Professional Development and Appraisal System

1. Professional Development and Appraisal System

2. PDAS Teacher Orientation • A school district shall ensure that all teachers are provided with an orientation of the Professional Development and Appraisal System (PDAS) no later than the final day of the first three weeks of school and at least three weeks before the first observation.

3. Chapter 1 Overview of the System This presentation provides an overview of the elements of the PDAS system and its goal: “…to improve student performance through the professional development of teachers.”

4. PDAS Characteristics • Learner Centered • Aligned • High Standard of Proficiency • Teacher Growth and Teacher Improvement • Collaboration

5. Expected Observations • Researched-based instruction • Students thoroughly engaged • Technology integration • Teachers actively participating • High levels of thought • Students using new learning to create and solve • Classroom atmosphere that is conducive to learning

6. Appraisal Process Steps • Teacher Orientation • Teacher Self Report (TSR) • Formal Classroom Observation • Walkthroughs • Student Performance as demonstrated by the data • Summative Annual Report/Conference

7. APPRAISAL PERIOD TIME LINE SCHOOL CALENDAR YEAR First 12 Weeks Second 12 Weeks Third 12 Weeks Last 15 Days of INST. • Teacher • Orientation • Within 1st 3 weeks • Observations no earlier than 3 weeks after this orientation • Teacher Self • Report, Part I • No later than three weeks after orientation Teacher Self Report II & III At least two weeks prior to Summative Conference Self-Reports II & III due by April 14, 2014 Teacher Self-Report I due by September 13, 2013 in DMAC • Formal Observation • Minimum of 45 minutes or shorter segments • Written summary within 10 working days • Advanced notice may be given/NOT REQUIRED. • Follow district APPRAISAL CALENDAR • May have pre- or post-conference at request of Teacher or Appraiser. Formal Observations will begin October 1, 2013 During a two week window. • WALKTHROUGH VISITS • To be used at the discretion of the appraiser • Documentation shared with teacher within 10 days Plan on regular walk-through evaluations and drive-by observations. Feedback will provided through DMAC. • SUMMATIVE ANNUAL REPORT • 5 working days before conference • No later than 15 working days before last day of instruction • Observation Summary • Walkthrough documentation • Third party/Teacher documentation • Completed TSR • ADDITIONAL TIME LINE ISSUES • Teacher Response • Within 10 working days (Appraiser may extend to 15) • May rebut in writing or request 2nd appraisal within 10 working days after receiving the OSF or Summative Annual Appraisal Report All teachers will have a summative conference. • SUMMATIVE CONFERENCE • No later than 15 working days before last day of instruction • If Appraiser is not administrator on campus, principal/asst. or designated supervisory staff will participate.

8. Continuous Improvement Process There is an expectation that all teachers will be continually changing and evolving through reflective research and evaluation of their teaching methods and results. • Needs Assessment • Data collection • Analysis Summative Evaluation Goals & Objectives Quality Ongoing Formative Evaluation Strategies & Activities Student Performance • Implementation • Who? • What? • What do we need? Professional Development & Sustained Support

9. Chapter 6 Teacher Self Report (TSR)Primary Documentation Tool • Gives you an opportunity to have input into your appraisal process. • Serves as a platform to align instruction. • Is a reflective tool. The Teacher Self Report:

10. Classroom Observation • The formal observation will take place according to your district’s guidelines and is a minimum of 45 minutes. • Walkthroughs can take place any time during the year and may be any length the appraiser feels is necessary. • You can expect no less than two walk-through’s per six weeks period.

11. Scoring Factors and Performance Level Indicators Critical Attributes Quality of the lesson Quantity – In what percentage of the lesson can the critical attributes be observed?

12. Critical Attributes • Domain I – Quantity and Quality of active student participation in learning process • Domain II – Learner-Centered instruction, including appropriate goals and objectives, research based strategies, high level thinking, student engagement • Domain III – Assessment of student progress toward meeting the objective being taught – How do you know they got it?

13. Critical Attributes, cont. • Domain IV – Student and classroom management. Efficient and effective use of class time involving all students. • Domain V – Professional Communication – Do you communicate effectively and positively with students, parents, co-workers, community members? Do you represent our school well?

14. Critical Attributes, cont… • Domain VI – Professional Development – Are you constantly looking for ways to improve your teaching. Prof. Dev., research, innovation, collaboration, etc. • Domain VII – Compliance with directives, policies, rules, etc. How committed are you to taking an active role in making our school safe and excellent? • Domain VIII – How effective is your work toward improving student performance?

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

16. Exceeds Expectations – Consistently shows great evidence of SIVA • Proficient – Shows considerable evidence of SIVA • Below Expectations – Occasionally shows evidence of SIVA • Unsatisfactory – Rarely/never shows evidence of SIVA • SIVA – Strength, Impact, Variety, Alignment

17. Strength • Thinking at high cognitive levels • Depth & Complexity • Significant Content • Connecting within/across disciplines & work/life applications • Effective, clear & substantive

18. Impact • Promotes student success • Effective use of assessments • Data-driven decision making • Responsibility • Reflection • Challenging

19. Variety • Varied student characteristics • Differentiated instruction • Support strategies & services

20. Alignment • Curriculum, instruction and assessment aligned with TEKS & district objectives • Targeted instruction • Congruent

21. Quantity • Can you see it? • Did it happen? • How often? • How many students?

22. Exceeds Expectations – All or almost all the time – observed 90-100% of the time. • Proficient – Most of the time – Observed 80-89% of the time. • Below Expectations – Some – Observed 50-79% of the time. • Unsatisfactory – Less than half the time.

23. Quantity – Repeated Evidence • Exceeds Expectations – from beginning to end, routines are seamless, consistently present, predictable • Proficient – common practice, typical, as a general rule • Below Expectations – sporadic, random, irregular, some • Unsatisfactory – infrequent, nonexistent, minimal

24. Chapter 7 Target Evaluation -The target for PDAS evaluations is “Proficient” -In order to receive an “Exceeds Expectations”, the critical attributes must be evident 90-100% of the time.

25. Chapter 8 Teacher Self ReportParts II and III • Parts II and III of the TSR give you an opportunity to give your appraiser additional information about your efforts to improve your students’ performance. • This should change from year to year through reflection – not copied and pasted from last year.

26. Chapter 9 Summative Annual Conference • Your summative annual conference will occur within the required timeline. • It is your opportunity to get and give feedback on the year. • Summatives will be positive and productive – expect 10-15 minutes for each conference. *from §150.1003. Appraisals, Data Sources, and Conferences of the Commissioner’s Rules

27. Professional Development and Appraisal System Remember, “The goal of PDAS is to improve student performance through the professional development of teachers.”