Pennsylvania Code › Title 22 - EDUCATION › Part I - State Board of Education › Subpart A - Miscellaneous Provisions › Chapter 19 - EDUCATOR EFFECTIVENESS RATING TOOL › Section 19.2a - Classroom teacher 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 19.2a-1 represents the rating form for the evaluation
					 of classroom teachers and depicts the significance (that is, weighting) of each
					 rating area to the overall performance rating.
Table 19.2a-1: PDE 13-1 Rating Form
PDE
								13-1
Department of Education Commonwealth of
								Pennsylvania
LEA:
School:
Employee Name (Last, First,
								Middle):
Rating Period (M/D/Y - M/D/Y):
Professional Employee or Temporary Professional Employee
Date Completed:
Annual
								Evaluation or Semi-Annual Evaluation (Temporary only)
CLASSROOM TEACHER RATING
								FORM
(A) OBSERVATION &
								PRACTICE
Domain
Rating
								(a)
Factor (b)
Adjusted Rating (a x b)
I. Planning & Preparation
[0-3]
20%
[0-0.60]
II. Classroom Environment
[0-3]
30%
[0-0.90]
III. Instruction
[0-3]
30%
[0-0.90]
IV. Professional Responsibilities
[0-3]
20%
[0-0.60]
(A) Observation & Practice Rating
[0-3]
(B) STUDENT
								PERFORMANCE
(B.1) Building Level Score*
Converted to a 0-3 Point Scale
[0-3]
*Scores for teachers assigned to
								multiple buildings shall be calculated pro rata.
(B.2) Teacher-Specific Data:
								Assessment, Growth, IEP Goals Progress
Indicator
Rating
								(c)
Factor** (d)
Adjusted Rating (c x d)
Assessment
[0-3]
[2.5%]
[0-0.75]
Growth (PVAAS)
[0-3]
[5%]
[0-1.50]
IEP Goals Progress
[0-3]
[2.5%]
[0-0.75]
(B.2) TSD: Assessment, Growth, IEP
								Goals Progress Rating
[0-3]
**Absent one, remaining indicators
								assigned 5% each. Absent two, remaining indicator assigned 10%. Absent three
								indicators, 10% is allocated to (B.3) LEA Selected Measures.
(B.3) LEA Selected Measures Rating***
[0-3]
***Ratings for teachers evaluated using
								multiple measures shall be calculated pro rata.
(C) CLASSROOM TEACHER SUMMATIVE
								RATING (ALL MEASURES)
Teacher Category
Measure
Rating
								(f)
Factor (g)
Adjusted Rating (f x g)
Data-Available
								Teacher
Observation & Practice
[0-3]
70%
[0-2.10]
Building Level Data
[0-3]
10%
[0-0.30]
TSD: Assessment, Growth, IEP Goals Progress
[0-3]
10%
[0-0.30]
LEA Selected Measures
[0-3]
10%
[0-0.30]
DATA-AVAILABLE TEACHER
								RATING
[0-3]****
Non-Data-Available Teacher
Observation & Practice
[0-3]
70%
[0-2.10]
Building Level Data
[0-3]
10%
[0-0.30]
TSD: IEP Goals Progress
[0-3]
10%
[0-0.30]
LEA Selected Measures
[0-3]
10%
[0-0.30]
NON-DATA-AVAILABLE TEACHER
								RATING
[0-3]****
Teacher w/out Building-Level
								Data
Observation & Practice
[0-3]
80%
[0-2.40]
TSD: IEP Goals Progress
[0-3]
10%
[0-0.30]
LEA Selected Measures
[0-3]
10%
[0-0.30]
TEACHER w/out BUILDING LEVEL DATA
								RATING
[0-3]****
Temporary Teacher
Observation
								& Practice
[0-3]
100%
[0-3]****
TEMPORARY TEACHER
								RATING
****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 evaluation of the effectiveness of a professional employee or temporary
				  professional employee serving as a classroom teacher shall be based on
				  classroom observation and practice models related to student achievement (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 teacher practice, with each domain rating
				  constituting a percentage of the single, summative Observation and Practice
				  rating as denoted in Table 19.2a-2.
Table 19.2a-2: Classroom Teacher Observation &
					 Practice Weighting by Domain
DOMAIN
PERCENTAGE OF
								OBSERVATION &PRACTICE RATING
I.
Planning & Preparation
20%
II.
Classroom Environment
30%
III.
Instruction
30%
IV.
Professional Responsibilities
20%
(3)
				  The rating for each domain of teacher practice shall be based on the four
				  levels of performance as defined in Table 19.2a-3.
Table 19.2a-3: The Four Levels of Performance by
					 Domain (Classroom Teacher)
I. PLANNING & PREPARATION
								(20%)
Effective teachers plan and prepare for
								lessons using their extensive knowledge of the content area, the relationships
								among different strands within the content and between the subject and other
								disciplines, and their students' understanding of the subject as identified
								through effective use of assessments. Instructional outcomes are clear,
								represent important learning in the subject, and are aligned to academic
								standards. The instructional design includes relevant learning activities and
								modalities that are well sequenced and support all students in meeting high
								expectations in an environment that provides positive, equitable, and inclusive
								opportunities for learning.*
Failing
Needs
								Improvement
Proficient
Distinguished
Teacher's plans reflect little understanding of the
								content, students, and /or available resources. Instructional outcomes are
								either lacking or inappropriate; assessment methodologies are inadequate.**
Teacher's plans reflect moderate understanding of the content, the
								students, and/or available resources. Some instructional outcomes are suitable
								to the students as a group, and the approaches to assessment are partially
								aligned with the goals.**
Teacher's plans reflect a thorough
								understanding of the content, the students, and available resources.
								Instructional outcomes represent important learning suitable to most students.
								Most elements of the instructional design, including the assessments, are
								aligned to the goals and reflect an awareness of the diversity of students'
								interests, background, and needs.**
Teacher's plans, based on
								extensive content knowledge and understanding of students, are designed to
								engage all students in significant, autonomous learning. All aspects of the
								teacher's plans-instructional outcomes, learning activities, paths to
								successful completion, materials, resources, and assessments-are in complete
								alignment and are adapted as needed for individual students or teaching
								environments. Teacher planning promotes the learning and growth of all students
								in a positive, culturally sensitive, and collaborative manner.**
II. CLASSROOM ENVIRONMENT
								(30%)
Effective teachers organize their
								classrooms so that all students can learn. Teachers know and value their
								students' identities, as well as their academic, social, and emotional
								strengths and needs. They maximize instructional time and foster respectful
								interactions with and among students, ensuring that students find the classroom
								a safe place to take intellectual risks. Students themselves make a substantive
								contribution to the effective functioning of the class by assisting with
								classroom procedures, ensuring effective use of instructional space, and
								supporting and engaging in the learning of classmates. Students and teachers
								work in ways that demonstrate their belief that rigorous effort will result in
								higher levels of learning. Student behavior is consistently appropriate, and
								the teacher's handling of infractions is subtle, preventive, and respectful of
								students' dignity.*
Failing
Needs Improvement
Proficient
Distinguished
Classroom environment is characterized by chaos and
								conflict, with low expectations for learning, no clear standards of student
								conduct, poor use of instructional space and time, and negative interactions
								between individuals.**
Classroom environment is controlled, with
								moderate expectations for student learning and conduct, and classroom routines
								and use of space that partially support student learning. Students and the
								teacher rarely treat one another with disrespect.**
Classroom
								environment functions smoothly, with efficient use of instructional space and
								time. Expectations for student learning are high Standards for student conduct
								are clear, and interactions among individuals are
								respectful.**
Students themselves make a substantive contribution to
								the smooth functioning of the classroom, with highly positive personal
								interactions, high expectations and student pride in work, seamless routines,
								clear standards of conduct, and a physical environment conducive to high-level
								learning.**
III. INSTRUCTION
								(30%)
Effective teachers ensure all students
								are highly engaged in learning and contribute to the success of the class.
								Teacher explanations are clear and invite student intellectual engagement.
								Instructional practices are personalized to accommodate diverse learning
								styles, needs, interests, and levels of readiness. Teacher feedback is specific
								to learning goals and rubrics and offers concrete suggestions for improvement.
								As a result, students understand their progress in learning the content and can
								explain the learning goals and what they need to do in order to improve, and
								have autonomy in their learning. Effective teachers recognize their
								responsibility for student learning and make adjustments, as needed, to ensure
								student success.*
Failing
Needs Improvement
Proficient
Distinguished
Instruction is characterized by poor communication,
								low-level questions, little student engagement or participation in discussion,
								little or no use of assessment in learning, and rigid adherence to an
								instructional plan despite evidence that it should be revised or modified.**
Inconsistently clear communication uneven use of questioning and
								discussion strategies, and/or lack of suitable instructional activities and
								materials result in only some students engaged in learning. The teacher
								displays some use of assessment in instruction and is moderately flexible in
								adjusting the instructional plan in response to students' interests and their
								success in learning.**
All students are engaged in learning as a
								result of clear communication and successful use of questioning and discussion
								techniques. Activities and assignments are of high quality, and teacher and
								students make productive use of assessments. The teacher demonstrates
								flexibility in contributing to the success of the lesson and of each student.**
All students are highly engaged in learning and make material
								contributions to the success of the class through their participation in
								discussions, active involve- ment in learning activities, and use of assessment
								information in their learning. The teacher creates opport-unities for
								peer-to-peer engagement that support social, emotional, and academic
								development and continuously incorporates approaches to meet the needs of every
								student.**
IV. PROFESSIONAL RESPONSIBILITIES
								(20%)
Effective teachers have high ethical
								standards, a deep sense of professionalism, and are focused on improving their
								own teaching and supporting the ongoing learning of colleagues. Teachers
								provide frequent, proactive, and personalized com- munication with families
								about student learning and performance, while demonstrating understanding of
								and appreciation for different families' home language, culture, and values.
								They assume leadership roles in both school and LEA projects, and they engage
								in a wide range of professional development activities to strengthen their
								practice. Reflection on their own teaching results in ideas for improvement
								that are shared across professional learning communities and contribute to
								improving the practice of all. Documentation is accurate and comprehensive and
								supports student learning.*
Failing
Needs
								Improvement
Proficient
Distinguished
The teacher demonstrates low ethical standards and
								levels of professionalism, with poor recordkeeping systems and skill in
								reflection, little or no communication with families or colleagues, and
								avoidance of school and LEA responsibilities and participation in activities
								for professional growth.**
The teacher demonstrates moderate ethical
								standards and levels of professionalism, with rudimentary recordkeeping systems
								and skills in reflection, modest communication with families or colleagues, and
								compliance with expectations regarding participation in school and LEA projects
								and activities for professional growth.**
The teacher demonstrates
								high ethical standards and a genuine sense of professionalism by engaging in
								accurate reflection on instruction, maintaining accurate records, communicating
								frequently with families, actively participating in school and LEA events, and
								engaging in activities for professional development.**
The teacher's
								ethical standards and sense of professionalism are highly developed, showing
								perceptive use of reflection, effective systems for recordkeeping and
								culturally responsive communication with families, leadership roles in both
								school and LEA projects, and extensive professional development activities.
								Where appropriate, students contribute to the systems for recordkeeping and
								family communication.**
*Copyright [copy ] Charlotte Danielson, 2013
**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.
(4) The Department shall
				  publish on the Department's web site approved practice models for assessing the
				  four domains. The four domains and practice models establish a framework for
				  the Observation and Practice evaluation of classroom teachers. An LEA may use
				  any portion or combination of the approved practice models related to a domain
				  in determining a domain rating for the professional employee.
(5) 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 classroom and
				  educational program:
(i) Notations of
				  classroom observations, teacher/rater conferences or interviews, or informal
				  observations or visits.
(ii) Lesson
				  plans, unit plans, instructional materials and resources.
(iii) Student work, student records, progress
				  reports and grading.
(iv)
				  Interactions with students and their families (for example, frequency, methods
				  of communication).
(v) Student
				  surveys, family and community feedback.
(vi) Professional growth (for example,
				  coursework, staff development, networking, reflection of practice).
(vii) Examination of sources of evidence
				  provided by the teacher.
(6) Evaluators may include the use of
				  multiple classroom walk-throughs in an academic year to gather evidence and
				  artifacts, provided specific observations are based only on factors that are
				  present or witnessed by the evaluator during the walk-through.
(7) Classroom walk-throughs shall be used to
				  gather evidence in addition to, not in place of, data gathered during one or
				  more comprehensive classroom observations except when defined by a plan of
				  differentiated supervision.
(8) 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 a rating with a zero, one, two or three
				  point value.
(9) The rating value
				  for each domain is adjusted by the percentage factor attributed to that domain
				  (see Table 19.2a-1: PDE 13-1 Rating Form, Part (A)); the sum of the adjusted
				  values is the Classroom Teacher Observation and Practice rating.