Welcome to PDAS Domains VVIII Orientation

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Welcome to PDAS Domains V-VIII Orientation

• Please help yourself to the drinks and snacks
  provided for you in the hallway
• Take a minute to look through your materials one
  last time
• Please review your role for todays seminar
• Please have your pre-assessment ready to turn in

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Objective Goals

• Can identify their point of view towards domain
  V-VIII
• Gain perspective of the domains in light of
  different roles
• Contribute meaningfully to the seminar
• Provide quality responses to the discussion
  topics and questions
• Can meaningfully describe their point of view
  towards all the domains discussed

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Classroom Centered DomainsDomain V

• 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

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Important to Know

• Your appraiser may not have evidence to rate
  every criteria in Domain V on the OSF. In the
  formal observation, some of the criteria may not
  have been observed in the classroom.

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Domain V

• Effective teachers use a wide variety of
  strategies to interact with students.  However,
  the basis for these interactions goes beyond the
  four walls of the classroomresearchers contend
  that constructive social interactions between
  teachers and students not only contribute to
  student learning and achievement, but also
  increase student self-esteem by fostering
  feelings of belonging to the classroom and the
  school.
• -James Stronge
• Qualities of Effective Teachers

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Domain V

•  Does the PDAS take this type of communication
  with students into account when evaluating
  teachers?  Should it?

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Domain V

• Effective teachers use all available resources,
  including the school content area specialists,
  other students, siblings, parents, classroom
  volunteers, tutors, community members, and
  before- and after-school meeting times to meet
  the needs of students.
• -James Stronge
• Qualities of Effective Teachers

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Domain V

•  Are their effects in the classroom evident and
  concrete enough to aid in scoring Domain V?

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Professional DevelopmentDomain VI

• The teacher determines and participates in
  professional development goals and activities
  that are aligned with the goals of the campus and
  the goals of the district
• The teacher correlates professional development
  activities with assigned subject content and the
  varied needs of students
• The teacher exhibits a willingness to collaborate
  with colleagues and other professionals for
  continuous growth and development

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Professional DevelopmentDomain VI (continued)

• The teacher correlates professional development
  activities with the prior performance appraisal
• Remember, The goal of PDAS is to improve student
  performance through the professional development
  of teachers.

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Teacher Workshops and Seminars

• Learn to Use Windows Movie Maker
• Preparing Students for the 21st century
• Teaching the Multicultural Learner
• Its Between Your Ears

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Domain VI
How could domain VI affect lower income schools
which may be at a financial disadvantage in
providing for the professional development
through seminars? Higher income schools? How
are staff/faculty meetings beneficial to
students? Are they beneficial?
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Domain VI

• The goal of PDAS is to improve student
  performance through the professional development
  of teachers.
• Would the time spent at these required meetings
  be better spent elsewhere?

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Professional DevelopmentDomain VII

• 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
• Teacher complies with all policies, operating
  procedures, and legal requirements

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Domain VII
Any lack of compliance is rare, inadvertent, and
does not seriously compromise the needs of
students or the effective operations of the
campus/district If its recognized by the
creators of PDAS, why are they evaluating
teachers on this area?
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Domain VII

• Considering what legal requirements and policies
  are, if this true that it would not compromise
  the needs of students?

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Improvement of Academic Achievement of All
Students on CampusDomain VIII

• The teacher diagnoses student needs and provides
  performance feedback related to all appropriate
  TEKS/TAKS objectives
• The teacher aligns the planning and delivery of
  instruction to all appropriate TEKS/TAKS
  objectives
• The teacher collaborates with other faculty and
  administration to improve TAKS-related
  performance of all students on campus

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Improvement of Academic Achievement of All
Students on CampusDomain VIII

• The teacher identifies students who are at-risk
  and develops appropriate strategies to assist
  these students
• The teacher monitors the attendance of all
  students and intervenes to promote regular
  attendance

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Domain VIII

• Do you think it is appropriate for teachers to be
  so heavily evaluated on their use and
  incorporation of the TEKS/TAKS objectives?

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At Risk- Domain VIII

•  At-risk indicator indicate whether a student
  who is under the age of 21 currently identified
  as at-risk of dropping out of school
• Is in pre-kindergarten, kindergarten or grade 1,
  2, or 3 and did not perform satisfactorily on a
  readiness test or assessment instrument
• Was not advanced from one grade level to the next
  for one or more school years
• Has been placed in an alternative education
  program or has been expelled
• Is a student of limited English proficiency 

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Domain VIII

• How could these at-risk indicators impact a child
  and a teacher?

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Criterion 10Domain VIII

• PLUS 10. Campus Performance Rating of
• A . Exemplary 4 ______
• Recognized 2 ______
• Academically Acceptable 1 ______
• Academically Unacceptable 0 ______
• B. Meets AYP 1 ______
• Needs Improvement 0 ______ Total A
  B________
• If needs improvement, list in the spaces
  below Indicators from page 6.
• ____________________ __________________
  Final Total Domain VIII
• Participation Performance
• ____________________ __________________
• Graduation Rate/Attend Participation
  Performance (Sum of 1-10)

Teachers 1st Year on Campus
Teachers Subsequent Years on Campus
Total 37 to 45 Exceeds Expectations 40 to 50 23
to 36 Proficient 24 to 39 7 to 22 Below
Expectations 8 to 23 0 to
6 Unsatisfactory 0 to 7
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Campus Performance RatingDomain VIII

• Number of students passing (TAKS subject)
• Number of students tested in (TAKS subject)
• Any student group with fewer than 30 students
  tested is not evaluated
• If there are 30 to 49 students within the student
  group and the student group comprises at least
  10 of All Students, it is evaluated
• Student group size is calculated subject by
  subject

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Campus Performance Rating

• Is it fair to disregard the TAKS scores of
  certain student groups?
• How could this affect a teachers teaching style?

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Adequate Yearly ProgressDomain VIII

• Under the accountability provisions in the No
  Child Left Behind (NCLB) Act, all public school
  campuses, school districts, and the state are
  evaluated for Adequate Yearly Progress (AYP).

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Adequate Yearly Progress Measures

• Reading/language arts
• Mathematics
• Graduation/attendance rate

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Adequate Yearly ProgressDomain VIII

• Actual Change AYP Required Improvement
• performance in 2005 standard of 100
• - performance in 2004 - performance in
  2004
• 10

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Adequate Daily AttendanceDomain VIII

• Graduation Rate Standard- 70
• Attendance Rate Standard- 90

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Post Assessment

• Please take the next 5 minutes to complete the
  Post Assessment worksheet.

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Classroom Layout
Hallway
Food Table