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Professional Development and Appraisal System

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Domain II: Learner Centered Instruction. Evaluation Dimensions: ... The instructional content includes basic knowledge and skills, as well as ... – PowerPoint PPT presentation

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Title: Professional Development and Appraisal System


1
Professional Development and Appraisal System
  • A system designed to make you the best you can be
    and highlight your assets.

2
PDAS Training Agenda
  • Questions to Ponder
  • System Overview
  • Timeline
  • Domains and Scoring
  • Teacher Self Report
  • Teacher Intervention Plan
  • Case Study

3
Questions to Ponder
  • How can PDAS enable me to be a better teacher?
  • How can I become more accountable through PDAS?
  • How will PDAS enable me to become a better
    classroom manager?
  • How will PDAS enable my students to become more
    successful?
  • How will PDAS enable me to become a better
    communicator to parents, colleagues, and students?

4
Legal Requirements Texas Education Code 21.351
and 21.352
  • Commissioner must adopt a recommended appraisal
    system, considering advice of teachers.
  • Appraisal criteria must address
  • Discipline management.
  • Performance of teachers students

5
System Overview
  • Goal of PDAS to enhance student learning
  • PDAS focuses on learning and the continuous
    academic growth of the learner

6
Focus on what learner needs to know and be able
to do
  • Student learning and learning environment
  • TEKS and TAKS related objectives define student
    expectations
  • Beyond classroom to encourage and support student
    learning

7
Domains of PDAS
  • Proficient Teachers
  • focus instruction on student needs
  • promote active, successful student participation
  • successfully manage classrooms that are positive
  • consistently monitor and assess
  • communicate positively to promote a positive
    learning environment
  • strive to learn new knowledge and skills that
    will enhance student learning
  • comply with policies
  • consistently work to support the improvement of
    academic performance of all students

8
PDAS Timelinesee pages 9-10
  • Teacher Orientation first three weeks of school
  • Teacher Self Report (Part I) no later than
    three weeks after teacher orientation
  • Formal Observation
  • Minimum of 45 minutes or shorter segments
  • Written summary within 10 working days
  • Advance notice may be given/ NOT REQUIRED
  • ( In RRISD, observations must be scheduled)
  • Follow district appraisal calendar
  • May have pre or post conference at request of
    Teacher or Appraiser

9
Domain I Active, Successful Student
Participation in the Learning Process
  • Evaluation Dimensions
  • Quantity and quality of active student
    participation in the learning process is evident.
  • Students are challenged by the instruction and
    make connections to work and life applications,
    both within the discipline and with other
    disciplines.

10
Domain I Scoring Indicators
  • 1-1 Students are actively engaged in learning.
  • 1-2 Students are successful in learning.
  • 1-3 Student behaviors indicate learning at a
    high cognitive level (critical thinking, problem
    solving, etc...).
  • 1-4 Students are self-directed/self-initiated as
    appropriate to the learning objectives
  • 1-5 Students are connecting learning to work and
    life applications, both within the discipline,
    and with other disciplines.

11
Domain II Learner Centered Instruction
  • Evaluation Dimensions
  • The instructional content is based on appropriate
    goals and objectives.
  • The instructional content includes basic
    knowledge and skills, as well as central themes
    and concepts, both within the discipline and with
    other disciplines.
  • The instructional strategies are aligned with
    learning objectives and activities, student
    needs, and work and life applications, both
    within the discipline and with other disciplines.
  • The instructional strategies promote application
    of learning through critical thinking and problem
    solving.
  • The teacher uses appropriate motivational and
    instructional strategies which successfully and
    actively engage students in the learning process.

12
Domain II Scoring Indicators
  • II-1 Objectives and goals include basic
    knowledge/skills and central themes/concepts of
    the discipline
  • II-2 Instructional content is learner centered
    (relates to interests and varied characteristics
    of the students).
  • II-3 Instructional strategies promote critical
    thinking and problem solving
  • II-4 Instructional strategies include
    motivational techniques to successfully and
    actively engage students in the learning process.
  • II-5 Instructional strategies are aligned with
    the objectives, activities, student
    characteristics, prior learning, and work and
    life applications, both within the discipline and
    with other disciplines.

13
Domain II Scoring Indicators continued
  • II-6 The teacher varies activities appropriately
    and maintains appropriate pacing and sequencing
    of instruction.
  • II-7 The teacher emphasizes the value and
    importance of the activity/content.
  • II-8 The teacher uses appropriate questioning
    and inquiry techniques to challenge students.
  • II-9 The teacher makes appropriate and effective
    use of available technology as a part of the
    instructional process.

14
Domain III Evaluation and Feedback on Student
Progress
  • Evaluation Dimensions
  • The teacher aligns assessment and feedback with
    goals and objectives and instructional
    strategies.
  • The teacher uses a variety of evaluation and
    feedback strategies which are appropriate to the
    varied characteristics of the students.

15
Domain III Scoring Indicators
  • III-1 Academic progress of students is monitored
    and assessed.
  • III-2 Assessment and feedback are aligned with
    goals and objectives and instructional
    strategies.
  • III-3 Assessment strategies are appropriate to
    the varied characteristics of students.
  • III-4 All student learning is reinforced.
  • III-5 All students receive specific constructive
    feedback.
  • III-6 The teacher provides other opportunities
    for relearning and re-evaluation of material.

16
Domain IV Management of Student Discipline,
Instructional Strategies, Time, and Materials
  • Evaluation Dimensions
  • The teacher effectively implements the
    discipline-management procedures as approved by
    the district.
  • The teacher establishes a classroom environment
    which promotes and encourages self-discipline and
    self-directed learning.
  • The teacher selects instructional materials which
    are equitable and acknowledge the varied
    characteristics of all students.
  • The teacher effectively and efficiently manages
    time and materials.

17
Domain IV Scoring Indicators
  • IV-1 The teacher effectively implements the
    campus discipline management plan.
  • IV-2 The teacher establishes a classroom
    environment which promotes and encourages
    self-discipline and self-directed learning.
  • IV-3 The teacher interacts with students in an
    equitable manner, including fair application of
    rules.
  • IV-4 The teacher specifies expectations for
    desired behavior.

18
Domain IV Scoring Indicatorscontinued
  • IV-5 The teacher intervenes and re-directs
    off-task, inappropriate, or disruptive behavior.
  • IV-6 The teacher reinforces desired behavior
    when appropriate.
  • IV-7 The instructional materials selected by the
    teacher are equitable and acknowledge the varied
    characteristics of all students.
  • IV-8 The teacher effectively and efficiently
    manages time and materials.

19
Domain Review
  • I - IV

20
Domain I Active, Successful Student
Participation in the Learning Process
21
Domain II Learner Centered Instruction
22
Domain III Evaluation and Feedback on Student
Progress
23
Domain IV Management of Student Discipline,
Instructional Strategies, Time, and Materials
24
Domain V Professional Communication
  • Evaluation Dimensions
  • The teacher uses appropriate and accurate
    written, verbal, and non-verbal modes of
    communication with students.
  • The teacher uses appropriate and accurate
    written, verbal, and non-verbal modes of
    communication with parents, staff, community
    members, and other professionals.
  • The teachers interactions are supportive,
    courteous, respectful, and encouraging to
    students who are reluctant and having difficulty.

25
Domain V Scoring Indicators
  • V-1 The teacher uses appropriate and accurate
    written communication with students.
  • V-2 The teacher uses appropriate and accurate
    verbal and non-verbal communication with
    students.
  • V-3 The teacher encourages and supports students
    who are reluctant and having difficulty.
  • V-4 The teacher uses appropriate and accurate
    written communication with parents, staff,
    community members, and other professionals.
  • V-5 The teacher uses appropriate and accurate
    verbal and non-verbal communication with parents,
    staff, community members, and other
    professionals.
  • V-6 The teachers interactions are supportive,
    courteous, and respectful with students, parents,
    staff, community members, and other professionals.

26
Domain VI Professional Development
  • Evaluation Dimensions
  • The teacher determines and participates in
    professional development goals and activities
    that are aligned with the goals of the district.
  • The teacher correlates professional development
    activities with assigned subject content and
    varied needs of students.
  • The teacher exhibits a willingness to collaborate
    with colleagues and other professionals for
    continuous growth and development.
  • The teacher correlates professional development
    activities with the prior performance appraisal.

27
Domain VI Scoring Indicators
  • VI-1 The teacher successfully engages in
    professional development activities that
    positively correlate with the goals of the campus
    and district.
  • VI-2 The teacher successfully correlates
    professional development activities with assigned
    subject content and the varied needs of students.
  • VI-3 The teacher successfully engages in
    professional development activities that
    positively correlate with prior performance
    appraisal.
  • VI-4 The teacher works collaboratively and
    constructively with colleagues and other
    professionals toward the overall improvement of
    student performance.

28
Domain VII Compliance with Policies, Operating
Procedures, and Requirements
  • Evaluation Dimensions
  • The teacher contributes to making the whole
    school safe and orderly, and a stimulating
    learning environment for children.
  • The teacher respects the rights of students,
    parents, colleagues, and the community.

29
Domain VII Scoring Indicators
  • The Proficient standard in this Domain is
    HIGHER due to needs for consistency and safety.
    Exceeds Expectations requires participation in
    the development of discipline and other
    management procedures.
  • VII-1 The teacher complies with all of the
    policies, operating procedures, and legal
    requirements (national, state, district, and
    campus).
  • VII-2 The teacher complies with all verbal and
    written directives.
  • VII-3 Apart from the classroom responsibilities,
    the teacher generally contributes to making the
    whole school safe and orderly, and a stimulating
    environment for all children.

30
Domain VIII Improvement of Academic Performance
of All Students on the Campus (based on AEIS
indicators)
  • Evaluation Dimensions
  • The teacher diagnoses student needs and provides
    performance feedback related to all appropriate
    TAKS-related objectives.
  • The teacher aligns the planning and delivery of
    instruction to all appropriate TAKS-related
    objectives.
  • The teacher collaborates with other faculty and
    administration to improve TAKS-related
    performance of all students on the campus.
  • The teacher identifies students who are at risk
    and develops appropriate strategies to assist
    those students.
  • The teacher monitors the attendance of all
    students and intervenes to promote regular
    attendance.

31
Domain VIII Scoring Indicators
  • A - Efforts to Enhance Academic Performance
  • VIIIA-1 The teacher aligns instruction to
    include appropriate TAAS-related objectives to
    support student achievement in all assigned
    classes.
  • VIIIA-2 The teacher analyzes TAKS performance
    data relevant to all students in assigned classes
    prior to beginning instruction.
  • VIIIA-3 The teacher adjusts the sequencing of
    classroom instruction to appropriately
    incorporate TAKS-related objectives.
  • VIIIA-4 The teacher selects/adapts instructional
    materials and activities which are correlated
    with appropriate TAKS-related objectives.
  • VIIIA-5 The teacher provides feedback to all
    students regarding their learning progress on
    appropriate TAKS-related objectives.

32
Domain VIII Scoring Indicatorscontinued
  • B - Efforts to Enhance Student Attendance
  • VIIIB-6 The teacher monitors attendance of all
    students in assigned classes and contacts
    parents, counselors, and other school officials
    for students with serious attendance problems.
  • C - Efforts to Identify and Assist Students in
    At-Risk Situations
  • VIIIC-7 The teacher identifies and assesses the
    needs of assigned students who are in at-risk
    situations.
  • VIIIC-8 The teacher meets with students who are
    failing or in danger of failing and develops an
    appropriate plan for intervention.
  • VIIIC-9 The teacher modifies and adapts
    classroom materials and/or instruction for
    students in at-risk situations.

33
Scoring Factors
  • See pages 51-52 in Teacher Manual
  • Evidence of Critical Attributes
  • Scoring Standards for QUALITY
  • Exceeds Expectations
  • All/Almost All
  • Proficient
  • Most
  • Below Expectations
  • Some
  • Unsatisfactory
  • Less than Half
  • Scoring Standards for QUANTITY
    Frequency/Repeated Evidence

34
Teacher Self-Report Purpose
  • Provides for teacher input into the appraisal
    process.
  • Allows for documentation for performance related
    to domains not primarily evaluated through
    classroom observation.
  • Provides a link between individual instructional
    planning and campus goals.
  • Serves as a reflective and planning tool for the
    benefit of both teacher and appraiser.
  • Informs the appraiser of information and topics
    the teacher may wish to discuss in the summative
    annual conferences.

35
Teacher Self Report Part IGuidelines for
Completion (see pg. 32-36 Teacher Manual)
  • The TSR is due three weeks following the END of
    orientation.
  • Focus on TAKS related objectives.
  • Based upon the nature of the teaching assignment,
    TAKS-related objectives may vary in content and
    level of difficulty.
  • The level and manner in which the TAKS objectives
    are addressed should be developmentally and
    programmatically appropriate for the students and
    the subject/special area involved.
  • Context for the objectives include
  • teaching field
  • teaching assignment
  • varying characteristics of the teachers students
  • Depending on the classroom context, objectives
    may be identified for
  • a subset of the TAKS-related objectives
  • a subset of classes assigned to the teacher
  • a subset of the teachers students

36
Teacher Self-ReportParts II and III(see pg.
37-38 in Teacher Manual)
  • Parts II and II of the TSR are due two weeks
    prior to the summative annual conference.
    Summative Conference may not necessarily be at
    the end of the year.
  • The information is related to Domains VI
    (Professional Development) and VIII (Academic
    Performance).

37
Teacher Self Report
  • PDAS NOT A PORTFOLIO SYSTEM.
  • Teachers are encouraged to use the TSR as their
    primary documentation tool for the system.
  • The requirement of the system is limited to the
    space and pages of the TSR.

38
Intervention Plan for Teacher in Need of
Assistance
  • See pages 48-49 in Teacher Manual
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