Penn*Link
SUBJECT: Background Checks of School Employees
TO: All Local Education Agencies
FROM: Stephen Fisher, Advisor to the Deputy Secretary
Office of Elementary and Secondary Education
School Services Office
RE: The Pennsylvania Department of Education (PDE) Reminds School Administrators of Applicability of Changes
to the Background Check Law Under Act 24 and Availability of PDE Form to Report Arrests and Convictions of Offenses.
Date: Sept. 28, 2011
I. Changes to Section 111 of School Code are Effective Sept. 28, 2011.
Act 24 of 2011 (Act 24) contains a number of significant changes to the Pennsylvania Public School Code that are designed to enhance the safety for school children. Among these changes, Act 24 amends Section 111 of the School Code, which provides for background checks for employees of public and private schools, intermediate units (IU) and area vocational-technical schools (AVTS). Section 111 also applies to independent contractors and their employees who have direct contact with children and to student teacher candidates assigned to public and private schools. The changes to Section 111 go into effect Sept. 28, 2011.
II. Changes to Section 111(e) Crimes: Former Five-Year ban on School Employment is Now a Permanent Ban on School Employment.
Act 24 adds several additional crimes to the list of Section 111(e) offenses that disqualify individuals from school employment. The amendment also increases the period of disqualification for employment for Section 111(e) offenses. The wording of the previous version of the law prohibited anyone convicted of a crime listed in Section 111(e) from being hired for a period of five (5) years from the date of conviction. Under the amendments to Act 24, a person convicted of a Section 111(e) crime will be permanently excluded from school employment.
III. New 10-Year, Five-Year and Three-Year Bans on Prospective Employment for Certain Offenses.
Act 24 also amends Section 111 to now prohibit the prospective employment of anyone who has been convicted of any felony of the first, second or third degree not listed in Section 111(e), from school employment for 10 years after the expiration of the sentence. Further, conviction of any first degree misdemeanor will prohibit employment for five (5) years after the completion of the sentence. The law now also states that a second offense of driving under the influence of alcohol or a controlled substance, graded as a first degree misdemeanor, will result in a three (3) year prohibition on hiring from the date of the completion of the sentence for the most recent offense.
IV. Availability of a new PDE Form for Employees to Report Section 111(e) Offenses to School Administrators.
The new law includes an important mechanism to help ensure that current school employees, who may not have been subject to a previous background check, are now required to provide assurances that they have not been previously arrested or convicted of a Section 111(e) offense. Accordingly, under Act 24, all current school employees are required to complete and return to their school administrator, or other person responsible for school employment decisions (the school administrator), a form developed by PDE to report prior arrests or convictions for any offense listed in Section 111(e). This form “PDE-6004” is now available on PDE’s website:
http://www.portal.state.pa.us/portal/server.pt/community/background_checks_(act_114)/7493
All current school employees of a public or private school, intermediate unit or AVTS must complete “PDE-6004” and return it to the school administrator by Dec. 27, 2011. School administrators are responsible for making sure that all employees complete this form. If an employee refuses to submit the form, Act 24 allows for a school administrator to require that the employee submit to a current background check under Section 111. In addition, school employees will be required to report to the school administrator within 72 hours of any arrest or conviction of an offense listed in Section 111(e) that occurs after Sept. 28, 2011. “PDE -6004” should be used to report these arrests or convictions to the school administrator.
School administrators are advised to notify their employees of the availability of “PDE-6004” as soon as possible, as well as inform their employees as to whom the form must be returned and the applicable deadlines for return of the form.
V. School Administrator Required to Order Background Check Upon Reasonable Belief That an Employee was Arrested or Convicted of a Section 111(e) Offense.
The new law requires that if a School Administrator has a reasonable belief that an employee was arrested or convicted of a Section 111(e) offense and the employee has not notified the School Administrator of such arrest or conviction, the School Administrator must require the school employee to submit to a current Section 111 background check. That background check shall be at the expense of the employing entity.
VI. Other Changes to Section 111 Under Act 24
Act 24 also eliminates the exemptions which had permitted certain persons under 21 in a job training program in which summer or seasonal students are hired by the district, to work at schools for up to 90 days without a background check.
VII. School Districts Required to Report all Crimes Noted on “PDE-6004” to the Professional Standards and Practices Commission (PSPC)
Under Section 2070.9a of the Professional Educator Discipline Act, the superintendent, assistant superintendent, executive director of an IU, chief administrator of an AVTS or career and technology center, administrator of a charter school or their designees will be required to report to PSPC all instances of employees reporting any arrest or conviction noted on “PDE-6004” or which is otherwise known to them as the result of a background check or otherwise. Contact information for the PSPC, as well as mandatory reporting forms, can be found on PDE’s website: http://www.portal.state.pa.us/portal/server.pt/community/professional_standards___practices_commissions/8829
For additional information please contact Denise Wolfgang in PDE’s School Services Office at
717-783-3750 or dwolfgang@pa.gov.
Educational Leadership
Thursday, September 29, 2011
Monday, September 26, 2011
Problem-Solving Cycle and Implementation/Bernhardt Chapter 5
Professional Learning Communities (PLC’s) are not really new to the education world and have proved to be beneficial to achieving their ultimate goal of increased student achievement. When looking at the problem-solving cycle in Bernhardt’s Chapter 5, the establishing of PLC’s, as well as how they conduct business as a group is a crucial step in creating an environment that can function as an effective group.
Bernhardt talks about the importance of forming small groups that encourage everyone to participate. She also explains that for “whole-staff” change, the whole staff has to be involved. The comparison of this structuring to PLC’s can be related to Schmoker’s book Results Now and Easton’s Protocols for PLC’s. I connect the Problem-Solving cycle to PLC’s because to truly move forward and increase student achievement it needs to be a team effort, at the same time eliminating teachers from working in isolation.
In step 2 Bernhardt talks about setting ground rules for acceptable and non-acceptable behavior to create a “safe room” where everyone is heard and everyone listens. This is closely related to the protocols for conduction the PLC meetings.
The problems or issues are identified in step 3 and an overview of the data is examined. In step 4, a closer look at the data is presented, examining multiple measures to prove its validity. This is also referred to as the “brainstorming” step. Next the political realities have to be considered, such as subgroups, as well as the adversaries, like how many students have not performing at grade level over the past three years.
A good resource for the next step is Getting Results, which provides guidelines for developing an Action Plan. Prior to developing the Action Plan it is pertinent to conduct meetings to take a closer look at the data, specifically using the four categories of demographics, student learning, perceptions, and school processes. Next you are ready to analyze the data, especially the intersections of the four circles, mentioned in Chapter 1.
The implementation steps need to be ongoing and constantly evaluated, as noted in step 8, which will provide a clear picture of what needs to be improved upon, which is the next step (step 9).
In conclusion, the problem solving cycle is on-going, relies upon valid and multiple measures of data and is best achieved through a total team effort. Also, as mentioned previously, a good acronym to model is “SMART,” in reference to goals. They need to be Specific, Measurable, Attainable, Tangible (Timely has also been used) and Realistic.
Bernhardt talks about the importance of forming small groups that encourage everyone to participate. She also explains that for “whole-staff” change, the whole staff has to be involved. The comparison of this structuring to PLC’s can be related to Schmoker’s book Results Now and Easton’s Protocols for PLC’s. I connect the Problem-Solving cycle to PLC’s because to truly move forward and increase student achievement it needs to be a team effort, at the same time eliminating teachers from working in isolation.
In step 2 Bernhardt talks about setting ground rules for acceptable and non-acceptable behavior to create a “safe room” where everyone is heard and everyone listens. This is closely related to the protocols for conduction the PLC meetings.
The problems or issues are identified in step 3 and an overview of the data is examined. In step 4, a closer look at the data is presented, examining multiple measures to prove its validity. This is also referred to as the “brainstorming” step. Next the political realities have to be considered, such as subgroups, as well as the adversaries, like how many students have not performing at grade level over the past three years.
A good resource for the next step is Getting Results, which provides guidelines for developing an Action Plan. Prior to developing the Action Plan it is pertinent to conduct meetings to take a closer look at the data, specifically using the four categories of demographics, student learning, perceptions, and school processes. Next you are ready to analyze the data, especially the intersections of the four circles, mentioned in Chapter 1.
The implementation steps need to be ongoing and constantly evaluated, as noted in step 8, which will provide a clear picture of what needs to be improved upon, which is the next step (step 9).
In conclusion, the problem solving cycle is on-going, relies upon valid and multiple measures of data and is best achieved through a total team effort. Also, as mentioned previously, a good acronym to model is “SMART,” in reference to goals. They need to be Specific, Measurable, Attainable, Tangible (Timely has also been used) and Realistic.
Wednesday, September 21, 2011
Bernhardt Chapter 4 (Vision)
As Richard DuFour says, “The vision should be to get every kid over that bar.” That bar continues to be raised as the cut scores for PSSA’s are in the sights of every school district in the Keystone State.
The most important link to vision planning is to start with leadership, both district-wide and building-wide. Bernhardt notes that strong leadership inspires a shared vision and ensures its implementation.” Further, Bernhardt conveys the vision relying on focus acts of improvement.
It is crucial for the values and beliefs to be understood, which defines a sense of purpose. Next the team needs to develop and share the vision. Finally, an action plan is put in motion, based on accurate and valid data. Bernhardt focuses on establishing ground rules while creating a shared vision. Similar to the protocols in Professional Learning Communities (PLC’s), the steps are to first understand that “this is a safe room.” In addition there is no rank in the room and everyone’s opinions and ideas count. Each person gets an opportunity to speak and each person gets the chance to listen. The focus is on the future and the purpose is improvement.
The Result’s Fieldbook, by Mike Schmoker lists not only administrative leadership as a key to creating and fulfilling the vision, but also teacher leadership. The empowerment of teacher leaders is a way of delegating responsibility and creating teamwork, rather than an environment where teachers may feel micromanaged. The bottom line is that teachers are smart and they need feel validated for their talents. A team of five or six can share a vision while a team of one cannot see very far!
The most important link to vision planning is to start with leadership, both district-wide and building-wide. Bernhardt notes that strong leadership inspires a shared vision and ensures its implementation.” Further, Bernhardt conveys the vision relying on focus acts of improvement.
It is crucial for the values and beliefs to be understood, which defines a sense of purpose. Next the team needs to develop and share the vision. Finally, an action plan is put in motion, based on accurate and valid data. Bernhardt focuses on establishing ground rules while creating a shared vision. Similar to the protocols in Professional Learning Communities (PLC’s), the steps are to first understand that “this is a safe room.” In addition there is no rank in the room and everyone’s opinions and ideas count. Each person gets an opportunity to speak and each person gets the chance to listen. The focus is on the future and the purpose is improvement.
The Result’s Fieldbook, by Mike Schmoker lists not only administrative leadership as a key to creating and fulfilling the vision, but also teacher leadership. The empowerment of teacher leaders is a way of delegating responsibility and creating teamwork, rather than an environment where teachers may feel micromanaged. The bottom line is that teachers are smart and they need feel validated for their talents. A team of five or six can share a vision while a team of one cannot see very far!
Tuesday, September 13, 2011
Frequently Asked Questions (FAQs) PIL
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 1
1. Why was this legislation introduced?
Research demonstrates that effective school leaders have an impact on student
achievement. A focused program of continuing professional education can help
leaders develop the knowledge and skills they need to become more effective in
improving the learning environment for teachers and students. This legislation
will make better use of Act 48 credits by requiring certain school administrators to
participate in professional education activities that are focused on practices that
have the greatest impact on improving student achievement.
2. What professional educators are affected by the legislation?
All active school and system leaders employed in the following positions:
• Principal
• Assistant or Vice Principal
• Superintendent
• Assistant Superintendent
• Intermediate Unit Executive Director
• Intermediate Unit Assistant Executive Director
• Director of an Area Vocational-Technical School
This legislation only affects professional educators with administrative certificates
who are employed in any of these positions on or after January 1, 2008.
3. What is required by the legislation?
The legislation requires the following:
• Preparation programs for superintendents and principals must address the
nine PA school leadership standards.
• A Principals’ Induction Program that addresses the three core leadership
standards has been developed and is offered by the Department. Current
certified principals, vice or assistant principals, who are employed for the first
time on or after January 1, 2008, and all candidates who apply for a certificate
on or after January 1, 2008 must complete the induction program within the
first five years of employment as a principal, vice or assistant principal.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 2
• On or after January 1, 2008, all school and system leaders must complete
their Act 48 continuing professional education requirements in no less than
the same proportion as the proportion of the compliance period during which
the individual was employed as a school or system leader. School and
system leaders will be required to fulfill their PIL proportional hours in
programs that address one or more of the nine PA school leadership
standards.
• The Department of Education must provide the programs it offers at no cost
to the individual or the school entity.
• The Department of Education must approve other providers, using criteria
developed by the Department, to provide induction and continuing
professional education.
4. What are the Pennsylvania School Leadership Standards?
• Core Standards:
o The leader has the knowledge and skills to think and plan strategically,
creating an organizational vision around personalized student success.
o The leader has an understanding of standards-based systems theory and
design and the ability to transfer that knowledge to the leader’s job as the
architect of standards-based reform in the school.
o The leader has the ability to access and use appropriate data to inform
decision-making at all levels of the system.
• Corollary Standards:
o The leader knows how to create a culture of teaching and learning with an
emphasis on learning.
o The leader knows how to manage resources for effective results.
o The leader knows how to collaborate, communicate, engage and
empower others inside and outside of the organization to pursue
excellence in learning.
o The leader knows how to operate in a fair and equitable manner with
personal and professional integrity.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 3
o The leader knows how to advocate for children and public education in the
larger political, social, economic, legal and cultural context.
o The leader knows how to support professional growth of self and others
through practice and inquiry.
5. How were these standards determined?
In 2004-2005, a stakeholder group of practitioners (superintendents and
principals), association leaders, and university administrators and instructors
were asked to review the research on how school leaders impact student
achievement and to recommend a set of standards based on that research to
guide preparation and continuing professional education for school leaders in
Pennsylvania. The group recommended the standards to the Secretary of
Education in the spring of 2005, and they have been the basis of the professional
education offered through the Pennsylvania Inspired Leadership (PIL) program.
6. What is the Pennsylvania Inspired Leadership (PIL) program?
PIL is a standards-based professional education program offered by the
Department of Education through eight regional sites. Each site supports several
cohort groups with two curricular offerings: 1) a comprehensive curriculum
developed by the National Institute for School Leadership (NISL); and 2) a PAadapted
version of the Total Leaders curriculum developed by the Pennsylvania
School Leadership Council (PLDC).
7. Is the PIL program the only way that school and system leaders can receive
Act 48 credit?
Individuals employed as a school or systems leaders will be required to complete
their Act 48 continuing professional education requirements in no less than the
same proportion as the proportion of the compliance period during which the
individual was employed as a school or system leader (see also questions 12
and 13 below). PIL approved courses, as indicated by PERMS Subject Areas
“PA Inspired Leadership (PIL)” and “PA Inspired Leadership (PIL) Induction” are
the only Act 48 programs that will count towards completion of PIL requirements.
“School Administrative (Non-PIL)” courses and/or activities will not count towards
the completion of PIL requirements, but will count toward the total Act 48
continuing professional requirements and will satisfy the proportion of the
compliance period in which the individual was not serving as a school or system
leader.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 4
PIL approved courses will consist of:
a. Leadership courses or programs offered by the Department that address
one or more of the PA leadership standards.
b. Approved principal and superintendent preparation programs.
c. Approved courses or programs offered by approved providers.
8. How will I know which courses or programs have been approved?
The law requires the Department to annually publish a list of approved providers
for the Principals’ Induction Program and the Continuing Professional Education
Programs. The Department will seek proposals from providers through an
Invitation to Qualify (ITQ) and will publish on its website a list of those that are
approved in March 2008. This list will be updated quarterly during 2008 and at
least once a year thereafter.
9. Is there a limit on the number of required hours for the Principals’
Induction Program?
Yes. The legislation limits the number of required hours of professional
education to 36 hours per school year and a total of 108 hours for the entire
Induction Program.
10. How will the Department track Act 48 hours for school and system leaders?
Starting in January 2008, the PERMSV2 tracking system will be modified to track
PIL hours and non-PIL hours for all school and systems leaders. Each
individual’s continuing education profile will show this information as it is reported
by providers. Approved providers will need to enter their approved courses or
programs under the subject area of PIL or PIL Induction in order for it to be
properly credited to an individual’s account.
11. What if a school and system leader has met the Act 48 requirements for
their current compliance period when the PIL legislation takes effect on
January 1, 2008?
Those school and systems leaders are not required to participate in any PIL or
PIL-approved programs until their next compliance period.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 5
12. What about those school or system leaders who have not met their 180-
hour requirement for the current compliance period by January 1, 2008?
If a school or systems leader has served in one of the targeted positions for the
entire compliance period, he or she will have to get all of their remaining Act 48
hours in a PIL or PIL-approved program. For example, if a school or systems
leader has 120 Act 48 hours by January 1, 2008, he or she will need to complete
60 hours in a PIL or PIL-approved program.
13. What about school or system leaders who have served in both
administrative and non-administrative positions during a compliance
period?
In this case, the law requires that the Act 48 requirements be proportional. For
example, a school or system leader who has served in one of the targeted
positions for only four of the five-year Act 48 compliance period would need to
complete 80% of his or her remaining unmet hours as of January 1, 2008, in a
PIL or PIL-approved program.
14. What happens if a school or systems leader meets the Act 48 180 hour
requirement, but has not met the requirements of this law?
All school or systems leaders must meet the requirements of this law to remain
active. For example, assuming an individual has been employed as a school and
systems leader for the entire compliance period and has 150 PIL hours and 30
non-PIL hours, he or she will have administrative certificate(s) inactivated until
such time as the 30 hours in a PIL course or program have been completed. All
other certificates will remain active, and the school or systems leader will begin a
new Act 48 Five-Year Compliance Period. The specific administrative certificate
types that would be affected are Administrative, Administrative I, Administrative
II, and Letter of Eligibility.
15. How does this law affect individuals who hold administrative certificates
that are not currently serving in one of the positions defined as school and
system leaders?
They may continue to take professional education courses or programs
appropriate to their position responsibilities.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 6
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 1
1. Why was this legislation introduced?
Research demonstrates that effective school leaders have an impact on student
achievement. A focused program of continuing professional education can help
leaders develop the knowledge and skills they need to become more effective in
improving the learning environment for teachers and students. This legislation
will make better use of Act 48 credits by requiring certain school administrators to
participate in professional education activities that are focused on practices that
have the greatest impact on improving student achievement.
2. What professional educators are affected by the legislation?
All active school and system leaders employed in the following positions:
• Principal
• Assistant or Vice Principal
• Superintendent
• Assistant Superintendent
• Intermediate Unit Executive Director
• Intermediate Unit Assistant Executive Director
• Director of an Area Vocational-Technical School
This legislation only affects professional educators with administrative certificates
who are employed in any of these positions on or after January 1, 2008.
3. What is required by the legislation?
The legislation requires the following:
• Preparation programs for superintendents and principals must address the
nine PA school leadership standards.
• A Principals’ Induction Program that addresses the three core leadership
standards has been developed and is offered by the Department. Current
certified principals, vice or assistant principals, who are employed for the first
time on or after January 1, 2008, and all candidates who apply for a certificate
on or after January 1, 2008 must complete the induction program within the
first five years of employment as a principal, vice or assistant principal.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 2
• On or after January 1, 2008, all school and system leaders must complete
their Act 48 continuing professional education requirements in no less than
the same proportion as the proportion of the compliance period during which
the individual was employed as a school or system leader. School and
system leaders will be required to fulfill their PIL proportional hours in
programs that address one or more of the nine PA school leadership
standards.
• The Department of Education must provide the programs it offers at no cost
to the individual or the school entity.
• The Department of Education must approve other providers, using criteria
developed by the Department, to provide induction and continuing
professional education.
4. What are the Pennsylvania School Leadership Standards?
• Core Standards:
o The leader has the knowledge and skills to think and plan strategically,
creating an organizational vision around personalized student success.
o The leader has an understanding of standards-based systems theory and
design and the ability to transfer that knowledge to the leader’s job as the
architect of standards-based reform in the school.
o The leader has the ability to access and use appropriate data to inform
decision-making at all levels of the system.
• Corollary Standards:
o The leader knows how to create a culture of teaching and learning with an
emphasis on learning.
o The leader knows how to manage resources for effective results.
o The leader knows how to collaborate, communicate, engage and
empower others inside and outside of the organization to pursue
excellence in learning.
o The leader knows how to operate in a fair and equitable manner with
personal and professional integrity.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 3
o The leader knows how to advocate for children and public education in the
larger political, social, economic, legal and cultural context.
o The leader knows how to support professional growth of self and others
through practice and inquiry.
5. How were these standards determined?
In 2004-2005, a stakeholder group of practitioners (superintendents and
principals), association leaders, and university administrators and instructors
were asked to review the research on how school leaders impact student
achievement and to recommend a set of standards based on that research to
guide preparation and continuing professional education for school leaders in
Pennsylvania. The group recommended the standards to the Secretary of
Education in the spring of 2005, and they have been the basis of the professional
education offered through the Pennsylvania Inspired Leadership (PIL) program.
6. What is the Pennsylvania Inspired Leadership (PIL) program?
PIL is a standards-based professional education program offered by the
Department of Education through eight regional sites. Each site supports several
cohort groups with two curricular offerings: 1) a comprehensive curriculum
developed by the National Institute for School Leadership (NISL); and 2) a PAadapted
version of the Total Leaders curriculum developed by the Pennsylvania
School Leadership Council (PLDC).
7. Is the PIL program the only way that school and system leaders can receive
Act 48 credit?
Individuals employed as a school or systems leaders will be required to complete
their Act 48 continuing professional education requirements in no less than the
same proportion as the proportion of the compliance period during which the
individual was employed as a school or system leader (see also questions 12
and 13 below). PIL approved courses, as indicated by PERMS Subject Areas
“PA Inspired Leadership (PIL)” and “PA Inspired Leadership (PIL) Induction” are
the only Act 48 programs that will count towards completion of PIL requirements.
“School Administrative (Non-PIL)” courses and/or activities will not count towards
the completion of PIL requirements, but will count toward the total Act 48
continuing professional requirements and will satisfy the proportion of the
compliance period in which the individual was not serving as a school or system
leader.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 4
PIL approved courses will consist of:
a. Leadership courses or programs offered by the Department that address
one or more of the PA leadership standards.
b. Approved principal and superintendent preparation programs.
c. Approved courses or programs offered by approved providers.
8. How will I know which courses or programs have been approved?
The law requires the Department to annually publish a list of approved providers
for the Principals’ Induction Program and the Continuing Professional Education
Programs. The Department will seek proposals from providers through an
Invitation to Qualify (ITQ) and will publish on its website a list of those that are
approved in March 2008. This list will be updated quarterly during 2008 and at
least once a year thereafter.
9. Is there a limit on the number of required hours for the Principals’
Induction Program?
Yes. The legislation limits the number of required hours of professional
education to 36 hours per school year and a total of 108 hours for the entire
Induction Program.
10. How will the Department track Act 48 hours for school and system leaders?
Starting in January 2008, the PERMSV2 tracking system will be modified to track
PIL hours and non-PIL hours for all school and systems leaders. Each
individual’s continuing education profile will show this information as it is reported
by providers. Approved providers will need to enter their approved courses or
programs under the subject area of PIL or PIL Induction in order for it to be
properly credited to an individual’s account.
11. What if a school and system leader has met the Act 48 requirements for
their current compliance period when the PIL legislation takes effect on
January 1, 2008?
Those school and systems leaders are not required to participate in any PIL or
PIL-approved programs until their next compliance period.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 5
12. What about those school or system leaders who have not met their 180-
hour requirement for the current compliance period by January 1, 2008?
If a school or systems leader has served in one of the targeted positions for the
entire compliance period, he or she will have to get all of their remaining Act 48
hours in a PIL or PIL-approved program. For example, if a school or systems
leader has 120 Act 48 hours by January 1, 2008, he or she will need to complete
60 hours in a PIL or PIL-approved program.
13. What about school or system leaders who have served in both
administrative and non-administrative positions during a compliance
period?
In this case, the law requires that the Act 48 requirements be proportional. For
example, a school or system leader who has served in one of the targeted
positions for only four of the five-year Act 48 compliance period would need to
complete 80% of his or her remaining unmet hours as of January 1, 2008, in a
PIL or PIL-approved program.
14. What happens if a school or systems leader meets the Act 48 180 hour
requirement, but has not met the requirements of this law?
All school or systems leaders must meet the requirements of this law to remain
active. For example, assuming an individual has been employed as a school and
systems leader for the entire compliance period and has 150 PIL hours and 30
non-PIL hours, he or she will have administrative certificate(s) inactivated until
such time as the 30 hours in a PIL course or program have been completed. All
other certificates will remain active, and the school or systems leader will begin a
new Act 48 Five-Year Compliance Period. The specific administrative certificate
types that would be affected are Administrative, Administrative I, Administrative
II, and Letter of Eligibility.
15. How does this law affect individuals who hold administrative certificates
that are not currently serving in one of the positions defined as school and
system leaders?
They may continue to take professional education courses or programs
appropriate to their position responsibilities.
PA Inspired Leadership (PIL) Legislation*
Frequently Asked Questions (FAQs)
*Act 45 of 2007 amended several sections (1003, 1109, 1205.5, and 1217) of the Pennsylvania Public School Code
to focus the preparation and continuing professional education of school and system leaders on the nine
Pennsylvania Leadership Standards. This is commonly referred to as the “PIL legislation.”
1/10/2008 6
Wednesday, September 7, 2011
Data, Data Everywhere by Victoria Bernhardt
Notes- Chapter 2 (Looking At All The School’s Data)
• Many educators believe that 50% of student achievement results can be explained by other factors than what goes on in school.
• We need to change what we do to get different results
• There is a need to gather data in more than one area
-As mentioned in Chapter 1 also: THE FOUR CIRCLES-Data collection must be based on Demographics-Perceptions-Student Learning-School Processes
• The intersections of the four circles help define the questions we want to ask and focus on why data is necessary in order to find the answers.
• Demographic Data- School community data such as enrollment, attendance, grade level, ethnicity and credential status.
• Perceptions- Data that helps us understand what parents, teachers, students, etc. think about the learning environment. (Questionnaires, observations, interviews, focus groups)
• Student Learning- The results of the educational system from standardized tests, grades, standards-based assessments and formative assessments.
• School Processes- What educators are doing to get the results and how they work. (C&I, instructional strategies, processes, programs, special education, gifted, bilingual education, AP, etc)
• ALSO: Enrollment changes over the past five years. Have perceptions changed? Are there differences in the standardized test scores? Is student attendance linked to individual test results? Is there a gender difference in student’s perceptions of the learning environment? Do the attitudes of the students yield better test results?
• Interaction of Two Measures- Will allow you to see trends that develop (disaggregated by ethnicity over the past three years).
• Intersection of Three Measures- Will allow measures at the school level like student learning disaggregated by ethnicity compared to student questionnaire responses disaggregated by ethnicity. Do students of different ethnicities perceive the learning environment differently and are their standardized test scores consistent with these perceptions? What instructional processes were used? Is there a different report of the results for students involved in extra-curricular activities? Which program is making the biggest difference in student achievement for at-risk kids?
• Intersection of Four Measures- The ultimate goal! Are there differences in achievement scores for eighth grade girls and boys who report they like school, or by the program they are enrolled in, or by the grade level they are in? (IDENTIFY TRENDS). Understanding the intersection of the four circles allows us to identify trends, understand how they learn, what programs they are in and are all students learning at the same rate?
• First- Know where the school is at the present time. We can’t change from where we think we are, we must be honest and accurate of where we actually are. In the study at Marilyn Avenue School the student population changed over time and the teachers stayed the same. This indicated a need for new professional learning.
• Summary- If we want different results we need to do things differently. Just looking at summative results only will focus teachers on those results. The focus needs to be on ways to provide a better learning experience for all students. We must closely examine all four types of data to determine the best practices to improve learning for all students.
• Many educators believe that 50% of student achievement results can be explained by other factors than what goes on in school.
• We need to change what we do to get different results
• There is a need to gather data in more than one area
-As mentioned in Chapter 1 also: THE FOUR CIRCLES-Data collection must be based on Demographics-Perceptions-Student Learning-School Processes
• The intersections of the four circles help define the questions we want to ask and focus on why data is necessary in order to find the answers.
• Demographic Data- School community data such as enrollment, attendance, grade level, ethnicity and credential status.
• Perceptions- Data that helps us understand what parents, teachers, students, etc. think about the learning environment. (Questionnaires, observations, interviews, focus groups)
• Student Learning- The results of the educational system from standardized tests, grades, standards-based assessments and formative assessments.
• School Processes- What educators are doing to get the results and how they work. (C&I, instructional strategies, processes, programs, special education, gifted, bilingual education, AP, etc)
• ALSO: Enrollment changes over the past five years. Have perceptions changed? Are there differences in the standardized test scores? Is student attendance linked to individual test results? Is there a gender difference in student’s perceptions of the learning environment? Do the attitudes of the students yield better test results?
• Interaction of Two Measures- Will allow you to see trends that develop (disaggregated by ethnicity over the past three years).
• Intersection of Three Measures- Will allow measures at the school level like student learning disaggregated by ethnicity compared to student questionnaire responses disaggregated by ethnicity. Do students of different ethnicities perceive the learning environment differently and are their standardized test scores consistent with these perceptions? What instructional processes were used? Is there a different report of the results for students involved in extra-curricular activities? Which program is making the biggest difference in student achievement for at-risk kids?
• Intersection of Four Measures- The ultimate goal! Are there differences in achievement scores for eighth grade girls and boys who report they like school, or by the program they are enrolled in, or by the grade level they are in? (IDENTIFY TRENDS). Understanding the intersection of the four circles allows us to identify trends, understand how they learn, what programs they are in and are all students learning at the same rate?
• First- Know where the school is at the present time. We can’t change from where we think we are, we must be honest and accurate of where we actually are. In the study at Marilyn Avenue School the student population changed over time and the teachers stayed the same. This indicated a need for new professional learning.
• Summary- If we want different results we need to do things differently. Just looking at summative results only will focus teachers on those results. The focus needs to be on ways to provide a better learning experience for all students. We must closely examine all four types of data to determine the best practices to improve learning for all students.
Data, Data Everywhere, by Victoria Bernhardt
Notes- Chapter 1 (Introduction)
1. Effective gathering and analyzing
2. Self-assess on continuous improvement continuums
3. Create a shared vision
4. Use tools for powerful problem solving (9-Step Process)
-Identify the problem-Describe hunches and hypothesis-Identify questions and data-Analyze multiple measures-Analyze political realities-Develop action plan resolution-Implement action plan-Evaluate implementation-Improve the process and system
5. Develop quality strategies to implement the school vision and plan
6. Evaluate for continuous improvement efforts
7. Processing multiple measures of data (4 categories)
-Demographics-Perceptions-Student Learning-School Processes
8. Where do we want to be?
-Purpose-Mission AND Vision, goals and expectations
9. How do we get there?
-Action Plan and Implementation of Strategies
10. Monitor student achievement levels.
INCREASE STUDENT ACHIEVEMENT AT EVERY GRADE LEVEL IN EVERY SUBJECT AND WITH EVERY STUDENT GROUP…
Step One-Develop a Leadership (Data) team with the first goal being to convince all teachers that changes in population required changes to the approach to teaching.
Step Two- Look at all the school’s data- comprehensive and demographic data to gain an understanding of how the population is changing. Use perceptions of parents and students on how to better meet their needs. Realize that it is not an easy task to measure instructional strategies and programs.
Step Three-Continuous Improvement Continuums (CICs)- To help staff see where you are and promote the movement of everyone together. Education For The Future, a portfolio of the school is a commonly-used program.
Step Four- All staff participates in indentifying the contributing factors to the undesirable results.
Step five- School-wide professional learning in assessment and instructional strategies
Step Six- Make sure everyone is using common assessments to clarify where students were at any time during the year.
Step Seven- Establish collaborative teams and meeting times must be accountable for everyone. Teams must discuss student assessment results and student work and how to change instructional strategies to get improved results.
Step Eight- Create the School Portfolio to house data, the vision and plan. The portfolio, as indicated in Chapter 1, provides the focus and sense of urgency to improve.
1. Effective gathering and analyzing
2. Self-assess on continuous improvement continuums
3. Create a shared vision
4. Use tools for powerful problem solving (9-Step Process)
-Identify the problem-Describe hunches and hypothesis-Identify questions and data-Analyze multiple measures-Analyze political realities-Develop action plan resolution-Implement action plan-Evaluate implementation-Improve the process and system
5. Develop quality strategies to implement the school vision and plan
6. Evaluate for continuous improvement efforts
7. Processing multiple measures of data (4 categories)
-Demographics-Perceptions-Student Learning-School Processes
8. Where do we want to be?
-Purpose-Mission AND Vision, goals and expectations
9. How do we get there?
-Action Plan and Implementation of Strategies
10. Monitor student achievement levels.
INCREASE STUDENT ACHIEVEMENT AT EVERY GRADE LEVEL IN EVERY SUBJECT AND WITH EVERY STUDENT GROUP…
Step One-Develop a Leadership (Data) team with the first goal being to convince all teachers that changes in population required changes to the approach to teaching.
Step Two- Look at all the school’s data- comprehensive and demographic data to gain an understanding of how the population is changing. Use perceptions of parents and students on how to better meet their needs. Realize that it is not an easy task to measure instructional strategies and programs.
Step Three-Continuous Improvement Continuums (CICs)- To help staff see where you are and promote the movement of everyone together. Education For The Future, a portfolio of the school is a commonly-used program.
Step Four- All staff participates in indentifying the contributing factors to the undesirable results.
Step five- School-wide professional learning in assessment and instructional strategies
Step Six- Make sure everyone is using common assessments to clarify where students were at any time during the year.
Step Seven- Establish collaborative teams and meeting times must be accountable for everyone. Teams must discuss student assessment results and student work and how to change instructional strategies to get improved results.
Step Eight- Create the School Portfolio to house data, the vision and plan. The portfolio, as indicated in Chapter 1, provides the focus and sense of urgency to improve.
Friday, September 2, 2011
MIDDLE LEVEL ISSUES
Vol. 5 #8, November 2005
Literacy Development for the 21stCentury
byMarcia Rossand Robert C. Spear Ed.D.
No matter where you are in these days of standards, assessment, and “leaving no child behind,” adolescent literacy skills development is on everyone’s mind. For many of us, adolescent literacy, often a neglected area when compared to elementary literacy efforts, has been determined to be a critical area for action.
The standard definition of literacy has always been the ability to read, write, speak, listen, and think effectively. InAdolescent Literacy Resources: Linking Research and Practice, Meltzer describes the significance of literacy as enabling “people to access power through the ability to become informed, to inform others, and to make informed decisions.” In today’s information loaded world, the greater question may be what are the skills that adolescents will need to be literate in the 21stcentury? What skills will they need to access the opportunities that are available and to have some power and control in the world in which they will live?
Historically, literacy skills development has focused on reading, writing and arithmetic. The core of this approach has not changed significantly over time. While some students have always mastered the skills that were deemed necessary to be successful in school and in the world beyond school, others were always at a disadvantage. Current research indicates that today’s adolescents do not consistently have the skills necessary to be successful in learning, let alone in the world at large. For example, according to Joyce, Hyraces, and Calhoun, 2001, 33% of secondary students have withdrawn from active participation in class and are reading below grade level. (Melvina Phillips in thePower of Strategic Literacy Immersion/ NASSP Annual Conference,San Francisco, CaFebruary 25, 2005).
David Warlick, ed-tech expert and author ofRedefining Literacy for the 21stCentury, describes the 3R’s (reading, writing, and arithmetic) as evolving into the four E’s (exposing knowledge, employing information, expressing ideas compellingly, and ethics on the internet. This approach to literacy is based on the fact that the nature of information is changing. “What it looks like, what we use to view it, where and how we find it, what we can do with it, and how we communicate it” is changing according to Warlick. The redefinition of literacy and the subsequent integration of these ideas into the curriculum will provide a stronger and more relevant avenue for modernizing instruction and better preparing students for the future.
Successful literacy skills development for today’s adolescents requires a comprehensive approach. The responsibility for developing a comprehensive skills development program belongs to each and every one of us. It should be reflected in the total curriculum, technology acquisition and use, allocation of resources, and should have priority in professional development planning. It should take into account current research identifying successful adolescent literacy programs and should encompass approaches to improve the skills of all learners, not just those at either end of the achievement curve. As is true for all middle level programs, the literacy initiative should have high expectations for all learners and be presented in a developmentally appropriate learning environment.
Editor’s Note: The New England League of Middle Schools is the service provider for theSTEPS to Middle Level Literacyprofessional development experience. Please contact NELMS if you desire further information on this school wide professional learning experience that will improve literacy learning for all students.
Literacy Development for the 21stCentury
byMarcia Rossand Robert C. Spear Ed.D.
No matter where you are in these days of standards, assessment, and “leaving no child behind,” adolescent literacy skills development is on everyone’s mind. For many of us, adolescent literacy, often a neglected area when compared to elementary literacy efforts, has been determined to be a critical area for action.
The standard definition of literacy has always been the ability to read, write, speak, listen, and think effectively. InAdolescent Literacy Resources: Linking Research and Practice, Meltzer describes the significance of literacy as enabling “people to access power through the ability to become informed, to inform others, and to make informed decisions.” In today’s information loaded world, the greater question may be what are the skills that adolescents will need to be literate in the 21stcentury? What skills will they need to access the opportunities that are available and to have some power and control in the world in which they will live?
Historically, literacy skills development has focused on reading, writing and arithmetic. The core of this approach has not changed significantly over time. While some students have always mastered the skills that were deemed necessary to be successful in school and in the world beyond school, others were always at a disadvantage. Current research indicates that today’s adolescents do not consistently have the skills necessary to be successful in learning, let alone in the world at large. For example, according to Joyce, Hyraces, and Calhoun, 2001, 33% of secondary students have withdrawn from active participation in class and are reading below grade level. (Melvina Phillips in thePower of Strategic Literacy Immersion/ NASSP Annual Conference,San Francisco, CaFebruary 25, 2005).
David Warlick, ed-tech expert and author ofRedefining Literacy for the 21stCentury, describes the 3R’s (reading, writing, and arithmetic) as evolving into the four E’s (exposing knowledge, employing information, expressing ideas compellingly, and ethics on the internet. This approach to literacy is based on the fact that the nature of information is changing. “What it looks like, what we use to view it, where and how we find it, what we can do with it, and how we communicate it” is changing according to Warlick. The redefinition of literacy and the subsequent integration of these ideas into the curriculum will provide a stronger and more relevant avenue for modernizing instruction and better preparing students for the future.
Successful literacy skills development for today’s adolescents requires a comprehensive approach. The responsibility for developing a comprehensive skills development program belongs to each and every one of us. It should be reflected in the total curriculum, technology acquisition and use, allocation of resources, and should have priority in professional development planning. It should take into account current research identifying successful adolescent literacy programs and should encompass approaches to improve the skills of all learners, not just those at either end of the achievement curve. As is true for all middle level programs, the literacy initiative should have high expectations for all learners and be presented in a developmentally appropriate learning environment.
Editor’s Note: The New England League of Middle Schools is the service provider for theSTEPS to Middle Level Literacyprofessional development experience. Please contact NELMS if you desire further information on this school wide professional learning experience that will improve literacy learning for all students.
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