South Western School District

Professional Growth and Supervision Plan

June 2010

(updated October 2014)

Introduction

A committee of administrators and teachers from all levels and a variety of disciplines within the SouthWesternSchool District met throughout the 2009-10 school year to revise the district’s differentiated supervision plan. The goal of this committee was to develop a plan that would support our mission to increase student achievement and learning. The committee operated from the belief that supervision should be a collaborative partnership between teachers and administrators that provides teachers with on-going, meaningful, and supportive feedback. This plan was designed to promote reflection and to foster professional growth for teachers throughout their careers

The work of this dedicated group of volunteers includes a new document for formal observations as well as options for both individual and collaborative forms of supervision. The development of this plan would not have been possible without the strong and positive relationship that exists between the members of the faculty and the administration under the leadership of our superintendent, Dr. Barbara Rupp.

Committee Members

Peggy Bell, Baresville Elementary reading specialist

Cornelia Coldsmith, EHMIS world language teacher

Lani Evelan, West Manheim Elementary music teacher

Kyle Kauffman, South Western High School science teacher

Susan Kirkpatrick, South Western High School family and consumer science teacher

William Kirsch, South Western High School music teacher

Michelle Krill, Elementary technology coach

Susan Mace, Park Hills instructional support teacher

Becki McCullough, Manheim Elementary second grade teacher

Becky Noel, West Manheim Elementary second grade teacher

Jeff Smale, Baresville Elementary Principal

Kristine Strausbaugh, Park Hills Elementary Principal

Brian Cromer, West Manheim Elementary Principal

Judy Berryman, South Western High School Principal

Daniel Hartman, EHMIS Principal

Eric Klansek, EHMIS Assistant Principal

Lori Billman, EHMIS Assistant Principal

Mary Kay Kelly, Elementary Supervisor/Manheim Elementary Principal

Jill Wenrich, Assistant Superintendent

Barb Rupp, Superintendent

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Table of Contents

Page

Professional Appraisal System...... 4

Individual Action Plans ...... 7-8

Classroom Observations for Professional Growth...... 9

Pre-observation conference form...... 11

Post-observation conference form...... 12

Observation forms...... 13-26

Classroom Observation Procedures for Non-Tenured Teachers...... 27

Differentiated Supervision Options...... 30

Teacher Portfolio...... 31

Digital Video Reflection...... 32

Action Research...... 35

Professional Study Group...... 36

Peer Coaching...... 38

New Teacher Mentoring...... 40

Performance Improvement Plan...... 41

Evaluation Forms...... 43

Appendix A...... 46

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South Western School District

Professional Appraisal System

Supervision in the SouthWesternSchool Districtis designed to foster a collaborative teacher/administrative partnership that

●Increases student achievement and learning

●Supports, advances, and stimulates professional growth

●Promotes reflection

●Provides meaningful, informational, supportive feedback

●Ensures scaffolded support

●Is ongoing and done on a consistent basis

The professional appraisal system for professional employees encompasses four broad areas:

  1. Goal setting
  2. The selection of a supervision mode
  • Classroom Observation for Professional Growth
  • Self-directed development
  • Teacher Portfolio
  • Digital Video Reflection
  • Action Research
  • Peer Collaboration
  • Professional Study Group
  • Teacher Portfolio
  • Action Research
  • Peer Coaching
  • Mentoring
  1. Supervision and informal observation of professional employees in their day-to-day responsibilities
  2. Evaluation of performance during a semester or school year with the PDE 82-1 or PDE 82-3.

I. Goal Setting

Goal setting is the first step in the professional appraisal process. Each professional will identify annually an area in which he or she will focus attention during the school year. This should be done by September 15 each school year. A goal conference will be held between each teacher and a building administrator as part of the goal-setting process.

Goals should be directly related to one of the district or building level goals. All goals should be

  • Strategic and specific
  • Measurable
  • Attainable
  • Results-oriented
  • Time-bound

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II.Selection of a Differentiated Supervision Mode

Once a teacher has set a goal, the teacher and principal should develop a personalized supervision/evaluation plan that will provide the teacher with the greatest opportunity to grow instructionally and professionally.

All non-tenured teachers will follow the non-tenured teacher supervision plan.

Upon agreement with the principal, a tenured employee may select one of the following differentiated supervision modes:

Self Directed Development

Teacher Portfolio

The Teacher Portfolio option is a process involving the collection of best practices in an identified area. The portfolio documents evidence of teacher competencies and guides long-term professional development. It is a reflective tool to demonstrate professional growth over time.

Video Reflection

The Video Reflection option is a process to self-evaluate planning and preparation, instructional delivery, or classroom environment by analyzing and reflecting on a recorded component of a lesson.

Action Research

Action Research is a reflective process of progressive problem solving led by an individual to improve the way he/she addresses issues and solves problems.

Peer Collaboration

Professional Study Group

Professional Study Groups offer the opportunity for colleagues to identify an area of focus and/or address a variety of topics to be critically analyzed. This option involves groups meeting regularly and conducting professional conversations through use of various protocols or other clinical methods.To participate in this option, a collaborative group of 3-6 eligible teachers would be necessary. Teachers could be from a common grade level, department, or be interdisciplinary and from multiple grade levels.

Teacher Portfolio

The Teacher Portfolio option is a process involving the collection of best practices in an identified area. The portfolio documents evidence of teacher competencies and guides long-term professional development. It is a reflective tool to demonstrate professional growth over time.

Action Research

Action Research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems.

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Peer Coaching

The Peer Coaching option is a process where two or more teachers observe each other's teaching, share in conversations, reflect upon and refine their practice. Their relationship is built on confidentiality and trust in a non threatening, secure environment in which they learn and gain professional insight in order to increase best practices in instruction.

Mentoring

This option involves teachers being selected as mentors and participating in all necessary components of the mentoring process at the county, district, and building level. In addition to completing all of the county, district, and building level requirements for an induction mentor, mentors who select this option as their mode of supervision will keep a log of mentoring-related activities and complete a self-reflection of the mentoring process.

Teachers who receive an overall performance rating of Needs Improvement or Failing are required by Act 82 to participate in a Performance Improvement Plan.

  • Performance Improvement Plan - a process of evaluation used to assist in decisions of continued employment for at-risk staff.

III. Supervision of Professional Employees in their Day-to-day Responsibilities

Informal observations will take place frequently during the school year, at any time during the school day. Anecdotal notes may be made to relay special commendations or supportive statements to the professional. Any negative comments generated from an informal observation will be presented personally before being written.

IV. Evaluation of Performance During a Semester /School Year with the PDE-82-1 or PDE 82-3

As stated in Board Policy #412, "The primary purpose of evaluations is to assure a good instructional program by identifying and reinforcing good teaching and by calling to employees' attention the areas where improvement should be made." All professional and temporary professional employees are evaluated through the State approved evaluation form PDE 82-1 (with the exception of guidance counselor, school nurse, school psychologist, instructional technology specialist, school achievement specialist, other). A copy of these forms is included within this plan.

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SOUTH WESTERNSCHOOL DISTRICT

INDIVIDUAL ACTION PLAN

Beginning of the Year

For School Year ______

Name:______Date: ______

Bldg/Position: ______

Mode of Professional Growth:Domains from Danielson’s model this

 New/Non-Tenured Observation plan will address:

 Classroom Observation for Professional Growth Planning and preparation

 Self-Directed Development (Specify Below): Classroom environment

 Teacher Portfolio Instruction

 Video Reflection Professional responsibilities

 Action Research

 Peer Collaboration (Specify Below):

 Professional Study Group

 Teacher Portfolio

 Action Research

 Peer Coaching

 Mentoring

Performance Improvement Plan

This form shall be completed by each staff member, regardless of the supervision mode selected, with a copy submitted to building principal by September 15.

Professional Growth Goal:

  1. What are the results you expect from this goal?
  1. How will you measure success?
  1. How does it improve student learning?
  1. How does your plan align with the Danielson domain(s) checked above?

Initial Meeting Date: ______

Follow-Up Meetings: ______

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SOUTH WESTERN SCHOOL DISTRICT

INDIVIDUAL ACTION PLAN

End of the Year

For School Year ______

Name: ______Mode of Supervision:

 New/Non-Tenured Observation

Bldg/Position: ______Classroom Observation for Professional Growth

Self-Directed Development (Specify Below):

Date: ______Teacher Portfolio

Video Reflection

Action Research

Peer Collaboration (Specify Below):

Professional Study Group

Teacher Portfolio

Action Research

Peer Coaching

Mentoring

 Performance Improvement Plan

This form shall be completed by each staff member, regardless of the supervision mode selected, with a copy submitted to building principal by May 15.

  1. As a self analysis, the staff member should check the statement which best describes how the goal (see beginning of year form) was met:

 Completely  Partially  Not at All  Inconclusive

Comments:

  1. Benefits/Insights gained:
  1. How did your individual action plan activities align with the Danielson domain(s) checked above?
  1. Difficulties encountered:
  1. Possible solutions for improvement:
  1. What suggestions and/or needs do you perceive should be addressed to continue your pursuit of improved instruction and/or enhance student learning in your classroom and/or area?

Initial Meeting Date: ______

Follow-Up Meetings: ______

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Classroom Observations for Professional Growth

Purpose

To allow teachers the opportunity to receive feedback from supervisors, reflect on practice, and complete and implement a professional growth plan based on administrative recommendations.

Definition

This is a specific process, including a pre-observation conference, an observation of the teacher in his or her professional assignment, a post-observation conference, and the creation and implementation of an action plan with goals based on recommendations from the formal observation.

Guidelines

  1. All formal observations for tenured teachers should take place during the first half of the school year.
  2. The teacher and the administrator will agree upon a date and time for the observation.
  3. The teacher will provide a written plan that meets building guidelines for lesson planning.

Pre-observation

  1. A pre-observation conference should be held at least 24 hours and not more than a week prior to the administrative observation.
  2. The teacher will complete a pre-observation conference form before the pre-observation conference.
  3. During the pre-observation conference:
  • The teacher will determine which new instructional strategy he/she will be using to increase student learning.
  • The administrator and teacher will discuss the questions on the pre-observation conference form.
  • The administrator will remind the teacher that all shaded areas on the Teacher Observation Form must be marked satisfactory; if not an unannounced observation will follow.
  • The administrator and teacher will review “Components of Written Lesson Plans” on the pre-observation form.
  • The administrator will make applicable suggestions to improve instruction.
  • The teacher will identify specific areas of instruction that he/she would like to have observed.

Post-observation

  1. A post-observation conference should be held within 5 (school) days of the administrative observation.
  2. The teacher will complete the post-observation conference form before the post-observation conference.
  3. During the post-observation conference:
  • The administrator will come to the post-observation conference prepared to discuss commendations and provide at least 2 recommendations based upon the observation.
  • The administrator and teacher will agree upon a plan of action that addresses the recommendations.

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  1. The administrator will write a report of the observation after the post-observation conference has been held.
  2. The teacher should receive the teacher observation report within two weeks of the post-observation conference.
  3. The administrator will meet with the teacher during the second half of the school year to discuss the success of implementing the plan of action.

Observation report

Observations for classroom teachers will use the following format:

  1. Description of the lesson
  2. Planning and preparation
  3. Classroom Environment
  4. Instruction
  5. Commendations/Suggestions for Improvement
  6. Plan of Action

*Some indicators may not be applicable in all lessons. Comments will be included with each category.

Eligibility and Additional Procedures

  1. All tenured teachers may elect to have an administrative observation as one of their supervision options.
  2. Every fourth year, all teachers participating in other differentiated options will cycle back into the administrative observation mode.
  3. Tenured teachers who are new to the SouthWesternSchool District shall be observed once each semester during their first year of teaching. Rating procedures shall be the same as those for other tenured teachers.
  4. Teachers returning from an absence of a year or more will be in the administrative observation mode.

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PRE-OBSERVATION CONFERENCE

Pre-Observation Questions (Adapted from Danielson’s Framework for Enhancing Professional Practice; 2nd Edition):

  1. To which part of your curriculum does this lesson relate? How does this lesson “fit” into the sequence of learning for this course?
  1. Briefly describe the students in this class, including those with special needs.
  1. What are your learning outcomes for this lesson? What is the lesson essential question?
  1. How will you differentiate instruction for different individuals or groups of students in the class?
  1. How and when will you know whether the students have learned what you intended them to learn?
  1. What new instructional strategy will you be using to increase student learning?

Components of Written Lesson Plans / ObserverSuggestions
___ Lesson Essential Question
___ Alignment to District Curriculum
___ Appropriate State Standards
___ Activating Strategy
___ Research-Based Teaching Strategies
___ Extending Thinking/Higher Order Thinking
___ Differentiation
___ Summarization/Closure
___ Means of Assessment/Checking for
Understanding
___ Authentic Literacy
Specific Areas of Instruction Teacher Would Like Observed

*On the Teacher Observation Form, all shaded areas must be marked satisfactory; if not an unannounced observation will follow.

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POST-OBSERVATION CONFERENCE

Post-Observation Questions (Adapted from Danielson’s Framework for Enhancing Professional Practice; 2nd Edition):

  1. In general, how successful was this lesson? Did the students learn what you intended for them to learn? How do you know?
  1. To what extent did your classroom procedures, student conduct, and your use of physical space contribute to student learning?
  1. To what extent was your instructional delivery (activities, grouping of students, materials, resources, etc.) effective in this lesson?
  1. If you had a chance to teach this lesson again to the same group of students, what would you do differently?

Teacher/Observer Commendations / Teacher/Observer Recommendations
Plan of Action

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SOUTH WESTERN SCHOOL DISTRICT

TEACHER OBSERVATION REPORT

Teacher / Class
Observer / Date
Start Time / End Time / # of Students / Announced / Unannounced
New instructional strategy to increase student learning:
  1. Description of Lesson

  1. Planning and Preparation
/ Area of Strength in this Lesson / Satisfactory / Needs Improvement / Not Applicable/
Not Observable
Prepared a Written Plan for Student Learning
Essential question, teaching strategies, summarizer, submitted on time
Demonstrated Knowledge of Content
Vocabulary, concepts, prerequisite knowledge
Followed Curriculum
Plans reflect PA standards and district curriculum
Planned Instruction to Meet Student Needs
Pacing, visual/auditory/kinetic modalities, differentiated instruction group practices
Used Available Resources
Texts, district units, technology, student learning map, content-related resources, manipulatives, graphic organizers
Comments

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  1. Classroom Environment
/ Area of Strength in this Lesson / Satisfactory / Needs Improvement / Not Applicable/
Not Observable
Established an orderly, safe, learning environment
Transitions, student groupings, clear rules/expectations, evidence of routines/procedures, opportunities for movement
Managed student behavior
Monitoring of student behavior, appropriate response to student misbehavior, holds high expectations
Kept students on-task and engaged in learning
Variety of activities, use of signal to gain students’ attention, monitoring of students who are working independently, addressed students who are off-task
Managed classroom space and resources
Arrangement of furniture, use of available resources and technology, visual displays, reflect curriculum, student learning map displayed
Classroom Climate
Positive learning environment, positive rapport with students, encourages and dignified responses for all students, spirit of mutual respect, enthusiasm about learning, attitude that all students can learn, professional relationship and sensitivity toward students, helps all students feel accepted
Comments

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