Alice Budno Hope

The Upper Merion Area School District's Professional Supervision and Evaluation Plan aims to inspire excellence in every student, every day, by fostering professional growth and effective teaching practices. It outlines a comprehensive framework for educator evaluation and development, utilizing the Danielson Framework for Teaching and the PA-ETEP system. Key components include Formal Observation, Peer Coaching, Portfolio development, and Self-Directed/Team-Directed Learning modes, structured within a three-year cycle of supervision to enhance instructional practices and student achievement.

The Upper Merion Area School District's Professional Supervision and Evaluation Plan outlines a framework for improving teacher effectiveness and student achievement. Based on the Danielson Framework for Teaching, the plan utilizes a differentiated supervision approach, recognizing varying levels of teacher experience and effectiveness. Its goal is to engage educators in professional growth through several modes: Formal Observation, Peer Coaching, Portfolio, and Self-Directed/Team-Directed Learning, each designed to foster reflective practice and instructional improvement.

The meeting focused on the Future Ready Comprehensive Plan, specifically addressing goal setting and a presentation regarding the state of special education facilities and operations. Key topics included district-wide initiatives on diversity, equity, and inclusion, academic achievement strategies, and instructional practices. The committee reviewed demographic data and established a framework for district goal setting, focusing on data domain evaluation, action planning, and outcome assessment. Challenges identified for the 2021-2024 period, such as achievement gaps for specific student subgroups, discipline disproportionality, and the need for math acceleration, were addressed through research-based practices including MTSS, targeted math programs, and new high school courses. Additionally, efforts to improve recruitment of staff of color and professional development plans were evaluated.

The primary mission of the UMASD Teacher Induction Program is to provide exemplary training, support, and retention for new and re-assigned teachers to increase student achievement. The program aims to facilitate professional development during a three-year induction period, enabling teachers to promote student achievement in a diverse environment by implementing district goals, policies, and research-based practices. Key goals include familiarizing teachers with district resources and curriculum, assisting with lesson planning, data utilization, technology integration, classroom management, and fostering a professional network to encourage long-term commitment to the district.

The committee meeting focused on a comprehensive review of district and school-wide data, with a strong emphasis on intersectionality within the framework of diversity, equity, inclusion, and belonging. Key discussion topics included the utilization of multiple measures of data, such as demographics, processes, perceptions, and student learning outcomes, to drive equity-focused decision-making. The presentation provided an analysis of recent demographic shifts in student populations and an overview of student learning data, specifically highlighting performance metrics on PSSA and Keystone exams in English Language Arts.