Presenters
Dr. Jane Coughenour
Dr. Karen Chapman
Mr. Michael Matta
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Staff at McKeesport Area School district worked to
create an evaluation process that culminates with a
teacher showing evidence of student growth.
District motto “Move, Engage, Assess” drives
components of the evaluation process.
Members of the evaluation committee included:
◦ Assistant Superintendent
◦ Director of Federal Programs
◦ District Technology Integrator
◦ 2 Board Members
◦ Principal
◦ 9 teachers
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Assign a Central Office Administrator to each
building
Create a district wide informal observation
form aligned to the Teacher Effectiveness
Model
Create a district wide walkthrough and
instructional round form
Creation of a teachers’ personal academic goal
Use of an online software package to collect
and analyze data from teacher walkthroughs
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Student engagement and discourse drives
instruction through:
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Cooperative learning
Formative assessment
Critical thinking activities
Performance activities
High level questioning
Teacher is a facilitator in the classroom, not
a lecturer.
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Students drive instruction, not subject
content.
Formative assessment is an essential
component of instruction achieved through:
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Individual whiteboards
Ticket out the door
Journaling
Technology
Questioning
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These targeted strategies are reflected the
District’s Motto: “Move, Engage, Assess”.
 Using Activators (bell ringers, etc.)
 Setting the Purpose for Instruction
 Modeling the Task
 Chunking the Lesson
 Scaffolding Tasks
 Differentiating to Student Needs
 Adding Rigor to Each Lesson
 Use of Collaborative Groupings
 Real-Life Connections
Increasing Student Discourse Techniques
 (i.e. Turn and Talks, Re-teaching, Group
Tasks, Group members’ Report-Outs, etc.),
Formative and Random Assessment Techniques
 (i.e. All-Student Response Systems, Individual
White Boards, Thumbs-Up/Down, Random
Reporter, Popsicle-Stick Drawing, etc.
 Walk-through
 Instructional
Round
 Formal Observation
 Informal Observation
 Teachers’ Personal Academic Goal
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Walk-through is conducted 2 or 3 times
each 9 weeks for each teacher.
Observation is only 5 minutes in length.
Observer looking for components of district
motto “Move, Engage, Assess”.
Walk-through is not evaluative.
Walk-through encompasses 4 domains
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Student engagement
Teacher interaction
Evidence of district-wide expectations
Positive climate and teacher efficacy
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District motto drives what is observed during
an Instructional Round.
Instructional rounds may consist of a
principal, curriculum director, teacher(s),
and/or central administrator.
Instructional rounds last 20 minutes.
There is a group discussion to discuss group
members’ observations.
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Teachers are encouraged to infuse specific
targeted instructional strategies into their
lesson design to increase:
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Active teacher engagement
Active student engagement
Instructional rigor
Assessment for learning
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To begin the process of including peers, we
turned to teacher leaders who had success
and a comfort level with Instructional Rounds
(IRs).
◦ Teachers district wide agreed to allow their peers in
to view, and reflect on, their showcase lessons.
◦ Teachers were asked to conduct a model showcase
lesson.
◦ Teachers permitted video-taping of their lesson to
be placed on Teacher Compass for view by other
staff members.
◦ Videos served as a means for professional
development
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A Peer Invitation System was developed…
◦ We used an e-mail distribution list specific to
teachers’ period plans.
 If the PIR lesson was period 4 at the high school, all
teachers with plans in period 4 were invited.
Building and district administrators were also
invited.
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Forms were prepared in advance:
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PIR
PIR
PIR
PIR
Post-Observation Meeting Agenda
Signature Sheet (Act 48 purposes)
Ground Rules for Reflection
Form to Track Participation
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For planning and performing a Peer
Instructional Round (PIR)…
◦ The teacher was awarded a Certificate of
Recognition signed by superintendent.
◦ The teacher was recognized on the district webpage.
◦ For giving up a plan period to observe and reflect
on a peer’s lesson, the teacher was awarded ½
hour Act 48 Credit under professional
development.
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E-Mails of Invitations
◦ Invitations were sent 2 days prior to each PIR.
◦ E-mails included the date, period, time, room
number and reminded invitees about the Act 48
incentive for viewing and reflecting on a PIR .
◦ The e-mail also gave the purpose of the PIR (to
build a Professional Learning Community around
engaging and rigorous instructional strategies).
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A last minute reminder e-mail was sent the
morning of each PIR. These encouraged last
minute drop-ins.
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Each visiting teacher was given a copy of the
Peer Instructional Round Form as they
entered the showcase lesson. They were told
they didn’t need to use it, but could use it for
reference. They were told that the form
would drive the post-conference reflection.
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All visitors were reminded of the ground
rules.
◦ Positive Comments Only
◦ Identify where and when in the lesson targeted
strategies were observed
◦ Share strategies that were successes in their own
classroom
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During the post PIR reflection, the targeted
instructional strategies are read from the PIR
form and teachers identify if and when the
strategies were viewed in the lesson.
◦ Teachers are encouraged to share strategies that
have been effective for them in their lesson
design and implementation.
 This facilitates professional growth, not only
through the viewing of the lesson, but also through
these discussion and reflection.
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Teachers with 1 to 3 years of teaching experience
Teacher will have 2 observations using the 426
observation rubric and evaluation system
Each observation will last a minimum of 35 minutes
A post conference is held after each observation
Employee must attain an additional 24 credits at a
University or AIU
Following attainment of 24 credits and 6
satisfactory ratings, professional employee may
apply for level II certification through TIMS
(www.state.pa.us)
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Level II employees in years 3 – 6 receive a
formal observation
Professional employees MUST receive a
formal observation every three years
Career level employees are observed using
PDE’s Teacher Effectiveness Model for their
formal observation.
Through a differentiated model, teachers may
select an informal observation between years
of their required formal observations
Principal/Supervisor conducts
classroom observations, including
evidence that demonstrates
behaviors associated with
improving student achievement
Who collects/provides evidence?
Both teacher and evaluator
Evaluation is not done TO you;
it is done with you and for you
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Common language
Similar vision for good teaching and how it
can be improved
Greater validity and reliability in the teacher
evaluation process
Changes in novice thinking
Opportunities for collaboration
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Generic: applies to all grade levels, content
areas
Not a checklist
◦ Evidence based/reflective
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Not prescriptive: tells the “what” of teaching,
not “how”
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Comprehensive: not just what we can see
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Inclusive: Novice to Master teacher
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Pennsylvania has adopted Charlotte Danielson's
Framework for Teaching as the overarching vision
for effective instruction in the Commonwealth. The
model focuses the complex activity of teaching by
defining four domains of teaching responsibility:
Domains (Danielson’s Framework for Teaching)
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Planning and Preparation
Classroom Environment
Instruction
Professional Responsibilities
4 Domains
 22 components
 4 possible ratings for each component
 Unsatisfactory – Potential for harm
 Progressing / Needs Improvement
- Inconsistent, novice
 Proficient - Competent
 Distinguished - Unusually
excellent, no one “lives” here
permanently in all components
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Demonstrating knowledge of content and
pedagogy
Demonstrating knowledge of students
Setting instructional objectives
Demonstrating knowledge of resources
Designing coherent instruction
Designing student assessments
 Teacher wrote a scholarly article
 Lesson plans/structure/content/relevance
 Teacher explanation of probable students’
misconceptions
 Teacher presented a workshop to faculty
 Teacher explains the structure of discipline
prior to lesson
 Teacher tells observer how this lesson fits into
the larger unit
 Teacher states how this lesson connects to
content standards
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Creating an environment of respect and
rapport
Establishing a culture of learning
Managing classroom procedures
Managing student behavior
Organizing physical space
Figure 6.7
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements:
Teacher interaction with students Student interaction
L
E V E L
O F
P
E R F O R M A N C E
NEEDS IMPROVEMENT OR
PROGRESSING
PROFICIENT
DISTINGUISHED
Teacher interaction with at least
some students is negative,
demeaning, sarcastic, or
inappropriate to the age or
culture of the students. Students
exhibit disrespect for teacher.
Teacher-student interactions are
generally appropriate but may
reflect occasional inconsistencies,
favoritism, or disregard for
students’ cultures. Students
exhibit only minimal respect for
teacher.
Teacher-student interactions are
friendly and demonstrate general
warmth, caring, and respect.
Such interactions are appropriate
to developmental and cultural
norms. Students exhibit respect
for teacher.
Teacher demonstrates genuine
caring and respect for individual
students. Students exhibit respect
for teacher as an individual,
beyond that for the role.
Student interactions are
characterized by conflict,
sarcasm, or put-downs.
Students do not demonstrate
negative behavior toward on
another.
Student interactions are generally
polite and respectful.
Students demonstrate genuine
caring for one another as
individuals and as students.
ELEMENT
UNSATISFACTORY
Teacher
Interaction
with Students
Student
Interaction
Communicating with students
 Using questioning and discussion
techniques
 Engaging students in learning
 Using assessment in instruction
 Demonstrating flexibility and
responsiveness
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Teacher’s answers student questions during
class
Teacher adjusts the lesson midstream based
on students’ misconceptions
Teacher poses different levels of content
questions during the lesson
Use of formative assessment during
instruction
Student led / cooperative instruction
Higher order questioning utilized by teacher
(not all recall in nature)
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Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional community
Growing and developing professionally
Showing professionalism
Pre-Observation – Domain 1 and 4
2 days before: Teacher provides evidence using Lesson Plan Form
Teacher and Evaluator discuss evidence provided; Evaluator Collects
additional Evidence through Questioning
Where
did
your group
mark
the
During the
Observation
– Domains
1, 2 and
3
or above proficient?
Evaluator arrives early – Walks the Walls
lesson at
Evidence Collected during the lesson: Avoid Opinions
Where
did your group mark below
proficient?
Preparing
for Post-Observation – Domains 1, 2, 3 and 4
Evaluator provides Teacher with Evidence
Collected during the Observation
Teacher self-assesses using highlighter and
rubric –and gives to evaluator
Evaluator assesses and marks all agreed upon –
leaves areas of concern blank to discuss
Post-Teaching Collaborative Assessment – Domains: 1, 2, 3 and 4
Teacher and Evaluator discuss agreed upon
items
Evaluator invites teacher to discuss areas of
disagreement
Teacher develops self-assessment summary
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Teacher selects the day and time of the conference
Teacher receives the worksheet encompassing
domain 1 and 2 prior to the pre-conference
During the pre-conference, teacher will speak
about the lesson to be observed, noting standards,
instructional strategies to be used, etc.
Administrator will work through domain 1 at this
time (planning and preparation), taking notes
during the meeting.
Some elements of domain 4 (professionalism) may
be answered at this time.
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Observation is to last a minimum of 35 minutes
Administrator will take notes on what is
“OBSERVED” in domains 2 (classroom environment)
and domain 3 (instruction)
Administrator’s notes are to relate what is
observed and cannot be subjective
All elements in domain 2 and 3 will receive a rating
of unsatisfactory, needs improvement, proficient,
or distinguished
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Verbatim scripting of teacher or student comments:
“Could one person from each table collect materials?”
Descriptions of observed teacher or student behavior:
The teacher stands by the door, greeting students as they
enter.
Numeric information about time, student participation,
resource use, etc.:
Three students of the eighteen offer nearly all of the
comments during discussion.
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An observed aspect of the environment:
The assignment is on the board for students to do while roll
is taken.
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Teacher will receive the teacher effectiveness rubric
to “self-assess” their lesson observed.
Teacher will have no more than one week to
complete the rubric and return it to the
administrator that observed him / her.
Administrator will schedule a post-conference
upon completion of the teacher self-assessment
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To discuss the components of difference
(not yet marked by observer)
To elicit any evidence that still remains to be
added about the lesson
To arrive at an assessment on the rubric for
components of difference.
To select and agree upon two areas of instruction
that will be highlighted and looked for during the
walkthrough
Observation will be placed in Teacher Compass
Teacher and administrator will sign the signature
form for meeting attendance
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A walk-through utilizing the appropriate PDE form
will be conducted by the administrator
The walk-through is unannounced
Only the two areas identified during the postconference will be noted during the walk-through
The walk-through will last 15 minutes
The administrator will take notes and the walkthrough will be placed in Teacher Compass
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Informal observation is unannounced
Observation is 15 minutes in length
Informal observations may be conducted on
Level II professional employees after 6 years
of service
Danielson’s rubric are utilized in the informal
observation
A summary is written of components seen
during the observation
Observer looking for components of the
district motto.
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Planning and Preparation
◦ 8 elements
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Classroom Environment
◦ 10 elements
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Instruction
◦ 14 elements
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Professionalism
◦ 7 elements
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Teachers are evaluated in all 39 elements
Teachers receive a:
◦ Yes - was observed
◦ No - was not observed
◦ NA - not applicable
 Not applicable was included for those education
professionals who may not teach in a classroom
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Observation notes are included after each
domain
Notes are to show what saw “seen” and not
perceptions or opinions of the administrator
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What is a personal academic goal?
What am I to assess?
What happens if my students don’t show
growth?
How much growth do students need to show?
Will I receive an unsatisfactory rating?
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Goal must address a standard within the
teachers’ grade level and/or academic area.
Goal is to be attainable and not all
encompassing.
Goal is to be submitted to building administrator
for approval.
Every student who takes / has that particular
class with the teacher are to be assessed
◦ Example: All students who take gym
◦ Example: All 8th grade students that take World
Language (rotated through 4 nine week grading periods)
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Teacher is to collect data by testing
students on the academic goal chosen.
◦ Elementary teachers test class
◦ Secondary teachers test every student of that
course / class
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First test given at the start of the school
year.
Same data collection tool used after May
15.
◦ Teacher to submit data to building principal as
evidence of student growth / regression
1. Hello
A. Hola
B. Guten Morgen
C. Bonjour
D. Guten Tag
2. How are you?
A. Wie geht’s?
B. Ça va?
C. ¿Qué tal?
D. Comme çi comme ça?
3. Please
A. Merci
B. Por favor
C. Danke
D. Bitte
4. My name is…
A. Me llamo…
B. Es fruet mich…
C. Ich heisse…
D. Je m’appelle…
5. See you later…
A. A tout a l’heure
B. Bis später
C. Auf wiedersehen
Bitten schön
PERIOD 6
KB
MB
AC
SF
BH
CJ
MK
JP
HS
JS
RT
MW
PERIOD 8
AK
SB
HD
LE
JE
PH
KJ
KL
JM
MR
TT
CR
5
5
5
2
3
4
1
1
5
2
1
5
4
8
8
6
3
5
6
7
6
5
4
8
2
6
3
3
6
2
2
2
6
0
2
2
4
5
5
6
7
6
2
7
5
3
3
7
0
-1
3
3
4
0
1
5
6
1
3
3
3
0
2
-1
2
3
1
4
0
5
-1
3
1
5
Final Score
5.805970149
Growth
2.083333333
Baseline Score
AVERAGES 3.514705882
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50% - Teacher Observation
15% - PSSA / Keystone Data
15% - Teacher Specific Data
◦ Personal Academic Goal
◦ Students receive pre- post test on a standard
selected by the teacher
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20% - Elective Data
◦ Attendance data
◦ Common Assessments
◦ Plato Testing, Dibbles, etc.
http://teachercompass.pearsoncmg.com
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Teacher Compass is an on-line program that
houses all district observations / evaluations.
Reports can be generated for individual
teachers and the building.
Videos for professional development are
available to attach to teacher observations.
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Components of Teacher Compass:
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Teacher listing
Rubrics
Videos for professional development
Individual teacher reports
Building report for Walk-throughs
Data analysis for building / teacher strengths and
concerns