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Do Now:

Do Now:. In writing, answer the following questions on the handout provided at your table: What does “effectiveness” mean to you? Which profession/field/industry do you most admire in terms of “effectiveness” and ensuring fidelity to expectations? Why?. Teacher Effectiveness.

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Do Now:

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  1. Do Now: In writing, answer the following questions on the handout provided at your table: What does “effectiveness” mean to you? Which profession/field/industry do you most admire in terms of “effectiveness” and ensuring fidelity to expectations? Why?

  2. Teacher Effectiveness An overview of Act 82 and the Educator Effectiveness System for School Based Teacher Leaders November 18, 2013

  3. Objectives: Participants will be able to… • Identify key components and requirements for teachers under Act 82 and the Pennsylvania Department of Education (PDE) Educator Effectiveness System • Explore the new rating tool for teachers under Act 82 • Distinguish between evidence and opinion • Develop guiding questions for collaborative conversations on instructional practice In order to… increase teacher effectiveness and student achievement

  4. Agenda

  5. Norms • Ensure equity of voice • Participate actively • Be open to new ideas • Value and consider different perspectives • Use technology for professional purposes

  6. Questions?

  7. 4 Corners: Where do you stand?

  8. With at least two people at your corner, discuss the following questions: • What do you already know about Teacher Effectiveness? • What are some questions you have about Teacher Effectiveness? • What is one thing you hope to take back to your school to share with teachers regarding Teacher Effectiveness?

  9. Agenda

  10. Our current system of evaluation includes two ratings for educators – “satisfactory” or “unsatisfactory.” Statewide, the results show that 99.4% of all teachers and 99.2% of all principals, who were evaluated during the 2009-2010 school year, received a “satisfactory” rating. Despite these results, student growth on national assessments has been relatively stagnant. -Ronald Tomalis, former Secretary of Education before the House Education Committee Have you found these statistics to be true in your experiences at your school? What are the implications of this information?

  11. Act 82 and the Educator Effectiveness Project Who are educators? What is its goal?

  12. Act 82: Rule and Regulations: Text Rendering • After reading page 3340 of the Rules and Regulations: Table A: Descriptions of the Four Domains: • Circle a word that sticks out to you as significant or meaningful • Underline a phrase that sticks out to you as significant or meaningful • Discuss at your tables what you circled and highlighted • Be prepared to share out with the whole group

  13. Principal Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY • Observation/ Evidence • Domains • Strategic/Cultural Leadership • Systems Leadership • Leadership for Learning • Professional and Community Leadership Building Level Data 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 Correlation Data Based on Teacher Level Measures PVAAS 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

  14. Non Teaching Professional Employee Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY • Observation/Evidence • Danielson Framework Domains • Planning and Preparation • Educational Environment • Delivery of Service • Professional Development Student Performance of All Students in the School Building in which the Nonteaching Professional Employee is Employed District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements Educational Specialists

  15. Who are Educational Specialists? • A person who holds an educational specialist certificate issued by the Commonwealth of Pennsylvania • Elementary and Secondary School Counselors • Home and School Visitors • Instructional Technology Specialists • School Nurses • School Psychologists

  16. Other Non-Teaching Professionals: Occupational Therapists Physical Therapists Social Workers Behavior Analysts Educational Interpreters

  17. So… What about teachers?

  18. Act 82 Teacher Rating Requirements • Professional Employees (PE): • once a year • Temporary Professional Employees (TPE): • twice a year

  19. Act 82 Teacher Rating Requirements • 50% classroom observation/evidence to include the following areas: • Planning and Preparation • Classroom Environment • Instruction • Professional Responsibilities • 50% student performance (multiple measures of data)

  20. Teachers WITHOUT PVAAS Data

  21. 20% w/ PVAAS 35% w/o PVAAS

  22. Student Learning Objectives • PA Department of Education’s definition: A process to document a measure of educator effectiveness based on student achievement of content standards

  23. Why use SLOs? • Reinforce best teaching practice • Adaptable • Acknowledge the value of teacher knowledge and skill • Potential for collaboration

  24. Teacher Specific Data • Measures the PVAAS indicated growth of students over time. • Three years of data is being collected using 2013-2014 as year one. 15%

  25. Teacher Specific Data • PVAAS = Pennsylvania Value-Added Assessment System • Provides a teacher’s specific growth measure to be used as part of the Educator Effectiveness System • Provides feedback to teachers regarding their influence on the academic growth of their students • Provides data to guide discussions about student progress

  26. Teacher Specific Data • For teachers who have the responsibility to plan, provide and assess instruction that addresses eligible content that is tested on a PA state assessment. • PSSA: With/Without Accommodations • Grades 4-8: Reading and Math • Grades 4 & 8: Science • Grades 5 & 8: Writing 15% • Keystone Exams: With/Without Accommodations • Algebra I • Literature • Biology

  27. Teacher Specific Data 2013-2014 Year 1 Data 2014-2015 Year 2Data 2015-2016 Year 3 Data First 3 Year Average 2015-2016

  28. Building Level Data • Indicators of Academic Achievement (40%) • Indicators of Closing the Achievement Gap (10%) • Indicators of Academic Growth (40%) • Other Academic Indicators (10%) • Extra Credit for Advanced Achievement (up to 7 points) All Teachers 15%

  29. Building Level Data: Indicators of Academic Achievement • PSSA/Keystone Performance • Industry Standards-Based Competency Exams (NOCTI/NIMS) • Grade 3 Reading Proficiency • SAT/ACT College Readiness Benchmarks 40%

  30. Building Level Data: Indicators of Closing the Achievement Gap • All students = 5% • Historically Underperforming Students = 5% • English Language Learners • Special Education • Economically Disadvantaged • Students are only counted once for each category • Must make a 50% gain in 6 years 10%

  31. Building Level Data: Indicators of Closing the Achievement Gap • Example: 77% • 100% - 77% = 23% achievement gap • *Must close half the gap over 6 years* • 11.5% growth needed over 6 years • 2.3% growth needed each year • - Year 1: 79.3% - Year 4: 86.2% • - Year 2: 81.6% - Year 5: 88.5% • -Year 3: 83.9% - Year 6: 90.8%

  32. Building Level Data: Indicators of Academic Growth • Use PVAAS growth index for • Math • Reading • Science • Writing • For more information: https://pvaas.sas.com/ 40%

  33. Building Level Data: Other Academic Indicators • Cohort graduation rate • Promotion rate • Attendance rate • Advanced Placement or International Baccalaureate or college credit offered • PSAT/Plan Participation 10%

  34. Building Level Data: Extra Credit for Advanced Achievement • Percent Advanced on PSSA/Keystone Exams • Percent Advanced on Industry Standards-Based Competency Assessments (NOCTI/NIMS) • Percent of grade 12 students scoring 3 or higher on AP exam Up to 7 points

  35. The School Performance Profile SPP = Building Level Data

  36. The School Performance Profile And Building Level Data • Indicators of Academic Achievement (40%) • Indicators of Closing the Achievement Gap (10%) • Indicators of Academic Growth (40%) • Other Academic Indicators (10%) • Extra Credit for Advanced Achievement (up to 7 points)

  37. Taking a Closer Look… The Teacher Rating Tool

  38. Observation/ Evidence Observation Ratings Building Level Data Teacher Specific/ Elective Data Final Calculations Final Ratings Final Rating

  39. Satisfactory Ratings • An overall performance rating of either: • Distinguished • Proficient • Needs Improvement • Unless there is a subsequent overall rating of “needs improvement” issued by the same employer within 10 years of the previous “needs improvement” rating

  40. Unsatisfactory Ratings • An overall performance rating of either: • Needs Improvement • (2nd within 10 years) • Failing • Consequences: • Participation in a Performance Improvement Plan Act 82 states: “No employee shall be rated ‘needs improvement’ or ‘failing’ based solely on student test scores.”

  41. Taking a Closer Look… Evidence vs. Opinion

  42. Look Rating

  43. Evidence vs. Opinion • Evidence is the factual reporting of events. • It may include: • teacher and student citations. • artifacts prepared by the teacher, students or others. • It is selected using professional judgment by the observer and/or teacher. • Evidence is NOT personal opinions or biases.

  44. Types of Evidence • Verbatim scripting: • “Remember to turn your paper into your table captain when you are finished.” • Descriptions of observed behavior: • The teacher calls on students by table to line up quietly, single file in the front of the room.

  45. Types of Evidence • Numeric information: (time, student participation, resource use, etc.) • 5 out of 25 students raised their hands to answer the questions during the 21 minute lesson. • Observed aspect of the environment: • The Do Now activity is written on the board when students walk into the classroom.

  46. Evidence or Opinion? O • The teacher’s lesson plan was well done. • The teacher said that her favorite pat of the story was the surprise ending. • The classroom library was organized in colored baskets by 100 Book Challenge Level. • The math manipulatives were very well organized. E E O

  47. Evidence or Opinion? • The teacher favors female students over male students. • The teacher stated that the students will learn how to divide fractions today during math. • Ten out of 23 students were called on during the 32 minute literacy lesson. • The students were highly engaged during this lesson. O E E O

  48. Let evidence, not opinion, be the anchor to this process.

  49. Reflecting on Danielson: Guiding Questions for Collaborative Conversations

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