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PDAS Overview

PDAS Overview. La Porte ISD 2014 - 2015. What is PDAS?. PDAS: Professional Development and Appraisal System Goal: To improve student performance through professional development and mentoring Guidelines outlined in Chapter 150 of the Texas Education Code. Appraisal Process.

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PDAS Overview

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  1. PDASOverview La Porte ISD 2014 - 2015

  2. What is PDAS? • PDAS: Professional Development and Appraisal System • Goal: To improve student performance through professional development and mentoring • Guidelines outlined in Chapter 150 of the Texas Education Code

  3. Appraisal Process • Teacher Orientation • Teacher Self Report (TSR) • Formal Classroom Observation • Walkthroughs • Student Performance as seen in assessment data, Campus Performance Rating, AEIS and AYP • Summative Annual Report/Conference

  4. Teacher Self-Report • Gives you the opportunity to have input into the appraisal process • Is a reflective tool • Serves as a platform to align instruction • Gives appraiser information that was not observed in the classroom • Discussed at your summative conference

  5. Classroom Observations • Formal Observation – will take place according to district guidelines and will be a minimum of 45 minutes • Walk-Throughs- Can take place anytime throughout the year and may be any length the appraiser feels is necessary • Minimum of 2 walk-throughs per semester per teacher

  6. Scoring Factors and Performance Standards • Critical Attributes of the 8 domains • Quality – SIVA = Strength, Impact, Variety, Alignment • Quantity – How much & how often Let’s Take a Closer Look Together…

  7. Domain I: Active, Successful Student Participation in the Learning Process • Actively engaged • Successful in learning • Learning at a high cognitive level • Self-directed in objectives • Connecting learning

  8. Domain II: Learner-Centered Instruction • Objectives/goals include knowledge, skills and central themes - Theme: universal, timeless, and serve to make connections across disciplines. Topics are not themes! • Content is learner-centered • Promotes critical thinking • Motivates / engages • Aligned with objectives, student characteristics, prior learning, life applications

  9. Domain II: Learner-Centered Instruction cont’d • Varied activities, pacing/sequencing appropriate • Emphasis on value and importance of activity / content • Appropriate questioning / inquiry techniques to challenge • Effective use of technology, yes technology

  10. Domain III: Evaluation and Feedback on Student Progress • Progress is monitored and assessed • Assessment/feedback is aligned with goals and objectives • Assessment strategies are appropriate for characteristics of students • Learning is reinforced – specific • Specific, constructive feedback • Opportunities for re-learning, re-evaluation

  11. Domain IV: Management of Student Discipline, Instructional Strategies, Time and Materials • Effective discipline management procedures • Class environment is self-directed • Fair/equitable interactions • T specifies expectations for behavior • Redirects off-task, disruptive behavior • Reinforces desired behavior • Materials are equitable, varied • Manages time and materials

  12. Domain V: Professional Communication • Appropriate/accurate verbal, non-verbal, written communication with students, parents, colleagues, etc. • Encourages/supports reluctant students and/or those having difficulty • Interactions are supportive, courteous, and respectful

  13. Domain VI: Professional Development • Seeks outand engages in activities that correlate with goals • Successfully correlates activities in subjects and content • Activities correlate with prior appraisals • Works collaboratively with colleagues toward overall student performance

  14. Domain VII: Compliance with Policies, Operating Procedures, and Requirements • Complies with all policies, procedures -Exceeds-participates in development and offers suggestions for improvement • Complies with verbal/written directives • Contributes to making whole school safe and stimulating learning environment (apart from classroom responsibilities)

  15. Domain VIII: Improvement of Academic Performance for ALL students on Campus • Works with colleagues(WWC) to align instruction to include TEKS/STAAR standards • WWC to analyze STAAR and other performance data prior to, during, and after instructional year • WWC to determine the sequence of TEKS/STAAR standards and instruction • WWC to select/adapt materials/activities which correlate TEKS/STAAR standards

  16. Domain VIII: Improvement of Academic Performance for ALL students on Campus • Provides feedback regarding progress on TEKS/STAAR standards • Monitors attendance & contacts parents/school officials regarding an intervention plan with serious problems • WWC to identify & assess the needs of at-risk students (13 criteria in TX) • Meets with parents & teachers of students who are failing to develop intervention plan • WWC to participate/contribute to campus-wide programs to modify/adapt materials & instruction for at-risk students

  17. DOMAINS I-VIII SUMMARY… LEARNER-CENTERED ENGAGEMENT INSTRUCTION COMMUNICATION!

  18. Quality Scoring Standards • S trength • I mpact • V ariety • A lignment

  19. Strength • Thinking at high cognitive levels • Depth & Complexity • Significant Content • Connecting within/across disciplines & work/life applications • Effective, clear & substantive DO YOU ENCOURAGE H.O.T.S.? DO YOUR STUDENTS MAKE CONNECTIONS?

  20. Impact • Promotes student success • Effective use of assessments • Data-driven decision making • Responsibility • Reflection • Challenging HOW DO YOU ASSESS STUDENT PROGRESS?

  21. Variety • Varied student characteristics • Differentiated instruction • Support strategies & services DO YOU ADDRESS THE NEEDS OF ALL LEARNERS?

  22. Alignment • Curriculum, instruction and assessment aligned with TEKS & district objectives, as well as STAAR standards • Targeted instruction • Congruent ARE YOU ALIGNED?

  23. Quantity • Can you see it? • Did it happen? • How often? • How many students? Exceed Expectations= All/Almost All (90-100%) Proficient = Most (80-89%) Below Expectations = Some (50-79%) Unsatisfactory = Less than half (<49%)

  24. Factors and Guidelines

  25. LPISD GOALS • STUDENTS! STUDENTS! STUDENTS! • Critical Thinking • Differentiating instruction, including IEPs, Mods, Accomodations • Teacher and Student Interaction (The T-Chart comparing teacher vs. student talk) • Alignment – TEKS and Curriculum Map

  26. LPISD GOALS • Collaboration • Quality lesson plans • Focus on writing instruction • Assessments for learning • Guided reading • Spiraling curriculum • Data-driven instruction ARE YOUR GOALS ALIGNED?

  27. Suggested Documentation • Examples of Collaboration!! • STAAR, Stanford, DRA, DIBELS, Benchmark Scores • Grades • Samples of Student Work • Professional Development Folder • Lesson Plans • Parent and Student Communication • Attendance records

  28. Activity • Look over the 8 domains, quality and quantity sections • Talk with your table about the strengths you observe in your classroom, grade level, and on campus • With your table, name at least one goal to work towards for improvement

  29. Teacher PDAS Manual http://www.esc13.net/statewide/pdas/PDASTeacherManual.pdf

  30. QUESTIONS??

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