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Professional Development and Appraisal System

PDAS Training Agenda. Questions to PonderSystem OverviewTimelineDomains and ScoringTeacher Self ReportTeacher Intervention PlanCase Study. 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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Professional Development and Appraisal System

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    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 teacher’s 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 Timeline see 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 Indicators continued 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 teacher’s 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 teacher’s 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 Indicators continued 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 I Guidelines 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 teacher’s 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 teacher’s students

    36. Teacher Self-Report: Parts 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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