Non-Teaching Professionals’ Effectiveness Dr. Patricia DiRienzo October 1, 2014

Non-Teaching Professionals’ Non-Teaching Professionals’ EffectivenessEffectiveness

Dr. Patricia DiRienzo

October 1, 2014

Act 82 of 2012Act 82 of 2012

o Signed on June 30, 2012

o Defined three groups of educators◦Teaching Professionals (7/1/2013)◦Principals/CTC Directors (7/1/2014)◦Non-teaching Professionals (7/1/2014)

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Teaching ProfessionalsTeaching Professionals

• Professionals who work under an instructional certificate AND who provide direct instruction to students

• Direct instruction– Planning, Delivering, Assessing

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Principals/CTC DirectorsPrincipals/CTC Directors

• Professionals who work under an Administrative Certificate and hold the following positions:– Principal – Assistant/associate/vice-principal– CTC Director

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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

• Includes three groups of educators:– Educational Specialists– Supervisors– Individuals working under instructional

certificates who DO NOT provide direct instruction to students

– Licensed Professionals*• (not regulated by ACT 82)

Who are Educational 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

Currently CSPGs 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)

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Who are Supervisors?

Supervisors are defined in Pennsylvania School Code with the scope of their certificates and assignments described in Certification and Staffing Polices and Guidelines

Currently CSPGs 88 through 92 list the following supervisory certifications:

• 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

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Who are Non-Teaching Professionals?

• Professionals who are working under instructional certificates but do not provide direct instruction to students are considered non-teaching professionals.

• Examples:– Instructional coach (math, literacy, etc.)– Technology coach– Special Education case manager

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Licensed ProfessionalsNot Regulated by ACT 82

• Optional– Occupational Therapist– Physical Therapist– Social Workers– Behavior Specialists

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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

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Observation and Practice 80%

Student Performance 20%

Questions or Comments?Questions or Comments?

Framework Development Process for Educational Specialists

• PDE recruited practitioners from across the Commonwealth and formed stakeholder workgroups to revise the Danielson Framework for Teaching to reflect the specific roles and functions.

Framework Development ProcessFramework Development Process

These workgroups consisted of:• Practitioners- specialists and licensed professionals

working in their respective fields in LEAs• Representatives from state-wide professional

organizations• Higher Education representatives• PSEA representatives• IU representatives

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Framework Development ProcessFramework Development Process

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

1. 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.

Framework Development ProcessFramework Development Process

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

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

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Framework Development ProcessFramework Development Process

• Small Scale Pilot was held – Spring 2013• American Institute of Research was contracted to

evaluate the content validity of the Ed. Specialist rubrics• Review of feedback and adjustments to the rubrics• Large Scale pilot - Fall 2013• AIR study noted that rubrics were rated favorably

overall• Full-scale implementation per Act 82 - Fall 2014

Clarifying Questions and Feedback Clarifying Questions and Feedback

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

2. Who should evaluate specialists professionals? o This is a local decision. Typically, principals, IU supervisors,

Directors of Pupil Personnel Services or Special Education evaluate non-teaching professional employees

3. What about Licensed Professionals?o This is a local decision.

5 Best Practices for Evaluation

1) Common definition2) Focus on evidence3) Differentiation of evaluative processes4) Role of educators in their own growth5) Transparency

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Reg

ion

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5 Best Practices for Evaluation

1) Common definition2) Focus on evidence3) Differentiation of evaluative processes4) Role of principal in their own growth5) Transparency

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Reg

ion

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Best Practice #1: Common Definition

Start with a common definition of what it looks like and sounds like (to be an effective _____)

and have that definition studied and understood by all stakeholders.

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Reg

ion

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The Framework for Teaching

23The 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 Comparison

• Compare one of the Ed. Specialist 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?

• Let’s share out…

– Observations?– Challenges?– Questions?

Reading the Rubric

Exploring the Domains

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Reg

ion

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What did you notice?

• Let’s share out…

– Observations?– Challenges?– Questions?

Best Practice #2: EvidenceBest Practice #2: Evidence

Let evidence, not opinion, anchor the process.

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Reg

ion

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Evidence vs. OpinionEvidence vs. Opinion

• This is key!• Keeping the process transparent• Let’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 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 vs. OpinionWorksheet

• 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.

Evidence vs. Opinion

• What kinds of evidence might your staff be able to provide to you?

• What about observations?– Would you handle them differently than teacher

observations?

5 Best Practices for Evaluation

1) Common definition2) Focus on evidence3) Differentiation of evaluative processes4) Role of principal growth5) Transparency

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Best Practice #3: Differentiation of process

• Do you differentiate the supervision and evaluation process in your district or school?

• PDE guidance

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5 Best Practices for Evaluation

1) Common definition2) Focus on evidence3) Differentiation of evaluative processes4) Role of educators in their own growth5) Transparency

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Best Practice #4: Role of Educators in Their Own Growth

• Who does the thinking?

• Who does the learning and growing?

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Remember the process…

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5 Best Practices for Evaluation

1) Common definition2) Focus on evidence3) Differentiation of evaluative processes4) Role of educators in their own growth5) Transparency

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Best Practice #5: Transparency

Ed. Specialists and Supervisors must learn the rubrics and the process.

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How does your educator effectiveness system facilitate on-going, two-way communication and feedback?

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A lack of transparency results in distrust and a deep sense of insecurity.

~Dalai Lama

A Last Look at the RubricsA Last Look at the Rubrics

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?

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

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Observation and Practice 80%

Student Performance 20%

The Formal Observation CycleThe Formal Observation Cycle

Domains 1, 2 and 3

Domains 1, 2, 3, and 4

Domains 1, 2, 3, and 4

Agreed Upon Areas of Focus

Which Rating Tools/Rubrics Used?

• Framework for Teaching– Teaching Professionals– Instructionally Certified but don’t Provide Direct Instruction

• Framework for Leadership– Principals/CTC Directors/Assistants– Supervisors (CSPG 88-92)

• Rubrics specific to Educational Specialists– CSPG 75-81

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Which PDE Forms Used?• Teachers

– PDE 82-1

• Principals– PDE 82-2

• Non-Teaching Professionals– PDE 82-3

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Final Ratings

• Educator receives overall number and Level of Performance

• These translate to Satisfactory or Unsatisfactory

• If an overall rating is Needs Improvement or Failing, an Improvement Plan must be implemented

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