BELLEFONTE
AREA SCHOOL DISTRICT
PROFESSIONAL EMPLOYEE SUPERVISION/EVALUATION PLAN
August 2008 Revision
| Click here to download Professional Employee Supervision Plan 2008.pdf |
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BELLEFONTE
AREA SCHOOL DISTRICT
PROFESSIONAL EMPLOYEE SUPERVISION/EVALUATION PLAN August 2008 Revision
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Effective supervisory plans regard professional employees as unique individuals with varying professional needs and skill levels. Bellefonte Area School District aspires to provide professional employees with continuous and career-long growth opportunities that take the varied needs of its staff into consideration by encouraging goal setting, reflection, inquiry, and risk-taking.
In 2002, the Bellefonte Area School District developed a supervision plan focused on the implementation of exemplary supervisory practices identified by the Pennsylvania Association of Supervision and Curriculum Development (PASCD) and the work of Danielson and McGreal (2000). The plan was revised in 2004 and then again in 2006. The 2008 revision provides a framework for professional growth with a greater focus on increasing student achievement through the effective implementation of exemplary supervisory practices identified by Nolan and Hoover in Teacher Supervision and Evaluation: Theory into Practice (2008).
The ultimate goal of the Bellefonte Area School District Professional Employee Supervision/Evaluation Plan is to provide a framework to support the development of professional employee skills and knowledge that will result in increased achievement for all students. The district’s vision includes developing a learning community where all educators employ effective “best” practices and nurture a culture conducive to student learning and continuous professional growth.
BASD’s Supervision/Evaluation Plan was developed to align with the Pennsylvania Department of Education’s requirements for evaluation of professional educators. The Core Teaching Competencies, the professional growth focus areas, the Proficiency Attainment mode, the Focused Assistance mode, and the Corrective Assistance mode all align with the four evaluation categories described in PDE’s evaluation forms (PDE 426, PDE 427, and PDE 428).
In addition to the District’s supervision/evaluation plan, summer workshops, in-service programs, graduate courses, conferences, extended Tuesdays, and induction and mentoring programs all contribute to the professional growth of district employees. These opportunities enable professional employees to comply with the requirements of Act 48 of 1999 to maintain professional certification.
The Bellefonte Area School District Supervision/Evaluation plan includes four professional growth areas which focus on the attainment of core competencies:
The plan also includes three modes which focus on the development and demonstration of proficient skills and content-area knowledge:
The Professional Growth Portfolio developed by each tenured professional employee should provide evidence of an employee’s professional growth throughout a school year and the impact of professional development on student achievement. The Proficiency Attainment Portfolio developed by non-tenured professional employees should provide evidence of an employee’s proficiency in all areas of the Core Teaching Competencies.
CORE TEACHING COMPETENCIES SUPERVISION CYCLE FOR TENURED PROFESSIONAL INSTRUCTIONAL EMPLOYEES
The district’s supervision/evaluation plan provides opportunities for individuals to grow professionally through participation in a cycle of differentiated supervision that can be tailored to meet the unique needs of each professional staff member. All professional educators are encouraged to grow professionally throughout their careers in all areas described by the Core Teaching Competencies. The district must ask professional educators to set professional development goals in an assigned category each year to adhere to the Pennsylvania Department of Education’s evaluation requirements.
Tenured professional employees with satisfactory ratings are required to participate in the Core Teaching Competencies Supervision Cycle as illustrated below. The model is based on a four-year cycle with tenured instructional professional employees taking part in a different professional growth focus area each year. A tenured professional employee in his or her first year with the Bellefonte Area School District will be assigned to Instructional Delivery/Implementing Standards-Aligned Instruction (Category III) competencies. Tenured non-instructional employees (e.g. nurses, guidance counselors, psychologists) will be assigned to professional growth focus areas as described in their respective core competencies document (e.g. Core Competencies for Guidance Counselors, Core Competencies for School Nurses, and Core Competencies for School Psychologists).
Core Teaching Competencies Supervision Cycle
Each focus area of the Core Teaching Competencies Supervision Cycle requires the professional employee to establish goals in order to enhance his or her professional practices in the areas identified in the Core Teaching Competencies and to compile a Professional Growth Portfolio to document progress towards attaining the established goals. A Professional Growth Portfolio should include; an implementation plan for achieving the established goals, evidence of plan implementation, and an evaluation of the progress that was made towards achieving professional growth goals, including the impact on student achievement.
The professional employee will be assigned to a specific focus area by the administration. The Instructional Delivery/Implementing Standards-Aligned Competencies (Category III) focus area provides for at least three observation cycles (a pre-conference, classroom observation, and post-conference) with an administrator. However, it should be noted that administrators may choose to observe a professional employee at any point along the differentiated cycle regardless of their assigned professional development focus area. In addition, administrators will conduct both formal and informal observations of employees assigned to Proficiency Attainment, Focused Assistance, and Corrective Assistance Modes.
(Category I)
Focusing on the Planning and Preparation for Standards-Aligned Instruction Core Competencies enables a tenured professional employee or a team of professional employees to explore and evaluate new areas of professional growth that promote student learning. The focal point of Core Competencies Category I is on planning and preparation in order to deliver quality standards-aligned instruction.
Eligibility for Category I A professional employee may be assigned to Planning and Preparation for Standards-Aligned Instruction Core Competencies (Category I) focus area if he or she is tenured and receives administrative direction to participate.
Professional Employee Responsibilities 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. The professional employee should identify one or more areas in Planning and Preparation for Standards-Aligned Instruction Core Competencies (Category I) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category I. 3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Teaching Competencies Supervision Cycle correctly. If a placement error has occurred the building administrator should be notified.
Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goal established by the professional employees in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator.
Section #1 Tenured Professional Growth Plan Part 1: Goal Setting Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update Tenured Professional Growth Plan Part 3: End-of-Year Report Tenured Professional Growth Plan Part 4: Professional Growth Reflection Section #2 Artifacts with reflective statements
Classroom Environment/Classroom Management Core Competencies (Category II)
Focusing on the Classroom Environment/Classroom Management Core Competencies enables a tenured professional employee or a team of professional employees to explore and evaluate new areas of professional growth that promote student learning. The focus of Core Competencies Category II is on classroom environment and effective classroom management.
Eligibility for Category II
Professional Employee Responsibilities 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. The professional employee should identify one or more areas in Classroom Environment/Classroom Management Core Competencies (Category II) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category II. 3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Teaching Competencies Supervision Cycle correctly. If a placement error has occurred the building administrator should be notified.
Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goal established by the professional employees in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator.
Section #1 Tenured Professional Growth Plan Part 1: Goal Setting Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update Tenured Professional Growth Plan Part 3: End-of-Year Report Tenured Professional Growth Plan Part 4: Professional Growth Reflection Section #2 Artifacts with reflective statements
Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies (Category III)
Focusing on the Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies enables a tenured professional employee to work with an administrator to examine, refine, and enhance effective, research-based instructional practices in the classroom. The focus of Core Competencies Category III is on instructional delivery and the implementation of standards-aligned instruction.
Eligibility for Category III A professional employee will be assigned to Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies (Category III) if he or she: (1) receives administrative direction to participate, (2) is in the first year of tenured employment in the District, or (3) is a tenured professional employee who has not been assigned to Category III for three or more years.
Responsibilities of Professional Employee Assigned to Category III 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. Identify, with the help of the building administrator, one or more areas in Instructional Delivery/Implementing Standards-Aligned Instruction Core Competencies (Category III) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category III. 3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Teaching Competencies Supervision Cycle correctly. If a placement error has occurred the building administrator should be notified.
The Category III Observation Cycle There should be, at a minimum, three (3) observation cycles completed during the school year. An observation cycle should include the following three phases:
Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goal established by the professional employees in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator.
The Professional Growth Portfolio should be comprised of three sections described below.
Section #1:
Section #2:
Section #3:
Professionalism Core Competencies (Category IV)
Focusing on the Professionalism Core Competencies enables a tenured professional employee or a team of professional employees to explore and evaluate new areas of professional growth that promote student learning. The focus of Core Competencies Category IV is on professionalism.
Eligibility for Category IV A professional employee may be assigned to the Professionalism Core Competencies (Category IV) focus area if he or she is tenured and receives administrative direction to participate.
Professional Employee Responsibilities 1. It is the responsibility of the professional employee to print necessary documents from the district website. Documents can be found at www.basd.net by clicking on the “Professional Development” link. 2. The professional employee should identify one or more areas in the Professionalism Core Competencies (Category IV) of the Core Teaching Competencies where he or she needs to grow or “stretch” professionally. Professional growth goals should be derived from the focus areas identified in Category IV. 3. All forms should be typed and signed by the professional employee prior to submitting them to administration. 4. The professional employee must ensure that he/she is moving through the Core Teaching Competencies Supervision Cycle correctly. If a placement error has occurred the building administrator should be notified.
Professional Growth Portfolio A Professional Growth Portfolio is required each year from all tenured professional employees as evidence for PDE evaluation form 428. The purpose of the Professional Growth Portfolio is to document an individual’s progress toward achieving goal established by the professional employees in his/her Professional Growth Plan. A professional employee may be asked at any time during the school year to share his/her portfolio with the building administrator.
Section #1 Tenured Professional Growth Plan Part 1: Goal Setting Tenured Professional Growth Plan Part 2: Mid-Year Implementation Update &nbs | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
