PAIUCC

PAIUCC MEETINGTerry Barnaby, Director

Bureau of School Leadership and Teacher Quality

PAIUCC

Act 24 of 2011School Code Bill

Certification Changes Effective Immediately

PAIUCC

School Code 2011 Superintendent, Alternate Route Act 24 Requirements

• Graduate degree in business or finance

• 4 years of relevant experience in business, finance or management

• Attorneys included for 3 years

• PIL Requirement

• Traditional Route no longer states certified experience, requires “successful” experience

PAIUCC

School Code 2011

Superintendent, Alternate Route

Approved Policy Guidelines Additions

• Candidates will be eligible for a Commission, not a Letter of Eligibility

• Commission relies on offer of employment from School Board

PAIUCC

Act 82 of 2012

Superintendent, Alternate Route - Commission Qualification Letter• Pre-hiring review of legal requirements• GMC Review• Not a letter of Eligibility• Candidate must apply for commission

when hired

PAIUCC

School Code 2011 Principal Certificate, Alternate Route

Initial Requirements

• Bachelor’s Degree from an accredited College or University

• 3 years of relevant professional experience defined as “professional experience in an educational setting that is related to the instructional process”

• Offer of employment from a Local Education Agency (LEA)

PAIUCC

School Code 2011 Principal Certificate, Alternate Route

Requirements to be completed within 2 years:• An Approved college or university program or • Within 2 years of employment must produce

satisfactory evidence of completing an approved leadership development program

• Demonstrated knowledge of Basic School Laws and regulations

PAIUCC

Principal CertificatesAdministrative I, Traditional Route

• Bachelor’s Degree• Verification of 3 years of relevant professional

experience defined as “professional experience in an educational setting that is related to the instructional process”

• Completion of approved program of graduate study in education. (preparation completed outside of Pa must meet Pa standards)

• Satisfactory achievement on the required Praxis test

PAIUCC

School Code 2011 Principal Certificate, Level II Requirements

Both Provisional I and Administrative I candidates:• Complete the PIL induction program • Provide 3 years of satisfactory service

Both Administrative I and Provisional Administrative I are valid for 5 years of service and cannot be renewed.

PAIUCC

School Code 2011

Vocational Director Certificate, Alternate Route

• Bachelor’s Degree from an accredited College or University

• 3 years of relevant professional experience defined as “professional experience in an educational setting that is related to the instructional process”

• Offer of employment from an Local Education Agency (LEA)

PAIUCC

School Code 2011

Vocational Director Certificate, Alternate Route

Requirements to be completed within 2 years:• An Approved vocational administrative director

preparation program or • Proof of completion of an introductory

Pennsylvania Inspired Leadership (PIL) program approved by PDE

• Demonstrated knowledge of Basic School Laws and regulations

PAIUCC

School Code 2011 Vocational Director Certificate, Traditional

Route

• Bachelor’s Degree• Verification of 3 years of relevant professional

experience defined as “professional experience in an educational setting that is related to the instructional process”

• Completion of approved program of graduate study in education. (preparation completed outside of Pa must meet Pa standards)

• Satisfactory achievement on the required Praxis test

PAIUCC

Also on the Website:www.education.state.pa.us

• http://www.portal.state.pa.us/portal/server.pt./community/administrative_supervisory/8820/administrative_level_ii_certification/954868

• OR… Go to Certifications, Level II, Administration Level II Certification and the PIL Induction Requirement

PAIUCC

Out of State Candidates

• Valid Instructional Certificate from another state• Bachelor’s Degree• 2 years of successful classroom experience• Demonstrates subject matter competency

School Code 2011

PAIUCC

School Code 2011 Postbaccalaureate Certification Programs

• Includes traditional post bacc programs, accelerated programs, intern and residency programs and administrative programs

• Provides for PDE approved providers other than institutions of higher education

• Requires PDE to develop guidelines for the approval of flexible postbacc programs

• The bill requires specific postbacc content

PAIUCC

School Code 2011

Residency Certificate Requirements

• Areas of shortage• Masters or Doctorate or Bachelors degree with 3 years of

experience in related field• Continuously enrolled in an approved residency program• Satisfactory achievement on the appropriate content test• Offer of employment from LEA

Valid for 3 years, one time only

PAIUCC

School Code 2011

Instructional Intern Certificate Requirements

• Bachelors degree • Continuously enrolled in an approved intern

program• Satisfactory achievement on the appropriate

content test• Offer of employment from LEA

Valid for 3 years, one time only

PAIUCC

Measuring Educator EffectivenessProject Goal

• To develop educator effectiveness models that will reform the way we evaluate school professionals as well as the critical components of training and professional growth.

The term “educator” includes teachers, education specialists, and principals.

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PAIUCC

Educator Effectiveness

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PAIUCC

Background

• A multi-phase project that began with $800,000 Gates Foundation grant to facilitate the development of statewide policy, tools and processes to evaluate teachers and principals in which student achievement is a significant factor affecting performance ratings

• PDE is closely following the work of the Pittsburgh Public Schools, recipients of a $40 million Gates Foundation grant that is more comprehensive in scope but similar in redesigning evaluation policy, tools and processes

• A University of Pittsburgh researcher is conducting a qualitative analysis regarding the effectiveness of principal training and the comprehensiveness, validity, transparency, practicality, and quality of the teacher evaluation system

• A third party researcher is conducting a quantitative analysis evaluating the relationships between professional practices as measured by classroom observation scores and teacher contributions to student achievement

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PAIUCC

2010-2011 Phase I Sites

• Allentown School District• Cornell School District• Mohawk School District• IU 5 – Northwest Tri-

County

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PAIUCC

2011-2012 Phase II Sites

• 119 Local Education Agencies, including School Districts, CTCs, Charter Schools and IUs

• 363 Buildings• 658 Supervisors• 2,348 Teachers in PSSA tested subjects• 2,586 Teachers in non-PSSA tested

subjects

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PAIUCC

2012-2013 Phase III Sites

• 293 Local Education Agencies, including School Districts, CTCs, Charter Schools and IUs

• 1,255 Schools• 1,972 Supervisors• 20,360 Teachers in PSSA tested subjects• 3,771 Teachers in non-PSSA tested

subjects

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PAIUCC

Participation Methods

• Teacher Effectiveness Phase III• SIG districts with schools

implementing a Transformation Model

• Race to the Top Recipients

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PAIUCC

Multiple Measures of Teacher Effectiveness

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PAIUCC Danielson Framework, Domain 3: Instruction

Component 1. Failing 2. Needs Improvement

3. Proficient 4. Distinguished

3a: Communicating with students

Expectations for learning, directions and procedures, and explanations of content are unclear or confusing to students. Teacher’s use of language contains errors or is inappropriate to students’ cultures or levels of development

Expectations for learning, directions and procedures, and explanations of content are clarified after initial confusion; teacher’s use of language is correct but may not be completely appropriate to students’ cultures or levels of development.

Expectations for learning, directions and procedures, and explanations of content are clear to students. Communications are appropriate to students’ cultures and levels of development.

Expectations for learning, directions and procedures, and explanations of content are clear to students. Teacher’s oral and written communication is clear and expressive, appropriate to students’ cultures and levels of development, and anticipates possible student misconceptions.

3b: Using questioning and discussion techniques

Teacher’s questions are low-level or inappropriate, eliciting limited student participation, and recitation rather than discussion.

Some of the teacher’s questions elicit a thoughtful response, but most are low-level, posed in rapid succession. Teacher’s attempts to engage all students in the discussions are only partially successful.

Most of the teacher’s questions elicit a thoughtful response, and the teacher allows sufficient time for students to answer. The students are engaged and participate in the discussion, with the teacher stepping aside when appropriate.

Questions reflect high expectations and are culturally and developmentally appropriate. Students formulate many of the high-level questions and ensure that all voices are heard.

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PAIUCC

Educational Specialist Effectiveness

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PAIUCC 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 (CSPGs).

• Currently CSPG 75 through 81 list the following specialist certifications: – Dental Hygienist – Elementary School Counselor – Home and School Visitor– Instructional Technology Specialist– Secondary School Counselor– School Nurse– School Psychologist

• PDE is in the process of working with stakeholder groups from across the Commonwealth to revise the Danielson Framework for Teaching to reflect the specific roles and functions of the identified specialist groups 28

PAIUCC

Specialists-What about Other Licensed Staff Hired under Teacher Contracts?• Given that many LEAs hire licensed professionals under

teacher contracts who are not certificated as specialists under Pennsylvania School Code, PDE has made a decision to develop revised Danielson Framework for Teaching rubrics for the following roles:– Occupational Therapist– Physical Therapist– Social Workers– Behavior Analysts– Educational Interpreters

• PDE is in the process of working with stakeholder groups from across the Commonwealth to revise the Danielson Framework for Teaching to reflect the specific roles and functions of the identified licensed professionals.

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PAIUCC

Building Level Data, 15%

Teacher Specific Data, 15%

Elective Data, 20%

Observation/ Evidence,

50%

Teacher Effectiveness System in Act 82 (HB 1901)Observation/Evidence

Danielson Framework Do-mainsPlanning and PreparationClassroom EnvironmentInstructionProfessional Responsibili-ties

Building Level DataPSSA AchievementPVAAS GrowthGraduation RatePromotion RateAttendance RateAP Course ParticipationSAT/PSAT

Teacher Specific DataPSSA AchievementPVAAS GrowthIEP GrowthLocally Developed District Rubrics

Elective Data/SLOsDistrict Designed Measures and Examina-tionsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local Re-quirementsStudent Portfolios Pursuant to Local Re-quirements

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PAIUCC

The “Elective” Portion of Teacher Effectiveness

Measuring Student Performance for Teachers in Tested and Non‐Tested Grades and Subjects

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The Goal: To have an effective teacher in every classroom

PAIUCC

What Model Might be Most Appropriate for PA to Develop?

Student

Learning

Objective

Models

Models of

Student

Assessmen

t

Measurement

of Student Performance & Teacher Effectiveness

PAIUCC

The Approach• Provide a method for teachers to write

SLOs.• Provide a method for teachers to design

assessments appropriate to the SLO.• Provide piloted and peer-reviewed models

on the PDE SAS website.• Provide professional development

appropriate to SLO development.The Methodology: AN SLO TEMPLATE

PAIUCC

Looking at the Components of PA’s SLO Template

• Teacher Information• Course Information• Learning Objective• Data and Targets Used to Establish the SLO• Assessment/Performance Task• Administration of the Assessment/Performance Task• Data Collection• Implementation Timeline• Teacher Effectiveness Measure

PAIUCC Teacher Effectiveness Measure

Classroom Objective How will the aggregated scores of individual student assessment results be used to define teacher effectiveness?

Failing: few students achieve content mastery or growth

Needs Improvement: less than a significant number of students achieve content mastery or growth

Proficient: A significant number of students achieve content mastery or growth

Distinguished: An exceptional number of students achieve content mastery or growth

Fewer than 50% of students will move a minimum of 5 levels.

50%-70% of students will move a minimum of 5 levels

70%-80% of students will move a minimum of 5 levels

80% -100% of students will move a minimum of 5 levels

Less than 50% of students will achieve proficient or advanced levels in 6 out of 8 components (mastery) or will achieve improved scoring in 3 out of 8 components, with some decrease in the other 5 components (growth).

50% -74% of students will achieve proficient or advanced levels in 6 out of 8 components (mastery) or will achieve improved scoring in 3 out of 8 components, with some decrease in the other 5 components (growth).

70 % -84% of students will achieve proficient or advanced levels in 6 out of 8 components (mastery) or will achieve improved scoring in 3 out of 8 components, with no decrease in the other 5 components (growth).

85% -100% of students will achieve proficient or advanced levels in 6 out of 8 components (mastery) or will achieve improved scoring in 3 out of 8 components, with no decrease in the other 5 components (growth).

PAIUCC

What Does the PA SLO Process Hope to Accomplish?

To meet federal Race to the Top Requirements

To meet state legislated teacher evaluation requirements

To utilize some processes that teachers already have in place

To inform principals as to appropriate processes in content areas with which they may not be familiar

PAIUCC To provide teachers in non-tested grades

and subjects an opportunity to be evaluated in their content area

To inform and instruct teachers in non-tested grades and subjects about standards-based education design: 1) Curriculum Frameworks 2) Standards 3) Backward Design4) Transfer of Learning5) PA Standards Aligned System Website

PAIUCC

To have an effective teacher in every classroom.

PAIUCC

Observation/ Evidence

80%

Student Per-formance 20%

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

Student Performance of All Students in the School Building in which the Nonteaching Professional Employee is Employed District Designed Measures and ExaminationsNationally Recognized Standardized TestsIndustry Certification ExaminationsStudent Projects Pursuant to Local RequirementsStudent Portfolios Pursuant to Local Requirements

Non Teaching Professional Employee Effectiveness System in Act 82 (HB 1901)

PAIUCC

Principal Effectiveness

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PAIUCC

Principal Effectiveness

Domain 1 - Strategic/Cultural Leadership : The school leader will systematically and collaboratively develop a positive culture to promote continuous student growth and staff development. The leader articulates and models a clear vision of the school’s culture that involves students, families, and staff.

Domain 2- Managerial Leadership: The school leader will ensure that the school has processes and systems in place for budgeting, staffing, problem solving, communicating expectations and scheduling that result in organizing the work routines in the building. The school leader must efficiently, effectively, and safely manage the building to foster staff accountability and student achievement.

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PAIUCC

Principal Effectiveness

Domain 3 – Leadership for Learning: The school leader assures school-wide conversations occur regarding standards for curriculum, instruction, assessment, and data on student learning based on research and best practices, and ensures that the ideas developed are integrated into the school’s curriculum and instructional approaches.

Domain 4 – School and Community Leadership: The school leader will promote the success of all students, the positive interactions among building stakeholders, and the professional growth of staff by acting with integrity, fairness and in an ethical manner.

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PAIUCC

Draft –

For

Refe

rence

Only

PAIUCC

Additional Items

• Inter-Rater Reliability• Professional Development• Alternative Educator

Effectiveness System• Implementation Guidelines– Formula– Differentiated Supervision– Other

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PAIUCC

Professional Development and Teachscape Products

PAIUCC Professional Development: Inter-rater ReliabilityTeachscape Framework for Teaching Proficiency System

(FFTPS) Overview • 20 hours of training content

o Self pacedo Total training time can be faster or longer

• 11 online learning modules for observerso Orientation to observer trainingo Minimizing biaso 9 modules on Framework for Teaching

o Overviewo Framework for Teaching Components in Domain 2 and

Domain 3detailed rater training on each component and performance level

• Over 100+ master scored videos

PAIUCC

Professional DevelopmentTeachscape’s Framework for Teachers Effectiveness

Series (FFTES)

Self-Paced and Video-Rich Online Learning Resources

The Framework for Teaching Effectiveness Series includes 2 sets of learning modules:

1. Laying the FoundationOrientation to course materialsUnderstanding the Framework for TeachingApplying the Framework for Teaching

2. Framework Components8 individual learning modules which explore

the eight observable components in Domains 2 and 3 of Danielson’s Framework for Teaching

PAIUCC

Professional Development on SAS

PAIUCC

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Built for PDE – Designed for You

Now Showing On a Screen Near You!

Teacher Information Management System

PAIUCC

Dateline TIMS• Released December 19, 2011

• Paperless February 16, 2012

• Updated weekly through June

• Release Three June 25, 2012• Emergency Permit Reissuance

July 16, 2012• Release Four Projected August or

September 2012

PAIUCC

Release 3 Highlights• More hints on each screen• Applicant sees only relevant

screens• Business logic improved to

meet requirements• More uploads (Health

Certificate)• Enhanced cover sheet

material

Applications Tailored to the

Credential

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PAIUCC

Release 3 Dashboards and Searches

Dashboards• Applicant, LEA (Local

Education Agency), IHE (Institutions of Higher Education) and PDE dashboards updated

• Buttons moved and renamed

• Section heading text revised

Searches• Sortable Results!

(Click on column heading to sort.)

• LEA Search and Print Permits on one screen

• LEA Reissue Permits from one screen

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PAIUCC

Release Four – August/September

• Non-US Citizens– Alien Provisional

Certificates Eliminated– No Fee Profile Update

for Citizenship Activities

• Act 97 Waivers Added• New Alternate

Credentials Added• New Vocational Intern

Category (same requirements)

• Vocational & Program Specialist Process Customized

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PAIUCC

More enhancements are still on the drawing board…Public WebsiteMessaging System Overhaul, including Automatic Expedites for LEA

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PAIUCC

Questions?

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