Preparing for the 21 st Century Professional Assessment and Comprehensive Evaluation System PACES

Raise expectations for teaching and learning Accommodate new developments in teaching and learning Promote ongoing professional development Enable higher levels of student learning Reduce paperwork PACES was developed to:

M-DCPS/UTD Joint Committee on Standards for Educational Evaluation 1994Established by contract agreement to consider revisions to current evaluation system 1996Began initial discussion to develop PACES Conducted Pilot Studies and Field Tests

Members of the Joint Committee M-DCPSUTD Mr. Nelson E. Diaz, Co-Chair Deputy Superintendent Ms. Dia Falco, Co-Chair Bargaining Agent Representative Dr. Joyce Annunziata, Assistant Superintendent Dr. Shirley Johnson, Secretary-Treasurer Mr. John Gilbert, Business Director Ms. Merri Mann, Director Ms. Essie Pace, Personnel Director Mr. John Birk, Director Mr. Marcos Moran, Principal Ms. Marie Mastropaolo, Consultant Dr. Chad D. Ellett, Consultant (Ad Hoc) CDE Research Associates

PACES Program Leaders and Program Assistants 41 Principals Serving as Program Leaders 31 Teachers Serving as Program Assistants

Professional Development Programs: Courses 11,557 Participants 107,863 Person Hours

The Vision of PACES Create a district-wide culture for improved teaching and learning Utilize technologies to improve teaching and learning Support continuous professional development

PACES Focuses on student learning Emphasizes collaboration Promotes climate of trust Uses technology to support learning communities Enables teacher and administrator growth Accommodates differences among teachers and learners Logo for consistency

New Teacher Support PACES requires the establishment of Professional Growth Teams to support and assist teachers new to the school system.

 National Trends  State Standards  District Goals PACES Addresses:

National Trends Higher Order Thinking -- PACES promotes the development of critical and creative thinking Constructivist learning design -- PACES embraces the practice of enabling learners to engage in active learning, therefore constructing their own knowledge in the process. National Board for Professional Teaching Standards (NBPTS) -- PACES parallels the mission of establishing high standards for what accomplished teachers should know and be able to do.

State Standards Sunshine State Standards – clearly defined expectations for what students should know and be able to do Professional Growth -- mandated responsibility for professional development activities Accomplished Practices -- specified expectations of what accomplished practitioners should demonstrate Performance Probation -- legislated time limits to demonstrate competence

District Goals: School to Career -- Effective implementation of the PACES will better prepare learners for graduation, employment, and postsecondary education. Effective Learning Environment -- Each of the PACES Domains directly impacts and increases the quality of the learning environment. Efficient Management Practices -- PACES enables administrators to implement professional standards of effectiveness, ethics, and efficiency.

Research Literature Student Learning Effective Teaching Professional Growth Mentoring/Support Teacher Collaboration Teaching Expertise Cooperative Learning Higher Order Thinking Teacher Self- Assessment

Professional Growth... Ongoing process engaged by self, peers and administrators Professional responsibility of the site- supervisor as well as the teacher Self-reflective practice focused on student learning

The PACES Manual Domains Components Indicators

The Seven Domains Planning for Teaching and Learning Managing the Learning Environment Teacher/Learner Relationships Enhancing and Enabling Learning Enabling Thinking Classroom-Based Assessment of Learning Professional Responsibilities I. II. III. IV. V. VI. VII.

Indicators Total of 107 for professional development 44 required for evaluation

Classroom-Based Observation School-Based Professional Development & District Professional Growth Experiences School Improvement Improved Classroom Practice Student Learning PACES Focus

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