Differentiated Supervision and Evaluation Plan

  • Introduction

    The goal of the Central Susquehanna Intermediate Unit (CSIU) Differentiated Supervision and Evaluation Plan is to INSPIRE individuals to reach their highest potential and STRIVE for innovation and excellence through engaging professional growth opportunities that lend themselves to improved instructional practices and increased student achievement. This plan:

    • Encourages teamwork, cooperation, and diversity
    • Enables the educator to explore new ideas and interests in order to refine teaching skills, promote professional growth, and enhance student learning.
    • Focuses on professional growth that allows professionals to have more control over their own development; and
    • Satisfies the ACT 82: Teacher Effectiveness Model requirements of teacher evaluation from the Pennsylvania Department of Education (PDE).

    Purpose and Rationale

    The purpose of the CSIU Differentiated Supervision and Evaluation Plan is to provide professionals with personalized learning opportunities designed to enhance growth, fulfill teaching responsibilities through reflective practice, and increase overall effectiveness.

    The CSIU Differentiated Supervision and Evaluation Plan fulfills the requirements of Pennsylvania’s Educator Excellence programs outlined under ACT 82. This plan consists of the formal, differentiated, and performance improvement modes of supervision.

    Supervision Cycle

    The CSIU Supervision Plan will span a period of three years.  Professional employees will be assigned to one of three cycles, with each cycle corresponding to either differentiated or full observation mode.  

    Professionals who have received a “Satisfactory” summative rating in their previous two years of practice are eligible for differentiated supervision. Temporary professional educators are not eligible for the differentiated plan.

    Newly hired CSIU professional employees are considered eligible for the differentiated supervision after obtaining a satisfactory evaluation during the first year of employment with the CSIU.  

    The school administration reserves the right to remove an educator from Differentiated Supervision Mode at any time and reassign the employee to either the Formal Observation or Performance Improvement Mode. 

    Evidence to Support Summative Evaluation

    Portfolio Building

    All CSIU professional staff will compile evidence to support an observed lesson or demonstrate progress towards differentiated supervision goals. Each artifact presented within the portfolio should correspond with the domains outlined within Charlotte Danielson’s Framework for Teaching.

    Framework for Teaching-Full Rubric

    Examples of Evidence for Portfolio

    Walkthrough Observations

    Walkthrough observations provide important feedback to support professional growth.  All CSIU professional staff shall participate in no less than two onstage (aligned to domains 2 and 3) and two offstage (domain 1 and 4) walkthroughs.


    At the beginning of each school year (September) all Professional and Temporary Professional employees will be notified of their mode of supervision.

    Supervision Mode

    Formal Observation Mode 

    This includes both formal and walkthrough observations, which are based upon Charlotte Danielson’s Framework for Teaching.


    A formal observation will consist of the following components:

    Pre-observation conference will be held approximately one week before the observation. Prior to the pre-conference, the professional should provide the observer with a copy of the completed Offstage Form. Additionally, the staff person should add any additional input that emerges from the pre-observation conference.

    Observation will begin with the observer arriving at least 10 minutes before the start of the lesson. During the observation, the evaluator will collect evidence and provide feedback via the Observation Form within two days.  

    Post-observation conference will be held within one week of the observation.

    Prior to the post-conference, the professional will complete the self-assessment rubric. During this meeting, the observer will present his/her completed rubric and make comparisons between the self- assessment rubric completed by the staff. The evaluator will note areas of agreement/disagreement and invite the professional to engage in dialogue. At the conclusion of the meeting, the observer and teacher will complete the Observation Summary Form.

    Differentiated Supervision Mode

    Differentiated Supervision Mode provides teachers with the opportunity to drive their own professional growth. This mode recognizes the professional’s experience, effectiveness, and professionalism. For this mode, participants create action plans outlining opportunities for personalized learning. These experiences may be embedded into the daily roles and responsibilities of the educator. Options offered under this plan are designed to improve educator effectiveness and increase student achievement.


    1. Review differentiated options (See overview presentation at the bottom of this page)
    2. Notify the supervisor of the selected option by submitting the Differentiated Supervision Approval Form by 10/15.
    3. Supervisors will contact the staff by 10/30 to discuss potential target areas and establish a timeline for midyear review and set milestones/target objectives.
    4. Meet/review with the supervisor and finalize plan (to try to align with division goals)
    5. Schedule the midyear review
    6. Collect evidence on the selected supervision option
    7. Present evidence/evaluation meeting with the supervisor


    • Peer Visitation 
    • Individual Project 
    • Video/Audio Analysis 
    • Personal Reflection 

    Differentiated Supervision Overview


    Performance Improvement Mode

    Performance Improvement Mode directly addresses ACT 82 requirements pertaining to professionals who receive an overall performance rating of Needs Improvement or Failing. According to Act 82, a teacher rated as Needs Improvement must participate in a performance improvement plan. This plan shall be designed with the employee’s input addressing the area(s) of concern, recommendations for professional development, data/evidence needed to determine improvement, and an observation schedule.