1. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Do Now: In writing, answer the following questions on the handout provided at your table: What does “effectiveness” mean to you? Which profession/field/industry do you most admire in terms of “effectiveness” and ensuring fidelity to expectations? Why?

2. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Teacher Effectiveness An overview of Act 82 and the Educator Effectiveness System for School Based Teacher Leaders November 18, 2013

3. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Objectives: Participants will be able to… Identify key components and requirements for teachers under Act 82 and the Pennsylvania Department of Education (PDE) Educator Effectiveness System Explore the new rating tool for teachers under Act 82 Distinguish between evidence and opinion Develop guiding questions for collaborative conversations on instructional practice In order to… increase teacher effectiveness and student achievement In order to… increase teacher effectiveness and student achievement

4. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Agenda Getting Started (30 mins) Discuss objectives Review agenda Establish norms 4 Corners Teacher Effectiveness (90 mins) Act 82 Multiple Measures Observation/Evide nce Evidence vs. Opinion Reflecting on Danielson Wrapping It Up (30 mins) Question/Answer Anticipated Questions from Schools 3-2-1 Reflection

5. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Norms Ensure equity of voice Participate actively Be open to new ideas Value and consider different perspectives Use technology for professional purposes

6. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Questions?

7. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 4 Corners: Where do you stand?

8. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA What do you already know about Teacher Effectiveness? What are some questions you have about Teacher Effectiveness? What is one thing you hope to take back to your school to share with teachers regarding Teacher Effectiveness? With at least two people at your corner, discuss the following questions :

9. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Agenda Getting Started (30 mins) Discuss objectives Review agenda Establish norms 4 Corners Teacher Effectiveness (90 mins) Act 82 Multiple Measures Observation/Evide nce Evidence vs. Opinion Guiding Questions Wrap It Up (30 mins) Question/Answer Anticipated Questions from Schools 3-2-1 Reflection

10. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Our current system of evaluation includes two ratings for educators – “satisfactory” or “unsatisfactory.” Statewide, the results show that 99.4% of all teachers and 99.2% of all principals, who were evaluated during the 2009-2010 school year, received a “satisfactory” rating. Despite these results, student growth on national assessments has been relatively stagnant. -Ronald Tomalis, former Secretary of Education before the House Education Committee What are the implications of this information? Have you found these statistics to be true in your experiences at your school?

11. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Act 82 and the Educator Effectiveness Project Who are educators? What is its goal?

12. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Act 82: Rule and Regulations: Text Rendering After reading page 3340 of the Rules and Regulations: Table A: Descriptions of the Four Domains: Circle a word that sticks out to you as significant or meaningful Underline a phrase that sticks out to you as significant or meaningful Discuss at your tables what you circled and highlighted Be prepared to share out with the whole group

13. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Observation/ Evidence Domains 1.Strategic/Cultural Leadership 2.Systems Leadership 3.Leadership for Learning 4.Professional and Community Leadership Building Level Data Indicators of Academic Achievement Indicators of Closing the Achievement Gap, All Students Indicators of Closing the Achievement Gap, Subgroups Academic Growth PVAAS Other Academic Indicators Credit for Advanced Achievement Correlation Data Based on Teacher Level Measures PVAAS Elective Data/SLOs District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements Principal Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY

14. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Observation/Evidence Danielson Framework Domains 1.Planning and Preparation 2.Educational Environment 3.Delivery of Service 4.Professional Development Student Performance of All Students in the School Building in which the Nonteaching Professional Employee is Employed District Designed Measures and Examinations Nationally Recognized Standardized Tests Industry Certification Examinations Student Projects Pursuant to Local Requirements Student Portfolios Pursuant to Local Requirements Non Teaching Professional Employee Effectiveness System in Act 82 of 2012 Effective 2014-2015 SY Educational Specialists Educational Specialists

15. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 15 Who are Educational Specialists? A person who holds an educational specialist certificate issued by the Commonwealth of Pennsylvania Elementary and Secondary School Counselors Home and School Visitors Instructional Technology Specialists School Nurses School Psychologists

16. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 16 Other Non-Teaching Professionals: Occupational Therapists Physical Therapists Social Workers Behavior Analysts Educational Interpreters

17. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA So… What about teachers? 17

18. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Act 82 Teacher Rating Requirements Professional Employees (PE): once a year Temporary Professional Employees (TPE): twice a year

19. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Act 82 Teacher Rating Requirements  50% classroom observation/evidence to include the following areas: Planning and Preparation Classroom Environment Instruction Professional Responsibilities  50% student performance (multiple measures of data)

20. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 20

21. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 21 Teachers WITHOUT PVAAS Data

22. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 22 Elective Data District designed measures and examinations Nationally recognized standardized tests Industry certification examsStudent projects and portfolios 35% w/o PVAAS 20% w/ PVAAS

23. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 23 Student Learning Objectives PA Department of Education’s definition: A process to document a measure of educator effectiveness based on student achievement of content standards

24. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 24 Why use SLO s? Reinforce best teaching practice Adaptable Acknowledge the value of teacher knowledge and skill Potential for collaboration

25. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 25 Teacher Specific Data Measures the PVAAS indicated growth of students over time. Three years of data is being collected using 2013-2014 as year one. 15%

26. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 26 Teacher Specific Data PVAAS = Pennsylvania Value-Added Assessment System Provides a teacher’s specific growth measure to be used as part of the Educator Effectiveness System Provides feedback to teachers regarding their influence on the academic growth of their students Provides data to guide discussions about student progress

27. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 27 Teacher Specific Data For teachers who have the responsibility to plan, provide and assess instruction that addresses eligible content that is tested on a PA state assessment. PSSA: With/Without Accommodations Grades 4-8: Reading and Math Grades 4 & 8: Science Grades 5 & 8: Writing Keystone Exams: With/Without Accommodations Algebra I Literature Biology 15%

28. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 28 Teacher Specific Data 2013-2014 Year 1 Data 2013-2014 Year 1 Data 2014-2015 Year 2 Data 2014-2015 Year 2 Data 2015-2016 Year 3 Data 2015-2016 Year 3 Data First 3 Year Average 2015-2016 First 3 Year Average 2015-2016

29. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 29 Building Level Data Indicators of Academic Achievement (40%) Indicators of Closing the Achievement Gap (10%) Indicators of Academic Growth (40%) Other Academic Indicators (10%) Extra Credit for Advanced Achievement (up to 7 points) 15% All Teacher s All Teacher s

30. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 30 Building Level Data: Indicators of Academic Achievement PSSA/Keystone Performance Industry Standards-Based Competency Exams (NOCTI/NIMS) Grade 3 Reading Proficiency SAT/ACT College Readiness Benchmarks 40%

31. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 31 Building Level Data: Indicators of Closing the Achievement Gap All students = 5% Historically Underperforming Students = 5% English Language Learners Special Education Economically Disadvantaged Students are only counted once for each category Must make a 50% gain in 6 years 10%

32. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 32 Building Level Data: Indicators of Closing the Achievement Gap Example: 77% 100% - 77% = 23% achievement gap *Must close half the gap over 6 years* 11.5% growth needed over 6 years 2.3% growth needed each year - Year 1: 79.3%- Year 4: 86.2% - Year 2: 81.6%- Year 5: 88.5% -Year 3: 83.9%- Year 6: 90.8%

33. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 33 Building Level Data: Indicators of Academic Growth Use PVAAS growth index for Math Reading Science Writing For more information: https://pvaas.sas.com/ 40%

34. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 34 Building Level Data: Other Academic Indicators Cohort graduation rate Promotion rate Attendance rate Advanced Placement or International Baccalaureate or college credit offered PSAT/Plan Participation 10%

35. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 35 Building Level Data: Extra Credit for Advanced Achievement Percent Advanced on PSSA/Keystone Exams Percent Advanced on Industry Standards- Based Competency Assessments (NOCTI/NIMS) Percent of grade 12 students scoring 3 or higher on AP exam Up to 7 points

36. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 36 SPP = Building Level Data The S chool P erformance P rofile

37. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 37 The S chool P erformance P rofile And Building Level Data Indicators of Academic Achievement (40%) Indicators of Closing the Achievement Gap (10%) Indicators of Academic Growth (40%) Other Academic Indicators (10%) Extra Credit for Advanced Achievement (up to 7 points)

38. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 38 Taking a Closer Look… The Teacher Rating Tool

39. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 39 Building Level Data Observation/ Evidence Final Rating Observation Ratings Teacher Specific/ Elective Data Final Ratings Final Calculations

40. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 40 Satisfactory Ratings An overall performance rating of either: Distinguished Proficient Needs Improvement Unless there is a subsequent overall rating of “needs improvement” issued by the same employer within 10 years of the previous “needs improvement” rating

41. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 41 Unsatisfactory Ratings An overall performance rating of either: Needs Improvement (2 nd within 10 years) Failing Consequences: Participation in a Performance Improvement Plan Act 82 states: “No employee shall be rated ‘needs improvement’ or ‘failing’ based solely on student test scores.” Act 82 states: “No employee shall be rated ‘needs improvement’ or ‘failing’ based solely on student test scores.”

42. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 42 Taking a Closer Look… Evidence vs. Opinion

43. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 43 Look Rating

44. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 44 Evidence vs. Opinion Evidence is the factual reporting of events. It may include: teacher and student citations. artifacts prepared by the teacher, students or others. It is selected using professional judgment by the observer and/or teacher. Evidence is NOT personal opinions or biases.

45. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 45 Types of Evidence Verbatim scripting: “Remember to turn your paper into your table captain when you are finished.” Descriptions of observed behavior: The teacher calls on students by table to line up quietly, single file in the front of the room.

46. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 46 Types of Evidence Numeric information: (time, student participation, resource use, etc.) 5 out of 25 students raised their hands to answer the questions during the 21 minute lesson. Observed aspect of the environment: The Do Now activity is written on the board when students walk into the classroom.

47. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 47 Evidence or Opinion? 1.The teacher’s lesson plan was well done. 1.The teacher said that her favorite pat of the story was the surprise ending. 1.The classroom library was organized in colored baskets by 100 Book Challenge Level. 1.The math manipulatives were very well organized. E E O O

48. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 48 Evidence or Opinion? 1.The teacher favors female students over male students. 1.The teacher stated that the students will learn how to divide fractions today during math. 1.Ten out of 23 students were called on during the 32 minute literacy lesson. 2.The students were highly engaged during this lesson. E E O O

49. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 49 Let evidence, not opinion, be the anchor to this process.

50. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 50 Reflecting on Danielson: Guiding Questions for Collaborative Conversations

51. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 51 Guiding Questions for Collaborative Conversations 1c. Setting Instructional Outcomes Possible Guiding Questions: How do you plan your instruction and what are your most important considerations during your planning? What alternatives are available for students who need extra support and time to meet the instructional goals and those who may have already mastered them? What are some other guiding questions for a collaborative conversation about component 1c?

52. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 52 Reflecting on Danielson: Guiding Questions for Collaborative Conversations With a partner, brainstorm guiding questions for a collaborative conversations about our focus components for domains 2 and 3: 2b. Establishing a culture for learning 2c. Managing classroom procedures 2d. Managing students behavior 3a. Communicating with students 3b. Using questioning and discussion techniques 3c. Engaging students in learning

53. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Agenda Getting Started (30 mins) Discuss objectives Review agenda Establish norms 4 Corners Teacher Effectiveness (90 mins) Act 82 Multiple Measures Observation/Evide nce Evidence vs. Opinion Guiding Questions Wrapping It Up (30 mins) Question/Answer Anticipated Questions from Schools 3-2-1 Reflection

54. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA Anticipated Questions Question and Answer

55. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA 55 Reflection 3 What are three things you now understand about Teacher Effectiveness as a result of this PD? 2 What are two things you are going to share with your teachers about Teacher Effectiveness? 1 What is one question you still have about Teacher Effectiveness?

56. W ILLIAM R. H ITE, E D.D. S UPERINTENDENT T HE S CHOOL D ISTRICT OF P HILADELPHIA