PA Educator Effectiveness:
An Overview
East Penn School District
Presentation for Administrators
Session 3
September 16 & ...
Act 82: Components of Teacher
Effectiveness
Beginning in 2013-14, the evaluation tool for
classroom teachers shall give co...
Supervision / Evaluation Guidelines
Professional Status
Formal
Observations
Performance Rating
Tenured 2 per year 1 (final...
Danielson Model
Domain 1
Planning and
Preparation
Domain 2
Classroom
Environment
Domain 3
Instruction
Domain 4
Professional
Responsibiliti...
Domain 2
Classroom
Environment
Domain 2a
Creating an Environment of Respect
and Rapport
• Encourage positive and caring interactions between
teacher and ...
Domain 2b
Establishing a Culture for Learning
• Establish a classroom culture that reflects the
educational importance of ...
Domain 2c
Managing Classroom Procedures
• Establish and monitor routines and procedures for
smooth operation of classroom ...
Domain 2d
Managing Student Behavior
• Establish and reinforce clear standards of conduct
• Reinforce positive behavior
• A...
Domain 2e
Organizing Physical Space
• Skillful use of physical space (safe and accessible) to
promote student learning
• C...
Danielson Model
Domain 1
Planning and
Preparation
Domain 2
Classroom
Environment
Domain 3
Instruction
Domain 4
Professional
Responsibiliti...
Domain 4
Professional
Responsibilities
Domain 4a
Reflecting on Teaching
• Analyze decisions made in both the planning and
implementation of a lesson in terms of ...
Domain 4b
Maintaining Accurate Records
• Establish routines and systems to monitor student
progress
• Student completion o...
Domain 4c
Communicating with Families
• Provide opportunities for families to understand the
instructional program and the...
Domain 4d
Participating in the Professional
Community
• Maintain professional collegial relationships to
improve teaching ...
Domain 4e
Growing and Developing
Professionally
• Continue to enhance content knowledge and
pedagogical skill
• Receptive ...
Domain 4f
Showing Professionalism
• Conduct self with honesty and integrity
• Have a strong moral compass
• Take a leaders...
Traditional Supervision
of Teacher Practice
• Plan observation date
• Employee has minimum of 5 working days to prepare fo...
Pre-Observation Data Sheet
• What is the content to be taught? What prerequisite learning is
required?
• Characterize the ...
Upcoming SlideShare
Loading in …5
×

Educator Effectiveness: Session 3

300 views

Published on

Used to familiarize district administrators and educators with the Pennsylvania Educator Effectiveness Model. Session 1 was presented at a board meeting, and a summary of all three sessions was presented to all of the district’s teachers at a district professional development day. Their content was created with the help of the District Assistant Superintendent.
9-16-13

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
300
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Educator Effectiveness: Session 3

  1. 1. PA Educator Effectiveness: An Overview East Penn School District Presentation for Administrators Session 3 September 16 & 17, 2013
  2. 2. Act 82: Components of Teacher Effectiveness Beginning in 2013-14, the evaluation tool for classroom teachers shall give consideration to the following: • Classroom observation 50% (85%) • Student performance measures 50% (15%)
  3. 3. Supervision / Evaluation Guidelines Professional Status Formal Observations Performance Rating Tenured 2 per year 1 (final) Non-tenured 4 per year (2 per semester) 2 per year (mid-year & final) 1st year employee (regardless of tenure status) 4 per year (2 per semester) 1 (final) FTS 4 per year (2 per semester) 2 per year (mid-year & final)
  4. 4. Danielson Model
  5. 5. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 3 Instruction Domain 4 Professional Responsibilities
  6. 6. Domain 2 Classroom Environment
  7. 7. Domain 2a Creating an Environment of Respect and Rapport • Encourage positive and caring interactions between teacher and student and between students (respectful talk, active listening, and turn-taking) • Cultivate an environment in which students feel valued, safe, and comfortable taking intellectual risks
  8. 8. Domain 2b Establishing a Culture for Learning • Establish a classroom culture that reflects the educational importance of content and student learning • Maintain high expectations for all student work and the quality of thinking • Encourage students to take pride in their accomplishments and the accomplishments of their peers
  9. 9. Domain 2c Managing Classroom Procedures • Establish and monitor routines and procedures for smooth operation of classroom and efficient use of time • Maximize instructional time (management of transitions and materials) • Encourage student ownership of routines (class“runs itself”)
  10. 10. Domain 2d Managing Student Behavior • Establish and reinforce clear standards of conduct • Reinforce positive behavior • Address inappropriate behavior in a respectful manner
  11. 11. Domain 2e Organizing Physical Space • Skillful use of physical space (safe and accessible) to promote student learning • Create an inviting classroom environment • Effective use of of physical resources, including technology, by both teacher and students
  12. 12. Danielson Model
  13. 13. Domain 1 Planning and Preparation Domain 2 Classroom Environment Domain 3 Instruction Domain 4 Professional Responsibilities
  14. 14. Domain 4 Professional Responsibilities
  15. 15. Domain 4a Reflecting on Teaching • Analyze decisions made in both the planning and implementation of a lesson in terms of the impact on student learning • Make revisions and choose which aspects of instruction to continue or discontinue • Focus on improving teaching and learning
  16. 16. Domain 4b Maintaining Accurate Records • Establish routines and systems to monitor student progress • Student completion of assignments • Student progress toward instructional outcomes (i.e. assessment data in Performance Tracker and eSchoolPLUS) • Non-instructional records (field trips, school pictures)
  17. 17. Domain 4c Communicating with Families • Provide opportunities for families to understand the instructional program and their child’s progress • Engage families in the learning process • Maintain regular and culturally appropriate communication with families
  18. 18. Domain 4d Participating in the Professional Community • Maintain professional collegial relationships to improve teaching and learning (sharing, planning, and working together) • Support a culture of professional inquiry • Participate in school, district, and community initiatives
  19. 19. Domain 4e Growing and Developing Professionally • Continue to enhance content knowledge and pedagogical skill • Receptive to feedback from colleagues through networking and joint planning • Seek professional development opportunities • Participate in professional organizations • Read academic literature
  20. 20. Domain 4f Showing Professionalism • Conduct self with honesty and integrity • Have a strong moral compass • Take a leadership role in decision making • Advocate for best interest of each student; solve problems with students’needs as priority • Adhere to policies and established procedures
  21. 21. Traditional Supervision of Teacher Practice • Plan observation date • Employee has minimum of 5 working days to prepare for observation • Pre-observation conference • Lesson plan returned to administrator 24 hours prior to scheduled observation • Classroom observation • Post-observation conference • Held no later than 3 working days after observation • Observation report received by employee no later than 5 working days after conference
  22. 22. Pre-Observation Data Sheet • What is the content to be taught? What prerequisite learning is required? • Characterize the class. How will you modify this lesson for groups of individual students? • What do you want students to learn during this lesson? • What resources were considered for this lesson and rejected? What resources will be used? Why? • List very briefly the steps of the lesson. • How will you measure the goals articulated in question 3? What does success look like?

×