Professional Responsibilities: What Strong Observation Evidence Can Look Like

Connect planning, environment, instruction, professional responsibilities, and student performance to artifacts and student thinking that can be observed. For Professional Responsibilities, the strongest preparation question is not “Did I mention it?” but “What student evidence will make this part of Pennsylvania Educator Effectiveness observable?”

A classroom micro-scenario

After reviewing prior assessment data with colleagues, the teacher changes grouping and prepares a targeted scaffold that is used during the observed lesson.

Teacher moves that fit this component

• connect professional learning to an instructional change
• document follow-through
• use collaboration to solve a student-learning problem

Evidence students can produce

• professional work affects lesson design
• students experience improved access or coherence
• reflection leads to a concrete change

What an administrator may be able to see

• lesson decisions that reflect prior evidence and documented reflection
• professional responsibilities supporting student access and continuity
• teacher explanation of how feedback or data informed the plan

What students might be doing

• benefit from routines, materials, or supports created through professional follow-through
• experience coherent expectations across lesson phases
• use feedback systems that the teacher has refined over time

What students might be saying

• “This routine helps us know what to do next.”
• “We use the same criteria when we revise.”
• “The feedback system makes the next step clear.”

Artifacts that can make evidence concrete

• reflection notes tied to instructional change
• family or team communication artifact when locally appropriate
• professional learning evidence connected to a classroom adjustment

Weak evidence vs. stronger evidence

Common missed opportunities

• Professional Responsibilities is named in the lesson plan but no student behavior demonstrates it.
• The teacher can explain the intent, but the observer would have to infer too much because the evidence remains hidden.
• Only one student produces the evidence, so it is difficult to judge how broadly learning is occurring.
• The teacher collects information but the next instructional move does not respond to it.

Planning questions for Professional Responsibilities

1. At what exact moment should Professional Responsibilities become visible?
2. What should students be doing differently because this component is strong?
3. What student language would tell me the intended thinking is actually happening?
4. What artifact, response, or behavior can provide evidence beyond my own explanation?
5. What will I change if the evidence is weaker or stronger than expected?

Related Pennsylvania Educator Effectiveness components