Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Measuring Educator Effectiveness
September 11, 2013
1
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
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.
2
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Educator Effectiveness
3
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Background
•
•
•
•
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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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
2010-2011 Phase I Sites
•
•
•
•
Allentown School District
Cornell School District
Mohawk School District
IU 5 – Northwest Tri-County
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
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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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
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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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
The Danielson Framework for
Teaching
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Danielson Framework for Teaching
• Starting with the 2013-2014 school year, all
professional educators holding an
Instructional Certificate will be evaluated
using the Danielson Framework for Teaching
• Professional development linked to Danielson
components is available on SAS
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Observation/Evidence
from the
Danielson Framework
• 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
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
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
3b: Using
questioning
and discussion
techniques
Teacher’s questions are
low-level or
inappropriate, eliciting
limited student
participation, and elicit
recitation rather than
discussion.
2. Needs Improvement
3. Proficient
4. Distinguished
Expectations for learning,
directions and procedures, and
explanations of content are
clarified after initial confusion;
teacher’s use of language is
correct but may not be
completely appropriate to
students’ cultures or levels of
development.
Expectations for
learning, directions and
procedures, and
explanations of content
are clear to students.
Communications are
appropriate to students’
cultures and levels of
development.
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.
Some of the teacher’s questions
elicit a thoughtful response, but
most are low-level, posed in
rapid succession. Teacher’s
attempts to engage all students
in the discussions are only
partially successful.
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.
Questions reflect high
expectations and are
culturally and
developmentally
appropriate. Students
formulate many of the
high-level questions and
ensure that all voices are
heard.
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Multiple Measures of
Educator Effectiveness
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Teacher Effectiveness System in Act 82 of 2012
Building Level Data/School Performance Profile
Teacher Observation & Practice
Effective 2013-2014 SY
Danielson Framework Domains
1.
2.
3.
4.
Planning and Preparation
Classroom Environment
Instruction
Professional Responsibilities
Effective 2013-2014 SY
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Historically
Underperforming Students
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Building Level
Data, 15%
Teacher Specific
Data, 15%
Observation/
Practice, 50%
Teacher Specific Data
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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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Building Level Data/School Performance Profile
Teacher Observation & Practice
Effective 2013-2014
Danielson Framework Domains
1. Planning and Preparation
2. Classroom Environment
3. Instruction
4. Professional Responsibilities
Effective 2013-2014 SY
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Historically
Underperforming Students
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Building Level
Data, 15%
Elective Data/SLOs
Observation/
Practice,
50%
Elective Data,
35%
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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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Career and Technology Centers
CTCs
Part-time CTC's
FFT
2013-2014
2014-2015
2015-2016
2015-2016
Building Score
100%
65%
65%
65%
Teacher SpecificPVAAS
15%*
Elective-SLOs
35%
35%
20%
Full-time CTCs
2013-2014
2014-2015
2015-2016
2015-2016
FFT
Building Score
85%
50%
50%
50%
15%
15%
15%
15%
Teacher SpecificPVAAS
15%*
Elective-SLOs
35%
35%
20%
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
The Elective Portion of Teacher
Effectiveness
Measuring Student Performance for Teachers in
Tested and Non‐Tested Grades and Subjects
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Student Learning Objectives
(as demonstrated through:)
•
•
•
•
•
•
District Designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Individual Teacher Developed Examinations
Student Projects Pursuant to Local Requirements
Student Portfolios Pursuant to Local Requirements
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
PA’s SLO Template
• Focuses on Student Learning Objectives (SLOs)
that are aligned to PA Standards
• Measures student performance through
student growth or mastery
• Guides the data collection process
• Includes a teacher effectiveness measure
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Non-Teaching Professionals
Educational Specialist
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Who are Educational Specialists?
•
•
•
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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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
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 Specialists
• 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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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Non Teaching Professional Employee
Effectiveness System in Act 82 of 2012
Effective 2014-2015 SY
Observation and Practice
Danielson Framework Domains
1. Planning and Preparation
2. Educational Environment
3. Delivery of Service
4. Professional Development
Student Performance/Multiple Measures
Student
Performance
20%
Observation/
Practice
80%
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Non-Teaching Professionals (ICNDI)
Instructional certifications who do not provide direct instruction to students
To determine whether you are a teaching professional, you must be able to answer yes to the following
two questions:
•
•
Are you working under your instructional certification?
Do you provide direct instruction* to students in a particular subject or grade level?
*Direct instruction is defined as planning and providing the instruction, and assessing the effectiveness
of the instruction.
Under Act 82, if you are working under your instructional certification but do not provide direct
instruction to students you are considered a non-teaching professional. Act 82 applies to non-teaching
professionals in 2014-2015. PDE will publish a rating tool for Non-Teaching Professionals in the
Pennsylvania Bulletin by June 30, 2014.
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Non-Teaching Professionals- Supervisors
Educational Supervisors are defined in Pennsylvania School
Code with the scope of their certificates and assignments
described in Certification and Staffing Polices and Guidelines
–
–
–
–
–
CSPG 88 - Supervisor of Curriculum and Instruction
CSPG 89 - Supervisor of Pupil Services
CSPG 90 - Supervisor of Single Area
CSPG 91 - Supervisor of Special Education
CSPG 92 - Supervisor of Vocational Education
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Principal Effectiveness
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
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.
26
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
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.
27
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
28
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Principal Effectiveness System in Act 82 of 2012
Effective 2014-2015 SY
Observation/ Evidence
Framework for Leadership Domains
1. Strategic/Cultural Leadership
2. Systems Leadership
3. Leadership for Learning
4. Professional and Community
Leadership
Building Level Data/School Performance Profile
Indicators of Academic Achievement
Indicators of Closing the Achievement Gap, All Students
Indicators of Closing the Achievement Gap, Historically
Underperforming Students
Academic Growth PVAAS
Other Academic Indicators
Credit for Advanced Achievement
Building
Level Data,
15%
Observation
/ Evidence
50%
Correlation
Data Based on
Teacher-Level
Measures
15%
Elective
Data
20%
Relationship based on
Teacher Level Measures
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
47
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
Additional Items
www.education.state.pa.us
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Alternative Rating System
• Must be approved by PDE
• Must meet or exceed the measures of
effectiveness in the PA Educator
Effectiveness System
• Must identify the employee as Distinguished,
Proficient, Needs Improvement or Failing
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Differentiated Supervision
• Participation in Differentiated Supervision is available
to any tenured professional who has received at least
a Proficient rating on the Danielson Framework of
Teaching in the previous two years.
• Each tenured professional will be assigned to the
Formal Observation Mode for one (1) year during the
supervision cycle.
• Tenured professionals newly hired by a district will be
eligible to participate in Differentiated Supervision
after successfully completing his/her first year in the
Formal Observation Mode.
32
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Differentiated Supervision
Additional Guidelines will include:
• Principals maintain the right to remove a teacher from the Differentiated
Supervision program and place them into the Formal Observation or Intensive
Supervision modes of supervision.
• Informal observations may occur at anytime regardless of the supervision
mode a teacher has selected or has been assigned for that school year.
• Differentiated Supervision Modes must align to the Danielson Framework for
Teaching and is related to a district or school initiative designed to improve
instructional practices.
• Each mode must be approved by the principal.
• The professional is required to complete a mid year and an end of the year
self-reflection report regarding their goal setting, planning, procedures,
results, and impact on student achievement.
• All professionals enrolled in Differentiated Supervision will also be rated on
Domain 4 of the Danielson model: Professional Responsibilities
33
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Professional Development
Opportunities
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Inter-rater Reliability
Teachscape’s Focus for Principals
•
•
•
•
Professional development for those conducting observations
20 hours of training content
o Self paced
o Total training time can be faster or longer
11 online learning modules for observers
o Orientation to observer training
o Minimizing bias
o 9 modules on Framework for Teaching
o
Overview
o
Framework for Teaching Components in Domain 2 and Domain 3
detailed rater training on each component and performance level
Over 100+ master scored videos
35
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Professional Development on SAS
Teachscape’s Framework for Teachers Effectiveness Series
(FFTES)
• For anyone
• 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
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Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
Additional Professional Development
on SAS
•
•
•
Professional development courses are aligned to
the Danielson, 2011 Framework for Teaching
Stand alone: 20 courses are currently available
on SAS
The following course models are in
development:
•
Prerequisite Model: Courses designed to build on
•
Deepening Knowledge Model: Pre-requisites not
each other
required; educators select courses based on their
knowledge/experience level
37
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
Questions?
www.education.state.pa.us
Measuring Educator Effectiveness
Tom Corbett, Governor
▪
Carolyn C. Dumaresq, Acting Secretary of Education
www.education.state.pa.us
39