The Card Sort Does this help? Do you need to make a change?

The Card Sort Does this help? Do you need to make a change?
Yellow ~ Domain 1 Blue ~ Domain 2, Pink ~ Domain 3 Green ~ Domain 4 Do you need to make a change? NOTE: Prior to this activity, you will need to distribute the colored Card Sort cards, so that there is one card for each person and that each table group has cards of all four colors. The purpose of this activity is for participants to revisit the Framework for Teaching and to connect an individual scenario to one domain/component/element and level of performance. Direct participants to place a sticky note on their card, and to locate the rubrics of the Framework, found in their Day 1 materials, pp. 4 – 9. Ask them to work alone for a couple minutes to read their scenario and to assign it to a domain/component/element of the Framework, and to write this on their post-it note and affix it to their card.. While there may be more than one possible connection, they are to select the best one. Do not let them confer at this time, but rather, work alone. 3 – 5 minutes. At the end of this time, Tell participants that the color of the cards is significant: Yellow=Domain 1, Blue=Domain 2, Pink=Domain 3, Green=Domain 4. Invite correction on their post-its at this time. Next, ask participants to share their scenario with their table group, and develop consensus about the best answer. 4/21/2017 Region 5

Rewrite Select one scenario at your table Determine tentative LOP
Pages 5 - 8 Select one scenario at your table Determine tentative LOP Report out ~ Now, tell participants to select one of their cards, and to think about what level of performance, Unsatisfactory, Basic, Proficient or Distinguished, that scenio would represent if it were typical of that teacher’s overall practice. Allow them to have a table conversation about ONE scenario, using their rubrics, to begin to circle around the appropriate level of performance, for about 3 -4 minutes. Now, tell them that if they found some language in, say, the basic level and some language in the proficient level, that both apply to the scenario, they should feel free to use both: TEACHING BEHAVIOR DOESN’T JUST “LIVE” IN ONE LEVEL OF PERFORMANCE., it is most often a mixture. Ask them to write on a second post-it, the phrases from one or more levels of performance that match with the scenario they chose, and to affix this to the post it. . 4/21/2017 Region 5

Focus Questions for Domain 2
2a: The distinguished level of this component refers to individualizing respect. Give an example of what this means. 2b. What is the difference between this component, A Culture for Learning, and 2a, Respect and Rapport? 2c. At the distinguished level of this component, students manage some of the classroom procedures. Which procedures are appropriate for students to manage? Why? 4/21/2017

2d:. In the distinguished level of this. component, the teacher’s
2d: In the distinguished level of this component, the teacher’s management of student behavior is “subtle and preventive”. Give some examples of this type of management. 2e: What do students have to be specifically taught in order for them to function at the distinguished level of this component? 4/21/2017

5 “Rules” for Teacher Evaluation
Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process The role of teacher learning Transparency Invite participants to notice the five best practices/rules for doing teacher evaluation right. Explain that we will we working on each of these practices for the next two days. 4/21/2017 Region 5

Rule # 1 Start with a defensible definition of good teaching that is studied, and understood, by all stakeholders. The Framework for Teaching! Tell participants that we spent all of our time yesterday experiencing Pennsylvania’s definition of good teaching, which is the Framework for Teaching, otherwise known as the research-based standards for teaching. Now we will experience a quick review of that definition of practice. 4/21/2017 Region 5

A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Selecting Instruction Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Assessing Student Learning Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Remind participants that we experienced the four domains yesterday, and we learned that two of the four domains are “off-stage” and that, to learn more about these in a teacher’s practice, we can talk with the teacher, pose questions, examine artifacts, and so on. 1.3-B 4/21/2017 Region 5

A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Selecting Instruction Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Assessing Student Learning Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space Remind participants that we experienced the four domains yesterday, and we learned that two of the four domains are “off-stage” and that, to learn more about these in a teacher’s practice, we can talk with the teacher, pose questions, examine artifacts, and so on. 1.3-B 4/21/2017

Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process Teacher learning integral Transparency Tell participants that we have conducted a review of our standards of good teaching, known as the Framework, through this Card Sort activity. We will now focus on the other best practices for evaluating teaching, not teachers. Teachers are different in the same way that students are different. Therefore, we should modify our evaluative processes with this in mind. 4/21/2017 Region 5

(growth plans, independent studies, etc.)
Differentiate the processes of evaluation for novices, experienced teachers and teachers at risk. (growth plans, independent studies, etc.) Explain that teachers are different the same ways that students are different: skill level and experience. Good teacher evaluation systems typically honor these differences by providing closer supervision and support to those teachers who need it and allow greater variation and independence to teachers whose practices show evidence of competence. 4/21/2017

Qualities of a Professional Growth Plan ~
1. The development of the plan begins with a self-assessment of the teacher’s current, typical practice on all 22 components of the Framework. 2. The project is narrow and deep, not broad and shallow. Usually one component of the Framework is the focus of the plan, for which the teacher articulates the current level of practice and the target level of practice. 3. The plan is focused upon improving student learning and articulates the evidence of this that will be collected. In other words, the plan should state what students will learn or learn differently because of the plan. 4/21/2017

Qualities of a Professional Growth Plan ~
4. The plan involves backward design and task analysis. That is, the teacher will state the target level of performance, what the features of that level are, and specifically what steps will be taken to achieve it. 5. The majority of the work done for the plan is job-embedded. This means that teachers will accomplish at least a portion of their plan during regular teaching. 6. The plan should articulate the amount and types of evidence to be collected, of both student learning and plan implementation. In other words, what is the evidence to be brought forth that shows a) that the plan was implemented, and b) that student learning was, or was not, changed. A well-designed, well-implemented plan could still result in student learning not being impacted, and this is not considered a fault of the work necessarily. What is important, rather, is that the evidence provided helps to explain the reasons, along with teacher reflections. 7. The professional growth plan concludes with the teacher’s self-assessment of their practice on all twenty-two components of the Framework. 8. The teacher articulates how the key learnings and outcomes of the plan will be shared with their colleagues. 4/21/2017

Defensible definition of teaching Differentiation of evaluative processes Evidence-driven process Teacher learning integral Transparency Show this slide and tell participants that we have now discussed two of the three best practices for doing teacher evaluation right. Next we will learn about evidence, a keystone of the process. 4/21/2017 Region 5

Let evidence, not opinion, anchor the process.
Explain that typical evaluation systems involve the observer watching the lesson and then writing down what they thought about it. They write advice, opinion, suggestions, likes, dislikes, etc. Say that this is not the practice in an evidence-driven system for two reasons: Evidence, or facts, form the foundation of good decision-making. We always need to collect the relevant facts first, then make decisions. In a growth-focused model, the evaluator AND the teacher evaluate the evidence, separately, and then compare their thinking. In this way, learning is done by the learner, the teacher. 4/21/2017

Evidence or Opinion? The teacher has a warm relationship with the students. The teacher said that the South should have won the Civil War. The table groups were arranged in 2 x 2 pods. The materials and supplies were organized well. Wait time was insufficient for student thinking. The teacher stated that students have learned to add 2-digit numbers in preparation for today’s lesson. 6 students, questioned randomly, did not know the day’s learning goals. Ask participants to read the statements on the slide SILENTLY and decide which are evidence and which are opinion. After a minute or so, provide the correct answers: O E If any questions arise, explain, for #2, that it is a fact that the teacher said the words in #2. this makes it evidence. Say further that words like “warm relationship” , “organized well”, or “insufficient thinking” are opinions, no descriptions of what was seen and heard. So, what made the observer THINK the relationship was warm? What was ssen and heard? What makes a room well-organized? What was seen and heard? 4/21/2017

Evidence Review of Evidence #1 Evidence is a factual reporting of events. It may include teacher and student actions and behaviors. It may also include artifacts prepared by the teacher, students or others. It is not clouded with personal opinion or biases. It is selected using professional judgment by the observer and/or the teacher. Allow participants a moment to read this slide, and then say that we will be doing a series of activities now to teach us about evidence and how to collect it. Direct participants into their Participant Materials, Day 1, pgs , “Review of Evidence #1”. And invite them to complete it as a table group. (If time is a factor, you may choose divide the assignment.) Explain that the items in the left column are types of statements an observer might write based upon an observation. Some of them are evidence and some of them are not. They should decide if each statement is evidence or opinion and should write “E” or “O” in the column based on their decision. If the statement is opinion, they should REWRITE the statements to be a statement of evidence. Finally, for each statement, they should decide which domain and component of the Framework to which each statement refers and write that domain/component (d/c) in the final column. 10 minutes, more if necessary, then review the answers as a whole group. (Note: there is no absolute correct answer to the domain and component connections for each item, but you should listen carefully for rationale and push for “better” thinking if an answer seems weak. If you think participants need additional evidence collection practice at a later time, you may choose to utilize the other worksheet: Evidence Collection #2, for a similar purpose. 4/21/2017

The teacher’s directions were vague.
Specific: 7 students raised their hands to ask for clarification on the directions The teacher made a smooth, major adjustment to the lesson. The teacher stopped the lesson, said she could tell students were confused, and regrouped them according to their understanding 4/21/2017

SCENARIO E/O? Rewrite DC Opinion as Evidence
1. Ss in Mr. T’s biology class don’t seem to like him. T has difficulty managing several instructional groups. First day of class ~ Mrs. H takes roll “correct me if I mispronounce your name.” Ss experimenting with batteries, bulbs and wire. Two Ss borrow supplies to take home. The classroom is attractive and cheerful Discuss whether observation is: E/O ? If O then, Rewrite Domain/Componet 4/21/2017

Daily Lesson Plan Questions…
1c: What will students learn? 1e: How will you teach it to them? 1f: How will you measure which students learned it? (look at handout ~ Formative Assessment Tools) Say that for daily lesson planning, answering the above three questions is best. Mention that 1c is not about what students will DO, it’s about what they will learn. Also, direct participants to page 18 of their Day 1 Materials, “Formative Assessment Tools”, and ask them to skim it. Point out that this is a bank of formative assessments that teachers can use. 4/21/2017

Domain 1: Planning and Preparation
Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism 4/21/2017

Domain 4 and Student Learning
Skim the rubrics in Domain 4. Have a table conversation about HOW these components might impact student learning. In table groups, invite participants to have a table conversation about how each component of Domain 4 might impact student learning. (allow 5 minutes) While participants are doing this, distribute two pieces of chart paper to each table group that will be used in the next activity. After 5 minutes, randomly call on non-volunteers, to elicit the “how” of student learning for each Domain 4 component Ask participants to consider the relative importance of Domain 4 for novices versus experienced teachers. In other words, novices who are trying to figure out how to design and teach effective lessons may be less concerned about Domain 4: Professional Responsibilities than are experienced teachers. This is not to say that Domain 4 is NOT important for novices, but rather that it is important differently. Invite them to use pages , Enhancing Professional Practice: A Framework for Teaching, 2nd Edition, or Component rubrics document to anchor this conversation. 4/21/2017 pbevan 21

Step # 1: Pre-Observation (Focused on Domains 1 & 4)
Before Step # 1: Pre-Observation (Focused on Domains 1 & 4) Teacher completes Step #1: Lesson Plan in advance and sends to evaluator two days in advance of planning conference T and E meet to discuss the upcoming lesson framed around the following: Question Stems: 1a. What is the content being taught? What prerequisite for learning is required? 1b. Tell me about the composition of your class. How will you modify this lesson for groups or individual students? 1c. What do you want students to learn during this lesson? 1d. What resources were considered for this lesson and rejected? Why? What resources will be used? Why? 1e. List very briefly the steps of the lesson. 1f. How will you measure the goals articulated in 1c? What does success look like? Evidence is added to the lesson plan document that emerges from the pre-observation conference. 4/21/2017

Step # 2: Observation (Focused on Domains 1,2, & 3)
During Step # 2: Observation (Focused on Domains 1,2, & 3) E arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2) Types of Observation Evidence: Scripting of Teacher or Student comments Descriptions of Teacher and Student behaviors Numeric information Environment Remember: Collect evidence from Students – “What are you learning?; Is what you’re doing hard in a good way? Non-negotiable - Record observation on standard form Optional – May use T-charts, seating charts, or similar templates to record relative numeric data (tally marks) Evaluator does NOT retype observation 4/21/2017

Step # 3: Preparing for the Post-Conference (Focused on Domains 1,2, 3, & 4)
After Teacher and Evaluator do not need to meet during Step #3. With prerequisite training, the Teacher can engage in Step #3 independently or with the support of a coach. Evaluator provides Teacher with completed observation form from Step #2. Teacher is provided with an opportunity to add evidence to the observation form that may have been overlooked by Evaluator Teacher returns the observation form to Evaluator with their additions Teacher completes the self-assessment rubric (he/she may highlight phrases in multiple levels of the same component) and returns back to Evaluator prior to the post-teaching conference Evaluator highlights or checks ONLY the areas on the self-assessment with which he/she agrees 4/21/2017

Step # 4: Post-Teaching Collaborative Assessment (Focused on Domains 1,2, 3, & 4)
After Teacher meets with Evaluator to reflect on lesson – Evaluator notes components of agreement and then invites teacher to take the lead in discussing the other components. Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis. Conversation Stems: Comment on the evidence for . . . Let’s look at the rubric for . . . Tell me more about …. What’s the backstory for . . . Let’s look at the language that was highlighted here…talk about the evidence for that in this lesson 4/21/2017

Teacher Observation Map Resource
Before During After Step #1 - Pre-Observation: D1, D4 Step #2 - Observation: D1, D2, D3 Step #3 – Preparing for the Post-Teaching Conference: D1, D2, D3, D4 Step #4 –Post-teaching Collaborative Assessment: D1, D2, D3, D4 T completes Step #1 lesson plan in advance and sends to evaluator two days in advance of planning conference T and E meet to discuss the upcoming lesson framed around the following: Question Stems: 1a. What is the content being taught? What prerequisite for learning is required? 1b. Tell me about the composition of your class. How will you modify this lesson for groups or individual students? 1c. What do you want students to learn during this lesson? 1d. What resources were considered for this lesson and rejected? Why? What resources will be used? Why? 1e. List very briefly the steps of the lesson. 1f. How will you measure the goals articulated in 1c? What does success look like? Evidence is added to the lesson plan document that emerges from the pre-observation conference. E arrives 5 minutes prior to beginning of lesson to ‘walk the walls’ (D2) Types of Observation Evidence: Scripting of T or Ss comments Descriptions of T and S behaviors Numeric information Environment Remember: Collect evidence from Ss – “What are you learning?; Is what you’re doing hard in a good way? Non-negotiable - Record observation on standard form Optional – May use T-charts, seating charts, or similar templates to record relative numeric data (tally marks) E does not retype observation T and E do not need to meet during Step #3. With prerequisite training, the T can engage in Step #3 independently or with the support of a coach. E provides T with completed observation form from Step #2. T is provided with an opportunity to add evidence to the observation form that may have been overlooked by E T returns the observation form to E with their additions T completes the self-assessment rubric (they may highlight phrases in multiple levels of the same component) and returns back to E prior to the post-teaching conference E highlights or checks only the areas on the self-assessment with which they agree T meets with E to reflect on lesson -Evidence not required for each D4 component for this one lesson E. notes components of agreement and then invites teacher to take the lead in discussing the other components. Conversation Stems: Comment on the evidence for . . . Let’s look at the rubric for . . . Tell me more about …. What’s the backstory for . . . Describe what led you to … Expand on your thinking about . . . What are your thoughts on your reasons for . . . Talk about your thinking for that choice .. . Let’s look at the language that was highlighted here…talk about the evidence for that in this lesson Avoid: Avoid language that suggests opposition that may bring about a defensive response (language that suggests “defend, prove”) Components are collaboratively rated. Evaluator is the rater of record in the event of non-agreement. Evidence is the basis. 4/21/2017

Types of Observation Evidence
4/21/2017 Types of Observation Evidence 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. An observed aspect of the environment: The assignment is on the board for students to do while roll is taken. Say that we are moving now toward collecting evidence. Tell participants that we are going to continue with our observation with the 6th grade math teacher. They should review their notes from the pre-conference on Pg. 16 of their Day 1 Materials to refresh their memories before viewing the lesson. Next, direct attention to the evidence collection process once more and point out that after the pre-observation conference, the observation is conducted and evidence is collected during it.. Ask them to review the evidence collection document found on pg. 3 of their Day 2 materials. Say that this is the tool, (or the PA counterpart) that should be used to collect evidence DURING the observation. We will be asked to stretch ourselves and learn to collect evidence in real time and not to recopy it. Mention briefly that after step 2, this evidence is PROVIDED TO THE TEACHER. It is just facts, not opinion or judgment, and this step is crucial to the process. Then the teacher uses the evidence to conduct a self-assessment on the rubrics, prior to the post-teaching conference. We will be learning more about this process now as we practice collecting evidence. Direct participants to Day 2 Materials, page 3 and reinforce that this is the evidence collection tool for the on-stage aspect of this process, the classroom observation. Point out that it contains spaces to write evidence for Domains 2 and 3 and that it is important to write the evidence we see during the observation ON THE DOCUMENT, not someplace else. This practice improves reliability, so ask participants to put away their other materials and to prepare to write on page 3 as we watch the video of the lesson for the middle school math teacher. 2.2-A 4/21/2017 Region 5

4/21/2017 Collecting Evidence Evidence collection handout Watch the 3rd grade lesson preconference and classroom lesson. Collect evidence of what you see and hear. If you aren’t sure where to write the evidence, just write it. This is practice; relax. As you prepare to watch the video of the middle school math lesson for which you collected evidence of planning, ask participants to skim the components of D2, D3, focusing on the priority components, which are shaded. *These are Danielson’s priority components. PA asks you to focus on 3c and 3d. Those are your priority components for Step 2. Say that they should collect evidence of the priority components, and, if they wish, any other components for which they are able. Remind them that evidence is what you see and hear;, not what you think about it. We are describing only. Tell participants that immediately after the observation, we will stop the video, and we are asking them to keep silent and continue to capture evidence as best they can. Show the video of the lesson and collect evidence with the participants. Page 3 of Day 2 Participant Materials. Following the lesson, ask participants to sit quietly for a few minutes reviewing their evidence and to add any evidence that they didn’t have time to write down. After 3 – 4 minutes, ask participants to compare their evidence with others sitting near them, and to add any evidence they missed, and to reorganize their evidence (arrows are fine) based on discussion. 10 minutes for this activity. 4/21/2017 Region 5

Quick practice… Domain1: Domain 2: Domain 4: Domain 3:
Content and Pedagogy, Knowledge of Students, Selecting Outcomes, Knowledge of Resources, Coherent Instruction, Designing Assessment Domain 4: Reflection, Recordkeeping, Family Communication, Professional Community, Growing and Developing Professionally, Professionalism Domain 2: Respect and Rapport, Culture for Learning, Managing Procedures, Managing Student Behavior, Organizing Physical Space Domain 3: Communication, Questioning, Engagement, Assessment, Flexibility 4/21/2017

Level of Performance ~ 3rd Grade Video
4/21/2017 Level of Performance ~ 3rd Grade Video Now look over the Assessment and Commentary Handout Discuss LOPs Every question is not 3b, meaning that other questions could be asked related to directions, procedures, etc. Help participants to think about the points on the slide. 4/21/2017 Region 5

Points about Evidence All questions are not about 3b
4/21/2017 Points about Evidence All questions are not about 3b Engagement is about the nature of the work and who does it Formative assessments should assess whether EACH student met the objectives. Every question is not 3b, meaning that other questions could be asked related to directions, procedures, etc. Help participants to think about the points on the slide. 4/21/2017 Region 5

4/21/2017 Remember… Teachers get a copy of the evidence immediately following the lesson. Teachers may add to the evidence. Teachers use the evidence to complete a self-assessment. Teachers assess the lesson by highlighting the appropriate rubric phrases. Teachers provide this self-assessment TO THE OBSERVER IN ADVANCE OF THE POST TEACHING CONFERENCE. The observer reviews the teacher’s evidence prior to the post. The observer highlights, on his/her rubric the COMPONENTS OF AGREEMENT ONLY prior to the post. The observer LEAVES BLANK the components of difference prior to the post. 4/21/2017 Region 5

4/21/2017 The Purpose of the Post 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. 4/21/2017 Region 5

Engaging Students … What is the Bloom’s nature of the work?
How many students have to do each task? Do the tasks have multiple correct pathways/responses? Are the tasks” mental tippy toes” for students? Is there genuine struggle involved? Are they connected to daily life? Do students “build” their own learning? 4/21/2017 Region 5

PDE’s Latest… 4/21/2017 Region 5

Teacher Rating – Act 82 Failing = Unsatisfactory
Needs Improvement (first time in 10 years) = Satisfactory Needs Improvement (second time in 10 years) = Unsatisfactory Proficient = Satisfactory Distinguished = Satisfactory Cat (mint colored packet) Teacher Evaluation Rubric in Teacher Evaluation Tools Unsatisfactory is dangerous. Harm to students can be done at this level: physical, social, emotional or cognitive harm are possible at this level of teaching performance. Basic is the novice level. Its hallmark is inconsistency: sometimes the teacher gets it right, and sometimes not. Even experienced teachers can have basic characteristics in their practice for a time if their teaching assignment changes significantly. Proficient is the level at which we expect most of our experienced teachers to function. This is good, solid, consistent teaching. Distinguished is the exceptional level of practice. No one “lives” at this level, nor has every characteristic of this level in all components, because that would mean perfection in teaching, and no teacher is perfect. We can all grow and improve. 37 37

About The PDE Evaluation Form
Expected release in late spring (must use spring ) Will be based on numerical scores by Domain (0-3) Off Stage Domains Each = 20% (40% of Danielson portion of the pie) On Stage Domains Each = 30% (60% of Danielson portion of the pie) There will be cut scores to be rated Satisfactory or Unsatisfactory This form will replace 5501, 426, 427 & 428 38

About The PDE Evaluation Form
Domain 1 = 20% 1 Domain 2 = 30% Domain 3 = 30% 2 Domain 4 = 20% 3 4 39

Summative Form… Classroom Teacher Rating Form… Domain Title *Rating
Factor (B) Earned Points (A X B) Max Points I. Planning and Preparation 20% .60 II. Classroom Environment 30% .90 III. Instruction IV. Professional Responsibilities Rating Value Failing Needs Improvement 1 Proficient 2 Distinguished 3

Multi Measure Calculations…
Building Level Score (0 – 105) 82.0 (2) Building Level Score Converted to 3 pt. rating 2.10 (3) Teacher Specific Rating 1.80 (4) Elective Rating

Conversion to Performance Rating…
Total Earned Points Rating 0.00 – 0.49 Failing 0.50 – 1.49 Needs Improvement 1.50 – 2.49 Proficient 2.50 – 3.00 Distinguished

Final Teacher Effectiveness Rating ~ All Measures
Rating (C) Factor (D) Earned Points (C X D) Max Points Total teacher Practice Rating 2.30 50% 1.15 1.50 Building Level Rating 2.25 15% 0.34 0.45 Teacher Specific Rating 0.35 Elective Rating 0.00 20% 0.60 Total Earned Pts 1.83 3.00

DRAFT (4/15/13) DRAFT (4/15/13)

4/21/2017 Questions… 4/21/2017 Region 5 Region 5

Cheryl Giles-Rudawski (717) 732-8400 X8639 cgiles@caiu.org
4/21/2017 Contact Information Cheryl Giles-Rudawski (717) X8639 4/21/2017 Region 5 Region 5

The Card Sort Does this help? Do you need to make a change?

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