Southern Columbia Area
“Differentiated Supervision”
‘ACT 82’
Professional Growth and
Evaluation Plan
Draft: 1-19-15
Monday, January 19, 15
Professional Growth and Evaluation Plan
Developed using guidelines and recommendations from PDE (specific)
Developed by collaborative efforts of administrators and IU Specialists
across the state and PDE as required for Act 82
Most district (local) plans include similar elements found within our plan
Refined by the entire SCA administrative team
Currently D-R-A-F-T; proposed for board approval in February
Monday, January 19, 15
“Supervision” vs “Evaluation”
Supervision is an organizational function concerned
with promoting teacher growth, leading to
improvement in teaching performance and greater
student learning.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Evaluation is an organizational function designed to
make comprehensive judgments concerning teacher
performance and competence for the purposes of
personnel decisions such as tenure and continuing
employment.
Monday, January 19, 15
Professional Growth and Evaluation System
includes the following 10 elements:
Based on the 4 Domains of Danielson’s “Framework for Teaching”.
Training for administrators and teachers that creates:
• A common language - “What is good teaching?”
• Develops the skills of collecting evidence, data analysis & reflection
• Increase data-driven discussions among professionals
Formal observation - evidence-based assessment to improve teaching.
Administrators and professional teaching staff will collaborate to develop
and monitor a plan for professional growth.
A professional growth cycle with the formal observation as a multiyear process of professional growth and continual reflection on goals.
Professional development involves collaborative learning culture for
teachers, integrating individual or collegial goals into school goals, and
utilizing student achievement and other data about student results.
Monday, January 19, 15
Professional Growth and Evaluation System
includes the following 10 elements:
A process using Formal Observation and Self/Team-Directed
Professional Development data to ultimately determine a summative,
semi-annual or annual evaluation for every employee based on the
Danielson Framework and direction from P.D.E.
The Professional Growth and Evaluation Plan for Teachers focuses on the
enhancement of teacher performance and student learning.
The program will recognize the varying needs of each staff member at
each career stage as well as a variety of methods for the plan’s
implementation.
This program will offer support, remediation, enrichment and incentive
for each staff member to develop the skills necessary to ensure quality
education for all students.
Monday, January 19, 15
#1
5
1
4
1
0
2
1
#
e
l
c
y
C
s in
’
n
o
o
i
h
t
a
W
v
r
e
s
b
O
l
a
m
For
l?
e
d
o
M
Monday, January 19, 15
FORMAL OBSERVATION MODEL
(Non-Tenured & First Year In-District Tenured)
Definition:
Formal Observation is a mode of supervision that enables the teacher
to work with his/her supervisor for the purpose of improving the
teaching/learning environment by focusing on pedagogy,
methodologies, resources, and techniques.
Working through the collaborative process, the teacher and
supervisor can foster a climate to bring about instructional
improvement.
This mode includes a pre-observation conference, a formal
observation, and a post-observation conference to determine areas
for growth and serve as data for the summative evaluation.
Monday, January 19, 15
#2
5
1
4
201
3
2
#
le
c
y
C
n
i
s
’
o
d
e
t
Wh
a
i
t
n
e
r
e
f
f
Di
n
o
i
s
i
v
Super
l?
e
d
o
M
Monday, January 19, 15
#3
e
v
i
s
n
Inte
/
w
n
o
si
i
v
r
e
n
o
i
t
Sup
a
rv
e
s
b
O
l
a
m
For
?
l
e
d
Mo
Monday, January 19, 15
5
1
4
1
d
20
e
t
a
i
t
n
e
r
e
f
f
i
D
“
s
”?
i
e
t
d
a
o
h
M
W
n
o
i
s
i
v
r
e
p
Su
QUESTIONS TO ASK:
1. What’s you professional goal?
2. What domain/component of
Danielson’s will be addressed?
3. Do you go it alone or with a team?
4. What PD relate to your goal?
5. Will you GAIN, REFINE
or CREATE knowledge?
Monday, January 19, 15
2014-15 Teachers in Formal Evaluation Cycles
2014-15
There will be 33 Teachers in Formal Evaluation Model
Cycle #2 & #3 will be in Differentiated Supervision Model
2015-16
There will be 34 Teachers in Formal Evaluation Model
Cycle #1 & #3 will be in Differentiated Supervision Model
2016-17
There will be 33 Teachers in Formal Evaluation Model
Cycle #1 & #2 will be in Differentiated Supervision Model
Monday, January 19, 15
Self-Directed or Team-Directed
Professional Growth Model
(Proficient or Distinguished Tenured Teachers)
TEACHERS MUST:
Have tenure.
Have received two consecutive, summative ratings of
proficient or distinguished.
Receive approval from their designated supervisor
Conduct a mid-year review with the supervisor to
monitor progress toward goal.
Conduct an end of year review with the supervisor to
reflect on this year’s goal and share initial thoughts for a
goal for the following school year, if applicable.
Monday, January 19, 15
GOAL SETTING: SELF-DIRECTED &
TEAM-DIRECTED MODELS
(Proficient or Distinguished Tenured Teachers)
DIFFERENTIATED SUPERVISION
Choose between two models: Self-directed or Team-directed
Opportunity for teachers to identify a professional goal aligned to a
domain and component from the Danielson Framework
Focused PD, with aim of increasing student achievement
Teacher’s professional development activities should apply to the
Danielson Framework for Teaching, and other professional
evidence collected throughout the year; used to inform the teacher’s
summative evaluation.
PLEASE NOTE: All steps in the “DS”Model will be documented within the District’s PAETEP (PA Electronic Teacher Evaluation Portal)
Monday, January 19, 15
3 Types of ‘D.S.’ Goals
Goal setting is an essential component of both the Selfdirected and Team-directed models.
TYPE 1: TEACHING GOALS...
Built around teacher behaviors that are directly related to
student outcomes.
TYPE 2: LEARNER GOALS...
Relate directly to solving a specific learning problem or
improving some particular student deficit.
TYPE 3: PROGRAM GOALS...
Relate to curriculum areas, course outlines, articulation
activities, materials selection, and so on...
Monday, January 19, 15
Action Research Focus Options
Student Focus:
Identification and investigation of concerns in the Cognitive, Behavioral,
Social/Emotional, Psychomotor domains of the student. These concerns are issues which arise
from daily interaction with student(s).
Teaching Practice Focus
Research projects driven by questions or concerns with a specific aspect of teaching practice
This could include the questioning of existing practice or situations then exploring new ways to
address the concern.
Teacher Focus
The questioning congruence between teacher beliefs and actual teacher practice. Focuses upon
work habits, personality traits, career stage developments or another personal aspect of
teaching.
Curriculum Focus
May focus on a specific aspect of the existing curriculum or implementation of a new
curriculum as approved by the curricular supervisor.
School Organization Focus
This is usually collaborative in nature and examines structures, policies, traditions, and
procedures in existence. This focus breaks the shackles of tradition and leads to re-thinking and
change within the school.
Monday, January 19, 15
“Other” Options for Non-Core Staff
‘OTHER’ DIFFERENTIATED SUPERVISION MODELS
LESSON STUDY:
Description - Goes beyond collaboration and includes co-planning and observing actual lessons
with a a focus on student thinking. Teachers will plan, observe and refine “research lessons”
designed to make real their long-term goals for student learning and development.
PEER COACHING:
Description – Enables a staff member to work with a peer teacher in a clinical setting to
examine, refine and enhance professional performance. The peers work in a collaborative
relationship that involves the teacher identifying the area of study for the peer coach and then
together conducting a series of pre-conferences, observations, and post-conferences.
PROCESS PORTFOLIO:
Description – Teachers working to master the use of performance assessment in their classroom
may choose to experience the process themselves in this option. Portfolios begin with a focus
question and progress to plan to answer that question.
REFLECTION JOURNAL:
Description – Provides a framework for writing thoughts and perceptions relating to
instructional and educational experiences. Journaling is designed to promote the processing of
those experiences. Time for reflection fosters analysis. Journal formats may include a variety of
forms: free writing, interactive journals, reaction, contemplation, elaboration, or cause and effect.
Reflective journal entries will be submitted monthly to the supervisor.
Monday, January 19, 15
More! “Other” Options for Non-Core Staff
‘OTHER’ DIFFERENTIATED SUPERVISION MODELS
TEACHER – COMMUNITY PARTNERSHIP:
Description – This option allows teaches to collaborate with a business, community group or
institution to extend the school to community partnership for the benefit of students and/or the
identified partner.
VIDEO TAPE ANALYSIS:
Description – This option is to provide an avenue to view, create or listen to lessons with the focus
on analysis and identification of areas of strength as well as strategies that might be executed
differently.
VISITATIONS:
Description – This option is to provide the professional employee the opportunity to observe other
classrooms or programs outside of the district for a specific purpose.
WRITING FOR PUBLICATION:
Description – This option offers the opportunity and encouragement for professionals to produce a
written document based on research, experience, observation and/or data analysis. It can clarify
thinking and offer other useful information to enhance teaching and learning.
Reminder: All DS proposals must be approved by the direct supervisor and
developed, communicated, documented and approved through the PA-ETEP.
Monday, January 19, 15
PA-ETEP PORTAL
(1) Supervisors and teachers will access their Differentiated Supervision Plan
Module from the evidence the district’s PA-ETEP portal. All observation
documentation, communication, approval & final rating is now done through the
ETEP.
(2) Teachers will choose a “Type of Differentiated Supervision” from the
drop down menu.(See Above)
Monday, January 19, 15
PA-ETEP PORTAL
(3) Teachers must choose 2-3 “Component Focus” from Danielson’s 4 Domains
from the drop down menu.(See Below)
(4) Selected components (Danielson)should be selected specifically to align with
each teachers’ intended “Differentiated Supervision” goals.
Monday, January 19, 15
PA-ETEP PORTAL
Below are 5 areas that teachers need to complete to provide explicit details
about their selected “DS” Action Plan in each text box provided.
PROJECT GOAL: Describe the goal for the Differentiated Supervision Action Plan.
PURPOSE/RATIONALE: Describe the rationale for selecting and implementing
your Differentiated Supervision Action Plan.
STEPS &/OR ACTIVITIES TO ACHIEVE GOAL: Describe the various steps and/
or activities that will be involved in completing your Differentiated Supervision
Action Plan.
IMPLEMENTATION TIMELINE: Describe how you will implement your
Differentiated Supervision Action Plan over the course of the school year.
INDICATORS OF EFFECTIVENESS/MEASURES OF STUDENT SUCCESS:
Describe what you will use to measure student success and/or the effectiveness of
your “DS” Plan and be selected specifically to align with your intended “DI”
goals.
Monday, January 19, 15
IN SUMMARY.... “D.S.” is designed to
promote teacher growth, leading to improvement in
teaching performance... and increased student learning
The PA-ETEP (Electronic Teacher Evaluation Portal) will be
used for all Professional Artifacts: Walk-Throughs, Formal
Observations, SLO (Student Learning Objectives) and
“DS” (Differentiated Supervision), Act 82-1 Evaluation Form
District supervisor will be meeting with individual teachers,
departments/grade levels this week to get Cycle 2 or 3 started.
Cycle 1 staff in the Formal Observation Model will do the
same as last year in E-TEP.
A copy of the district’s “Professional Growth & Evaluation
Plan” is now available on the CIT web site. (DRAFT)
Monday, January 19, 15