Instructional I to Instructional II Teacher Performance Assessment Pa. Department of Education.
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Transcript of Instructional I to Instructional II Teacher Performance Assessment Pa. Department of Education.
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Instructional I to Instructional II Teacher Performance Assessment
Pa. Department of Education
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Assessment Requirements for Candidates in Pennsylvania
Chapter 49 of School Code requires all teacher candidates to be assessed for
--Basic Skills and General Knowledge
--Professional Knowledge/practice
--Subject Matter Knowledge
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ASSESSMENT SCHEDULE
Required assessments for educators are to take place at a minimum of three points (in time)
I. During the candidate’s preparation program, taken as part of admission requirements.
II. Upon application for initial certification. III. Upon application for Level II, supervisory or
administrative certification.
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Meeting Chapter 49 Requirements Basic Skills-PPST
Reading, Writing and Math (entry into Ed. Program)
General Knowledge-Fundamental Subjects: Content Knowledge (K-6 & K-12)
Academic Content- Subject Areas Specialty
Principles of Learning and Teaching-Pedagogical Skills
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Assessment Choices
Pennsylvania reviewed options ---
Went with a district completed inventory rather than paper/pencil Praxis test.
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New Forms Address Other Chapter 49 Requirement
Instructional I to Instructional II Assessment Form (PDE-427)…..resulting from the
Semi-Annual Employee Evaluation Form for Instructional I Teachers (PDE-426)
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PDE Forms Background
Old DEBE 5501 Evaluation form seen to be outdated.
Content as Personal Hygiene - not helping to evaluate teachers.
Level II Certification Assessment Design Committee -2001 to 2002
14 Committee Members
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Educational Testing Service (ETS) assisted in research/development/survey
Survey gained evaluation considerations from 2,325 Pa. teachers
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DEBE 5501 New Forms
5501 Assessed: -Personality -Preparation -Technique -Pupil Reaction
New PDE-426 and 427 Assess:
I. Planning and Preparation
II. Classroom Environment
III. Instructional Delivery
IV. Professionalism
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Who’s Using PDE 427 After Sept. 2004?
Teachers with Instructional I issued after 9/1/01 – by September ’99 regulation requirements.
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Who’s Using PDE 427 After Sept. 2004?
Earlier Instructional I’s from 1987 regulations if required by schools
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PDE 427 Changes What?
Instructional I to II Assessment Form - required as part of Instructional II application as of September 1, 2004.
Staff with Instructional I certificates, dated September 1, 2001 and later, must be evaluated to meet PDE-427 requirements.
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Districts encouraged, though not required, to use PDE 427-- December 1, 2002 to September 1, 2004 to recommend for an Instructional II.
Districts encouraged to use PDE 427 for all candidates for Instructional II, including certificates under 1987 regulations.
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School Code requirements
Tenure required per Act 16. 3 years At least last review must be successful
Level I to II assessment required per Chapter 49
3 years At least 6 successful evaluations - PDE 427 Other components as 24 credits required for
Level II
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PDE 426
Similarities and Differences
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Both PDE 426 and 427
Look at 4 categories and aspects of teaching:
Planning and Preparation Classroom Environment Instructional Delivery Professionalism
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PDE 426 PDE 427
Optional form Can continue to use PDE 5501 or PDE
approved locally developed form.
Mandatory form to be used when recommending for Instructional II. (Sept. 2004)
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PDE 426 and 427 Connection
PDE 426 Semi-Annual Evaluation of
Instructional I teacher in 4 categories; Used 2 times a year for 3 years
(at least). Satisfactory or Unsatisfactory
Rating
PDE 427 Overall Assessment of the 6 (or more) PDE 426
forms & the categories findings. Used for Instructional II recommendation by
Assessor and Superintendent
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PDE 426 ----- 427 Connection
PDE 426 Teacher’s Performance Criteria in each category contains content at the level of an initial instructor.
Initial instructor will be gaining further skills over each of the 3 or more years.
PDE 427 level of performance requires that the initial teacher has achieved skills beyond the stated minimums established in the PDE 426.
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General Questions on Forms
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PDE 426
Semi-Annual Employee Evaluation Form for Instructional I Teachers
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PDE 426 - Semi-Annual Evaluation Form use is optional;
Districts may still use their own state approved or PDE 5501 forms
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PDE 426 Semi-Annual Form Content Heading: Biographical Information Position title Date conference held Time period review covered Notes: 1st or 2nd evaluation Performance Evaluation directions
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426 Content Continued
Categories of Evaluation: Planning and Preparation Classroom Environment Instructional Delivery Professionalism
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Teacher and Evaluator must both be aware, before the evaluation takes place, of the categories and performance indicators being used in the PDE 426 AND 427.
Strongly recommend providing PDE 426 and 427 to all new teachers in your buildings.
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Levels of Proficiency Measured in 4 Categories
Category I –Planning and PreparationSatisfactory Performance Indicators: Adequate knowledge of Pa. Academic
Standards; Appropriate assessments of student learning
mostly aligned to the instructional goals and partially adapted as needed for student needs.
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Category I
Adequate knowledge of students and how to use this knowledge to direct and guide instruction
Appropriate reflection on teaching and learning to enhance instruction
Adequate knowledge of content and pedagogy
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Category I
Unsatisfactory teacher performance indicators: Limited or partial knowledge of Pennsylvania
academic standards Inappropriate or incoherent instructional design in
which plans for elements are not aligned with the instructional goals, and have few or inappropriate adaptations for individual student needs
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Category II-Classroom Environment
Satisfactory Performance Indicators: Reasonable and clear expectations for
student achievement with reasonable value placed on the qualify of student work
Appropriate interactions between teachers and students and among students
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Category II-Classroom EnvironmentSatisfactory Performance Indicators Clear standards of conduct and effective
management of student behavior Effective classroom routines and procedures
resulting in little or no loss of instructional time Safe and adequate organization of physical space,
to the extend it is under the control of the teacher, that provides accessibility to learning and to the use of resources, materials and technology.
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Category II
Unsatisfactory Performance Indicators Low or unclear expectations for student
achievement with little or no value placed on the quality of student work
Inappropriate or disrespectful interactions between teacher and students and among students
Absent or unclear standards of conduct, or ineffective management of student behavior
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Category III-Instructional DeliverySatisfactory Performance Standards Adequate communication of procedures and
clear explanations of content Adequate use of questions and discussion
strategies that encourage many students to participate
Adequate feedback to students on their learning
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Category III
Unsatisfactory Performance Indicators Unclear or inappropriate communication of
procedures and poor explanation of content Little or inappropriate use of formal and
informal assessments to meet learning goals and to monitor student learning
Inflexibility in meeting the learning needs of students
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Category IV - Professionalism
Satisfactory Performance Indicators Adherence to school and district procedures and
regulations related to attendance, punctuality and the like
Knowledge of the Professional Code of Conduct Compliance with school or district requirements
for maintaining accurate records, communicating with families
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Category IV
Unsatisfactory Performance Indicators Failure to adhere to district procedures and
regulations related to attendance, punctuality and the like
Lack of compliance in participating in school and/or district events and school or district professional growth and development opportunities
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Performance indicators:
Judgment of satisfactory or unsatisfactory performance in any category: Based on the rater’s overall evaluation of performance in that category.
Satisfactory rating does not require positive performance in all indicators.
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PDE 426 Sources of Evidence
Gathered by teacher and evaluator Further information on judging levels of
proficiency Reviewed at conference date Maintain pertinent documentation Source/dates/types clarifies documentation
requirements
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PDE 426 Justification for Evaluation Section Satisfactory or unsatisfactory rating made Provides teacher with clear understanding
of the decision Comments focus on specific strengths or
areas for improvement Level of proficiency for each of 4
categories determines the overall level of proficiency.
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PDE 426 final section - Evaluation
Contains pertinent dates Required signatures
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PDE 426 Continued
Commendations Section is optional
If used, can summarize strengths of the commendable performance
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PDE 426 continued
Recommendations for Professional Development Section:
Makes recommendations for the teacher’s continuing needs for professional development
Addresses each category showing unsatisfactory
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Evaluator and teacher can determine professional development goals to be included in that section
If previous goals required in past, completion should be documented.
Timeline for completing new goals should be set.
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Instructional I to II Assessment Form-PDE 427
Utilizes same 4 Categories in Semi-Annual Employee Evaluation Form-PDE 426.
Serves as Assessment of the Semi-Annual Evaluation Results.
PDE 427 Form content required with Instructional II application.
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PDE 427 Components
Heading information similar to PDE 426 Higher level of proficiency in performance
indicators Form uses the results of at least 6
completed PDE 426 reviews Form addresses summative results from
PDE 426 or local approved evaluations.
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Overall categorical assessments on 427 is gained through review of each category’s results on previous forms
PDE 427 can not be submitted unless 6 successful PDE 426 evaluations are present
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Sources of Evidence-PDE 427
Easily gathered if using PDE 426 previously-already recorded, may need to summarize
If using other than PDE 427, sources of evidence need to be indicated on PDE 427
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PDE 427 Assessment of Category I-IV Factors Resulting from teacher’s summary
performance on PDE 426 series Any supporting evidence reviewed Provides understanding of the decision
based on observations/sources of evidence
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Evaluation Section – PDE 427
Similar to PDE 426 Last page, page 4, is only page sent to PDE
with Instructional II application Final assessment of satisfactory or
unsatisfactory is utilized
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Superintendent’s signature provides the actual recommendation for an Instructional II Level of Professional Educator
Commendations section optional If used, strengths of the commendable
performance can be listed
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PDE 428 - Annual Employee Evaluation for Instructional II’s Optional use form
Uses same categories of evaluation as PDE 426 and 427
High level of proficiency in the categories Category results can be satisfactory or
unsatisfactory
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Using the PDE 428
Uses same procedures, format, categories and sections as PDE 426 and 427
Sources of Evidence used should be recorded/maintained as in the PDE 426 and 427.
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Using the PDE 428
Overall assessment is either: Commendable Satisfactory Unsatisfactory
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Judgment of satisfactory or unsatisfactory performance - any category: Based on the rater’s overall evaluation of performance in that category.
Satisfactory rating does not require positive performance in all indicators.
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Other Questions: Contact Marjorie Blaze, Division of
Teacher Educaiton, Bureau of Teacher Certification, PDE at [email protected] or 717-783-9252