Lincoln Intermediate Unit 12August 11, 2014

Differentiated Supervision: The Danielson Framework

Our Vision:

To be the indispensable leaders, experts, and innovators who provide the skills and solutions learners need to successfully navigate a connected world.

Our Mission:Empowering our customers to solve their most challenging problems that impact learning and quality of life.

Today’s Objectivesals

A better understanding of the IU’s Differentiated Supervision Plan.

A closer look at the Danielson Domains and how the framework can improve our professional practice.

A discussion of how DS applies to guidance counselors in the Act 89 program

First Things First

Is this YOU?

Differentiated Supervision

● DS is designed to help us reflect on and improve our professional practice so that student learning is enhanced.

● DS creates alternate pathways for demonstrating professional growth.

Differentiated Supervision

● DS process collects evidence that informs the annual performance evaluation.

● Educator Effectiveness regulations require us to implement an evaluation system.

Working in education is complex.

➢It is difficult to describe what we do everyday.

➢FINALLY, a Professional Framework that defines what we do, and offers guidance to improve our professional practice.

➢FINALLY, a Professional Framework that legitimizes the complex work associated with working in the field of education.

The 4 Domain Categories: Talk with a colleague and label each bucket.

Label:___ Label:___

Label:___

Label:___

Domain Focus— Adapted from Danielson’s Framework for Teaching

Planning and Preparation Classroom

Environment

Instruction

ProfessionalResponsibilities

What a teacher knows and does in

preparation for teaching. All aspects of

teaching that lead to a culture for learning in the

classroom.

Professional responsibilities and behavior in and out of the

classroom.What a teacher does to engage students in

learning.

A Framework for Teaching

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Contributing to the School and District•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating Clearly and Accurately•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Selecting Instruction Goals•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Assessing Student Learning

Domain 2: The Classroom Environment•Creating an Environment of Respect

and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space

Off Stage On Stage

Who takes part in the Clinical Supervision Process?1. All non-tenured professionals2. Any tenured professionals in their first year of LIU

employment3. All tenured professionals every four years4. Any tenured professional in their first year in a new

program assignment (unless approved “exempt” by the Division Director)

Clinical Supervision Process - Who Takes Part?

1. Prepare for Pre-Conference by reflecting on Domains 1 & 4 and completing the Pre-Conference form.

2. Participate in the Pre-Conference.

Steps in Clinical Supervision Process

3. Observation – Evaluator collects evidence aligned to Domains 2 & 3. Evaluator gives form back to professional prior to post-conference.

➢ Professional can add evidence to the form that may have been overlooked by evaluator. Professional returns observation form to Evaluator with their additions.

Steps in Clinical Supervision Process

4. Professional Self-Assessment – Using the Danielson rubric, professional completes self-assessment and submits to the evaluator.

Steps in Clinical Supervision Process

5. Observer reviews Self-Assessment and marks only areas of agreement.

Steps in Clinical Supervision Process

6. Post-Conference Discussion - Evaluator notes components of agreement and then invites professional to take the lead in discussing the other components. Components are collaboratively rated. Evaluator is the “rater of record” in the event of non-agreement. Evidence is the basis.

Steps in Clinical Supervision Process

7. Observation Summary- Evaluator completes the Observation Summary.

Steps in Clinical Supervision Process

8. Artifact collection and submission – During the observation process and outside of the observation process, educators may submit examples of evidence to support their performance level within the Danielson domains.

Steps in Clinical Supervision Process

8. Artifact collection and submission – Evidence for Domains 2 & 3 will be collected through the observation process.

➢ Every professional will have an evidence folder in Teachscape where examples of evidence can be uploaded.

➢ It is the responsibility of the professional to collect examples of evidence, and the evaluator can add to the evidence collection throughout the clinical process.

Steps in Clinical Supervision Process

9. Mid Year Conference and Rating - For all non-tenured staff, a mid-year rating will be completed by January 31, 2015 using the Teacher Rating form.

Steps in Clinical Supervision Process

10. End of Year Conference – Supervisor will meet with the employee at the end of the year. Meeting could be done via virtual means, the telephone, or face to face.

➢ Supervisor will present end of year rating form.

Steps in Clinical Supervision Process

Steps to Non-Clinical Process

Who Qualifies?➢Tenured employee who has completed at least 3

years of satisfactory performance and have been employed for at least one year by the LIU.

Requirements for Non-Clinical Process (both Self-Directed and Team Plans)

1. Set goals, write and submit an Action Plan to supervisor by October 15, 2014. If asked to revise by supervisor, submit for approval no later than November 14, 2014.

Requirements for Non-Clinical Process

2. Collect, analyze and submit all data included in the data plan throughout the year.

➢The professional is also responsible for submitting evidence to support performance levels in all four domains, even if all four domains are not represented in action plan.

➢Only evidence for components NOT covered in the action plan need to be uploaded to Teachscape.

Requirements for Non-Clinical Process (both Self-Directed and Team Plans)

3. Seek prior approval to alter or modify action plan from supervisor.

4. Submit Mid-Year Reflection form by January 30, 2015 for feedback from supervisor.

Requirements for Non-Clinical Process (both Self-Directed and Team Plans)

5. Submit End of Year Refection form by May 1, 2015.

Requirements for Non-Clinical Process (both Self-Directed and Team Plans)

6. Conference with supervisor at the end of the year to report goal attainment with using examples of evidence that support goal attainment. Conference may be face to face, via phone, or other virtual means.

➢ Supervisor will present end of year rating form for instructional staff and counselors.

7. Professional may be asked to share his/her findings with colleagues in the program.

Requirements for Non-Clinical Process (both Self-Directed and Team Plans)

8. Professional may continue with action plan for multiple years with supervisor approval as long as adequate progress is noted.

Requirements for Non-Clinical Process (both Self-Directed and Team Plans)

FAQ Review

➢ In groups of 2-3, review the Frequently Asked Questions document.

➢Record any additional questions.

Questions

OUR STUDENTS DESERVE OUR BEST!

NOTHING BUT OUR BEST!

SET HIGH EXPECTATIONS!

http://www.youtube.com/watch?v=9bSu_Snlbsw

PLAN FOR DISTINGUISHED! SET HIGH EXPECTATIONS!!!

OUR STUDENTS DESERVE YOUR BEST!

Our Vision:

To be the indispensable leaders, experts, and innovators who provide the skills and solutions learners need to successfully navigate a connected world.

Our Mission:Empowering our customers to solve their most challenging problems that impact learning and quality of life.