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Teacher Supervision

Supervision is a process where school leaders, such as principals, assistant principals, instructional coaches, or department chairs, observe, support, and guide teachers to improve instructional practices and promote student learning.  Supervision focuses on conversation, feedback, reflection, and collaboration for the purpose of professional learning and continuous improvement.  

The goal of teacher supervision has shifted from simply evaluating performance to fostering a culture of continuous improvement, professional dialogue, and shared responsibility for student success.

  1. Instructional Improvement
    • Provide feedback to teachers to enhance classroom practices.
      Encourage reflection and growth through coaching and collaboration.
  2. Professional Development
    • Identify strengths and areas for growth.
    • Align teacher goals with district and school improvement priorities.
  3. Accountability
    • Ensure that teachers meet professional standards and the expectations of the 82-1 and 82-3 performance ratings.
    • Support the evaluation processes required by the district and State.
  4. Support for Student Achievement
    • Focus on strategies that directly impact student learning.
    • Promote equitable, inclusive, and high-quality instruction.
  • Classroom Observations/Visits (formal and informal)
  • Post-Observation Conferences
  • Instructional Coaching
  • Feedback Cycles
  • Goal Setting and Reflection
  • Application of Danielson Evaluation Framework
  • Conduct Formal Observations and classroom visits (informal observations) or engage in conversation about an Action Research project. 
  • Provide timely, specific and actionable feedback following an observation or visit. 
  • Hold check-in conversations about the Action Research project.
  • Engage in professional dialogue focused on “noticings and wonderings.” 
  • Prompt reflection and improvement aligned to Danielson’s four domains: planning and preparation, classroom environment, instruction and professional responsibilities. 
  • Be an active participant and engage in professional dialogue. 
  • Reflect on practices, celebrate successes and set goals towards improvement. 
  • Maintain a growth mindset by accepting and implementing feedback provided. 

PVSD’s Differentiated Supervision Model is an integral part of the supervision of staff.  Tenured staff are afforded the choice to participate in Formal Observation or Action Research to fulfill the Observation and Practice component of the 82-1 and 82-3 evaluation tools. This flexibility allows tenured staff to engage in a model that best supports their professional growth.  However, all tenured staff are required to participate in a formal observation at least once every three years.

All non-tenured professional staff must elect Formal Observation and participate in the Formal Observation process twice per school year. Tenured teachers new to the District or those that shift to a different building or position, may be asked to participate in Formal Observation during their first year.

A formal observation, within the PDE’s system using the Danielson Framework, is a structured and evaluative process where a trained administrator observes a teacher’s practice for a specific, scheduled period to gather evidence for a teacher’s professional development and evaluation. A formal observation results in detailed, recorded feedback that contributes to a teacher’s rating and is used to develop a professional development plan, ultimately impacting instructional practice and student achievement. 

The Action Research is a teacher-driven, systematic approach to improving classroom practice by identifying a problem, planning and implementing a solution, collecting and analyzing data to see if it worked, and then reflecting on the process to inform future actions.  

Key Features of Action Research:

  • Centered on teacher-driven inquiry to improve practice
    • The goal of Action Research is to enhance teaching practices and ultimately improve student outcomes. 
    • Action Research is individualized and reflective and allows teachers to focus on specific areas of practice they want to improve within their own classrooms or schools. 
  • Focuses on a problem of practice, question, or instructional strategy
  • Encourages collaboration with colleagues, i.e., professionals, coaches and administration
  • Involves data collection, implementation, self-reflection, and revision
    • Teachers collect and analyze data related to their research question, which could include classroom observations, student work samples, surveys, or other relevant information 
  • Designed to promote professional learning
    • Action research findings are shared with principals or supervisors and will be used as evidence in the overall evaluation of the teacher’s effectiveness, see Figure 1, “Observation and Practice” component. 
  • Provides flexibility and personalization, i.e., not tied to standardized measures of student achievement
  • Examples of Action Research Topics might include investigating the effectiveness of a new instructional strategy, exploring ways to improve student engagement, or examining how to better support specific student populations like English Language Learners. 
  • Action Research is optional for both the educator and the evaluator, and either party may opt out into Formal Observation at any time. Please note, your assigned building administrator may opt you out of a differentiated supervision model and require a Formal Observation in any year.
  • Evidence of your Action Research is required. Evidence may take the form of a (electronic or hard copy binder) portfolio.

Action Research is an option under the Perkiomen Valley School District’s current Differentiated Supervision Plan, while the SPM represents a component in the 82-1 evaluation for select professional staff. 

Visit this resource to learn the purpose, key features, and role within the educator evaluation or supervision system for each Action Research and the SPM: Action Research vs SPM

Teacher Evaluation

Teacher evaluation is a formal, systematic process employed by district leadership to assess a teacher’s performance, effectiveness, and professional practice. In PVSD, it is based on the Danielson framework for observation and practice and PDE criteria as represented in the 82-1 and 82-3 evaluation tools. The process of evaluation is based on evidence gathered through classroom observations and visits, analysis of student data, professional contributions and professionalism. 

The ultimate goal of evaluation is to ensure high-quality instruction that promotes student learning and growth.

Effective teacher evaluation is clear, consistent, and fair. The process should balance accountability with support for growth. When the process is implemented effectively, it strengthens instruction, builds trust, and enhances student outcomes.

  1. Accountability
    • Ensure that teachers meet professional standards and fulfill their responsibilities.
    • Inform employment decisions such as tenure, promotion, contract renewal, or improvement plans.
  2. Professional Growth
    • Provide constructive feedback to improve teaching practices.
    • Identify areas for professional development and goal-setting.
  3. Instructional Improvement
    • Align teaching practices with district priorities and evidence-based strategies.
    • Support student achievement by improving the quality of instruction.

 

  • Schedule and conduct Formal Observations or meetings to discuss Action Research depending on the supervision model selected. (Non-tenured teachers are required to be observed twice per school year). 
  • Complete evaluation to include evidence gathered and/or provided by the teacher.
  • Cite evidence for each domain and specifically, evidence for any component rated as “Needs Improvement” or “Distinguished.”
  • Demonstrate knowledge of the Danielson domains and components. 
  • Follow established procedures for scheduling a pre-conference and selecting Action Research or Formal Observation in fulfilling the “Observation and Practice” component of the 82-1 and 82-3 (PVSD Differentiated Supervision Plan; non-tenured teachers must elect Formal Observation and participate in the observation process twice per school year). 
  • Follow procedures for scheduling a Formal Observation within the required timeline. 
  • Follow the established procedures for scheduling and preparing for any ongoing conversations over the course of the school year, i.e., mid-year and end-of-year. 
  • In preparation for an end-of-year evaluation meeting, collect and share evidence regarding Danielson domain components, specifically when a distinguished rating is being considered
The primary difference between the PDE 82-1 and 82-3 evaluation forms lies in the types of educational professionals they are designed to evaluate. 
  • PDE 82-1: Classroom Teacher Rating Form
    • This form is specifically for the evaluation of classroom teachers in Pennsylvania.
    • It aligns with the Charlotte Danielson Framework for Teaching and focuses on classroom observation and practice, as well as student performance measures.
  • PDE 82-3: Non-Teaching Professional Rating Form
    • This form is for the evaluation of non-teaching professionals, such as educational specialists, certificated professionals, instructional certificated professionals other than classroom teachers, and supervisors other than supervisors of special education.
    • While it also uses rubrics linked to the Danielson Framework, it is designed to address the specific responsibilities and functions of these non-teaching roles. 
In essence, PDE 82-1 is for direct classroom instructors, while PDE 82-3 is for other certified educators who provide support and specialized services outside of direct classroom teaching. 

 

  • 70% Observations & Practice (Daniel Framework)
  • 10% Building Level Score (Future Ready Index)
  • 10% Teacher Specific Data (State Assessment Data/IEP Goals Progress
  • 10% LEA Selected Measures (Student Performance Measure)

 

 

 

 

*Note: there are exceptions, as per below.

 

 

Non-Data – Teachers (teachers who do not instruct a state tested subject area nor meet the criteria for IEP Goal Progress):

  • 70% Observations & Practice (Daniel Framework)
  • 10% Building Level Score (Future Ready Index)
  • 20% LEA Selected Measures (Student Performance Measure)

Non-Tenured 

  • 100% Observations & Practice (Daniel Framework)

 

 

  • 90% Observations & Practice (Daniel Framework)
  • 10% Building Level Score (Future Ready Index)

 

 

 

 

 

Here are the 4 domains of the Danielson Framework for Teaching:

1. Planning and Preparation: This domain focuses on the teacher’s work before students enter the classroom, encompassing how they design instruction to meet students’ diverse needs. Key aspects include demonstrating knowledge of:

  • Content and pedagogy.
  • Students (their characteristics, learning approaches, and background).
  • Instructional resources.
  • Setting clear instructional outcomes.
  • Designing coherent instruction and student assessments.

2. Learning Environments: This domain describes the non-instructional interactions and overall atmosphere created within the classroom. It encompasses aspects such as:

  • Creating an environment of respect and rapport.
  • Establishing a culture for learning.
  • Managing classroom procedures, student behavior, and the physical space to support learning.

3. Learning Experiences: This domain constitutes the core of teaching, focusing on the actual engagement of students in learning the content. It involves:

  • Communicating with students clearly and accurately.
  • Using questioning and discussion techniques effectively.
  • Engaging students in meaningful learning activities.
  • Providing quality feedback to students.
  • Demonstrating flexibility and responsiveness to student needs.

4. Principled Teaching: This domain addresses the broader aspects of a teacher’s role outside of direct instruction, fostering professional growth and collaboration. It includes:

  • Reflecting on teaching practice for continuous improvement.
  • Maintaining accurate records of student progress and other necessary documentation.
  • Communicating effectively with families about student learning and progress.
  • Participating in and contributing to the professional community within the school and district.
  • Engaging in ongoing professional development to enhance knowledge and skills.
  • Demonstrating professionalism and ethical conduct.

The LEA (in this case the LEA is PVSD) selected measure is the SPM.  SPMs are part of the Act 13 Educator Effectiveness evaluation system in Pennsylvania. They are designed to measure student growth and/or performance.

Key Features of SPMs:

  • Developed to replace SLOs (Student Learning Objectives).
  • Focused on addressing specific student needs.
  • Can include quantitative (test scores, benchmarks) and qualitative (observations, behaviors) data.
  • May include academic and non-academic goals, such as behavior or engagement.
  • Structured to align with Act 13 requirements and used for evaluation purposes.
  • Often created in collaboration with administrators and based on district guidelines.
  • Included in the summative effectiveness rating as the “LEA Selected Measures” component along with other data (Observation and Practice, Building Level Score, Teacher Specific Data).

Student growth data is represented for teachers who provide instruction in state-assessed grade levels or subject areas, with the exception of grade 3. The assessed grade levels include grades 4 through 8, and the assessed subjects include Algebra 1, Literature (grade 10), and Biology. These measures are based on state assessments, specifically the PSSA and Keystone Exams.

PDE uses a Building Level Score to evaluate the overall academic performance of schools in Pennsylvania. The BLS is comprised of available Assessment, Growth, Attendance Rate, and Graduation Rate data and adjusted based on the percentage of economically disadvantaged students enrolled in the school.

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