Introduction to Core Professionalism Understanding Hawaii's Educator Effectiveness System Introduction to Core Professionalism Educator Effectiveness System Training Introduction to the Core Professionalism measure of Hawaii’s Educator Effectiveness System http://doeohr.notlong.com

The EES Uses Multiple Measures Teacher Practice Student Growth and Learning Hawaii Growth Model Student Learning Objectives Classroom Observations Core Professionalism Tripod Student Survey Working Portfolio (non-classroom) Educator Effectiveness Data The Department values using multiple measures to capture information about teacher practice and student growth and learning. Core Professionalism is a component of the Teacher Practice half of the EES. Improved Student Outcomes 2/15/2019

Domains 1 & 4: Core Professionalism Understanding Hawaii's Educator Effectiveness System Domains 1 & 4: Core Professionalism D1: Plan/Prep Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Setting Instructional Outcomes Demonstrating Knowledge of Resources Designing Coherent Instruction Designing Student Assessments D2: Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space D3: Instruction Communicating With Students Using Questioning and Discussion Techniques Engaging Students in Learning Using Assessment in Instruction Demonstrating Flexibility and Responsiveness D4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Participating in a Professional Community Growing and Developing Professionally Showing Professionalism Core professionalism encompasses the wide range of responsibilities a teacher handles outside of the classroom. These activities are critical to preserving and enhancing the profession and are articulated within the Framework for Teaching Domain 1: Planning and Preparation & Domain 4: Professional Responsibilities. http://doeohr.notlong.com

Domains 1 & 4: Core Professionalism Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Domain 4: Professional Responsibilities 4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in a Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism The Department plans to capture more components from Domain’s 1 and 4 in the future because we value the numerous contributions teachers make to their schools and their communities outside of their classroom. However after consulting with various stakeholders, including teachers, the decision was made to start small for the SY2013-2014 and focus on just one component. This will give stakeholders more time to build more base knowledge. The first component to be measured under Core Professionalism is 4f: Showing Professionalism, which mirrors several aspects of PEP-T Duty 4 that are not captured in other parts of the EES. 2/15/2019

Framework for Teaching Book In order to build foundational knowledge, teachers should attend the one-day training introducing the framework prior to engaging in the evaluative process. Teachers should also have access to Charlotte Danielson’s book, Enhancing Professional Practice: A Framework for Teaching. This book organizes the complex work of teaching into 4 domains, 22 components, and 76 elements. 2/15/2019

Elements of 4f Reading the detailed descriptions in Charlotte Danielson’s book will help teachers and administrators brainstorm examples of relevant evidence to collect around professionalism throughout the year. The book, which provides element-level rubrics is intended to be used alongside the 2013 Framework for Teaching Evaluation Instrument which contains component-level rubrics. 2/15/2019

4f Component-Level Rubric The component-level rubrics found in the 2013 edition of The Framework for Teaching Evaluation Instrument will be used in the Hawaii EES to arrive at a level of performance for 4f: Showing Professionalism. The 2013 rubric also describes critical attributes and possible examples for each level of performance which will be helpful to teachers and administrators in deciding what evidence would be relevant to collect. 2/15/2019

Professional Growth Plan Teachers can consider the work they track in their professional growth plan, such as the workshops and classes they pursue, to be evidence of professionalism. PDE3 provides all teachers with a form they can use to document their professional growth each year. While probationary teachers track four professional goals with the Induction and Mentoring program, it is best practice for a tenured teacher to pursue two professional goals. When it is time for a teacher to apply for re-licensure, teachers can submit their annual growth plans as evidence of growth aligned to each INTASC standard. Unless a teacher is rated marginal, this activity is teacher-driven. 2/15/2019

Example Documentation On this slide you will see an example of how teachers and administrators can attach documentation and submit explanations of evidence related to Showing Professionalism in PDE3. Teachers and evaluators are encouraged to read the detailed description of component 4f in Charlotte Danielson’s book Enhancing Professional Practice: A Framework for Teaching as a guide for identifying relevant evidence. 2/15/2019

Understanding Hawaii's Educator Effectiveness System Levels of performance Distinguished Proficient Basic At the end of the year, evaluators should consider all the evidence of professionalism and assign a level of performance for Core Professionalism. They should then share that rating with the teacher in their summative EES conference. Unsatisfactory http://doeohr.notlong.com

http://eesteacher.weebly.com This concludes the orientation for the Core Professional measure of the EES. However, we know that this measure will continue to evolve and we look forward to gathering valuable input from teachers throughout the course of the school year. If you would like further clarification we encourage you to call the EES Help Desk or visit our website, eesteacher.weebly.com for more information. 2/15/2019