1. 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

2. 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
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3. 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.

4. 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 SY 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.
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5. 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.
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6. 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.
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7. 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.
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8. 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.
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9. 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.
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10. 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

11.
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.
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