Non Teaching Professionals ½ Day Training. Act 82 of 2012 Passed on June 30, 2012 Defined Three Groups of Educators ◦ Teaching Professionals Began 2013-2014.

Non Teaching ProfessionalsNon Teaching Professionals½ Day Training½ Day Training

Act 82 of 2012Act 82 of 2012

Passed on June 30, 2012Defined Three Groups of

Educators◦Teaching Professionals

Began 2013-2014 school year

◦Principals/CTC Directors Begins in 2014-2015 school year

◦Non-teaching Professionals Begins in 2014-2015 school year

2

Teaching ProfessionalsTeaching ProfessionalsBegan in the 2013-14 School Year

Professionals who work under an Instructional Certificate AND who provide “direct instruction” to students

Direct instruction◦Planning, Delivering, Assessing

4

Principals/CTC DirectorsPrincipals/CTC Directors

Applicable for the 2014-15 School Year

Professionals who work under an Administrative Certificate and hold the position of principal/assistant principal or CTC Director.

47

Observation/ PracticeFramework for Leadership Domains

Strategic/Cultural LeadershipSystems LeadershipLeadership for LearningProfessional and Community Leadership

Building Level Data/School Performance Profile

Indicators of Academic AchievementIndicators of Closing the Achievement Gap, All StudentsIndicators of Closing the Achievement Gap, Historically Underperforming StudentsAcademic Growth PVAASOther Academic IndicatorsExtra Credit for Advanced Achievement

Correlation Data/Relationship

Based on Teacher Level Measures

Elective Data/Student Learning Objectives

District Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Principal Effectiveness System in Act 82 of 2012

Non-Teaching Professionals Non-Teaching Professionals include:include:Individuals working under

instructional certificates who DO NOT provide direct instruction to students

SupervisorsEducational SpecialistsLicensed Professionals

◦(not regulated by ACT 82)

Who are Supervisors?Who are Supervisors?

Supervisors (CSPG 88-92) are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines

◦ CSPG 88 - Supervisor of Curriculum and Instruction ◦ CSPG 89 - Supervisor of Pupil Services ◦ CSPG 90 - Supervisor of Single Area ◦ CSPG 91 - Supervisor of Special Education ◦ CSPG 92 - Supervisor of Vocational Education 

8

Who are Educational Who are Educational Specialists?Specialists?Educational Specialists are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines (CSPGs). Currently CSPG 75 through 81 list the following specialist certifications:

◦ Dental Hygienist (75)◦ Elementary and Secondary School Counselor (76)◦ Home and School Visitor (77)◦ Instructional Technology Specialist (78)◦ School Nurse (80)◦ School Psychologist (81)

Rubrics available for each for available at PDE

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Observation and PracticeDanielson Framework Domains1.Planning and Preparation2.Educational Environment3.Delivery of Service 4.Professional Development

Student Performance/School Performance Profile

Non-Teaching ProfessionalEffectiveness System in Act 82 of 2012

Effective 2014-2015 SY

10

Observation and Practice 80%

Student Performance 20%

Licensed ProfessionalsLicensed ProfessionalsNot Regulated by ACT 82Not Regulated by ACT 82

Optional◦ Occupational Therapist◦ Physical Therapist◦ Social Workers◦ Behavior Specialists

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Which Rating Tools Used?Which Rating Tools Used?Framework for Teaching

◦Teaching Professionals◦Instructionally Certified but don’t

Provide Direct InstructionFramework for Leadership

◦Principals/CTC Directors/Assistants◦Supervisors (CSPG 88-92)

Rubrics specific to Educational Specialists◦CSPG 75-81

04/19/23 pbevan 12

Questions or Comments?Questions or Comments?

Framework Development for Specialists and Framework Development for Specialists and Licensed Professionals Licensed Professionals

PDE recruited practitioners from across the Commonwealth and formed stakeholder workgroups to revise the Danielson Framework for Teaching to reflect their specific roles and functions. ◦ These workgroups consisted of:

Practitioners- specialists and licensed professionals working in their respective fields in LEA’s

Representatives from State-wide professional organizations

Higher Education PSEA representatives IU representatives

The Stakeholder Workgroups utilized the The Stakeholder Workgroups utilized the following guiding principlesfollowing guiding principles

Each of the specialist (modified) rubrics must reflect and preserve the fundamental tenets of the Danielson Framework For Teaching (the official language of instruction for ALL educators across PA). ◦ The stakeholder groups were trained by the

Danielson Group in the Framework for Teaching and constructivist learning theory.

Must closely align with best-practices and national standards for the respective specialists/licensed professionals.

Next Steps:Next Steps:Small Scale Pilot was held – Spring

2013Review of feedback and adjustments

to the rubricsLarge Scale pilot (Fall, 2013 and

Spring 2014)Full-scale implementation per Act 82

(Fall 2014)

Clarifying Questions and Clarifying Questions and Feedback Feedback

1. Will Specialists professionals utilize the same evaluation process as the Danielson Framework for Teaching?◦ Pre-conference (evidence collection)◦ Observation (evidence collection)◦ Post-conference (evidence collection)

YES!

2. Who should evaluate specialists professionals?

This is a local decision, typically, Principals, IU Supervisors, Directors of Pupil Personnel, Directors

of Special Education evaluate non-teaching professional employees

3. What about Licensed Professionals – Local Decision

Danielson’s Framework for Danielson’s Framework for TeachingTeaching

A research-based definition of good teaching

A roadmap to, and for navigating through, the complex territory of teaching

A framework for novice-level practitioners, through accomplished teachers

The Framework for Teaching Charlotte Danielson

19

The Framework for Teaching

19The Framework for Teaching Charlotte Danielson

Domain 1: Planning and Preparation a. Demonstrating Knowledge of Content and Pedagogy b. Demonstrating Knowledge of Students c. Setting Instructional Outcomes d. Demonstrating Knowledge of Resources e. Designing Coherent Instruction f. Designing Student Assessments

Domain 2: The Classroom Environment a. Creating an Environment of Respect and Rapport b. Establishing a Culture for Learning c. Managing Classroom Procedures d. Managing Student Behavior e. Organizing Physical Space

Domain 4: Professional Responsibilities a. Reflecting on Teaching b. Maintaining Accurate Records c. Communicating with Families d. Participating in a Professional Community e. Growing and Developing Professionally f. Showing Professionalism

Domain 3: Instruction a. Communicating With Students b. Using Questioning and Discussion Techniques c. Engaging Students in Learning d. Using Assessment in Instruction e. Demonstrating Flexibility and Responsiveness

Let’s Do a ComparisonLet’s Do a ComparisonIdentifying the Domains in Daily

Practice….•Compare one of the frameworks to the Framework for Teaching•Where are the obvious connections?•What are the differences?•Does this seem to be an adequate description of the position in your district?

What did you notice?What did you notice?Let’s share out…

◦Observations?◦Challenges?◦Questions?

Evidence vs. OpinionEvidence vs. OpinionThis is Key!Keeping the process transparentLet’s look at some examples.

Evidence or Opinion?Evidence or Opinion?

1. The guidance counselor has a warm relationship with the students.

2. The Instructional Technology Specialist said that Facebook is useless.

3. The support groups were arranged by grade levels. 4. The materials and supplies were organized well.5. The School Nurse didn’t give enough time for students to

return their health forms.6. The Home School Visitor stated that students have learned

about the importance of regularly attending school. 7. Six students, questioned randomly, did not know the day’s

learning goals.

Evidence or Evidence or OpinionOpinion??1. The guidance counselor has a warm relationship with the

students.2. The Instructional Technology Specialist said that Facebook is

useless.3. The support groups were arranged by grade levels. 4. The materials and supplies were organized well.5. The School Nurse didn’t give enough time for students to return

their health forms.6. The Home School Visitor stated that students have learned about

the importance of regularly attending school. 7. Six students, questioned randomly, did not know the day’s

learning goals.

Evidence vs. OpinionEvidence vs. OpinionWorksheetWorksheet

• is a factual reporting of events, • may include educator/student actions

and behaviors,• may include artifacts prepared by the

educator, students or others,• avoids personal opinion or biases,• and is selected using professional

judgment by the observer and/or the educator.

Looking at Your Looking at Your FrameworkFrameworkHow could you demonstrate

evidence?What about observations?

◦Is that realistic for your role?◦When is it appropriate, when is it

not?What suggestions could you

make for gathering evidence?

Reading the Rubric

A Peek at Customized A Peek at Customized Danielson Rubrics for… Danielson Rubrics for…

Educational Specialists Educational Specialists and Licensed Professionalsand Licensed Professionals

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Deeper Dive Into the Deeper Dive Into the RubricsRubrics

Using the scenario cards at your tables

◦ Identify the Domain◦ Identify the Component◦ Identify the Proficiency Level

Work independently◦ Four cards per specialist group◦ Share at a table◦ Come to Consensus

Is It Always Clear?Is It Always Clear?What were your challenges with

coming to consensus?Deciding the proficiency level:

◦Challenges?◦Concerns?

Working With Expanded Working With Expanded RubricsRubrics

Activity:Let’s take some time to look at your specific rubric…Expanded versionIncludes Examples and EvidenceRead the entire rubric – pay special attention to Proficient and Distinguished

Working With Your Own Working With Your Own RubricRubric

Develop a realistic example of the Distinguished Performance in each of the four Domains.◦You may choose any component

Share◦Your examples◦The difference between Proficient and

Distinguished

Observation and PracticeDanielson Framework Domains1.Planning and Preparation2.Educational Environment3.Delivery of Service 4.Professional Development

Student Performance/School Performance Profile

Non-Teaching ProfessionalEffectiveness System in Act 82 of 2012

Effective 2014-2015 SY

33

Observation and Practice 80%

Student Performance 20%

The CycleThe Cycle

Domains 1, 2 and 3

Domains 1, 2, 3, and 4

Domains 1, 2, 3, and 4

Agreed Upon Areas of Focus

Ticket Out the DoorTicket Out the Door

One Strength/Positive

One Challenge

Contact InformationContact Information www.pattan.netwww.pattan.net

IU names and email addresses can go

here.

Commonwealth of PennsylvaniaTom Corbett, Governor

Pennsylvania Department of EducationCarolyn C. Dumaresq, Ed.D., Acting Secretary

Rita Perez, Ed.D., Acting Deputy SecretaryOffice of Elementary and Secondary

Education

John J. Tommasini, DirectorBureau of Special Education