness Domain 1 - Strategic/Cultural Leadership : The school leader will systematically and collaboratively develop a positive culture to promote continuous student growth and staff development. The leader articulates and models a clear vision of the school’s culture that involves students, families, and staff. Domain 2- Managerial Leadership: The school leader will ensure that the school has processes and systems in place for budgeting, staffing, problem solving, communicating expectations and scheduling that result in organizing the work routines in the building. The school leader must efficiently, effectively, and safely manage the building to foster staff accountability and student achievement.

27. Principal Effectiveness Domain 3 – Leadership for Learning:The school leader assures school-wide conversations occur regarding standards for curriculum, instruction, assessment, and data on student learning based on research and best practices, and ensures that the ideas developed are integrated into the school’s curriculum and instructional approaches. Domain 4 – School and Community Leadership: The school leader will promote the success of all students, the positive interactions among building stakeholders, and the professional growth of staff by acting with integrity, fairness and in an ethical manner.

28. Draft – For Reference Only 28

29. Principal Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY • Observation/ Evidence • Framework for Leadership Domains • Strategic/Cultural Leadership • Systems Leadership • Leadership for Learning • Professional and Community Leadership Building Level Data/School Performance Profile Indicators of Academic Achievement Indicators of Closing the Achievement Gap, All Students Indicators of Closing the Achievement Gap, Historically Underperforming Students Academic Growth PVAAS Other Academic Indicators Credit for Advanced Achievement Relationship based on Teacher Level Measures Elective Data/SLOs District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements 47

30. Additional Items

31. Alternative Rating System Must be approved by PDE Must meet or exceed the measures of effectiveness in the PA Educator Effectiveness System Must identify the employee as Distinguished, Proficient, Needs Improvement or Failing

32. Differentiated Supervision Participation in Differentiated Supervision is available to any tenured professional who has received at least a Proficient rating on the Danielson Framework of Teaching in the previous two years. Each tenured professional will be assigned to the Formal Observation Mode for one (1) year during the supervision cycle. Tenured professionals newly hired by a district will be eligible to participate in Differentiated Supervision after successfully completing his/her first year in the Formal Observation Mode.

33. Differentiated Supervision Additional Guidelines will include: Principals maintain the right to remove a teacher from theDifferentiated Supervision program and place them into the Formal Observation or Intensive Supervision modes of supervision. Informal observations may occur at anytime regardless of the supervision mode a teacher has selected or has been assigned for that school year. Differentiated Supervision Modes must align to the Danielson Framework for Teaching and is related to a district or school initiative designed to improve instructional practices. Each mode must be approved by the principal. The professional is required to complete a mid year and an end of the year self-reflection report regarding their goal setting, planning, procedures, results, and impact on student achievement. All professionals enrolled in Differentiated Supervision will also be rated on Domain 4 of the Danielson model: Professional Responsibilities

34. Professional Development Opportunities

35. Inter-rater Reliability Teachscape’s Focus for Principals • Professional development for those conducting observations • 20 hours of training content • Self paced • Total training time can be faster or longer • 11 online learning modules for observers • Orientation to observer training • Minimizing bias • 9 modules on Framework for Teaching • Overview • Framework for Teaching Components in Domain 2 and Domain 3detailed rater training on each component and performance level • Over 100+ master scored videos

36. Professional Development on SASTeachscape’s Framework for Teachers Effectiveness Series (FFTES) • For anyone • Self-Paced and Video-Rich Online Learning Resources • The Framework for Teaching Effectiveness Series includes 2 sets of learning modules: 1. Laying the Foundation Orientation to course materials Understanding the Framework for Teaching Applying the Framework for Teaching 2. Framework Components 8 individual learning modules which explore the eight observable components in Domains 2 and 3 of Danielson’s Framework for Teaching

37. Additional Professional Development on SAS Professional development courses are aligned to the Danielson, 2011 Framework for Teaching Stand alone: 20 courses are currently available on SAS The following course models are in development: Prerequisite Model: Courses designed to build on each other Deepening Knowledge Model: Pre-requisites not required; educators select courses based on their knowledge/experience level

38. Questions?