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�Act 13

Educator Effectiveness in Pennsylvania

Overview for Classroom Arts Teachers

Summer 2021

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Where we were in 2012…

Introduction

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Act 13 of 2020

…is similar to where we are going in 2021.

Introduction

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Act 82 versus Act 13

What is the same

Use of the Observation and Practice framework domains
Inclusion of Student Performance Data
0-3 Educator Rating Scale
Levels of Performance

What is new

Increased weighting of Observation and Practice framework domains
Flexible Student Performance Measures
Streamlined Building Level Score calculation with a Challenge Multiplier

Introduction

The major differences between the former evaluation system, Act 82, and the new evaluation system, Act 13, are shown on this slide.

Looking at the left side you will see that Observation and Practice Frameworks based on the work of Charlotte Danielson will still be applied, as will he Inclusion of Student Performance Data. The 0-3 rating scale and equivalent Levels of Performance terms wherein 0= Failing, 1=Needs Improvement, 2=Satisfactory, and 3=Distinguished will remain the same as they currently are in Act 82.

On the right side you will see that observation and practice will have greater weight in evaluation. In addition, Student Performance Measures have been made more flexible and the Building Level Score process, which now includes a Challenge Multiplier, has been streamlined.

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Who am I?

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Act 13 Educator Categories

Classroom

Teacher

A professional or temporary professional employee who provides direct instruction to students related to a specific subject or grade level

Non-Teaching Professional

An educational specialist or a professional employee or temporary professional employee who provides services and who is not a classroom teacher. (e.g., counselor, nurse, instructional coach)�

Principal

Includes a building principal, an assistant principal, a vice principal, a supervisor of special education, or a director of career and technical education

�

Who am I?

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Act 13 Educator Defined Roles

Data Available Teachers
Non-Data Available Teachers
Teachers without Building Level Data
Temporary Teachers

Classroom Teachers

Non-Teaching Professionals

With Building Level Data
Without Building Level Data
Temporary Non-Teaching Professionals

Principals

With Building Level Data
Without Building Level Data

Who am I?

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Act 13 Educator Defined Roles

Data Available Teachers
Non-Data Available Teachers
Teachers without Building Level Data
Temporary Teachers

Classroom Teachers

Non-Teaching Professionals

With Building Level Data
Without Building Level Data
Temporary Non-Teaching Professionals

Principals

With Building Level Data
Without Building Level Data

Who am I?

You may also be a Temporary Teacher. A Temporary Teacher is defined, for the purposes of teacher evaluation, as “any individual who has been employed to perform for a limited time the duties of a newly created position or of a non-teaching professional employee whose service has been terminated by death, resignation, suspension, or removal.”

Non-tenured teachers are classified as Temporary Teachers. Tenure is a status for “professional employees” of public school entities in Pennsylvania that allows for greater protections from termination and layoffs. To gain tenure, an employee must serve three years in a school district or intermediate unit as a “temporary professional employee”, have a satisfactory rating during the last four months of the third year, and maintain appropriate certification.

When these requirements are met, the employee’s status is changed from “temporary professional employee” to “professional employee” and is entitled to a professional contract.

Gaining Tenure In Pennsylvania:

Must have 3 years of continuous service
Satisfactory rating during the last four months prior to obtaining tenure
Time counted toward tenure MUST be at the same institution
Can be granted for part-time or full-time employees
Must be working during the entire duration of the three year probationary period to be granted tenure
Substitute teaching (in any capacity) does not count toward tenure
Tenure is granted automatically once requirements have been met

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Classroom Teachers

Data Available Teachers

A classroom teacher who is a professional employee teaching English, language arts, mathematics, science, or other content areas as assessed by an Assessment (PSSA and/or Keystone Exams)

Non-Data Available Teachers

A classroom teacher teaching in a content area not assessed by an Assessment (PSSA and/or Keystone Exams)

Teachers without Building Level Data

Any classroom teacher who is a professional employee to whom no building level data can be attributed.

Temporary Teachers

Any individual who has been employed to perform for a limited time the duties of a newly created position or of a regular professional employee whose service has been terminated by death, resignation, suspension, or removal.

Who am I?

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Non-Data Available Teacher Rating Tool

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Observation & Practice

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Frameworks

Classroom

Teacher

Framework for Classroom Teachers

Non-Teaching Professional

Framework for �Non-Teaching Professionals

or

Framework for Leadership

�

Principal

�Framework for�Leadership

Observation & Practice

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Domain Level Levels of Performance

Observation & Practice

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What Act 13 Means for Me

Non-Data Available Teachers

A classroom teacher teaching in a content area not assessed �by an Assessment.

...as measured by the �Framework for Teaching Rubric

Planning and Preparation 20%

Classroom Environment 30%

Instruction 30%

Professional Responsibilities 20%

Observation �and Practice...

Observation & Practice

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Translating 100% of 70%

Planning & Preparation 14%

Classroom Environment 21%

Instruction 21%

Professional Responsibilities 14%

Planning and Preparation 20%

Classroom Environment 30%

Instruction 30%

Professional Responsibilities 20%

Observation & Practice

=

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Performance Data

Building Level Score
Teacher-Specific Data
LEA-Selected Measures

Student Performance Data 30%

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What Act 13 Means for Me

Temporary Teachers

Any individual who has been employed to perform for a limited time the duties of a newly created position or of a regular professional employee whose service has been terminated by death, resignation, suspension, or removal.

As Measured by the �Framework for Teaching Rubric

Planning and Preparation 20%

Classroom Environment 30%

Instruction 30%

Professional Responsibilities 20%

Observation �and Practice

Observation & Practice

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Building Level Score

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Act 82 versus Act 13

	Act 82 15%	Act 13 10%
Academic Achievement – State Assessments	X	X
Closing Achievement Gap – All students	X
Closing Achievement Gap – Historically underperforming students	X
Academic Growth – PVAAS	X	X
Attendance	X	X
Promotion	X
Graduation	X	X
Advanced Achievement	X
Challenge Multiplier – Adjusted based on economically disadvantaged student population		X

Building Level Score

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Components

Academic Achievement
Academic Growth
Attendance
Graduation Rate

+ The Challenge Multiplier

Building Level Score

(an adjustment to a Building Level Score based upon a school’s Economically Disadvantaged student population.)

Non-Data Available Teachers

A classroom teacher teaching in a content area not assessed by an Assessment

10% Building Level Score

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Teacher Specific Data

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Three measures within Teacher Specific Data:

Student Performance on State Assessments
Growth (PVAAS)
IEP Goals Progress

Teacher Specific Data

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IEP Goals Progress

DEFINITION:

IEP Goals Progress—A measure of growth and student performance for special education students as established in Individualized Education Program (IEP) plans by the LEA IEP team.

Note: Progress toward goals in students’ Individualized Education Plans (IEP Goals Progress) shall be assessed by the LEA.

(You and your supervisor define what it means to attain your student goals in terms of the four levels of performance: Failing, Needs Improvement, Proficient, and Distinguished.)

Teacher Specific Data

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IEP Goals Progress

DETERMINATION:

Regardless of certification area, all classroom teachers shall be accountable for student progress toward IEP Goals Progress if students have identified IEP Goals to which the teacher contributes data used by the IEP team to monitor progress.

Teacher Specific Data

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IEP Goals Progress

What kinds of IEP data have you been asked to provide?

What types of student artifacts, logs, etc. do you share with special education teachers?

Teacher Specific Data

Academic Goals

Non-Academic Goals

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IEP Goals Progress

Examples of possible Academic Goals to which a classroom teacher might contribute:

Reading
Writing
Math
Speech

Teacher Specific Data

Academic Goals

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IEP Goals Progress

Examples of possible Non-Academic Goals to which a classroom teacher could contribute:

Behavior Goals and Executive Functioning Skills including

-Time management, organization skills, paying attention/focused

-Regulating emotions

-On-task/engaged in lesson

-Shifting thinking (changing topics), making transitions

-Career ready skills

-Chunking larger project/ability to task breakdown

-Planning/task analysis

Teacher Specific Data

Non-Academic Goals

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Non-Data Available Teachers

A classroom teacher teaching in a content area not assessed by a state assessment.

10%

Teacher Specific Data

IEP Goals Progress (only)

Teacher Specific Data

OR

0%

If no/not enough data exists to have

IEP Goals Progress,

this 10% will be added to the

LEA Selected Measures

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Local Education Agency (LEA) Selected Measures

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Act 13: LEA Selected Measure Component

Locally developed rubrics
District-designed measures and examinations
Nationally recognized standardized tests
Industry certification examinations
Student projects under local requirements
Student portfolios under local requirements

LEA Selected Measures

Act 82 (SLO Process)

District-designed Measures and Examinations
Nationally Recognized Standardized Tests
Industry Certification Examinations
Student Projects
Student Portfolios

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Evaluations under Act 13 must include an LEA Selected Measure component.

LEAs have the flexibility to choose one or more measures to assess student performance that is attributable to the professional employee.

If more than one measure is used for the evaluation of a professional employee, your district will decide how to weight them to produce a single LEA Selected Measures rating.

The LEA Selected Measures, like other measures will be assigned a 0-3 rating.

LEA Selected Measures

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Locally developed rubrics
District-designed measures and examinations
Nationally recognized standardized tests
Industry certification examinations
Student projects under local requirements
Student portfolios under local requirements

Can be measured using the

Student Performance Measure Template

LEA Selected Measures

Student Performance Measure Template

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Student Performance Measure

Identify a collective need among your students and what your response will be to help meet that need

Describe the context and baseline to provide background information about your students

Create a plan of action around your identified need

Define what your levels of performance towards meeting success with these students’ needs are: Failing, Needs Improvement, Proficient, Distinguished

Conference with your supervisor before, during, and after the process to set expectations, monitor progress, and determine a final classroom teacher rating

LEA Selected Measures

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Student Performance Measure

LEA Selected Measures

Step 1

Identify a collective need among your current students.

One major way I would like to move my students forward this year is…
Some ongoing student initiatives at my school I could tap into are…
I think I could improve the performance of my students in the area of…

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Student Performance Measure

LEA Selected Measures

Step 2

Detail what your response will be to help meet that student need and describe the context and baseline to provide background information about your students.

Some good reasons for choosing this student performance topic include…
Based upon the data of my students this year, it’s apparent that…
As I look at the evidence, it’s becoming clear that…

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Student Performance Measure

LEA Selected Measures

Step 3

Create a plan of action around your identified need.

The steps I can take to help improve student performance in the area I’m considering include…,
A few of the things I believe I can do to make a positive change in the output of my students are…

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Student Performance Measure

LEA Selected Measures

Step 4

Define what your levels of performance towards meeting success with these students’ needs are: Failing, Needs Improvement, Proficient, Distinguished

Failing

Needs Improvement

Proficient

Distinguished

I would consider myself proficient on this goal if my students’ performance…
I think I would be a success if my students showed…

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Student Performance Measure

LEA Selected Measures

Step 5

Sources of evidence and/or artifacts that can corroborate the effectiveness of my efforts to improve student performance this year include…
The things that would serve as proof that I raised student performance are…

State the student performance evidence or artifacts you will use to measure the progress and effectiveness of your response.

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LEA Selected Measures

1. A classroom teacher shall provide documented input to an evaluator on the development of LEA Selected Measures and annual results of data.

2. In the analysis of that data, classroom teachers shall have the opportunity to reflect on their success, unanticipated barriers, and any supports that could have been useful to classroom teachers.

3. The documented input shall be included with documentation of the classroom teacher’s overall annual rating.

4. LEA Selected Measures may be revised mid-academic year, if agreed upon by both the administrator and the teacher and may be reused on an annual basis if a classroom teacher’s goals are updated and continue to offer reflections

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Teacher Specific Data: IEP Goals Progress

LEA Selected Measures

Student Performance Measure Template

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Non-Data Available Teachers

A classroom teacher teaching in a content area not assessed by an assessment.

LEA Selected Measures

If no/not enough data exists to have

IEP Goals Progress

OR

20%

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Non-Data Available Teachers

Review

This slide offers a review of the categories and components that will be part of an arts teacher’s evaluation under Act 13. Arts teachers are considered classroom, Non-Data Available Teachers. As such, 70% of your evaluation will be based on Observation & Practice, as scored using the Framework for Teaching. 30% of your evaluation will be scored on Performance Measures, one of which will be the 10% Building Level Score. If it is determined by your LEA that you are to complete IEP Goals Progress, the chart on the left shows the attribution for that component to be 10% and the LEA Selected Measures to be 10%. If it is determined that you will not have to do IEP Goals Progress, the chart on the right shows that 10% is to be incorporated into the LEA Selected Measures, which will then be worth 20% of your yearly evaluation.

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Resources for Act 13�

2020 Act 13

Act 13 Educator Effectiveness Training and Materials

Student Performance Measure Template