Transcript Document

WELCOME TO THE
2013 - 2014 SCHOOL
YEAR
A YEAR OF
POSSIBILITIES!
CONTINUING THE WORK WE HAVE
STARTED . . .
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Curriculum, Instruction, & Assessment
Meaningful and relevant
o Grounded in ‘teaching for understanding’
o Student-centered
o Focused on growth of all students
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Technology
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“Meaningful use of technology to serve learning”
(George Couros)
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Power of collaboration, communication, creativity, &
critical thinking
Extended learning beyond the school building - for
teachers and students
And meeting the new mandates . . .
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PA Effective Educator
Observation & Supervision
o Teacher Evaluation
o School Profile Reports
o Creation of ‘elective data’ based on “Student
Learning Objectives”
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Comprehensive Plan (formerly Strategic Plan)
http://www.flickr.com/photos/99257619@N02/9345886367/in/pool-858082@N25
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Formal Observation
OR
Any of the Modes of Differentiated
Supervision
“Formative” process of supervision
and professional development using
the Danielson Framework for
Teaching
For evaluation, will receive a rating
in each of the four domains based
on evidence gathered throughout
year:
o Planning & Preparation (20%)
o Classroom Environment (30%)
o Instruction (30%)
o Professional Responsibility
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Use the Danielson
Framework as a reflective
tool to self-assess.
Focus is on moving practice
toward the ‘Distinguished’
level.
Components in each domain
reflect effective or ‘high-yield’
instructional/professional
practices
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CHANGES IN PROCESS
OBSERVATION PROCESS
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Pre-conference
Observation w/collection of evidence (facts); shared
w/teacher.
Teacher reflects & completes rubric, Domains 2 & 3
Supervisor identifies areas of agreement
Post-conference - discussion; recognize strengths; set
goals for growth
Follow-up walk-thru focused on selected area of growth
Non-tenured or new to district - two times per year
for formal observation
Tenured teachers - once every ___ years; one
CHANGES IN PROCESS
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DIFFERENTIATED SUPERVISION
PROCESS
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Collaborative Mode
 Peer Coaching
 Collegial Partnership
Self-Directed Mode
 Action Research
 Portfolio
 National Board Certification
Any option selected must have a goal based
CHANGES IN PROCESS
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Other Evidence for Professional Practice
Informal Walk-thrus (not connected to formal
observation)
o Unit plans, lesson plans, assessments
o Student work samples
o Communication logs, newsletters, teacher sites
o Presentations at faculty meetings, in-service, etc.
o Participation in PLC groups
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School Building Data:
15%
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Part of every teacher’s and nonteaching professional’s evaluation.
Grade based on 100 (but can earn
“extra credit.”)
Grade is calculated differently based on the grade levels in the
school.
School Building Data
15%
Table G: Conversion from 100 Point Scale to
0—3 Scale for Building Level Rating
Building Level Score
0—3 Rating Scale*
90.0 to 107
2.50—3.00
70.0 to 89.9
1.50—2.49
60.0 to 69.9
0.50—1.49
00.0 to 59.9
0.00—0.49
TEACHER SPECIFIC DATA
15%
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Any teacher Grades 4 and up who is responsible for the
planning & preparation and delivery of instruction of any
content tested by PSSA or Keystone exams.
2013 - 2014 begins the 3 year rolling average for PVAAS.
Three years must be consecutive years, but the grade level or
subject area can change.
The % of each student’s growth/achievement that is attributed
to each teacher is based on the # days the student is
assigned to the teacher and the % of responsibility the
teacher has for the planning & prep and delivery of instruction.
TEACHER SPECIFIC DATA
15%
Table H: Conversion from % Scale to
0—3 Scale for Assessments Rating
% Students at Proficient or
Advanced
Below 60%
0—3 Rating Scale
95—100%
3.0
90—94.9%
2.5
80—89.9%
2.0
70—79.9%
1.5
65—69.9%
1.0
60—64.9%
0.5
0.0
TEACHER SPECIFIC DATA
15%
Table I: Conversion from 100 Points Scale to
0—3 Scale for PVAAS Rating
PVAAS Score
0—3 Scale*
90.0 to 100
2.50—3.00
70.0 to 89.9
1.50—2.49
60.0 to 69.9
0.50—1.49
00.0 to 59.9
0.00—0.49
Elective Data/SLOs:
20%
35%
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To be used for all teachers
Will be greater % of teacher’s evaluation
for those with no ‘Teacher Specific’ Data
Must be developed in every subject by
end of school year
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OPPORTUNITY
SLOs will allow us to present a broader, more
meaningful picture of student growth and
achievement
Connect to work we are doing in curriculum,
instruction, & assessment
“Thought-provoking and time consuming but
should inform strong instructional practice
without an increase in testing”
Use technology to expand ways for students to
demonstrate understanding in ways that they
Let’s create an
atmosphere of
joy and
wonder!
Let’s create an
atmosphere of
joy and
wonder!