EASTON AREA SCHOOL DISTRICT

DIFFERENTIATED SUPERVISION MODEL

ADMINISTRATION MANUAL

2017-2018

    

    

    

TABLE   OF   CONTENTS         

I. Introduction  (p.  2)

II. EASD   Supervision   and   Evaluation A.  Charlotte  Danielson’s  Framework  for  Teaching  (p.  3)B.  Pennsylvania  Department  of  Education  (PDE)  Guidelines  (p.  3)C.  Easton  Area  School  District  (EASD)  Process  (p.  4)D.  Cycle  of  Supervision  (pp.  4&5)

III. Charlotte   Danielson’s     A   Framework   for   Teaching:   Components   of   Professi onal

Practice

A.  Charlotte  Danielson’s  Framework  for  Teaching  Domain  Descriptions  (p.  6)

B.  Charlotte  Danielson  Domain  Descriptions  and  Performance  Levels  (pp.  7&8)    

IV. EASD  Differentiated  Supervision  Model  Overview  (A  Four-Year  Cycle)A.  Differentiated  Supervision  Model  “At  A  Glance”  (p.  9)

B. ***      EASD      Differentiated      Supervision      Process   

1.  Clinical  Supervision  Model  Overview/Formal  Evaluation  (pp.  10&11)a.  Overview  of  Clinical  Supervision  Modelb.  Clinical  Model  Process

2.  Informal  Supervision  Model  Overview/Informal  Evaluation  (p.  12)a.  Overview  of  the  Informal  Supervision  Modelb.  Informal  Supervision  Model  Process

V. Collection  of  Evidence  for  Domains  1  &  4  for  Formal/Informal  Supervision  Models

(p.13)

VI. Professional Growth Plan (PGP) Overview/ Template (p.14 & 15)

VII. PDE 82-1 Summative Rating Form (p.16)

***      Please      note      that      all      district      evaluation      forms      will      be      provided      by      the      supervisorand   maintained   by   the   teacher  .  It is also recommended that these forms be kept as  part  of  an  electronic  portfolio. The requisite  forms  may  also  be  downloaded @ https://goo.gl/WToLx8

1   

I.   Introduction   to   EASD   Differentiated   Supervision   Model

Evaluations   are   based   on   the   premise   that   all   professionals   have   a   desire   andcommitment   to   reach   a   high   level   of   performance.

The   purpose   of   the   EASD   Differentiated   Supervision   Administration   Manual   isto   assist,   support   and   encourage   self-directed   professional   growth,   and   toimprove   professional   practice   and   accountability   to   the   performancestandards   as   represented   in   Charlotte   Danielson’s   “Framework   for   Teaching.”

Charlotte   Danielson   has   provided   a   “Framework   for   Teaching”   that   isincorporated   into   this   manual   as   a   tool   to   help   Administrators   and   Staff   worktogether   to   reach   a   level   of   performance   that   provides   the   best   quality   ofeducation   for   our   students.

The   “Framework   for   Teaching”   is   a   set   of   performance   standards   designed   topromote   professional   growth   and   skills.   The   result,   if   successful,   is   theimprovement   of   the   quality   of   instruction   and   achievement   of   our   students.

Certificated   staff   will   be   evaluated   using   the   following   processes   beginningwith   the   2014   –   2015   school   year.   Certificated   staff   members   are   defined   asprofessionals   with   a   PDE   Instructional   I   or   II   certificate.

     2        

II.   EASD   SUPERVISION   AND   EVALUATION

Charlotte  Danielson’s  “Framework  for  Teaching”  is  the  basis  for  the  EASD  Supervision  andEvaluation  Model.  This  framework  is  a  research-based  set  of  components  of  instructionthat  are  grounded  in  a  constructivist  view  of  learning  and  teaching.  The  framework  is  aninvaluable  tool  to  be  used  as  the  foundation  for  professional  conversations  amongpractitioners  as  they  seek  to  enhance  their  skill  in  the  complex  art  and  task  of  teaching.

Charlotte   Danielson’s   “ Framework   for   Teaching :”

The  framework  will  serve  as  the  foundation  of  EASD’s  recruitment  and  hiring,mentoring,  coaching,  professional  development,  and  teacher  evaluationprocesses.  It  is  hoped  that  linking  these  activities  together  will  assist  teachersbecome  more  thoughtful  practitioners.

All  of  the  Danielson  Frameworks  are  organized  around  levels  of  performance  thatrepresent  an  educator’s  growth  and  development  throughout  his/her  career.  TheDanielson  model  is  focused  on  accountability  for  all  aspects  of  the  profession.  Justas  educators  work  to  meet  the  needs  of  each  student  learner,  this  model  addressesthe  needs  of  each  individual  certified  staff  member.

The  actions  teachers  can  take  to  improve  student  learning  are  clearly  identified  andfall  under  four  domains  of  teaching  responsibility:

o Planning  and  Preparationo The  Classroom  Environmento Instructiono Professional  Responsibilities

Within  the  4  domains  are  22  components  and  76  descriptive  elements  that  furtherdefine  and  refine  our  understanding  of  the  teaching  and  learning  process.  Theframework  is  further  defined  with  four  levels  of  performance  for  each  component  asrepresented  in  a  rubric.

Pennsylvania   Department   of   Education   (PDE)   Guidelines:

PA  Act  82  states  that  all  professional  employees  must  be  evaluated  once  a  year  andtemporary  professional  employees  must  be  evaluated  twice  a  year.  The  data  from  theDanielson’s  Framework  for  Teaching,  other  observational  data,  and  the  Multiple  Measuresdata  will  be  used  to  determine  a  performance  rating  (Summative  Evaluation).  Act  82  alsorequires  that  all  teachers  will  be  rated  as  Distinguished,  Proficient,  Needs  Improvement,  orFailing.  An  overall  rating  of  Distinguished  and  Proficient  shall  be  considered  satisfactory.An   overall   performance   rating   of   “Needs   Improvement”   shall   be   considered   satisfactory ,except      that      any      subsequent      overall      rating      of      “Needs      Improvement”      issued      by      the      same   employer   within   ten   (10)   years   of   the   first   overall   performance   rating   of   “Needs Improvement,”   where   the   employee   is   in   the   same   certification,   shall   be   considered   as unsatisfactory.

     3        

Easton   Area   School   District   (EASD)   Process :

The  EASD  Differentiated  Supervision  Model  is  designed  to  promote,  through  realistic  goalsetting,  the  professional  and  personal  growth  of  each  professional  employee  of  the  EastonArea  School  District.  Supervision  and  support  of  teacher  practice  will  be  accomplishedthrough  the  implementation  of  a  Differentiated  Supervision  Model,  which  is  aligned  toCharlotte  Danielson’s  Framework  for  Teaching  and  PDE  Guidance.

The  EASD  Differentiated  Supervision  Model  is  based  on  research  findings  associated  witheffective  schools,  effective  classrooms  and  effective  leadership.  The  Supervisee  shalldetermine  annually,  in  concert  with  the  Supervisor,  appropriate  goals  for  professionalgrowth. The supervisee will use this goal to create a Professional Growth Plan (PGP) that will include a list of activities and a collection of evidence demonstrating goal attainment.

The  EASD  Differentiated  Supervision  Model  offers  professional  employees  the  following  two(2)  models  of  supervision:

Clinical  Supervision  Model  (Formal  Evaluation) Informal  Supervision  Model  (Informal  Evaluation)

It  shall  be  the  annual  responsibility  of  the  supervisor  to  evaluate  each  teacher  in  his/hercharge  and  to  submit  a  recommended  rating  for  each  professional  and  temporaryprofessional  to  the  Director  of  Human  Resources.  All  staff  will  be  evaluated  using  theDanielson  Framework  for  all  models  of  supervision.

  Cycle   of   Supervision

EASD  has  created  a  four-year  Cycle  of  Supervision  for  our  Differentiated  SupervisionModel.

Within   the   four   (4)   year   cycle:

Temporary  professional  employees  will  be  rated  a  minimum  of  two  (2)  times  during  theschool  year  using  the  Clinical  Supervision  Observation  Model.

Professional  employees  will  be  rated  a  minimum  of  one  (1)  time  during  the  school  year.Supervisors  will  place  the  professional  employee  in  either  the  Clinical  Supervision  Model(Formal)  or  in  the  Informal  Supervision  Model.

All  staff  will  be  evaluated  under  the  Clinical  Supervision  Model  (Formal  Evaluation)  aminimum  of  once  every  four  (4)  years.  The  supervisor  reserves  the  right  to  remove  ateacher  from  the  Informal  Supervision  Model  at  any  time  and  place  the  teacher  in  theFormal  Clinical  Supervision  Model.

Additionally,  while  formal  observations  are  not  scheduled  to  occur  in  the  InformalSupervision  Model,  informal  observation(s)or  walkthroughs  will  occur  throughout  the  school

year.  Supervisors  are  required  to  provide  a  score  in  the  four  domains  for  all  teachers  every  4

    

year  regardless  of  the  model  of  supervision  being  utilized.  Therefore,  evidence  will  becollected  in  each  of  the  four  (4)  domains  through  informal  observations,  conversationsand  “tagged”  evidence.

Whatever  supervision  model  a  teacher  is  assigned, formal  or  informal,   it   is   the   teacher’s responsibility to   collect   exemplar   evidence   throughout   the school   year . The evidence should demonstrate attainment of their Professional Growth Goal and contain evidence from all four Domains, if he/she expects to meet the minium requirements  of  his/her  annual evaluation criteria.

TEACHER  EVALUATION  TIMELINE (Formal  &  Informal  Supervision)

LEVEL  II  >  FORMAL  (CLINICAL)  SUPERVISIONAugust  -  September(Walkthroughs, SLO, & PGP submission)

August  -  September(Walkthroughs, PGP & SLO  submission)

October  -  April(Walkthroughs)

(Formal  Observation)

LEVEL  I  >  FORMAL  (CLINICAL)  SUPERVISION

October  -  December(Formal  Observation)

PDE   82-1     due     January

LEVEL  II  >  INFORMAL  SUPERVISION

May

PDE  82-1

January  -  April(Formal  Observation)PDE  82-1

August  –  September(SLO & PGP  completion) January- April

May (Walkthroughs) PDE 82-1

August- December (Walkthrough)

***  MID- YEAR‐   REVIEW MEETINGS  SHOULD BE SUBMITTED BY FEBRUARY     5th   ***    

     5    

summarized    in    Table    A.

Copyright        Charlotte     Danielson,    2013.    

    

III.         Charlotte      Danielson’s            A      Framework      for      Teaching:      Comp   

onents   of Professional   Practice

III.  RULES  AND  REGULATIONSDescriptions     of    the    four    domains    in    Part    (A)    Teacher    Observation    and    Practice    are    

    

    

    

    

    

Table  A:  Descriptions  of  Four  DomainsDomain Description

I.  Planning  &Preparation

20%

Effective  teachers  plan  and  prepare  for  lessons  using  their  extensive  knowledge  of  thecontent  area,  the  relationships  among  different  strands  within  the  content  and  betweenthe  subject  and  other  disciplines,  and  their  students' prior  understanding  of  the  subject.Instructional  outcomes  are  clear,  represent  important  learning  in  the  subject,  and  arealigned  to  the  curriculum.  The  instructional  design  includes  learning  activities  that  arewell  sequenced  and  require  all  students  to  think,  problem  solve, inquire,  and  defendconjectures  and opinions.  Effective  teachers  design  formative  assessments  to  monitorlearning, and  they  provide  the  information  needed  to  differentiate  instruction.  Measures  ofstudent  learning  align  with  the  curriculum,  enabling  students  to  demonstrate  theirunderstanding  in  more  than  one  way.

II.  ClassroomEnvironment

30%

Effective  teachers  organize  their  classrooms  so  that  all  students  can  learn.  They  maximizeinstructional  time  and  foster  respectful  interactions  with  and  among  students,  ensuringthat  students  find  the  classroom  a  safe  place  to  take  intellectual  risks.  Studentsthemselves  make  a  substantive  contribution  to  the  effective  functioning  of  the  class  byassisting  with  classroom  procedures, ensuring  effective  use  of physical  space, andsupporting  the  learning  of  classmates.  Students  and  teachers  work  in  ways  thatdemonstrate  their  belief  that  hard  work  will  result  in  higher  levels  of  learning.  Studentbehavior  is  consistently  appropriate  and  the  teacher 's  handling  of  infractions  is  subtle,preventive,  and  respectful  of  students' dignity.

III.  Instruction30%

In  the  classrooms  of  accomplished  teachers, all students  are  highly  engaged  in  learning.They  make  significant  contributions  to  the  success  of  the  class  through  participation  inhigh-level  discussions  and  active  involvement  in  their  learning  and  the  learning  of  others.Teacher  explanations  are  clear  and  invite  student  intellectual  engagement.  The  teacher 'sfeedback  is  specific  to  learning  goals  and  rubrics  and  offers  concrete  suggestions  forimprovement.  As  a  result,  students  understand  their  progress  in  learning  the  content  andcan  explain  the  learning  goals  and  what  they  need  to  do  in  order  to  improve.  Effectiveteachers  recognize  their  responsibility  for  student  learning  and  make  adjustments,  asneeded,  to  ensure  student  success.

IV.  ProfessionalResponsibilities

20%

Accomplished  teachers  have  high  ethical  standards  and  a  deep  sense  of  professionalism,focused  on  improving  their  own  teaching  and  supporting  the  ongoing  learning  ofcolleagues.  Their  record-keeping  systems  are  efficient  and  effective, and they communicatewith  families  clearly, frequently,  and  with  cultural  sensitivity.  Accomplished  teachersassume  leadership  roles  in  both  school  and  LEA projects,  and  they  engage  in  a  wide  rangeof  professional  development  activities  to  strengthen their  practice.  Reflection  on  their  ownteaching  results  in  ideas  for  improvement  that  are  shared  across  professional  learningcommunities  and  contribute  to  improving  the  practice  of  all.

6Table  B:  Four  Levels  of  Performance  in  Four  Domains

Domain FailingNeeds

Improvement Proficient Distinguished

I.  Planning  &Preparation

20%

Teacher's plansreflect  littleunderstanding  of  thecontent, the  students,and  availableresources.Instructionaloutcomes  are  eitherlacking orinappropriate,assessmentmethodologies  are

inadequate.

Teacher's  plansreflect moderateunderstanding  of  thecontent,  the  students,and  availableresources.  Someinstructionaloutcomes  are suitableto  the  students  as  agroup, and  theapproaches  toassessment  arepartially  aligned  withthe  goals.

Teacher's  plansreflect  solidunderstanding  of  thecontent, the  students,and  availableresources.Instructionaloutcomes representimportant learningsuitable  to  moststudents.  Mostelements  of  theinstructional  design,including  theassessments,  arealigned  to  the  goals.

Teacher's  plans,  basedon  extensive  contentknowledge  andunderstanding  ofstudents,  are  designedto  engage  students  insignificant  learning.All  aspects  of theteacher  's  plans,instructionaloutcomes,  learningactivities,  materials,resources,  andassessments  are  incomplete alignmentand  are  adapted  asneeded  for individualstudents.

    

    

    

    

Table     B     summarizes      teacher      performance    levels     for     each     of     the      Domain      Rating    Assignments    and     for     the     ratings      to     be  assigned  for    each     domain  in the Rating  (A)  column.

     7    

Table  B:  Four  Levels  of  Performance  in  Four  Domains

Domain FailingNeeds

Improvement Proficient Distinguished

    

    

II. ClassroomEnvironment

30%

Classroomenvironment  ischaracterized  bychaos and conflict,with low expectationsfor  learning,  no  clearstandards  of  studentconduct, poor  use ofphysical  space,  andnegative  interactionsbetween  individuals.

Classroomenvironmentfunctions somewhateffectively,  withmodest expectationsfor  student  learningand  conduct,  andclassroom routinesand  use  of  space  thatpartially  supportstudent  learning.Students  and  theteacher  rarely  treatone  another  withdisrespect.

Classroomenvironmentfunctions  smoothly,with  little  or  no  lossof  instructional  time.Expectations  forstudent  learning  arehigh,  and  interactionsamongindividualsare  respectful.Standards  for  studentconduct  are  clear,  andthe  physicalenvironment  supportslearning.

Students  themselvesmake  a  substantivecontribution  to  thesmooth functioning ofthe  classroom, withhighly  positivepersonal  interactions,high  expectations  andstudent  pride  in  work,seamless  routines,clear  standards  ofconduct,  and  aphysical environmentconducive  tohigh-level  learning.

III.  Instruction30%

Instruction  ischaracterized  by poorcommunication ,low-level  questions,little  studentengagement  orparticipation  indiscussion, little  or  nouse  of  assessment  inlearning,  and  rigidadherence  to  aninstructional  plandespite  evidence  thatit  should  be  revisedor modified.

Only  some  studentsare  engaged  inlearning  because  ofonly  partially  clearcommunication,uneven  use  ofdiscussion  strategies,and  only somesuitable  instructionalactivities  andmaterials.  Theteacher  displays  someuse  of  assessment  ininstruction  and  ismoderately  flexible inadjusting  theinstructional  planand  in  response  tostudents'  interestsand  their  success  inlearning.

All  students  areengaged  in  learningas  a  result  of  clearcommunication andsuccessful use ofquestioning  anddiscussiontechniques.  Activitiesand  assignments  areof  high  quality,  andteacher  and  studentsmake  productive  useof  assessment.  Theteacher  demonstratesflexibility incontributing  to  thesuccess  of  the  lessonand  of  each  student.

All  students  arehighly  engaged  inlearning  and  makematerial  contributionsto  the  success  of  theclass  through  theirparticipation  indiscussions,  activeinvolvement inlearning  activities,and  use  of  assessmentinformation  in  theirlearning.  The  teacherpersists  in  the  searchfor  approaches  tomeet  the  needs  ofevery  student.

IV.  ProfessionalResponsibilities

20%

The  teacherdemonstrates  lowethical  standards  andlevels  ofprofessionalism,  withpoor  record-keepingsystems  and  skill  inreflection, little  or  nocommunication  withfamilies or colleagues,and avoidance  ofschool and LEAresponsibilities  andparticipation  inactivities forprofessional  growth.

The  teacherdemonstratesmoderate  ethicalstandards  and  levelsof  professionalism,with  rudimentaryrecord-keepingsystems  and  skills  inreflection,  modestcommunication  withfamilies  or  colleagues,and  compliance  withexpectationsregardingparticipation  inschool and LEAprojects  and  activitiesfor  professionalgrowth.

The  teacherdemonstrates  highethical  standards  and  agenuine  sense  ofprofessionalism  byengaging  in  accuratereflection  oninstruction,maintaining  accuraterecords,communicatingfrequently  withfamilies,  activelyparticipating  inschool  and  LEAevents,  and  engagingin  activities  forprofessionaldevelopment.

The  teacher's  ethicalstandards  and  sense  ofprofessionalism  arehighly  developed,showing  perceptiveuse  of  reflection,effective  systems  forrecord-keeping  andcommunication  withfamilies,  leadershiproles  in  both  schooland  LEA  projects,  andextensive  professionaldevelopmentactivities.  Whereappropriate,  studentscontribute  to  thesystems  for  record-keeping  and  familycommunication.

From        Enhancing         Professional         Practice:        A     Framework         for         Teachers,    2nd        Edition        (pp.        41- 42‐     ),        by        Charlotte        

Danielson,        Alexandria    ,    VA:    ASCD.    «:>  2007    by    ASCD.    Adapted     and    reproduced     with    permission    

     8    

    

IV.   EASD   Differentiated   Supervision   Model   “At   a   Glance ”

Form   PDE-82-1         will      be      completed      for      all         Instructional      I     certified   professional   employees   at   least     twice     during   the   school   yea r   (onceeach   semester).

Form   PDE-82-1         will      be      completed      for      all         professional      employees            in   possession   of   an   Instructional   II   certificate     at   least     once   during   the school   year .

The   teacher   evaluations   are   separated   into   the   following   subgroups:A-G,   H-K,   L-R,   and   S-Z.         This      year,      professional      employees      with      the      last   names   beginning   with   the   letters         A-G            are      to      be            formally            evaluated      by   their   supervisors    utilizing   the   Clinical   (Formal)   Supervision   Model.

Professional   employees   with   the   last   names   beginning   with   the   lettersH-Z   will   be   evaluated   by   their   supervisor,   utilizing   the   InformalSupervision   Model,   and   receive   the   PDE   82-1   evaluation   form   at   theend   of   the   school   year.

     9        

Clinical   ( Formal )   Supervision   Model   Overview :The  Clinical  (Formal)  Supervision  Model  is  grounded  in  the  four  (4)  Domains  ofprofessional  practice:  Planning  and  Preparation,  Classroom  Environment,Instruction,  and  Professional  Responsibilities.  There  will  be  a  minimum  of  two  (2)formal  observations  and  evaluations  per  year  for  staff  working  under  a  PDELevel  I  Instructional  Certificate.  A  minimum  of  one  (1)  formal  observation  andevaluation  per  year  is  required  for  staff  working  under  a  PDE  Level  II  InstructionalCertificate.

A  staff  member  may  be  assigned  to  the  Clinical  Supervision  Model  (Formal)  atany  time  if  there  is  documented  evidence  of  unsatisfactory  performance,regardless  of  the  model  to  which  the  staff  member  is  currently  assigned.  Inaddition,  based  on  the  individual  staff’s  growth  plan,  the  supervisor  has  theright  to  assign  any  staff  member  in  the  Clinical  Supervision  Model  (Formal).

All   teachers   are   required   to   collect   evidence   supporting   attainment of their Professional Growth Plan.  This collection of evidence must by submitted prior to the final PDE 82-1 form being completed by the supervisor. 

Membership   Criteria:

Instructional  I  (non-tenured  or  tenured)  teachers 1st  and  2nd  year  Instructional  II  teachers  (Teacher  has  tenure  upon  date  of

hire  in  EASD) Instructional  II  teachers  new  to  a  building All  other  tenured  teachers  cycle  through  the  clinical  supervision  model  every

four  (4)  years

Steps   for   the   Formal   Observation   and   SLO   Process:

1.  Teacher  will  complete  a  Student  Learning  Objective (SLO),  using  theattached  form  and  submit  it  to  their  supervisor  by      October 6, 2017    (Form01_SLO  Template.docx).

2. The supervisee will draft a Professional Growth Plan (PGP) after reflecting on their current teaching practices in each of the Four Domains. The plan will focus on a specific area for improvement and align to their school’s goals for school improvement. The form should be submitted along with the SLO by October 6, 2017 (Form 01_ProfessionalGrowthPlan Template).

3.  Supervisor  will  schedule  a  meeting  with  each  assigned  teacher  to  review  theSLO/PGP  and  schedule  the  formal  classroom  observation.

10

4.  Teacher  completes  “Pre-observation”  form  using  the  district’s  template  and brings  it  to  the  pre-observation  meeting  with  the  supervisor  (Form  01_Pre-Observation  form.docx).

5.  Supervisor  collects  evidence  using  the  district’s  “Classroom  Observation”  form(Folder  “Observer  Domain  Notes”).

6.  Teacher  completes  the  district’s  “Post-Observation  Rubric”  form  byhighlighting  the  words  that  best  describe  the  lesson  performance  and  submits  itto  the  supervisor  within  forty-eight  (48)  hours  of  formal  observation  (Form02_Clinical  Post-Observation  Rubric).

7.  Supervisor  schedules  the  post-observation  conference  with  the  teacher  toreview  the  completed  “Post-Observation  Rubric”  form.

8.      Within      five      (5)      days      of      the      date      of      the      observation   ,  the  post-observationconference  is  conducted  between  supervisor/teacher  to  review  and  discussprofessional  performance,  strengths  and  areas  for  growth.

9.  Supervisor  completes  the  district’s  “Observation  Summary”  form  and  sends  itto  teacher  for  review  and  signature.  Once  signed  by  the  teacher,  the“Observation  Summary”  form  is  sent  back  to  the  Supervisor  (Form  03_ClinicalObservation  Summary.docx).

10.  A  mid-year review  of  each  teacher’s  SLO  progress and Professional Growth Plan will  be scheduled  with  the  supervisor.  The SLO and Professional Growth Plan mid-year review will occur in late January. The supervisee will submit the mid-year review summary form to their supervisor prior to their scheduled meeting.

11.  A  final  review  of  each  teacher’s  SLO  and Professional Growth Plan will occur in  May.

12.  Supervisor  completes  PDE-82-1  and  provides  it  to  Instructional  I  teacherssemi-annually  and  to  Instructional  II  teachers  annually.

Walk-Through   Observation   Steps:

1.  Walk-through  observations  will  be  conducted  and  provide  evidence  ofteacher  professional  practices  that  align  with  the  Charlotte  DanielsonFramework  for  Teaching.

2.  Supervisors   will   use   the   district’s   “EASD   Walk-Through   Form” tocollect   evidence   of   Teachers’   professional   practices. The supervisor may also use another district approved walkthrough form.

     11       

Informal   Supervision   Model   Overview :

Membership:

Any   Teacher   not   meeting   the   “Formal”   Clinical   SupervisionModel   criteria   will   be   evaluated   using   the         Informal      Supervision   Model.Process:

1.   Teachers   will   complete   a   Student   Learning   Objective   (SLO),using   the   district’s   SLO   template   form   (Form   01_SLOTemplate.docx)   and   submit   it   to   their   supervisor   by  October 6, 2017.

2. The supervisee will draft a Professional Growth Plan (PGP) after reflecting on their current teaching practices in each of the Four Domains. The plan will focus on a specific area for

improvement and align to their school’s goals for school improvement. The form should be submitted along with the SLO by October 6, 2017 (Form 01_ProfessionalGrowthPlan Template).

3.   Supervisor   will   schedule   a   meeting   with   teacher   to   review   theSLO and Professional Growth Plan.

4.   A  mid-year/semester  review  of  each  teacher’s  SLO  progress and Professional Growth Plan will  be scheduled  with  the  supervisor.  The SLO and Professional Growth Plan mid-year review will occur in late January.  

5.   A   final   review   of   each   teacher’s   SLO and PGP   will   occur   in   May.

Walk-Through   Observation   Steps:

1.   Walk-through   observations   will   be   conducted   at   a         minimum   of   two   (2)   throughout   the   school   year .   Walkthroughs   willprovide   evidence   of   teacher   professional   practices   that   alignwith   the   Charlotte   Danielson   Framework   for   Teaching.

2.   Supervisors   will   use   the   district’s   “EASD   Walk-Through   Form” tocollect   evidence   of   Teachers’   professional   practices. The supervisor may also use another district approved walkthrough form.

     12   V.   Collection   of   Evidence  

1.      ALL     teachers  are  required  to  collect  and  submit  evidence totheir  supervisor  demonstrating attainment of their Professional Growth Plan.  This collection of evidence must be collected throughout the school year and submitted in Janaury for the mid-year review and May prior to final evaluation.

2.      It      is      highly      recommended      that      teachers      collect      evidence      in   all four domains   if   they   expect   to   be   rated   “Proficient”.

3.  A sample Professional Growth Plan (PGP) for each level is provided in the teacher effectiveness folder. (Folder 10_Professional Growth Plan)

13

VI. Professional Growth Plan (PGP) OverviewAll teachers are to select a goal for professional growth, develop a plan to meet that goal, and spend a year working toward successfully completing it.

To begin the goal selection process, review the rubrics of the framework and assess your teaching practices. Highlight your performance on each component of the four domains. Then reflect upon your strengths, as well as focus on a specific area of a domain, in which you would like to improve. You will need to select one or two component(s) based upon which would yield the most direct benefit to your students.

You will use the rubric to clearly define your current level of performance and how you would like to enhance that performance level. (Example - Basic to Proficient)

Now you need to think about how you can improve student performance and design a plan, which will include activities and techniques for your classroom. The plan will also connect to your school’s improvement goals.

Once you have designed this portion of your plan, compare it again to the rubric to confirm that it will move you to the next performance level. At this point, make a decision as to whether your plan is sufficient or needs to be enhanced to meet your goal.

The activities and techniques that you choose should yield evidence. Once your plan is complete, you will submit it to your evaluating principal for review, suggestions, and approval.

At the end of the school year, you will submit your collection of evidence and reflection to your evaluating principal, which will indicate the impact that the goal/activities had on your teaching practices.

14EASD PROFESSIONAL GROWTH PLAN (PGP)

Name: ____________________Building: ______________  School Year: _________

1. My self-assessment on the twenty-two components of professional practice shows my focus to be:  __________________________________________________________

2. My Professional Growth Plan (PGP) goal for this year is:

______________________________________________________________

3. The activities I will participate in that will lead toward my goal will include: 1. _______________________________________________

2. _______________________________________________

3. _______________________________________________

4. My collection of evidence to demonstrate goal attainment may include:

1. _______________________________________________

2. ________________________________________________

3. ________________________________________________

4. ________________________________________________

Note: Final product will be submitted at the completion of the goal to your evaluator.

Reflection (1-2 page summary of goals, activities, and collection of evidence)

The collection of evidence will include a self-assessment to indicate the impact that the goal/activities have had on your teaching.

________________ ______________________    ___________________

Teacher’s Signature    Evaluator Approval Signature Evaluator Completion Signature

15

VII.   PDE Summative Rating Form (PDE 82-1)

16