1. Instructional I to Instructional II Teacher Performance Assessment Pa. Department of Education

2. Assessment Requirements for Candidates in Pennsylvania Chapter 49 of School Code requires all teacher candidates to be assessed for Chapter 49 of School Code requires all teacher candidates to be assessed for --Basic Skills and General Knowledge --Professional Knowledge/practice --Subject Matter Knowledge --Subject Matter Knowledge

3. ASSESSMENT SCHEDULE Required assessments for educators are to take place at a minimum of three points (in time) Required assessments for educators are to take place at a minimum of three points (in time) I. During the candidate’s preparation program, taken as part of admission requirements. I. During the candidate’s preparation program, taken as part of admission requirements. II. Upon application for initial certification. II. Upon application for initial certification. III. Upon application for Level II, supervisory or administrative certification. III. Upon application for Level II, supervisory or administrative certification.

4. Meeting Chapter 49 Requirements Basic Skills-PPST Reading, Writing and Math (entry into Ed. Program) Basic Skills-PPST Reading, Writing and Math (entry into Ed. Program) General Knowledge- Fundamental Subjects: Content Knowledge (K-6 & K-12) General Knowledge- Fundamental Subjects: Content Knowledge (K-6 & K-12) Academic Content- Subject Areas Specialty Principles of Learning and Teaching- Pedagogical Skills

5. Assessment Choices Pennsylvania reviewed options --- Went with a district completed inventory rather than paper/pencil Praxis test.

6. New Forms Address Other Chapter 49 Requirement Instructional I to Instructional II Assessment Form Instructional I to Instructional II Assessment Form (PDE-427)…..resulting from the Semi-Annual Employee Evaluation Form for Instructional I Teachers (PDE-426) Semi-Annual Employee Evaluation Form for Instructional I Teachers (PDE-426)

7. PDE Forms Background Old DEBE 5501 Evaluation form seen to be outdated. Content as Personal Hygiene - not helping to evaluate teachers. Level II Certification Assessment Design Committee -2001 to 2002 14 Committee Members

8. Educational Testing Service (ETS) assisted in research/development/survey Educational Testing Service (ETS) assisted in research/development/survey Survey gained evaluation considerations from 2,325 Pa. teachers Survey gained evaluation considerations from 2,325 Pa. teachers

9. DEBE 5501 New Forms 5501 Assessed: -Personality -Personality -Preparation -Preparation -Technique -Technique -Pupil Reaction -Pupil Reaction New PDE-426 and 427 Assess: I. Planning and Preparation II. Classroom Environment III. Instructional Delivery IV. Professionalism

10. Who’s Using PDE 427 After Sept. 2004?   Teachers with Instructional I issued after 9/1/01 – by September ’99 regulation requirements.

11. Who’s Using PDE 427 After Sept. 2004? Earlier Instructional I’s from 1987 regulations if required by schools

12. PDE 427 Changes What? Instructional I to II Assessment Form - required as part of Instructional II application as of September 1, 2004. Instructional I to II Assessment Form - required as part of Instructional II application as of September 1, 2004. Staff with Instructional I certificates, dated September 1, 2001 and later, must be evaluated to meet PDE-427 requirements. Staff with Instructional I certificates, dated September 1, 2001 and later, must be evaluated to meet PDE-427 requirements.

13. Districts encouraged, though not required, to use PDE 427-- December 1, 2002 to September 1, 2004 to recommend for an Instructional II. Districts encouraged, though not required, to use PDE 427-- December 1, 2002 to September 1, 2004 to recommend for an Instructional II. Districts encouraged to use PDE 427 for all candidates for Instructional II, including certificates under 1987 regulations. Districts encouraged to use PDE 427 for all candidates for Instructional II, including certificates under 1987 regulations.

14. School Code requirements Tenure required per Act 16. Tenure required per Act 16. 3 years 3 years At least last review must be successful At least last review must be successful Level I to II assessment required per Chapter 49 3 years At least 6 successful evaluations - PDE 427 Other components as 24 credits required for Level II

15. PDE 426 Similarities and Differences

16. Both PDE 426 and 427 Look at 4 categories and aspects of teaching: Planning and Preparation Classroom Environment Instructional Delivery Professionalism

17. PDE 426PDE 427 Optional form Can continue to use PDE 5501 or PDE approved locally developed form. Mandatory form to be used when recommending for Instructional II. (Sept. 2004)

18. PDE 426 and 427 Connection PDE 426 Semi-Annual Evaluation of Instructional I teacher in 4 categories; Used 2 times a year for 3 years (at least). Satisfactory or Unsatisfactory Rating PDE 427 Overall Assessment of the 6 (or more) PDE 426 forms & the categories findings. Used for Instructional II recommendation by Assessor and Superintendent

19. PDE 426 ----- 427 Connection PDE 426 Teacher’s Performance Criteria in each category contains content at the level of an initial instructor. PDE 426 Teacher’s Performance Criteria in each category contains content at the level of an initial instructor. Initial instructor will be gaining further skills over each of the 3 or more years. Initial instructor will be gaining further skills over each of the 3 or more years. PDE 427 level of performance requires that the initial teacher has achieved skills beyond the stated minimums established in the PDE 426.

20. General Questions on Forms

21. PDE 426 Semi-Annual Employee Evaluation Form for Instructional I Teachers Semi-Annual Employee Evaluation Form for Instructional I Teachers

22.  PDE 426 - Semi-Annual Evaluation Form use is optional;  Districts may still use their own state approved or PDE 5501 forms

23. PDE 426 Semi-Annual Form Content Heading: Heading: Biographical Information Biographical Information Position title Position title Date conference held Date conference held Time period review covered Time period review covered Notes: 1 st or 2 nd evaluation Notes: 1 st or 2 nd evaluation Performance Evaluation directions Performance Evaluation directions

24. 426 Content Continued Categories of Evaluation:  Planning and Preparation  Classroom Environment  Instructional Delivery  Professionalism

25. Teacher and Evaluator must both be aware, before the evaluation takes place, of the categories and performance indicators being used in the PDE 426 AND 427. Teacher and Evaluator must both be aware, before the evaluation takes place, of the categories and performance indicators being used in the PDE 426 AND 427. Strongly recommend providing PDE 426 and 427 to all new teachers in your buildings. Strongly recommend providing PDE 426 and 427 to all new teachers in your buildings.

26. Levels of Proficiency Measured in 4 Categories Category I –Planning and Preparation Satisfactory Performance Indicators: Adequate knowledge of Pa. Academic Standards; Adequate knowledge of Pa. Academic Standards; Appropriate assessments of student learning mostly aligned to the instructional goals and partially adapted as needed for student needs. Appropriate assessments of student learning mostly aligned to the instructional goals and partially adapted as needed for student needs.

27. Category I Adequate knowledge of students and how to use this knowledge to direct and guide instruction Adequate knowledge of students and how to use this knowledge to direct and guide instruction Appropriate reflection on teaching and learning to enhance instruction Appropriate reflection on teaching and learning to enhance instruction Adequate knowledge of content and pedagogy Adequate knowledge of content and pedagogy

28. Category I Unsatisfactory teacher performance indicators: Limited or partial knowledge of Pennsylvania academic standards Limited or partial knowledge of Pennsylvania academic standards Inappropriate or incoherent instructional design in which plans for elements are not aligned with the instructional goals, and have few or inappropriate adaptations for individual student needs Inappropriate or incoherent instructional design in which plans for elements are not aligned with the instructional goals, and have few or inappropriate adaptations for individual student needs

29. Category II-Classroom Environment Satisfactory Performance Indicators: Reasonable and clear expectations for student achievement with reasonable value placed on the qualify of student work Reasonable and clear expectations for student achievement with reasonable value placed on the qualify of student work Appropriate interactions between teachers and students and among students Appropriate interactions between teachers and students and among students

30. Category II-Classroom Environment Satisfactory Performance Indicators Clear standards of conduct and effective management of student behavior Clear standards of conduct and effective management of student behavior Effective classroom routines and procedures resulting in little or no loss of instructional time Effective classroom routines and procedures resulting in little or no loss of instructional time Safe and adequate organization of physical space, to the extend it is under the control of the teacher, that provides accessibility to learning and to the use of resources, materials and technology. Safe and adequate organization of physical space, to the extend it is under the control of the teacher, that provides accessibility to learning and to the use of resources, materials and technology.

31. Category II Unsatisfactory Performance Indicators Low or unclear expectations for student achievement with little or no value placed on the quality of student work Low or unclear expectations for student achievement with little or no value placed on the quality of student work Inappropriate or disrespectful interactions between teacher and students and among students Inappropriate or disrespectful interactions between teacher and students and among students Absent or unclear standards of conduct, or ineffective management of student behavior Absent or unclear standards of conduct, or ineffective management of student behavior

32. Category III-Instructional Delivery Satisfactory Performance Standards Adequate communication of procedures and clear explanations of content Adequate communication of procedures and clear explanations of content Adequate use of questions and discussion strategies that encourage many students to participate Adequate use of questions and discussion strategies that encourage many students to participate Adequate feedback to students on their learning Adequate feedback to students on their learning

33. Category III Unsatisfactory Performance Indicators  Unclear or inappropriate communication of procedures and poor explanation of content  Little or inappropriate use of formal and informal assessments to meet learning goals and to monitor student learning  Inflexibility in meeting the learning needs of students

34. Category IV - Professionalism Satisfactory Performance Indicators Satisfactory Performance Indicators Adherence to school and district procedures and regulations related to attendance, punctuality and the like Adherence to school and district procedures and regulations related to attendance, punctuality and the like Knowledge of the Professional Code of Conduct Knowledge of the Professional Code of Conduct Compliance with school or district requirements for maintaining accurate records, communicating with families Compliance with school or district requirements for maintaining accurate records, communicating with families

35. Category IV Unsatisfactory Performance Indicators Failure to adhere to district procedures and regulations related to attendance, punctuality and the like Failure to adhere to district procedures and regulations related to attendance, punctuality and the like Lack of compliance in participating in school and/or district events and school or district professional growth and development opportunities Lack of compliance in participating in school and/or district events and school or district professional growth and development opportunities

36. Performance indicators: Judgment of satisfactory or unsatisfactory performance in any category: Based on the rater’s overall evaluation of performance in that category. Judgment of satisfactory or unsatisfactory performance in any category: Based on the rater’s overall evaluation of performance in that category. Satisfactory rating does not require positive performance in all indicators. Satisfactory rating does not require positive performance in all indicators.

37. PDE 426 Sources of Evidence Gathered by teacher and evaluator Gathered by teacher and evaluator Further information on judging levels of proficiency Further information on judging levels of proficiency Reviewed at conference date Reviewed at conference date Maintain pertinent documentation Maintain pertinent documentation Source/dates/types clarifies documentation requirements Source/dates/types clarifies documentation requirements

38. PDE 426 Justification for Evaluation Section Satisfactory or unsatisfactory rating made Satisfactory or unsatisfactory rating made Provides teacher with clear understanding of the decision Provides teacher with clear understanding of the decision Comments focus on specific strengths or areas for improvement Comments focus on specific strengths or areas for improvement Level of proficiency for each of 4 categories determines the overall level of proficiency. Level of proficiency for each of 4 categories determines the overall level of proficiency.

39. PDE 426 final section - Evaluation Contains pertinent dates Contains pertinent dates Required signatures Required signatures

40. PDE 426 Continued Commendations Section is optional Commendations Section is optional If used, can summarize strengths of the commendable performance If used, can summarize strengths of the commendable performance

41. PDE 426 continued Recommendations for Professional Development Section: Makes recommendations for the teacher’s continuing needs for professional development Makes recommendations for the teacher’s continuing needs for professional development Addresses each category showing unsatisfactory Addresses each category showing unsatisfactory

42. Evaluator and teacher can determine professional development goals to be included in that section Evaluator and teacher can determine professional development goals to be included in that section If previous goals required in past, completion should be documented. If previous goals required in past, completion should be documented. Timeline for completing new goals should be set. Timeline for completing new goals should be set.

43. Instructional I to II Assessment Form-PDE 427 Utilizes same 4 Categories in Semi-Annual Employee Evaluation Form-PDE 426. Utilizes same 4 Categories in Semi-Annual Employee Evaluation Form-PDE 426. Serves as Assessment of the Semi-Annual Evaluation Results. Serves as Assessment of the Semi-Annual Evaluation Results. PDE 427 Form content required with Instructional II application. PDE 427 Form content required with Instructional II application.

44. PDE 427 Components Heading information similar to PDE 426 Heading information similar to PDE 426 Higher level of proficiency in performance indicators Higher level of proficiency in performance indicators Form uses the results of at least 6 completed PDE 426 reviews Form uses the results of at least 6 completed PDE 426 reviews Form addresses summative results from PDE 426 or local approved evaluations. Form addresses summative results from PDE 426 or local approved evaluations.

45. Overall categorical assessments on 427 is gained through review of each category’s results on previous forms Overall categorical assessments on 427 is gained through review of each category’s results on previous forms PDE 427 can not be submitted unless 6 successful PDE 426 evaluations are present PDE 427 can not be submitted unless 6 successful PDE 426 evaluations are present

46. Sources of Evidence-PDE 427 Easily gathered if using PDE 426 previously-already recorded, may need to summarize Easily gathered if using PDE 426 previously-already recorded, may need to summarize If using other than PDE 427, sources of evidence need to be indicated on PDE 427 If using other than PDE 427, sources of evidence need to be indicated on PDE 427

47. PDE 427 Assessment of Category I-IV Factors Resulting from teacher’s summary performance on PDE 426 series Resulting from teacher’s summary performance on PDE 426 series Any supporting evidence reviewed Any supporting evidence reviewed Provides understanding of the decision based on observations/sources of evidence Provides understanding of the decision based on observations/sources of evidence

48. Evaluation Section – PDE 427 Similar to PDE 426 Similar to PDE 426 Last page, page 4, is only page sent to PDE with Instructional II application Last page, page 4, is only page sent to PDE with Instructional II application Final assessment of satisfactory or unsatisfactory is utilized Final assessment of satisfactory or unsatisfactory is utilized

49. Superintendent’s signature provides the actual recommendation for an Instructional II Level of Professional Educator Superintendent’s signature provides the actual recommendation for an Instructional II Level of Professional Educator Commendations section optional Commendations section optional If used, strengths of the commendable performance can be listed If used, strengths of the commendable performance can be listed

50. PDE 428 - Annual Employee Evaluation for Instructional II’s Optional use form Optional use form Uses same categories of evaluation as PDE 426 and 427 Uses same categories of evaluation as PDE 426 and 427 High level of proficiency in the categories Category results can be satisfactory or unsatisfactory

51. Using the PDE 428 Uses same procedures, format, categories and sections as PDE 426 and 427 Uses same procedures, format, categories and sections as PDE 426 and 427 Sources of Evidence used should be recorded/maintained as in the PDE 426 and 427. Sources of Evidence used should be recorded/maintained as in the PDE 426 and 427.

52. Using the PDE 428 Overall assessment is either: Overall assessment is either: Commendable Commendable Satisfactory Satisfactory Unsatisfactory Unsatisfactory

53. Judgment of satisfactory or unsatisfactory performance - any category: Based on the rater’s overall evaluation of performance in that category. Judgment of satisfactory or unsatisfactory performance - any category: Based on the rater’s overall evaluation of performance in that category. Satisfactory rating does not require positive performance in all indicators. Satisfactory rating does not require positive performance in all indicators.

54. Other Questions: Other Questions: Contact Marjorie Blaze, Division of Teacher Educaiton, Bureau of Teacher Certification, PDE at mblaze@state.pa.us or 717-783-9252 Contact Marjorie Blaze, Division of Teacher Educaiton, Bureau of Teacher Certification, PDE at mblaze@state.pa.us or 717-783-9252mblaze@state.pa.us