The Pennsylvania Department of Education (PDE) has been working since 2010 to develop an educator effectiveness model that will incorporate those attributes that are most critical to the way teachers, non-teaching professionals, and principals are evaluated as well as providing training tools for professional growth that provide support as part of a fair effective evaluation process.

As PDE works to support the development of more effective educators in the classroom as well as those in school leadership positions, the true goal is to improve student achievement so that all of the children in Pennsylvania's public schools are prepared to enter a career or post-secondary training and become productive citizens.

See the chart and explanation for the Teacher Effectiveness Components below:

You can preview the main aspects of ACT 82 with this “Act 82-Teacher Effectiveness Update!” slide presentation which was prepared all for SCA teachers. (Jan. 15, 2014)

4 Components of the Act 82 Teacher’s Evaluation Process:

The 4 components combined will make up an educator’s overall evaluation. Below, each “slice” of the pie graph represents one of the components. (for most educators)

  1. 1)TEACHER OBSERVATION: The largest impact on a teachers evaluation (50%) will come from each Teacher’s Classroom Observation & Instructional Practices (using the Charlotte Danielson Framework Domains) The focus of the observation process will be on Domains II, “The Classroom Environment, and Domain III, “Instruction”. Our district will be using the PA-ETEP system to conduct the observations and record progress for each teacher. You can learn a lot about Danielson’s instructional Framework in SAS.

  2. 2)BUILDING LEVEL DATA: Each educator’s evaluation will be attributed with their building level score from the new School Performance Profile (SPP), which will constitute 15% of their overall score.

  3. 3)PVAAS -TEACHER SPECIFIC DATA: Teachers who provide any direct instruction in a content area that is assessed with a PSSA or Keystone Exam will also have a 15% attribution from a “Growth Measure” as reported in teacher-specific PVAAS (PA Value Added Assessment System). This 3-year rolling average will constitutes 15% of a teacher’s overall evaluation. There are a lot of resources about the growth measure from the PVAAS Professional Development resources.

  4. 4)STUDENT LEARNING OBJECTIVES: Every teacher will be required to develop Student Learning Objectives, or SLOs for the 2014-15 school year. SLOs will be used to measure academic success for the majority of the students in classrooms or courses. The SLOs are a part of the “Elective” data, which can be predicated by each school district. The elective data can also include other measures such as other standardized tests, or student projects or portfolios.  SLOs count for 20% for a teacher with PVAAS Teacher Data, and 35% for a teacher without PVAAS data. See the “SLO Quality Assurance Checklist” to evaluate your own SLO. Go to SAS’ SLO resources for more information.

PDE’S Educator’s Effectiveness Project Portal - This is the portal for information about the Educator’s Effectiveness System. There are many links on the right side for documents, training, models, evidence lists and many others for both the teachers’ and principals’ Effectiveness Systems. 
Charlotte Danielson’s Framework for Teaching (Found on the “INSTRUCTION” tab in SAS)
Click on the red box to access the “TeachScape’s “FrameWork for Teaching Effectiveness Series” Training - This site provides online training for components II & III of the the “Framework”. (You must be logged into SAS to access the training) It is required that all teachers complete this training. Progress through the content from “Framework Orientation” to “Applying the Framework”. (In order) Read and complete all activities. The program tracks time and progress and will report 2-3 hours of Act 48 when you have completed it.
Open the link for “Charlotte Danielson: The Framework for Teaching” to view each of the 4 Domain Rubrics for (I) “Planning and Preparation”, (II) “The Classroom Environment”, (III) “Instruction”, and (IV) “Professional Responsibilities”. Each rubric opens in a PDF, which can be downloaded, and provides possible examples, details of proficiency levels and descriptors for expected outcomes for each of the components. 
Scroll down the Framework page, and locate the  banner for “Teaching Professionals with Unique Roles and Functions”. Here you can find specific examples which serve as optional and potentially useful supplements to the existing and already validated Danielson Rubric for uniquely certified personnel. (Special Ed, Vocational, ESL, Gifted, Reading Support, etc.)
Non-Teaching Professionals & Specialists Evaluation Information - (On SAS site under Teaching Frameworks) There are “example rubrics” and “guiding questions” for teachers serving in specialized area of instruction. (Scroll down to the very bottom)
Act 82 Final Rating Tool - (End of Year) This is the final rating tool that will be used for most teachers to report the overall . Some teachers, depending on their teaching assignments, will be scored slightly different due to not having PVAAS Teacher-Specific Data. Their Local/Elective Data will count for 35% of their total, instead of just 20%. It is in an interactive Excel worksheet.
Educator Effectiveness Rating Tool Regulations - This very detailed (legal) document is (22-pages) outlines the school code, Title 22, which provides all the information about the process and the rating tool. The rating tool will provide for a more effective evaluation of teacher performance in schools in the PA, with potential benefits to enable LEAs and PDE to document trends in teacher effectiveness to help identify teacher improvement programs that are successful and produce solid results in student learning, achievement and growth.
Educator Effectiveness System  - Differentiated Supervision- Differentiated Supervision recognizes the level of experience, the effectiveness, and professionalism of teachers as well as the intensity and time commitment to Formal Observation. In Differentiated Supervision, professional employees develop an action plan for professional development unique to their needs and interests. A Differentiated Supervision Plan will be available for all professional employees who received a “Satisfactory” summative rating in the previous two years. SCA’s is in the process of  being developing our “Differentiated Supervision” plan which will be implemented during the 2014-15 school year, following board approval.http://www.portal.state.pa.us/portal/server.pt/community/educator_effectiveness_project/20903http://www.pdesas.org/Instruction/Frameworkshttp://www.portal.state.pa.us/portal/server.pt/community/educator_effectiveness_project/20903/p/1587077TEACHER_EFFECTIVENESS_files/Act%2082%20Rating%20Tool.xlsxTEACHER_EFFECTIVENESS_files/Ed%20Effectiveness%20Rating%20Tool%20Regs.pdfTEACHER_EFFECTIVENESS_files/Educator%2520Effectiveness%2520System%2520-%2520Differentiated%2520Supervision.pdfshapeimage_2_link_0shapeimage_2_link_1shapeimage_2_link_2shapeimage_2_link_3shapeimage_2_link_4shapeimage_2_link_5