Pennsylvania Code › Title 22 - EDUCATION › Part I - State Board of Education › Subpart A - Miscellaneous Provisions › Chapter 19 - EDUCATOR EFFECTIVENESS RATING TOOL › Section 19.4a - Nonteaching Professional (NTP) Employee evaluation

Current through Register Vol. 54, No. 28, July 13, 2024
Educator Effectiveness rating tools, comprised of
					 instructions and forms, function as summary records in the evaluation of the
					 effectiveness of professional employees. Educator Effectiveness rating tools
					 shall be used in accordance with the General Provisions contained in §
										19.1a (relating to general
					 provisions).
Table 19.4a-1 represents the rating form, and depicts the
					 significance (that is, weighting) of each rating area in the overall
					 performance rating, for the evaluation of nonteaching professionals which
					 includes educational specialists, instructional professionals other than
					 classroom teachers, supervisor professionals other than supervisors of special
					 education.
Table 19.4a-1: PDE 13-3 Rating Form
PDE
								13-3
Department of Education Commonwealth of
								Pennsylvania
LEA:
School:
Employee Name (Last, First, Middle):
Rating Period:
Professional
								Employee or Temporary Professional Employee
Date Completed:
Annual
								Evaluation or Semi-Annual Evaluation (Temporary only)
NONTEACHING PROFESSIONAL RATING
								FORM
(A) OBSERVATION &
								PRACTICE
Domain
Rating (a)
Factor (b)
Adjusted Rating (a x b)
I. Planning & Preparation
[0-3]
25%
[0-0.75]
II. Educational Environment
[0-3]
25%
[0-0.75]
III. Delivery of Service
[0-3]
25%
[0-0.75]
IV. Professional Development
[0-3]
25%
[0-0.75]
(A) Observation & Practice
								Rating
[0-3]
(B) STUDENT
								PERFORMANCE
Building Level
								Score*
Converted to a 0-3 Point Scale
[0-3]
*Scores for nonteaching professionals
								assigned to multiple buildings shall be calculated pro rata.
(C) NONTEACHING PROFESSIONAL
								SUMMATIVE RATING (ALL MEASURES)
NTP Category
Measure
Rating (f)
Factor (g)
Adjusted Rating (f x g)
NTP with Building Level Data
Observation
								& Practice
[0-3]
90%
[0-2.70]
Building Level Data
[0-3]
10%
[0-0.30]
NTP WITH BUILDING LEVEL DATA
								RATING
[0-3]**
NTP w/out Building Level Data
Observation
								& Practice
[0-3]
100%
[0-3.00]
NTP W/OUT BUILDING LEVEL DATA
								RATING
[0-3]**
Temporary NTP
Observation & Practice
[0-3]
100%
[0 -3.00]
TEMPORARY NTP
								RATING
[0-3]**
***Final Rating Values
0 Failing
1
								Needs Improvement
2 Proficient
3 Distinguished
I certify the afore-named
								employee has received a performance rating of:
[]
DISTINGUISHED
[]
PROFICIENT
[]
NEEDS IMPROVEMENT
[]
FAILING
Distinguished, Proficient, or Needs
								Improvement* shall be considered Satisfactory. Failing shall be considered
								Unsatisfactory. *A second Needs Improvement rating issued by the same employer
								within 4 years of the first where the employee is in the same certification
								shall be considered Unsatisfactory.
The performance rating shall be
								deemed:
[]
SATISFACTORY
[]
UNSATISFACTORY
Date:
Rater Name/Position:
Date:
Chief School Administrator
								Signature:
I acknowledge that I have read
								the information contained herein and that I have been provided an opportunity
								to discuss it with the rater.
Date:
Employee Signature:
Employee signature does not signify
								agreeance with the performance rating.
(a)
Observation and Practice
(1)
				  The effectiveness of a professional employee serving as a nonteaching
				  professional shall be based on observation and practice models (see Table
				  19.1a-1: Rating Areas and Significance by Professional Employee
				  Evaluated).
(2) A rating must be
				  given in each of the four domains of professional practice, with each domain
				  rating constituting a percentage of the single, summative Observation and
				  Practice rating for the nonteaching professional.
(i) Domains and weighting for Educational
				  Specialists (ES) and for instructional professionals other than Classroom
				  Teachers (CT) are denoted in Table 19.4a-2.
Table 19.4a-2: NTP Observation & Practice
					 Weighting by Domain (ES, Instructional Professional other than CT)
DOMAIN
PERCENTAGE OF OBSERVATION
								&PRACTICE RATING
I.
Planning & Preparation
25%
II.
Educational Environment
25%
III.
Delivery of Service
25%
IV.
Professional Development
25%
(ii) The rating for each domain of
				  professional practice for educational specialists and instructional
				  professionals other than classroom teachers shall be based on the four levels
				  of performance as defined in Table 19.4a-3.
Table 19.4a-3: The Four Levels of Performance by
					 Domain (ES, Instructional Professional other than CT)
I. PLANNING & PREPARATION
								(25%)
Effective nonteaching professionals
								(NTPs) plan and prepare to deliver high-quality services equitably to all
								learners based upon extensive evidence-based knowledge of their discipline
								relative to individual and systems-level needs and within the context of
								interdisciplinary collaboration. Service delivery outcomes are clear,
								measurable, and represent relevant goals for the individual and system.*
Failing
Needs Improvement
Proficient
Distinguished
NTP's planning and preparation reflect little or no
								understanding of their discipline relative to individual and/or systems-level
								needs. Service delivery outcomes, as a function of planning and preparation,
								are not clear, not measurable, and do not represent relevant goals for the
								individual and/or system.**
NTP's planning and preparation reflect
								moderate understanding of their discipline relative to individual and
								systems-level needs. Some service delivery outcomes are clear, measurable, and
								represent relevant goals for the individual and/or system.**
NTP's
								planning and preparation reflect a thorough understanding of their discipline
								relative to individual and systems-level needs. Most service delivery outcomes
								are clear, measurable, and represent relevant goals for the individual and/or
								system.**
NTP's planning and preparation reflect extensive
								understanding of their discipline relative to individual and systems-level
								needs. All service delivery outcomes are clear, measurable, and represent
								relevant goals for the individual and/or system.**
II. EDUCATIONAL ENVIRONMENT
								(25%)
Effective NTPs assess and enhance the
								quality of the environment along multiple dimensions toward improved academic,
								behavioral and social-emotional outcomes. Environmental dimensions include
								adult-student relationships, staff interactions, security and maintenance,
								administration, student academic orientation, student behavioral values,
								student-peer relationships, parent and community-school relationships,
								instructional and intervention management and student activities.*
Failing
Needs Improvement
Proficient
Distinguished
Environment is characterized by chaos and conflict,
								with low expectations for improved academic, behavioral and social-emotional
								outcomes. There are no clear standards for interactions, behavior, use of space
								and time, instruction and intervention with students, maintaining
								confidentiality, etc.**
Environment is controlled, but reflects only
								moderate expectations for improved academic, behavioral, and social-emotional
								outcomes. There are some clearly defined standards for interactions, use of
								space and time, instruction and intervention with students, and maintaining
								confidentiality, etc.**
Environment functions smoothly, with an
								efficient use of space and time and effective supports for academic,
								behavioral, and social-emotional growth. Standards and expectations for
								interactions, instruction and intervention with students, and maintaining
								confidentiality are high.**
Recipients of services make a significant
								and meaningful contribution to various dimensions of the environment and
								contribute to improved academic, behavioral, and social-emotional outcomes.**
III. DELIVERY OF SERVICE
								(25%)
Effective NTP service delivery and
								evidence-based practice originate from a problem-solving process that can be
								applied at the individual, group, and systems level and is used for: (a)
								identification of priority areas for improvement; (b) analysis of variables
								related to the situation, including student needs and backgrounds; (c)
								selection of relevant factors within the system; (d) fidelity of implementation
								of services and supports; and (e) monitoring of effectiveness of
								services.*
Failing
Needs Improvement
Proficient
Distinguished
Minimal or no use of a problem-solving process to
								identify, analyze, and provide appropriate services and supports with fidelity.
								Minimal or no use of data and/or stakeholder engagement to monitor and improve
								the effectiveness of services.**
Moderate use of a problem-solving
								process to identify, analyze, and provide appropriate services and supports.
								Inconsistent use of data and/or stakeholder engagement to monitor and improve
								the effectiveness of services.**
Effective use of a problem-solving
								process to identify, analyze, and provide appropriate services and supports
								with fidelity. Consistent use of data and/or stakeholder engagement to monitor
								and improve the effectiveness of services.**
Effective use of a
								problem-solving process to identify, analyze, and provide appropriate services
								and supports with flexibility and fidelity. Extensive and strategic use of data
								and/or stakeholder engagement to monitor and improve the effectiveness of
								services. As a function of interdisciplinary collaboration and problem-solving,
								student and systems-level outcomes improve over time.**
IV. PROFESSIONAL DEVELOPMENT
								(25%)
Effective NTPs have high ethical
								standards and a deep sense of professionalism, focused on improving their own
								service delivery in an equitable and inclusive manner and supporting the
								ongoing learning of colleagues. Their record keeping systems are efficient and
								effective. NTPs communicate with all parties clearly, frequently and with
								cultural sensitivity. These professionals assume leadership roles within the
								system and engage in a wide variety of professional development activities that
								serve to strengthen evidence-based practices. Reflection on their practice
								results in ideas for improvement that are shared across professional learning
								communities and contribute to improving the practice of others.*
Failing
Needs Improvement
Proficient
Distinguished
NTPs do not adhere to ethical standards or convey a
								deep sense of professionalism. There is an absence of focus on improving their
								own service delivery and supporting the ongoing learning of colleagues. Their
								record keeping systems are inefficient and ineffective. Communication is
								ineffective, as evidenced by lack of clarity, limited frequency, and absence of
								cultural sensitivity.
NTPs partially adheres to ethical standards and
								conveys an emerging sense of professionalism. There is some focus on improving
								their own service delivery and supporting the ongoing learning of colleagues.
								Their record keeping systems are approaching efficiency and effectiveness.
								Communication is somewhat effective, albeit inconsistent.
NTPs fully
								adhere to ethical standards and conveys an emerging sense of professionalism.
								There is a solid focus on improving their own service delivery and supporting
								the ongoing learning of colleagues. Their record keeping systems are efficient
								and effective. Communication is clear, frequent, and effective.
NTPs
								have exceptional adherence to ethical standards and professionalism. There is
								always evidence of improvement of practice and support to the ongoing learning
								of colleagues. Their record keeping systems are exceptionally efficient and
								effective.
NTPs do not take on leadership roles within the
								system and do not engage in a wide variety of professional development
								activities that would serve to strengthen their practice. Reflection on their
								practice does not result in ideas for improvement that are shared across
								professional learning communities and/or contribute to improving the practice
								of others.**
NTPs infrequently accept leadership roles within the
								system and engage in a wide variety of professional development activities that
								serve to strengthen their practice. Reflection on their practice is beginning
								to result in ideas for improvement that are shared across professional learning
								communities and/or contribute to improving the practice of others.**
NTPs assume leadership roles within the system and engage in a wide
								variety of professional development activities that serve to strengthen their
								practice. Reflection on their practice may result in ideas for improvement that
								are shared across professional learning communities and/or contribute to
								improving the practice of others.**
Communication is proactive and
								highly effective, characterized by clarity, frequency, respect, and cultural
								sensitivity. NTPs consistently seek out leadership roles within the system and
								engage in a wide variety of professional development activities that serve to
								strengthen their practice. Reflection on their practice consistently results in
								ideas for improvement that are shared across professional learning communities
								and/or contribute to improving the practice of others.**
*Adapted by the Pennsylvania Department of Education with
					 permission from copyrighted material of Charlotte Danielson.
**From
Enhancing Professional Practice:
A Framework for Teachers, 2nd Edition (pp. 41-42), by Charlotte
					 Danielson, Alexandria, VA: ASCD. [copy ] 2007 by ASCD. Adapted and reproduced
					 with permission.
(iii) The effectiveness of supervisor
				  nonteaching professionals shall be evaluated using the approved practice models
				  published within the Framework for Leadership. A crosswalk between planning and
				  preparation, educational environment, delivery of service and professional
				  development and the Leadership domains is available on the Department's web
				  site. Domains and weighting for supervisor nonteaching professionals are
				  denoted in Table 19.4a-4.
Table 19.4a-4: NTP Observation & Practice
					 Weighting by Domain (Supervisor)
DOMAIN
PERCENTAGE OF OBSERVATION &
								PRACTICE RATING
I.
Strategic/Cultural Leadership
25%
II.
Systems Leadership
25%
III.
Leadership for Learning
25%
IV.
Professional & Community
								Leadership
25%
(iv) The rating for each domain of
				  professional practice for supervisor nonteaching professionals shall be based
				  on the four levels of performance as defined in Table 19.3a-3
(3) Approved practice models shall
				  be published on the Department's web site. The practice models and associated
				  domains establish frameworks for the Observation and Practice evaluation of
				  nonteaching professionals. In determining a domain rating for the professional
				  employee, an LEA may use any portion or combination of the approved practice
				  models associated with a domain within the framework developed for the role of
				  the nonteaching professional evaluated.
(4) Observation and Practice ratings shall be
				  informed using evidentiary source materials noted in the professional
				  employee's record, including dates and times as applicable. Records may
				  include, but are not limited to, any combination of the following items as
				  appropriate for the employee and the employee's placement in a school or
				  program:
(i) Notations of professional
				  observations, employee/rater conferences or interviews, or informal
				  observations or visits.
(ii)
				  Communication logs (such as emails, letters, notes regarding conversations with
				  parents, staff, students, community members).
(iii) Utilization of formative and summative
				  assessments that impact instruction and critiques of lesson plans.
(iv) Agendas and minutes of meetings,
				  programs, courses or planning sessions.
(v) Family, parent, school and community
				  feedback.
(vi) Development and
				  implementation of school improvement plans, professional growth programs,
				  in-service programs, student assemblies, safety programs, and other events or
				  programs that promote educational efficacy, health and safety.
(vii) Budget and expenditure
				  reports.
(viii) Professional
				  development documentation toward continuance of certification or licensure or
				  both.
(ix) Use of professional
				  reflections.
(x) Examination of
				  sources of evidence provided by the employee.
(5) The evidence and evaluator observations
				  and findings shall provide the basis for rating the professional employee's
				  level of performance in each of the four domains and for assigning each domain
				  rating a zero, one, two- or three-point value.
(6) The rating value for each domain is
				  adjusted by the percentage factor attributed to that domain (see Table 19.4a-1:
				  PDE 13-3 Rating Form, Part (A)); the sum of the adjusted values is the
				  Observation & Practice rating for the nonteaching professional.