The purpose of the Directed Supervision mode is to assist in identifying strength and improvement areas for reflection and continued growth.  In this mode, teaching professionals will be observed and evaluated according to the Danielson Teacher Effectiveness rubric.  Non-teaching/Specialist positions will be observed and evaluated using the position-specific rubrics provided by PDE.

Educators participating in the Directed Supervision mode will be determined based upon the following:

1. All educators within the first three years of their teaching tenure with the Wilson School District will participate in the Directed Development supervision mode.
2. All other educators will participate in the Directed Development supervision mode once every three years based on a cycle determined by the building principal or supervisor.
3. Any educator who is identified by their principal or supervisor with a rating as needs improvement or unsatisfactory will be in the Directed Development supervision mode.

The process for teaching professionals will follow a clinical observation model described below.  Additionally, we have identified power components from the Danielson Teacher Effectiveness rubric that will be the emphasis and focus during the observation. WSD Power Components

Pre/Post-observation Conference (Domains 1 and 4)

• 1c: Setting instructional outcomes.
• 1e: Designing coherent instruction.
• 1f: Designing student assessments.
• 4a: Reflecting on teaching.

1. Within the three days prior to the lesson, teacher and principal will meet in a pre-conference where the teacher will provide evidence using the lesson plan form.
2. Teacher and evaluator will meet prior to the lesson to discuss the evidence provided.
3. In the pre-conference, the evaluator will collect additional evidence through questioning.

During the Observation (Domains 2 and 3)

• 2b: Establishing a culture for learning
• 3b: Using questioning and discussion techniques.
• 3c: Engaging students in learning.
• 3d: Using assessment in instruction.

1. Evaluator arrives early and collects visual evidence found in the classroom.
2. Evaluator collects evidence on the power components during the lesson; avoiding opinions.

 

Preparing for Post-Observation Conference (Domains 1, 2, 3, and 4)

1. Evaluator provides the teacher with the evidence collected during the observation as well as evidence gathered from the pre-conference.
2. Teacher reviews the evidence, adds other evidence, and self-assesses his/her performance on the established components.
3. Evaluator reviews teachers self-assessment and marks all agreed upon, leaving areas of disagreement open for discussion in post-observation conference.

Post-Observation Conference (Domains 1, 2, 3, and 4)

1. A post-observation conference is held within a week of the observation.
2. Teacher and evaluator discuss agreed upon items.
3. Evaluator presents disagreed upon items for discussion.
4. Teacher and evaluator develop a summary of observation and identify two areas of strength and two areas for improvement.

Walk-through follow-up Observation.

1. Within a month of the post-observation conference, the evaluator schedules a walk-through observation that focuses specifically on the two components identified for improvement and collects evidence.
2. The evidence is shared with the teacher and the evaluator provides summary remarks based upon the observation.

** Tenured teachers in the Directed Supervision mode will participate in the clinical observation process once during the year.

** Non-tenured teachers and teachers identified as needs improvement or unsatisfactory will participate at least twice during the year.

RESOURCES

• Power Components Guiding Questions
• Link to Danielson Framework – look on the right, Download the 2013 Framework for Teaching Evaluation