EVIDENCE OF STUDENT LEARNING AND EFFECTIVE TEACHING
Evidence is accurate, unbiased, relevant tangible proof that student learning has occurred. Evidence
may include artifacts that represent actions and statements by teacher or students, questions,
indications of engagement, Intellectual challenge of activities and assignments. It also includes
interactions among teachers and students. Specific features of the classroom may also serve as evidence
of student learning. While not all evidence may be collected, the evidence that is collected should be
accurately representative of the total teaching and learning that occurs in the classroom.
Evidence should be aligned with evaluative criteria, be representative of the teacher and students’ total
performance, represent a “natural harvest” of teachers’ work i.e. not be overly-burdensome and
promote professional learning Some possible sources of evidence include: observations of practice, unit
and lesson plans, samples of student assessments, analyses of student work and professional artifacts.
Quantitative Evidence
Evidence may also be quantitative or qualitative. Quantitative evidence is represented numerically such
as scores on tests or survey scales. The advantage of this type of evidence is ease of collection and ease
of analysis. Calculations and comparisons can be made across time and between groups. It is
generalizable, but its limitation is that it often doesn’t answer the question “Why?”
Qualitative Evidence
Qualitative evidence is data that are represented in narrative or prose format such as in interviews,
focus groups and open-ended questions on surveys. The advantage of such evidence is that it provides
very rich, full information. However, it is limited in that it is more difficult to analyze and to make direct
comparisons. It is not generalizable and methods of ensuring reliability are difficult and time
consuming.
Direct Evidence
Evidence may be direct or indirect. Direct evidence is clear and compelling. It demonstrates actual
student learning. It includes senior theses, exhibits, projects; internship ratings of performance; written
work scored using a rubric; capstone or research projects; portfolios; formative, summative and
benchmark assessment scores. Examples of direct evidence include, but are not limited to:
assessment portfolios, EdInsight reports, examples of rubrics and other graded student work
individual student assessment scores, PSSA scores, Progress reports, PVAAS data that reveals student
achievement over time, report cards , rubrics used to assess student work, running records of students’
reading comprehension, standardized test results, student achievement data, student work samples,
records and grade books
Indirect Evidence
Indirect evidence is evidence that generally perception or comparison data that allows you to make
inferences about learning, but does not demonstrate actual learning. It measures perception or
demographic indicators that imply that learning has occurred. This may include: focus groups, alumni
surveys, employer surveys, student surveys or inventories, course grades, placement data, student
ratings of knowledge and skills. It may also include student essays, personal interviews or conferences
and results of perception inventories. Examples of indirect evidence include, but are not limited to:
Accommodations for students with special needs; examples of methods used Act 48 progress; number
of hours acquired and kinds of professional development, application of concepts/materials acquired
through collegial book study or conferences and workshops, assessment portfolios, classroom handouts
and other teacher-created materials used to supplement the text, classroom activities that reinforce
students’ ability to think critically and creatively, cooperative learning activities used in the classroom,
communications with parents, students, colleagues, administrator, Connections were made between
new and prior knowledge, copies of classroom rules, procedures, expectations and consequences,
courses and workshop successfully completed, descriptions or photographs of learning centers,
differentiated instruction for both enrichment and remediation, effective and accurate record keeping,
formative classroom observations, lesson plans; examples of best plans; incorporation of technology,
log of professional goals and accomplishments, long-term, self-directed, experience-based learning
activities that reflect the real world, notes from interactions with students’ families, notes on journal
articles or professional books read, parent and/or community feedback; documented commentary,
parent teacher conference notes, participation as a trainer, presenter or member of a school or district
committee, perceptive use of reflections of teaching and learning practices, photographs of the
classroom; learning centers, interactive bulletin boards, posting homework on webpage, professional
development, Act 48 documentation, reading and writing in content areas, review(s) that outline how
data lead to changes in instruction including follow-up evaluation, rigor and relevance in instruction,
rubrics and other graded student work, seating charts; flexible student groups, student assignment
sheets, student individual education plans, student wiki, website or blog, summary outline of learning
centers, bulletin boards, assessment or other items which demonstrate the types of instructional
activities that occur in the classroom, teacher attendance record, teacher-created lessons/tests that
demonstrate teacher accommodation for varying learning styles, teacher developed quizzes and tests,
teacher evaluation of learning activities that were successful/unsuccessful including what the
teacher, will repeat and what activity will be changed, teacher log of parent contacts, teacher portfolio,
teacher reflection on success of a lesson, teacher resource documents, teacher website, teacher Wiki,
website or blog, unit plans, usage of a variety of data sources to evaluate and plan for student
achievement, use of resources, materials, technology, use of data analysis in planning instruction,
use of tutoring software programs for remediation, visual representations of classroom arrangements,
visual technology: PowerPoint, videos and/or photographs.
CATEGORY I: PLANNING AND PREPARATION
Examples of Artifacts That Document
Evidence of Student Learning and Teacher Effectiveness
Based on the PDE 426, 427, 428 Attachment A
Category I: Planning and Preparation
Evidence and documentation for this category may include any and all materials, resources, readings and
research that are used, created or implemented as part of the teacher’s planning and preparation for
writing lessons and teaching students. Teacher prepared, gathered and presented evidence may be
documented electronically or in hard copy format in DVD, PowerPoint, Excel Spread Sheet, photographs,
portfolio, folder, notebook/binder, website, wiki, blog or in any other tangible way that can be reviewed
by the teacher and building administrator.
Lesson and Unit Plans:
Teacher-selected lesson plans with references to Academic Standards, topical headings or chapter titles
Teacher-selected unit plans with Academic Standards, topical headings or chapter titles
Accommodations for students with disabilities
Adaptations of lessons and/or materials for students with disabilities
Teacher-developed integrated or interdisciplinary units
Lesson or unit plans developed with co-teacher in preparation for a co-teaching lesson or unit
Resources, Materials and Technology:
Teacher-developed classroom materials
Media from AIU and Discovery libraries
Community and public library media, books and materials
School library media, books and materials.
Student activities, projects, products or performances
Handouts prepared for students
Advance and/or graphic organizers
Outlines and/or note taking forms
Standards Aligned System (SAS) website resources used
Individual Education Plans (IEP) for students with special needs
Assistive technology for students with disabilities
Use of EdInsight for student information and data reports, analysis and interpretation
Use of EdInsight for lesson plans and curriculum development
Use of eSchoolBook for student grades and attendance
Assessment Material:
Rubrics used to assess student projects, assignments or other work.
Methods of formative assessment used to evaluate students’ achievement
Diagnostic methods used for pretests and/or post tests
4Sight benchmark test results for whole class, groups or individual students
PSSA scores for whole class, groups or individual students
Students’ results on teacher made tests
Students’ results on commercial textbook chapter or unit tests
PVAAS reports for whole class demonstrating cohort’s growth levels
Assessment portfolios
Homework assignments
Individual Education Plans (IEP) for students with disabilities
Behavior Management Plans for students with disabilities
Information about Students:
Individual assessment scores on formative, summative, benchmark or diagnostic tests
Samples of students’ work, products or performance
EdInsight student reports including attendance, discipline, grades and test scores
Student report cards or interim reports
Classrooms rules, procedures, expectations and consequences
Seating charts
Flexible grouping arrangements and rationale
Demonstration of knowledge of students’ learning styles: auditory, visual, kinesthetic
Demonstration of knowledge of students’ ability levels
Demonstration of knowledge of students’ interests
Teacher Conferences Interviews:
Teacher’s notes and completion of follow-up tasks after parent/teacher conferences
Teacher’s preparatory notes for parent/teacher conferences.
Log of communications with parents
Teacher conferences with special education teacher, instructional technology coach or mentor
Teacher’s conferences with building administrator or supervisor
Classroom Observations:
Building administrator’s notes from walk-through observations
Building administrator’s notes from formative observations
Building administrator’s notes from summative observations
Teacher Resource Documents:
Professional materials reviewed, studied and/or used by teacher in preparation for lessons
Teacher preview of media before using in class
Documents gathered from Internet research
Courses of study or workshops attended in preparation for teaching
Professional journals, articles, research reviewed in preparation for teaching
CATEGORY II: CLASSROOM ENVIRONMENT
Examples of Artifacts That Document
Evidence of Student Learning and Teacher Effectiveness
Based on the PDE 426, 427, 428 Attachment A
Category II: Classroom Environment
Evidence and documentation for this category may include any and all materials, resources, readings and
research that are used, created or implemented as part of the teacher’s building a classroom
environment for students. Teacher prepared, gathered and presented evidence may be documented
electronically or in hard copy format in DVD, PowerPoint, Excel Spread Sheet, photographs, portfolio,
folder, notebook/binder, website, wiki, blog or in any other tangible way that can be reviewed by the
teacher and building administrator.
Classroom Observations
Building administrator’s notes from walk-through observations
Building administrator’s notes from formative observations
Building administrator’s notes from summative observations
Informal Observations and Visits
Visits to colleagues’ classrooms for peer observations
Building administrator’s notes from walk-through observations
Building administrator’s notes from formative observations
Teacher Conferences and Interviews
Teacher’s conferences with building administrator or supervisor
Teacher’s conferences with colleagues and/or mentor
Visual Technology
Documentation of students’ work using technology
Documentation of teacher’s work using technology: learning centers, interactive bulletin boards
Teacher’s website, wiki or blog
Teacher’s use of video or photography to document classroom environment
Assistive technology for students with disabilities
Resources, Materials, Technology, Physical Classroom Space
Teacher-developed classroom materials
Media from AIU and Discovery libraries
Community and public library media, books and materials
School library media, books and materials.
Student activities, projects, products or performances
Handouts prepared for students
Advance and/or graphic organizers
Outlines and/or note taking forms
Standards Aligned System (SAS) website resources used
Individual Education Plans (IEP) for students with special needs
Effective use of classroom space, equipment, desks, tables, book cases and/or seating arrangements
Accessibility for students with disabilities such as wheelchairs, crutches and/or other devices
Use of EdInsight for student information and data reports, analysis and interpretation
Use of EdInsight for lesson plans and curriculum development
Use of eSchoolBook for student grades and attendance
Use of Study Island to provide additional assistance to students
CATEGORY III: INSTRUCTIONAL DELIVERY
Examples of Artifacts That Document
Evidence of Student Learning and Teacher Effectiveness
Based on the PDE 426, 427, 428 Attachment A
Category III: Instructional Delivery
Evidence and documentation for this category may include any and all materials, resources, readings and
research that are used, created or implemented as part of the teacher’s instructional delivery. Teacher
prepared, gathered and presented evidence may be documented electronically or in hard copy format in
DVD, PowerPoint, Excel Spread Sheet, photographs, portfolio, folder, notebook/binder, website, wiki,
blog or in any other tangible way that can be reviewed by the teacher and building administrator.
Classroom Observations
Building administrator’s notes from walk-through observations
Building administrator’s notes from formative observations
Building administrator’s notes from summative observations
Informal Observations and Visits
Visits to colleagues’ classrooms for peer observations
Building administrator’s notes from walk-through observations
Building administrator’s notes from formative observations
Assessment Materials
Rubrics used to assess student projects, assignments or other work.
Methods of formative assessment used to evaluate students’ achievement
Diagnostic methods used for pretests and/or post tests
4Sight benchmark test results for whole class, groups or individual students
PSSA scores for whole class, groups or individual students
Students’ results on teacher made tests
Students’ results on commercial textbook chapter or unit tests
PVAAS reports for whole class demonstrating cohort’s growth levels
Assessment portfolios
Homework assignments
Individual Education Plans (IEP) for students with special needs
Teacher Conferences and Interviews
Teacher’s conferences with building administrator or supervisor
Teacher’s conferences with colleagues and/or mentor
Teacher’s notes and completion of follow-up tasks after parent/teacher conferences
Teacher’s preparatory notes for parent/teacher conferences.
Log of communications with parents
Teacher conferences with special education teacher, instructional technology coach or mentor
Student Assignment Worksheets
Posts student assignments on Homework Hotline
Assignment notebooks
Assignment organizers developed by students
Student Work
Examples of student work: projects, writing, performances
Examples of student results on quizzes and tests
Photos or videos of displays or exhibits of student work
Instructional Resources, Materials and Technology
Teacher-developed classroom materials
Media from AIU and Discovery libraries
Community and public library media, books and materials
School library media, books and materials.
Student activities, projects, products or performances
Handouts prepared for students
Advance and/or graphic organizers
Outlines and/or note taking forms
Standards Aligned System (SAS) website resources used
Individual Education Plans (IEP) for students with special needs
Assistive technology for students with disabilities
Use of EdInsight for student information and data reports, analysis and interpretation
Use of EdInsight for lesson plans and curriculum development
Use of eSchoolBook for student grades and attendance
Evidence of differentiated instructional methods and strategies
CATEGORY IV: PROFESSIONALISM
Examples of Artifacts That Document
Evidence of Student Learning and Teacher Effectiveness
Based on the PDE 426, 427, 428 Attachment A
Category IV: Professionalism
Evidence and documentation for this category may include any and all materials, resources, readings and
research that are used, created or implemented as part of the teacher’s professionalism. Teacher
prepared, gathered and presented evidence may be documented electronically or in hard copy format in
DVD, PowerPoint, Excel Spread Sheet, photographs, portfolio, folder, notebook/binder, website, wiki,
blog or in any other tangible way that can be reviewed by the teacher and building administrator.
Teacher Conferences and Interviews
Teacher’s conferences with building administrator or supervisor
Teacher’s conferences with colleagues and/or mentor
Teacher’s notes and completion of follow-up tasks after parent/teacher conferences
Teacher’s preparatory notes for parent/teacher conferences.
Log of communications with parents
Teacher conferences with special education teacher, instructional technology coach or mentor
Observations and Visual Technology
Self-produced videos of teaching and learning in the classroom
Student-produced videos of classroom instruction
Artifacts and Interactions with Families
Participation on district open house
Participation in district education celebration
Participation in evaluation of Seniors’ Graduation Projects
Number and quantity of parent conferences
Knowledge of students, siblings and family background
Student Records and Grade Book
Use of EdInsight for student information and data reports, analysis and interpretation
Use of eSchoolBook for student grades and attendance
Individual Education Plans (IEP) for students with special needs
Progress Reports and Report Cards
Use of eSchoolBook for student grades and attendance
Use of EdInsight for student information and data reports, analysis and interpretation
PVAAS reports for whole class demonstrating cohort’s growth levels
Student progress reports and feedback from students and/or parents
Student report cards and feedback from students and/or parents
Mentoring student relative to Senior Graduation Projects
Parent, School and Community Feedback
Notes, emails, phone calls and cards from parents and/or community members
Notes and emails from building administrator
Parent comments on teacher website or Homework Hotline
Relationship with parent organizations and related feedback
Log of parent conferences, telephone calls and other communication
Professional Development and Act 48 Documentation
Certificates of successful completion of Act 48 workshops
Graduate school transcripts
Products resulting from coursework completed for Act 48 credit
Presentation of professional development information to colleagues
Participation in district committees and professional learning community
Participation in district strategic planning initiative
Enrollment in online courses to accrue Act 48 credit
Mentor teacher inductee new to district or profession
Perception of and Use of Teaching and Learning Reflections
Maintenance of reflective journal
Professional reflections blog
Professional reflections wiki