welcome to the 2013 - 2014 school year a year of possibilities!
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WELCOME TO THE2013 - 2014
SCHOOL
YEARA YEAR OF
POSSIBILITIES!
CONTINUING THE WORK WE HAVE STARTED . . .
• Curriculum, Instruction, & Assessmento Meaningful and relevanto Grounded in ‘teaching for understanding’o Student-centeredo Focused on growth of all students
• Technologyo “Meaningful use of technology to serve learning”
(George Couros)o Power of collaboration, communication, creativity, &
critical thinkingo Extended learning beyond the school building - for
teachers and students
And meeting the new mandates . . .
• PA Effective Educatoro Observation & Supervisiono Teacher Evaluationo School Profile Reportso Creation of ‘elective data’ based on “Student
Learning Objectives”
• Comprehensive Plan (formerly Strategic Plan)
http://www.flickr.com/photos/99257619@N02/9345886367/in/pool-858082@N25
• Formal ObservationOR
• Any of the Modes of Differentiated Supervision
• “Formative” process of supervision and professional development using the Danielson Framework for Teaching
• For evaluation, will receive a rating in each of the four domains based on evidence gathered throughout year:o Planning & Preparation (20%)o Classroom Environment (30%)o Instruction (30%)o Professional Responsibility
(20%)
• Use the Danielson Framework as a reflective tool to self-assess.
• Focus is on moving practice toward the ‘Distinguished’ level.
• Components in each domain reflect effective or ‘high-yield’ instructional/professional practices
CHANGES IN PROCESS• OBSERVATION PROCESS
o Pre-conferenceo Observation w/collection of evidence (facts); shared
w/teacher.o Teacher reflects & completes rubric, Domains 2 & 3o Supervisor identifies areas of agreement o Post-conference - discussion; recognize strengths; set
goals for growtho Follow-up walk-thru focused on selected area of growth
• Non-tenured or new to district - two times per year for formal observation
• Tenured teachers - once every ___ years; one time per year
CHANGES IN PROCESS
• DIFFERENTIATED SUPERVISION PROCESSo Collaborative Mode
Peer Coaching Collegial Partnership
o Self-Directed Mode Action Research Portfolio National Board Certification
• Any option selected must have a goal based on Domain(s)/Component(s) from Danielson Framework
CHANGES IN PROCESS
• Other Evidence for Professional Practiceo Informal Walk-thrus (not connected to formal
observation)o Unit plans, lesson plans, assessmentso Student work sampleso Communication logs, newsletters, teacher siteso Presentations at faculty meetings, in-service, etc.o Participation in PLC groups
School Building Data: • Part of every teacher’s and non-
teaching professional’s evaluation.• Grade based on 100 (but can earn
“extra credit.”)
15%
• Grade is calculated differently based on the grade levels in the school.
School Building Data15%
Table G: Conversion from 100 Point Scale to0—3 Scale for Building Level Rating
Building Level Score 0—3 Rating Scale*
90.0 to 107 2.50—3.00
70.0 to 89.9 1.50—2.49
60.0 to 69.9 0.50—1.49
00.0 to 59.9 0.00—0.49
15%
TEACHER SPECIFIC DATA
• Any teacher Grades 4 and up who is responsible for the planning & preparation and delivery of instruction of any content tested by PSSA or Keystone exams.
• 2013 - 2014 begins the 3 year rolling average for PVAAS.• Three years must be consecutive years, but the grade level or
subject area can change.• The % of each student’s growth/achievement that is attributed
to each teacher is based on the # days the student is assigned to the teacher and the % of responsibility the teacher has for the planning & prep and delivery of instruction.
TEACHER SPECIFIC DATA15%
TEACHER SPECIFIC DATA
Table H: Conversion from % Scale to0—3 Scale for Assessments Rating
% Students at Proficient orAdvanced
0—3 Rating Scale
95—100% 3.0
90—94.9% 2.5
80—89.9% 2.0
70—79.9% 1.5
65—69.9% 1.0
60—64.9% 0.5
Below 60% 0.0
TEACHER SPECIFIC DATA15%
TEACHER SPECIFIC DATA
Table I: Conversion from 100 Points Scale to0—3 Scale for PVAAS Rating
PVAAS Score 0—3 Scale*
90.0 to 100 2.50—3.00
70.0 to 89.9 1.50—2.49
60.0 to 69.9 0.50—1.49
00.0 to 59.9 0.00—0.49
20%Elective Data/SLOs:• To be used for all teachers
• Will be greater % of teacher’s evaluation for those with no ‘Teacher Specific’ Data
• Must be developed in every subject by end of school year
35%
OPPORTUNITY• SLOs will allow us to present a broader, more
meaningful picture of student growth and achievement
• Connect to work we are doing in curriculum, instruction, & assessment
• “Thought-provoking and time consuming but should inform strong instructional practice without an increase in testing”
• Use technology to expand ways for students to demonstrate understanding in ways that they could not otherwise.
Let’s create an atmosphere of joy andwonder!
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