Professional Development and Appraisal System

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Professional Development and Appraisal System

• A system designed to make you the best you can be
  and highlight your assets.

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PDAS Training Agenda

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

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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?

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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

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System Overview

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

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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

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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

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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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Domain Review

• I - IV

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Domain I Active, Successful Student
Participation in the Learning Process
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Domain II Learner Centered Instruction
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Domain III Evaluation and Feedback on Student
Progress
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Domain IV Management of Student Discipline,
Instructional Strategies, Time, and Materials
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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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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

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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).

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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.

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Intervention Plan for Teacher in Need of
Assistance

• See pages 48-49 in Teacher Manual