Transcript Differentiated Supervision - Armstrong School District

Differentiated Supervision
Armstrong School District
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Today’s Goals
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Frequently Asked Questions
Discuss Act 82
Why Differentiated Supervision?
Discuss the Components and Cycling Process of the ASD
Differentiated Supervision Plan
Components of our Plan: Action Research, Portfolio, Formal
Observation, Walk Through, Classroom Teacher Rating Form
Provide each building with a scripted training tool and PowerPoint
to facilitate an equitable professional development experience for
all teachers across the district
Building Level Team Planning for Teacher Training
Purpose of the ASD Core Panel
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Teacher Effectiveness System in Act 82 of 2012
School Building Data
Effective 2013-2014 SY
Indicators of Academic Achievement
Observation/Evidence
Effective 2013-2014 SY
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
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
School Building
Data, 15%
Teacher Specific
Data, 15%
Observation/
Evidence,
50%
Teacher Specific Data
Effective 2016-2017 SY
PVAAS / Growth 3 Year Rolling Average
1. 2013-2014 SY
2. 2014-2015 SY
3. 2015-2016 SY
Other data as provided in Act 82
Elective Data/SLOs
Elective
Data, 20%
Optional 2013-2014 SY
Effective 2014-2015 SY
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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Danielson Framework
• PDE has recognized Danielson’s Framework for
teaching as the model for supervision of
classroom teachers.
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Purposes for Teacher Evaluation
• To ensure quality teaching
• To provide a framework for professional
development and growth
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Multiple Measures of Teacher Effectiveness –
Observation/Evidence
• 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
• Danielson’s Framework for Teaching 2011
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A Framework for Teaching:
Components of Professional Practice
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
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
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Levels of performance
• Distinguished
• Proficient
• Needs Improvement
• Failing
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What is Differentiated Supervision?
• Differentiated Supervision recognizes the level
of experience, the effectiveness, and
professionalism of teachers as well as the
intensity and time commitment of the formal
observation process using the Danielson
Framework for Teaching
– The assessment supported by Differentiated
Supervision is a formative assessment.
(PDE Educator Effectiveness Administrative Manual, Pages
19)
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Differentiated Supervision
• Differentiated Supervision provides a framework for
professional growth designed to improve teacher
effectiveness, instructional practices, and student
achievement.
• A committee of ASD teachers and administrators developed
a Differentiated Supervision Plan based on PDE’s guidelines
• PDE has identified a supervision system consisting of a
model that will result in the professional development of
educators in terms of differentiated supervision.
• PDE recommends that temporary professional employees
should not participate in Differentiated Supervision.
(PDE Educator Effectiveness Administrative Manual, Pages 1819, 47-49)
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ASD Cycle of Supervision
1/3
1/3
1/3
•Formal Observation
•Action Research Project/Plan
•Portfolio
Walk Throughs will be used for all cycles of supervision
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Formal Observation
• Based on Danielson Framework for Teaching
• The forms are as follows:
– Goal setting (Form A),
– A pre-observation conference (Form B),
– Observation (Form C),
– A post observation conference (Form D),and
– A reflective session of the observed lesson (Form
E)
See Attached Rating Forms
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Formal Observation
• Formal Observations will be supplemented by
walkthroughs, informal observations, etc.
• Professional tenured employees will receive at
least one summative evaluation per school
year
• Non-tenured employees will receive two
summative evaluations per school year
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Action Research Plan
• Professional employees will develop a structured, ongoing reflection of a practice related issue
• Professionals may work individually or in small groups,
dyads or triads, to complete the action research
project,
• Meeting notes, resources, data collection tools, and
the results of the reflective sessions will be shared
principal during the planning session (Form 1), midyear review (Form 2), end of the year summary (Form
3), and reflection assessment (Form 4)
(PDE Educator Effectiveness Administrative Manual,
Pages 47-49)
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Portfolio
• Professional employees will examine their own practice in
relation to the Danielson Framework for Teaching
• (Form W) Serves as a guide for teachers for focus and
direction in relation to the four domains.
• (Form V) is the goal setting form in which teachers will set
goals for the year that center around the four domains,
• Resources, data collection tools, and the results of the
reflective sessions will be shared with the principal at the
mid-year review (Form X), at the end of the year summary
(Form Y), and reflection assessment (Form Z) used for
formative and summative evaluations
(PDE Educator Effectiveness Administrative Manual, Pages 1819, 47-49)
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Walk Throughs
• Throughout the Action Research Plan,
Portfolio, and Formal Observation Walk
Throughs are done
• The walkthrough is conducted to provide
feedback on the actions being taken to reach
goals.
• The information gathered during the walk
through will be shared with the teacher.
(PDE Educator Effectiveness Administrative
Manual, Page 19)
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End of the Year PDE Rating Tool
• The rating tool functions as a framework for
the evaluation and summative process for
classroom teachers , and is designed for local
education agencies providing elementary and
secondary education across the
Commonwealth.
• See Form 22
(PDE Educator Effectiveness Administrative
Manual, Pages 10-17, 37-44)
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