1. BHS Administration “Back to Basics – This is Our time” Part I
A Framework for Teaching Promoting Professional Learning and Teacher Quality
BHS Administration
“Back to Basics – This is Our time”
Part I

2. Teachers Are Like Gardeners
Today’s Agenda
Teachers Are Like Gardeners
Defining Effective Practice: A Framework for Teaching – Charlotte Danielson
Standards Aligned System (SAS)
Danielson Group

3. Teaching Makes the Difference
“The most important factor affecting student learning is the teacher….. an influence many times greater than poverty or per-pupil expenditures.”
Sanders, Wright and Horn 1997
“The effect of increases in teacher quality swamps the impact of any other educational investment, such as reductions in class size.”
Goldhaber, 2009

4. A Road Map….
Because teaching is complex, it is helpful to have a road map through the territory, structured around a shared understanding of teaching.
Charlotte Danielson

5. Defining Effective Practice
In order to create the conditions for improved teaching, one must first define it. Without such a definition of good practice, educators are, in effect, wandering in a swamp.
Charlotte Danielson

6. A Framework for Teaching: Components of Professional Practice
Domain 4: Professional Responsibilities
Reflecting on teaching
Maintaining accurate records
Communicating with families
Participating in a professional Community
Growing and developing professionally
Demonstrating professionalism
Domain 3: Instruction
Communicating with students
Using questioning and discussion techniques
Engaging students in learning
Using assessment in instruction
Demonstrating flexibility and responsiveness
Danielson 2007
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 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
PLAN
TEACH
REFLECT
APPLY
Handout FFT Placemat Card

7. SAS / Danielson Group websites
Charlotte Danielson domain rubrics
Danielson Group

8. SIX “Pros” for Teacher Evaluation
System is based upon a defensible definition of teaching
Procedures are differentiated
Evidence anchors the process
Promotes teacher learning
Transparency
Inner-Rater Reliability

9. Final Comments
Deck of Cards

10. BHS Administration “Back to Basics – this is our time” Part II
A Framework for Teaching Promoting Professional Learning and Teacher Quality
BHS Administration
“Back to Basics – this is our time”
Part II

11. Agenda
Elements of Effective Teacher Evaluation
New Teacher Evaluation System
Teacher Self-Assessment rubrics
Professional Growth Meetings

12. Charlotte Danielson Resources
Charlotte Danielson domain rubrics
Danielson Group

13. Performance Levels: Key Words
Unsatisfactory
Basic
Proficient
Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None

14. Performance Levels: Key Words
Unsatisfactory
Basic
Proficient
Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Each of the 22 standards or components have levels of performance that describe the quality of teaching.
Levels of cognition and constructivist learning increase

15. Performance Levels: Key Words
Unsatisfactory
Basic
Proficient
Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Levels of cognition and constructivist learning increase

16. Performance Levels: Key Words
Teacher-directed success!
Student-directed success!
Unsatisfactory
Basic
Proficient
Distinguished
Unsafe
Lack of
Unaware
Harmful
Unclear
Poor
Unsuitable
None
Partial
Generally
Inconsistently
Attempts
Awareness
Moderate
Minimal
Some
Consistent
Frequent
Successful
Appropriate
Clear
Positive
Smooth
Most
Seamless
Solid
Subtle
Skillful
Preventative
Leadership
STUDENTS
Always
Levels of cognition and constructivist learning increase

17. Danielson’s Levels of Performance
Unsatisfactory
The teacher does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the standards will enable the teacher to grow and develop in this area.
Basic
The teacher appears to understand the concepts underlying the component and attempts to implement its standards. But implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other experienced teachers will enable the teacher to become proficient in this area.
Proficient
The teacher clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level.
Distinguished
Teachers at this level are master teachers and contribute to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated, engaged and assuming considerable responsibility for their own learning.

18. Using the Levels of Performance
What are some ways teachers can use the levels of performance to promote their learning and growth?
Lesson planning
Self assessment
Developing professional learning goals
Reflecting on teaching and learning
Talking about teaching
The purpose of this slide is the emphasis on using the rubrics BEYOND evaluation, that they can (and should) be used to support teacher growth.

19. FAQ’S: PA New Teacher Evaluation
What is PSEA’s role in developing the new system? PSEA has been a highly vocal presence on this committee and has been particularly active in advocating for a system that is valid, reliable, and fair. What specific measures of “student growth” will be a part of the new system? PDE envisions a menu of several measures that could be used to measure “student achievement and growth,” depending upon individual teachers’ grade level and content area assignment. How much will “student growth” count in a final teacher evaluation? Department and legislature seem to be gravitating toward counting multiple measures of student achievement and growth as up to 50 percent of a teacher’s individual evaluation result, but no final decision has been made. What will happen to other PDE-approved teacher evaluation systems once the new system is developed? PSEA anticipates that the new system will replace current PDE evaluation forms 426, 427 and 428 systems.

20. Evidence: JUST THE FACTS!
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 or students. It is not clouded with personal opinion or bias.

21. BHS Updated Walkthrough Look-Fors
Instructional Delivery: What is the teacher doing?
Posted learning objectives and activities
Whole class instruction- Lecturing, Explaining
Higher order questions
Knowledge/Comprehension questions
Appropriate wait-time for student responses
Modeling
Guided Practice
Checking for understanding
Sustaining student feedback
Seamless transition from one topic to another
Closure: Student Centered
Student Engagement: What are the students doing?
Percent engaged with instruction
Following teacher directions
Responding to teacher questions
Actively participating in activities or discussion
Working in groups or with partners
Working alone, silently to complete tasks
Writing open-ended responses
Completing a worksheet
Listening to teacher
Student presentations
Using technology or media

22. 5501 Formal Observation Language
Category I: Personality = Domain 4 Professional Responsibilities
Category II: Preparation = Domain 1 Planning and Preparation
Category III: Technique = Domain 3 Instruction
Category IV: Pupil Reaction = Domain 2 Classroom Environment

23. Teacher Self-Assessment and Professional Growth Plan
This plan is recommended so that teachers as professionals understand their areas of strengths and areas for improvement.
The following procedures are recommended for teacher self-assessment:
1. Review of the Framework for Effective Teaching that will be utilized for evaluation of performance.
2. Rate your performance for each element in the four domains using the rubrics of the framework. (Framework Rubrics)
3. Identify areas of strength.
4. Identify areas of performance where there is recognition of need for improvement.
5. Make an analysis of the reasons for needed improvement.
6. Identify 1 specific goals per domain that would result in an improved performance.
7. Danielson Self-Reflection Rubrics / Growth Plan (Common I drive)

24. Professional Growth Plan Meeting
Purpose:
Allow the teacher and the principal to become oriented to the evaluation process. Provide the teacher and the administrator with the opportunity to discuss the teacher’s effectiveness in terms of the framework.
Engage in professional dialogue and trust development.
The following are meeting procedures and guidelines:
1. The teacher and administrator review the evaluation cycle.
2. Teacher and administrator discuss the teacher’s understanding and effectiveness in terms of the Framework for Effective Teaching.
3. The teacher will share his/her performance goals. Suggestions and direction will be given in terms of the framework and teacher growth.
4. Evaluation activities are discussed and scheduled.
5. The Professional Growth Plan Meeting form is completed and signed.

25. Professional Growth Calendar
Domain 1
Planning and Preparation
September / October
Professional Development
PG meetings
Walkthroughs
Domain 2:
Classroom Environment
November / December
Domain 3:
Instruction
January / March
Domain 4:
Professional Responsibilities
April / May

26. Thank You
Questions???