Transcript Document

PAIUCC
PAIUCC MEETING
Terry Barnaby, Director
Bureau of School Leadership
and Teacher Quality
PAIUCC
Act 24 of 2011
School Code Bill
Certification Changes Effective
Immediately
PAIUCC
School Code 2011
Superintendent, Alternate Route Act 24
Requirements
• Graduate degree in business or finance
• 4 years of relevant experience in business, finance or management
• Attorneys included for 3 years
• PIL Requirement
• Traditional Route no longer states certified experience, requires
“successful” experience
PAIUCC
School Code 2011
Superintendent, Alternate Route
Approved Policy Guidelines Additions
• Candidates will be eligible for a Commission, not
a Letter of Eligibility
• Commission relies on offer of employment from
School Board
PAIUCC
Act 82 of 2012
Superintendent, Alternate Route - Commission
Qualification Letter
• Pre-hiring review of legal requirements
• GMC Review
• Not a letter of Eligibility
• Candidate must apply for commission when
hired
PAIUCC
School Code 2011
Principal Certificate, Alternate Route
Initial Requirements
• Bachelor’s Degree from an accredited College or
University
• 3 years of relevant professional experience defined as
“professional experience in an educational setting that is
related to the instructional process”
• Offer of employment from a Local Education Agency
(LEA)
PAIUCC
School Code 2011
Principal Certificate, Alternate Route
Requirements to be completed within 2 years:
• An Approved college or university program or
• Within 2 years of employment must produce satisfactory
evidence of completing an approved leadership
development program
• Demonstrated knowledge of Basic School Laws and
regulations
PAIUCC
Principal Certificates
Administrative I, Traditional Route
• Bachelor’s Degree
• Verification of 3 years of relevant professional
experience defined as “professional experience in an
educational setting that is related to the instructional
process”
• Completion of approved program of graduate study in
education. (preparation completed outside of Pa must
meet Pa standards)
• Satisfactory achievement on the required Praxis test
PAIUCC
School Code 2011
Principal Certificate, Level II Requirements
Both Provisional I and Administrative I candidates:
• Complete the PIL induction program
• Provide 3 years of satisfactory service
Both Administrative I and Provisional Administrative I are
valid for 5 years of service and cannot be renewed.
PAIUCC
School Code 2011
Vocational Director Certificate, Alternate Route
• Bachelor’s Degree from an accredited College or
University
• 3 years of relevant professional experience defined as
“professional experience in an educational setting that is
related to the instructional process”
• Offer of employment from an Local Education Agency
(LEA)
PAIUCC
School Code 2011
Vocational Director Certificate, Alternate Route
Requirements to be completed within 2 years:
• An Approved vocational administrative director
preparation program or
• Proof of completion of an introductory Pennsylvania
Inspired Leadership (PIL) program approved by PDE
• Demonstrated knowledge of Basic School Laws and
regulations
PAIUCC
School Code 2011
Vocational Director Certificate, Traditional Route
• Bachelor’s Degree
• Verification of 3 years of relevant professional
experience defined as “professional experience in an
educational setting that is related to the instructional
process”
• Completion of approved program of graduate study in
education. (preparation completed outside of Pa must
meet Pa standards)
• Satisfactory achievement on the required Praxis test
PAIUCC
Also on the Website:
www.education.state.pa.us
• http://www.portal.state.pa.us/portal/serve
r.pt./community/administrative_supervisor
y/8820/administrative_level_ii_certification
/954868
• OR… Go to Certifications, Level II,
Administration Level II Certification and
the PIL Induction Requirement
PAIUCC
School Code 2011
Out of State Candidates
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Valid Instructional Certificate from another state
Bachelor’s Degree
2 years of successful classroom experience
Demonstrates subject matter competency
PAIUCC
School Code 2011
Postbaccalaureate Certification Programs
• Includes traditional post bacc programs, accelerated
programs, intern and residency programs and
administrative programs
• Provides for PDE approved providers other than
institutions of higher education
• Requires PDE to develop guidelines for the approval of
flexible postbacc programs
• The bill requires specific postbacc content
PAIUCC
School Code 2011
Residency Certificate Requirements
• Areas of shortage
• Masters or Doctorate or Bachelors degree with 3 years of
experience in related field
• Continuously enrolled in an approved residency program
• Satisfactory achievement on the appropriate content test
• Offer of employment from LEA
Valid for 3 years, one time only
PAIUCC
School Code 2011
Instructional Intern Certificate Requirements
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Bachelors degree
Continuously enrolled in an approved intern program
Satisfactory achievement on the appropriate content test
Offer of employment from LEA
Valid for 3 years, one time only
PAIUCC
Measuring Educator Effectiveness
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.
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PAIUCC
Educator Effectiveness
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PAIUCC
Background
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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
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PAIUCC
2010-2011 Phase I Sites
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Allentown School District
Cornell School District
Mohawk School District
IU 5 – Northwest Tri-County
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PAIUCC
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
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PAIUCC
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
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PAIUCC
Participation Methods
• Teacher Effectiveness Phase III
• SIG districts with schools
implementing a Transformation Model
• Race to the Top Recipients
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PAIUCC
Multiple Measures of
Teacher Effectiveness
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PAIUCC
Danielson Framework, Domain 3: Instruction
Component
1. Failing
3a:
Communicating
with students
Expectations for
learning, directions and
procedures, and
explanations of content
are unclear or
confusing to students.
Teacher’s use of
language contains
errors or is
inappropriate to
students’ cultures or
levels of development
Expectations for learning,
directions and procedures, and
explanations of content are
Teacher’s questions are
Some of the teacher’s questions
elicit a thoughtful response, but
3b: Using
questioning
and discussion
techniques
low-level or
inappropriate,
eliciting limited
student
participation, and
recitation rather than
discussion.
2. Needs Improvement
clarified after initial
confusion; teacher’s use of
language is correct but may
not be completely
appropriate to students’
cultures or levels of
development.
most are low-level, posed in
rapid succession. Teacher’s
attempts to engage all
students in the discussions are
only partially successful.
3. Proficient
Expectations for
learning, directions and
procedures, and
explanations of content
are clear to students.
Communications are
appropriate to
students’ cultures and
levels of development.
Most of the teacher’s
questions elicit a
thoughtful response,
and the teacher allows
sufficient time for
students to answer.
The students are
engaged and
participate in the
discussion, with the
teacher stepping aside
when appropriate.
4. Distinguished
Expectations for
learning, directions and
procedures, and
explanations of content
are clear to students.
Teacher’s oral and
written communication is
clear and expressive,
appropriate to
students’ cultures and
levels of development,
and anticipates
possible student
misconceptions.
Questions reflect high
expectations and are
culturally and
developmentally
appropriate.
Students formulate
many of the highlevel questions and
ensure that all voices
are heard.
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PAIUCC
Educational Specialist
Effectiveness
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PAIUCC
Who are Educational Specialists?
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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
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PAIUCC
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 Analysts
– Educational Interpreters
• 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.
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PAIUCC
Teacher Effectiveness System in Act 82 (HB 1901)
Observation/Evidence
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Building Level
Data, 15%
Building Level Data
PSSA Achievement
PVAAS Growth
Graduation Rate
Promotion Rate
Attendance Rate
AP Course Participation
Teacher Specific
Data, 15%
Observation/
Evidence,
50%
Elective
Data, 20%
Teacher Specific Data
PSSA Achievement
PVAAS Growth
IEP Growth
Locally Developed District Rubrics
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
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PAIUCC
The “Elective” Portion of
Teacher Effectiveness
Measuring Student Performance for Teachers in
Tested and Non‐Tested Grades and Subjects
The Goal: To have an effective teacher in
every classroom
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PAIUCC
What Model Might be Most
Appropriate for PA to Develop?
Student
Learning
Objective
Models
Models of
Student
Assessment
Measurement
of Student
Performance
& Teacher
Effectiveness
PAIUCC
The Approach
• Provide a method for teachers to write SLOs.
• Provide a method for teachers to design
assessments appropriate to the SLO.
• Provide piloted and peer-reviewed models on
the PDE SAS website.
• Provide professional development appropriate
to SLO development.
The Methodology:
AN SLO TEMPLATE
PAIUCC
Looking at the Components of
PA’s SLO Template
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Teacher Information
Course Information
Learning Objective
Data and Targets Used to Establish the SLO
Assessment/Performance Task
Administration of the Assessment/Performance Task
Data Collection
Implementation Timeline
Teacher Effectiveness Measure
PAIUCC
Teacher Effectiveness Measure
Classroom Objective
How will the aggregated scores of individual student assessment results be used to define teacher
effectiveness?
Failing: few students
achieve content mastery or
growth
Needs Improvement: less
than a significant number
of students achieve
content mastery or
growth
Proficient: A significant
number of students
achieve content mastery
or growth
Distinguished: An
exceptional number of
students achieve content
mastery or growth
Fewer than 50% of
students will move a
minimum of 5 levels.
50%-70% of students
will move a minimum of
5 levels
70%-80% of students
will move a minimum of
5 levels
80% -100% of students
will move a minimum of
5 levels
Less than 50% of students
will achieve proficient or
advanced levels in 6 out of
8 components (mastery) or
will achieve improved
scoring in 3 out of 8
components, with some
decrease in the other 5
components (growth).
50% -74% of students
will achieve proficient or
advanced levels in 6 out
of 8 components
(mastery) or will achieve
improved scoring in 3 out
of 8 components, with
some decrease in the
other 5 components
(growth).
70 % -84% of students
will achieve proficient or
advanced levels in 6 out
of 8 components
(mastery) or will achieve
improved scoring in 3
out of 8 components,
with no decrease in the
other 5 components
(growth).
85% -100% of students
will achieve proficient or
advanced levels in 6 out
of 8 components
(mastery) or will achieve
improved scoring in 3
out of 8 components,
with no decrease in the
other 5 components
(growth).
PAIUCC
What Does the PA SLO Process Hope to
Accomplish?
 To meet federal Race to the Top Requirements
 To meet state legislated teacher evaluation
requirements
 To utilize some processes that teachers already
have in place
 To inform principals as to appropriate processes
in content areas with which they may not be
familiar
PAIUCC
 To provide teachers in non-tested grades and
subjects an opportunity to be evaluated in their
content area
 To inform and instruct teachers in non-tested
grades and subjects about standards-based
education design:
1) Curriculum Frameworks
2) Standards
3) Backward Design
4) Transfer of Learning
5) PA Standards Aligned System Website
PAIUCC

To have an
effective teacher
in every classroom.
PAIUCC
Non Teaching Professional Employee Effectiveness System in
Act 82 (HB 1901)
Observation/Evidence
Danielson Framework Domains
1. Planning and Preparation
2. Educational Environment
3. Delivery of Service
4. 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
Student
Performance
20%
Observation/
Evidence 80%
PAIUCC
Principal Effectiveness
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PAIUCC
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.
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PAIUCC
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.
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PAIUCC
PAIUCC
Additional Items
• Inter-Rater Reliability
• Professional Development
• Alternative Educator Effectiveness
System
• Implementation Guidelines
– Formula
– Differentiated Supervision
– Other
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PAIUCC
Professional Development
and Teachscape Products
PAIUCC
Professional Development: Inter-rater Reliability
Teachscape Framework for Teaching Proficiency System (FFTPS)
Overview
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20 hours of training content
o Self paced
o Total training time can be faster or longer
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11 online learning modules for observers
o Orientation to observer training
o Minimizing bias
o 9 modules on Framework for Teaching
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Overview
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Framework for Teaching Components in Domain 2 and Domain 3
detailed rater training on each component and performance level
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Over 100+ master scored videos
PAIUCC
Professional Development
Teachscape’s Framework for Teachers Effectiveness Series
(FFTES)
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
PAIUCC
Professional Development
on SAS
PAIUCC
Teacher Information Management System
Built for PDE – Designed for You
Now Showing On a Screen Near You!
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PAIUCC
Dateline TIMS
• Released December 19, 2011
• Paperless February 16, 2012
• Updated weekly through June
• Release Three June 25, 2012
• Emergency Permit Reissuance
July 16, 2012
• Release Four Projected August or
September 2012
PAIUCC
Release 3 Highlights
• More hints on each screen
• Applicant sees only relevant
screens
• Business logic improved to
meet requirements
Applications
•
More
uploads
(Health
Tailored to the
Certificate)
Credential
• Enhanced cover sheet
material
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PAIUCC
Release 3 Dashboards and Searches
Dashboards
Searches
• Applicant, LEA (Local
Education Agency), IHE
(Institutions of Higher
Education) and PDE
dashboards updated
• Sortable Results! (Click
on column heading to
sort.)
• Buttons moved and
renamed
• Section heading text revised
• LEA Search and Print
Permits on one screen
• LEA Reissue Permits from
one screen
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PAIUCC
Release Four – August/September
• Non-US Citizens
– Alien Provisional
Certificates Eliminated
– No Fee Profile Update
for Citizenship Activities
• Act 97 Waivers Added
• New Alternate
Credentials Added
• New Vocational Intern
Category (same
requirements)
• Vocational & Program
Specialist Process
Customized
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PAIUCC
More enhancements are still on the drawing board…
Public Website
Messaging System Overhaul, including Automatic Expedites for LEA
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PAIUCC
Questions?
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