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Professional Teacher Evaluation Program

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Title: Professional Teacher Evaluation Program


1
Professional Teacher Evaluation Program
2
What is the PTEP?
  • Assessment program designed to determine the
    quality of teacher performance in relation to a
    set of professional performance standards.

3
What are the purposes of the PTEP?
  • Improve the quality of instruction, promote
    cultural responsiveness, and increase educational
    experiences and opportunities for students
  • Provide a process that allows and encourages
    supervisors and teachers to work together to
    improve instructional practices
  • Provide a process of bringing structured
    assistance to marginal teachers
  • Provide a basis for making more informed
    judgments about teacher performance
  • Provide information for developing an effective
    and relevant staff development program.

4
What are the components of the PTEP?
  • Based on the Guam Teacher Performance Standards-
    a set of instructional practices which define
    minimum competencies.
  • There are seventeen (17) standards covering eight
    (8) major areas of effective teaching.
  • Nonverbal/ verbal communication
  • Student Involvement
  • Classroom Relationships
  • Participation Patterns
  • Planning
  • Implementation of instruction
  • Evaluation of instruction
  • Classroom climate

5
Teacher Performance Standards
  • Standard I The competent teacher develops and
    prioritizes long and short term objectives within
    curriculum.
  • Standard II The competent teacher evaluates,
    selects, and modifies resources and activities in
    light of students gender, cultural, and
    linguistic background.

6
Teacher Performance Standards
  • Standard III The competent teacher establishes
    a common footing of understanding and
    participation with students.
  • Standard IV The competent teacher teaches the
    lesson by matching the purpose of the lesson with
    the appropriate teaching and learning styles,
    relating new ideas to previous or future
    learning, and demonstrating an understanding of
    his/her role as primary socializer in introducing
    new concepts to students.

7
Teacher Performance Standards
  • Standard V The competent teacher provides
    guided practice.
  • Standard VI The competent teacher provides
    opportunities for cooperative learning .
  • Standard VII The competent teacher monitors
    classroom instruction.

8
Teacher Performance Standards
  • Standard VIII The competent teacher uses
    appropriate strategies to close a lesson.
  • Standard IX The competent teacher provides a
    variety of evaluation strategies that measure
    progress toward objectives.
  • Standard X The competent teacher provides
    summative evaluation that measures student
    achievement of objectives.

9
Teacher Evaluation Standards
  • Standard XI The competent teacher organizes the
    learning environment to maximize student
    performance.
  • Standard XII The competent teacher effectively
    orchestrates appropriate student behavior.
  • Standard XIII The competent teacher helps
    learners develop a positive self-concept.

10
Teacher Performance Standards
  • XIV The competent teacher effectively uses
    metacommunication to enhance student learning-
    proxemics, kinesics, and prosody.
  • XV The competent teacher establishes boundaries
    of relevance and nature of students involvement
    and relationships in the classroom.

11
Teacher Performance Standards
  • XVI The competent teacher effectively uses
    language to constitute positive classroom
    relationships.
  • XVII The competent teacher uses classroom
    participation patterns that are culturally
    specific, not based on stereotype thinking.

12
Four Strands Comprise the PTEP
  • Professional Growth Program
  • Professional Accountability Program
  • Probationary Program
  • Professional Plan for Development

13
PTEP Evaluation Matrix
14
What is the Process?
15
Board Policy 378- The Lesson Plan
  • Components of a lesson plan
  • ESLRs
  • Skills/ Content Standards Performance
    Indicators
  • Anticipatory set or effective grabber
  • Instructional objectives
  • Instructional strategies
  • Methods of assessment
  • Checking for Understanding
  • Guided Practice
  • Closure
  • Modifications for students in need
  • Textbook/Materials/ Resources to support the
    lesson

16
ESLRs
  • Expected School Wide Learning Results
  • What each student should know, understand and be
    able to do upon exit from the school, or by the
    time the student completes the planned program.
  • Learner will be able to exhibit a culmination of
    their learning in a real world context that has
    significant purpose and meaning for them and
    others over time

17
Expected School Wide Learning Results (ESLRs)
18
Skills/ Content Standards/ Performance Indicators
  • Skills Stanford Achievement Test, 10th Edition
    (SAT10) Item Analysis
  • Content Standards National Content Standards for
    respective subject
  • Performance Indicators Guam Public School System
    Content Standards
  • Curriculum alignment refers to all skills (SAT10)
    identified by the Simon Sanchez Faculty as being
    focus areas that have correlated/ parallel
    standards from the National Content Standards and
    Guam Public School System Performance Indicator

19
Anticipatory Set or Effective Grabber
  • What is your prompt?
  • How will you hook students to be engaged?
  • Why would students be interested in todays
    lesson?
  • Taking out the guess work on todays lesson.
  • What is your introduction?
  • It may be as simple as telling them through an
    agenda on the board, you may begin with a local
    story that students may relate to, or you may
    have a creative display that helps introduce the
    topic.

20
Instructional Objectives
  • Statement describing what is to be learned, the
    thought process involved, what the learner will
    do to demonstrate that he/she had acquired the
    learning, and an attainable standard of
    performance.
  • You may have more than one objective per lesson.
  • Objectives should correlate directly with the
    SAT10 skills or ESLRs at all times

21
Components of an Instructional Objectives
  • 1. Content (learning) what is learned
  • 2. Behavior an activity the students do to
    show an understanding of the learning
  • 3. Condition prescribes the circumstances
    under
  • which the learner must perform (materials,
    time)
  • 4. Performance Level the realistic expectation
    standard of achievement for students

Students will be able to ___ During/ After
_________ With/through _________ By/ with
_____________.
22
Instructional Strategies
  • What will be the method used to achieve the
    instructional objective?
  • What instructional tools will you use to engage
    students?
  • If someone walked into your classroom, what will
    they see students doing?
  • Examples Seminar Discussion, Problem-based
    learning, Peer Tutoring, etc.

23
Methods of Assessment
  • How will you know if students achieved your
    instructional objective?
  • This item could be very similar to the
    instructional strategy, but this would have a
    definite mark/ grade for individual students.
  • Methods of assessment should be linked to your
    ESLRs or SAT10 skills.
  • Examples Test/Quiz, Oral Presentation, etc.

24
Models/ Examples
  • How will you make your lesson tangible for your
    students?
  • What does the end result look like?
  • This item may also be linked up with your
    anticipatory set, however, not all models/
    examples can serve as the anticipatory set.
  • Examples Storyboards, pictures, graphs, etc.

25
Checking for Understanding
  • How will you know if students comprehend whats
    going on thus far?
  • This is done throughout the lesson
  • This requires immediate feedback and is informal
    in nature
  • Examples Question and Answer, discussion, etc.

26
Guided Practice
  • While students are engaged in the instructional
    strategy, what will you do to ensure students are
    on task?
  • How will you encourage achievement of the
    instructional objective?
  • Examples Question and Answer, Discussion, etc.

27
Closure
  • Students have the opportunity to consolidate or
    organize what has been learned.
  • Students are able to summarize the learning the
    result.
  • Examples Review, Significance of Lesson, etc.

28
Modifications
  • What are you doing to assist the SPED, LOTE, or
    other at risk students in achieving the
    instructional objective?
  • Are you following the prescribed IEP or LOTE
    Modifications checklist?
  • Examples Extra time, Open book, etc.

29
Textbook/ Resource
  • What was your primary text in presenting the
    lesson?
  • If it was teacher made, then say teacher made
    ___________.
  • There should be a direct correlation with the
    SAT10 skill and the chapter/ area of focus.
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