PROFESSIONAL DEVELOPMENT APPRAISAL SYSTEM TEACHER ORIENTATION UPDATE POWER POINT PRESENTATION Developed by Carlene Lenox Division of Administration Region 10

PDAS UPDATE TOPICS: 1.Introduction & Overview of PDAS 2.Commissioner’s Rules 3.PDAS Timeline Calendar/District Timeline Calendar 4.Critical Attributes in Domains I-VIII 5.Scoring Factors & Performance Levels (SIVA) 6.Teacher Self-Reports

… The Goal of the Professional Development and Appraisal System is to... “Enhance student learning through the professional development of teachers.”

PROFESSIONAL DEVELOPMENT: It’s not the QUANTITY of staff development that is significant, it is the QUALITY that is important.

Quality staff development must be aligned with: needs of students curriculum and district/campus goals and objectives This alignment must result in enhancing the performance of students.

OVERVIEW OF PDAS

The eight PDAS domains are: Domain I: Active, Successful Student Participation In the Learning Process Domain II: Learner-Centered Instruction Domain III: Evaluation and Feedback on Student Progress Domain IV: Management of Student Discipline, Instructional Strategies, Time and Materials

Domain V: Professional Communication Domain VI: Professional Development Domain VII: Compliance with Policies, Operating Procedures and Requirements Domain VIII: Improvement of Academic Performance of all Students on the Campus (Based on Indicators Included in the AEIS)

APPRAISAL PERIOD TIMELINE (PDAS Calendar)  Teacher Orientation - first 3 weeks  Teacher Self-Report - Part 1 due September 13  Teacher Self-Report - Part 2 & 3 due April 27th

PDAS Calendar Continued  Formal Observation  at least 45 minutes or shorter segments  written summary within 10 days  advanced notice will not be given  follow district Appraisal Calendar  may request pre/post conference at request of Teacher or Appraiser

PDAS Calendar Continued ò Walk-Through Visits ò Teacher Response ò To be used at the discretion of the appraiser ò Documentation shared with teacher within 10 days

PDAS Calendar Continued Summative Annual Report  5 working days before conference  No later than 15 working days before last day of instruction  Observation Summary  Walk-through documentation  TSR I, II, III

PDAS Calendar Continued  Summative Conference  at least 5 days after you are given summative report  at least 15 days before the last day of instruction  may be waived in writing by teacher, NOT appraiser  If appraiser is not administrator on campus, principal/asst. or designated supervisory staff will participate.

Additional Time Line Issues If you disagree... Respond in writing  Within 10 working days (Appraiser may extend to 15 days)  May rebut or request 2nd appraisal in writing within 10 working days after receiving documentation

The local appraisal calendar can be found on-line in the Employee Handbook

Things to Remember: PDAS is NOT a portfolio system Teachers are encouraged to use the TSR as their primary documentation tool of the system. PDAS does not require additional documentation other than the space and pages of the TSR.

DISCUSSION OF The PDAS FRAMEWORK Domains I - VIII

Professional Development and Appraisal System Appraisal Framework I-1Students are actively engaged in learning. I-2Students are successful in learning. I-3Student behaviors indicate learning is at a high cognitive level. Domain I: Active, Successful Student Participation in the Learning Process

I-4Students are self-directed/self-initiated as appropriate to the lesson objectives. I-5Students connecting learning to work and life applications, both within the discipline, and with other disciplines. Professional Development and Appraisal System Appraisal Framework Domain I: Active, Successful Student Participation in the Learning Process

II-1Objectives and goals include basic knowledge/skills and central themes/concepts of the discipline. II-2Instructional content is learner-centered. II-3Instructional strategies promote critical thinking and problem solving. II-4Instructional strategies include motivational techniques to successfully and actively engage students in the learning process. II-5Instructional strategies are aligned with the objectives, activities, student characteristics, prior learning, and work and life applications, both within the discipline and with other disciplines. Professional Development and Appraisal System Appraisal Framework Domain II: Learner-Centered Instruction

II-6The teacher varies activities appropriately and maintains appropriate pacing and sequencing of instruction. II-7The teacher emphasizes the value and importance of the activity/content. II-8The teacher uses appropriate questioning and inquiry techniques to challenge students. II-9The teacher makes appropriate and effective use of available technology as a part of the instructional process. Professional Development and Appraisal System Appraisal Framework Domain II: Learner-Centered Instruction

III-1Academic progress of students is monitored and assessed. III-2Assessment and feedback are aligned with goals and objectives and instructional strategies. III-3Assessment strategies are appropriate to the varied characteristics of students. III-4Student learning is reinforced. III-5Students receive specific, constructive feedback. III-6The Teacher provides opportunities for relearning and re-evaluation of material. Domain III: Evaluation and Feedback on Student Programs Professional Development and Appraisal System Appraisal Framework

IV-1The teacher effectively implements the discipline management procedures approved by the campus. Any lack of effective implementation is rare, inadvertent, and does not seriously compromise the needs of students or the effective operation of the classroom or campus. IV-2The teacher establishes a classroom environment that promotes and encourages self-discipline and self directed learning. IV-3The teacher interacts with students in an equitable, manner, including fair application of rules. IV-4The teacher specifies expectations for desired behavior. Domain IV: Arrangement of Student Discipline, Instructional Strategies, Time and Materials Professional Development and Appraisal System Appraisal Framework

IV-5The teacher intervenes and re-directs off-task, inappropriate behavior, or disruptive behavior. IV-6The teacher reinforces desired behavior when appropriate. IV-7The instructional materials selected by the teacher are equitable and acknowledge the varied characteristics of all students. IV-8The teacher effectively and efficiently manages time and materials. Professional Development and Appraisal System Appraisal Framework Domain IV: Arrangement of Student Discipline, Instructional Strategies, Time and Materials

V-1The teacher uses appropriate and accurate written communication with students. V-2The teacher uses appropriate and accurate verbal and non-verbal communication with students. V-3The teacher encourages and supports students who are reluctant and having difficulty. Domain V: Professional Communication Professional Development and Appraisal System Appraisal Framework

(These criterion are not usually visible in the classroom.) V-4The teacher uses appropriate and accurate written communication with parents, staff, community members, and other professionals. V-5The teacher uses appropriate and accurate verbal and non- verbal communication with parents, staff, community members, and other professionals. V-6The teacher’s interactions are supportive, courteous, and respectful with students, parents, staff, community members and other professionals. Professional Development and Appraisal System Appraisal Framework Domain V: Professional Communication

Evidence of the criteria in Domains I - IV and Domain V (1-3) should be seen during classroom observations and walk-throughs. Evidence for Domains V (4-6) and Domains VI, VII, and VIII may be seen in the classroom and/or evidenced by documentation provided by the teacher and/or other sources deemed appropriate.

VI-1The teacher successfully engages in professional development activities that positively correlate with the goals of the campus and district. VI-2The teacher successfully correlates professional development activities with assigned subject content and the varied needs of students. VI-3The teacher successfully engages in professional development activities that positively correlate with the prior performance appraisal. VI-4The teacher works collaboratively and constructively with colleagues and other professionals toward the overall improvement of students performance. Domain VI: Professional Development Professional Development and Appraisal System Appraisal Framework

REMEMBER…. THE AMOUNT OR QUANTITY OF STAFF DEVELOPMENT IS NOT SIGNIFICANT, IT IS THE QUALITY THAT IS IMPORTANT. QUALITY STAFF DEVELOPMENT MUST BE ALIGNED WITH THE NEEDS OF STUDENTS, CURRICULUM/DISTRICT GOALS AND OBJECTIVES. THIS ALIGNMENT MUST RESULT IN ENHANCING THE PERFOMANCE OF STUDENTS.

VII-1The teacher complies with all of the policies, operating procedures, and legal requirements (national, state, district, and campus). Any lack of compliance is rare, inadvertent, and does not seriously compromise the needs of students or the effective operations of the campus/district. VII-2The teacher generally complies with all of the verbal and written directives. Any lack of compliance is rare, inadvertent, and does not seriously compromise the needs of the students or the effective operations of the campus/district. VII-3Apart from classroom responsibilities, the teacher generally contributes to making the whole school safe and orderly, and a stimulating learning environment for all children. Domain VII: Compliance With Policies, Operating Procedures and Requirements Professional Development and Appraisal System Appraisal Framework

Domain VII is called the “just do it” domain. Appraisers can assume proficiency for the criteria in Domain VII unless they have evidence to the contrary. This applies to actual appraisals as well as training activities.

(A) Efforts to Enhance Academic Performance VIIIA-1 The teacher aligns instruction to include appropriate TAKS- 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 class instruction to appropriately incorporate TAKS-related objectives. VIIIA-4 The teacher selects/adapts instructional materials and activities which are correlated with the appropriate TAKS-related objectives. VIIIA-5 The teacher provides feedback to all students regarding their learning progress on appropriate TAKS-related objectives. Domain VIII: Improvement of Academic Performance of All Students On The Campus (Based on the indicators included in the AEIS) Professional Development and Appraisal System Appraisal Framework

(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. Domain VIII: Improvement of Academic Performance of All Students On The Campus (Based on the indicators included in the AEIS) Professional Development and Appraisal System Appraisal Framework

(D) Campus Performance Rating VIIID-10 The campus performance rating consists of three factors including: (a) student performance on the Texas Assessment of Knowledge and Skills (TAKS), (b) student attendance, and © drop-out rates. All teachers make contributions toward this overall performance rating of the school, and therefore this is included among the criteria for improved academic excellence. The commissioner of education will issue a policy directive concerning the campus performance rating used in Domain VIII for teachers on campuses not rated under the Standard Accountability System. Beginning with the School Year, the following scale is used to score the campus performance rating: Exemplary = 5 Recognized = 4 Acceptable = 3 Low Performing = 3 (improved in % of the “student groups”) 2 (improved in 50-74% of the “student groups”) 1 (improved in 1-49% of the “student groups”) 0 (improved in 0% of the “student groups”) Domain VIII: Improvement of Academic Performance of All Students On The Campus (Based on the indicators included in the AEIS) Professional Development and Appraisal System Appraisal Framework

Note that Domain VIII Criterion 10 is one criterion out of 51. Criterion 10 is the Academic Excellence Indicator System (AEIS) connection to appraisal. Adequate Yearly Progress is also included in PDAS. This information is provided from the Campus Performance Rating.

The Scoring Criteria Guide… is a tool you can use to look at some of the behaviors associated with each of the criteria. The descriptors are designed to help you view the impact on student learning associated with each of the four performance levels.

Teacher Self-Report: Purpose h Provides for teacher input into the appraisal process. h Allows for documentation for performance related to domains not primarily evaluated through classroom observation. h Provides a link between individual instructional planning and campus goals. h Serves as a reflective and planning tool for the benefit of both the teacher and appraiser. h Informs the appraiser of information and topics the teacher may wish to discuss in the summative annual conferences.

 Teacher Self-Report/Part I is due by September 14,  The focus is on the TEKS/TAKS related objectives.  Parts II and III of the TSR are due by April 2, 2010 ! The information is related to: ! Domain VI (Professional Development) and ! Domain VIII (Academic Performance).