PDAS Update Training
“The goal of PDAS is to improve
student performance through the
professional development of
teachers.”
Agenda
•Timelines
•Local Decision
•TSR
•TINA
•Performance Level Decisions
APPRAISAL PERIOD TIME LINE
SCHOOL CALENDAR YEAR
First 12 weeks
Second 12 weeks
Third 12 weeks
Teacher
Orientation
• Within 1st 3 weeks
• Observations no earlier
than 3 weeks after
Teacher Self-Report-I
• No later than three
weeks after orientation.
TEACHER SELF-REPORT II & III
• At least two weeks prior to summative conference
Formal Observations
•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
WALK-THROUGH VISITS
•To be used at the discretion of the appraiser
•Documentation shared with teacher within 10 days
ADDITIONAL TIME LINE ISSUES
SUMMATIVE ANNUAL REPORT
SUMMATIVE CONFERENCE
Teacher Response
• 5 working days before conference
• Within 10 working days
(Appraiser may extend to 15)
• No later than 15 working days before
last day of instruction
• No later than 15 working days before
last day of instruction
2nd
• May rebut or request
appraisal within 10 working
days after receiving any
documentation
• Observation Summary
• Walk-through documentation
• Third party/Teacher documentation
• TSR I, II, III
• May be waived in writing by Teacher,
NOT APPRAISER.
• If Appraiser is not administrator on
campus, principal/asst. principal or
designated supervisory staff will
participate.
Last 15 Days of INSTR.
Timelines
•Orientation
•All teachers on campus should receive orientation.
•It has to be done within the 1st 3 weeks; it can be
before students arrive.
•Topics to cover:
•Your expectations
•Campus/district focus
•Duties
•Classroom performance
•Teacher Self-Report (Parts I, II, and III)
•Conferences: pre/post and summative
•It should be a Standardized/uniform/consistent
message to all of your teachers.
Timelines
•Teacher Self-Report
•Part I is due within 3 weeks of the orientation.
•Parts II and III are due at least 2 weeks before the
summative conference.
•Walkthroughs
•Should begin the first day of instruction and
continue through the final day of instruction.
•Formal observations
•Earlier is better.
•Completing observations and conferences in the
fall can direct professional development for rest of
year.
Timelines
•Locally Adopted Calendar
•Know your local calendar; it should be covered in
staff orientation.
•Follow your local calendar.
•Documentation
•Teachers must be notified within 10 days of you
receiving information that will affect their appraisal.
•When documenting it is best to document the date
received and the date of teacher notification.
Timelines
•Summative Conference
•Give yourself a buffer; complete all summatives
well before the deadline.
•Earlier is better, especially in cases where a 2nd
appraisal is requested.
•There should not be any surprises in the
summative conference.
Timelines
•What if you fail to follow any part of the
timeline?
•The PDAS system has two main goals:
professional development and appraisal. Teachers
and appraisers are encouraged to complete the
appraisal process, even when timelines are
broken, because the system can still contribute to
professional development, especially through
completion of the Teacher Self-Report (TSR) and
the annual summative appraisal. However, when
timelines are not adhered to, the appraisal
cannot be used for employment decisions.
Local Decisions
•Local Policy
•Board must approve
•Appraisal policy
•Local calendar
•2nd appraisal process
•Grievance policy
•All appraisers in district
Local Decisions
•Who should be appraised using PDAS?
•PDAS was designed to evaluate classroom
teachers. Other education professionals must be
evaluated annually; however, they do not have to
be evaluated with PDAS. A district may develop an
appraisal system for these educators or modify
other systems so long as the job requirements of
that group are addressed. If the educator is the
teacher of record for at least one class they must
be appraised using PDAS or a locally developed
teacher appraisal.
Local Decisions
•What is a teacher’s recourse if he/she does
not agree with his/her appraisal?
•Within 10 working days after receiving an
Observations Summary or a Summative Annual
Appraisal a teacher has two options if he/she does
not agree with the report.
•A written response or rebuttal may be
submitted which becomes a part of the
teacher’s appraisal; or
•A 2nd observation can be requested in writing.
Local Decisions
•2nd appraisals
•How are 2nd appraisals initiated and weighted with
the initial appraisal in your district? This will be in
your district’s local appraisal policy.
•The following will be included in the 2nd appraisal:
a 45 minute observation (or equivalent amount of
time in shorter segments), scoring of all domains,
cumulative documentation collected by the first
appraiser, particularly in Domains VI, VII, and VIII,
and any walk-through documentation that are used
to score any or all domains.
Teacher Self-Report
•
•
•
Gives the teacher an opportunity to have
input into his/her appraisal process.
Serves as a platform to align instruction.
Is a reflective tool.
Teacher Self-Report
•TSR I
•The Texas Essential Knowledge and Skills (TEKS)
objectives listed in Section I of the TSR are skills
embedded in all learning. All grades and subjects
teach or reinforce some of all of these skills within
the context of the respective curriculum and at the
appropriate level for the assigned students.
•It can be revised during the school year as
needed. This must be done at least 2 weeks prior
to the Summative Annual Conference.
Teacher Self-Report
•
•
Parts II and III of the TSR give the teacher
an opportunity to give his/her appraiser
additional information about his/her efforts
to improve the students’ performance.
TSR Parts II and III should connect to the
Campus Improvement Plan and this
should be communicated to the teachers
during orientation.
Teacher Self-Report
•The appraiser should use the TSR as one piece of
the data in completing the Summative Annual
Appraisal.
•The TSR should also help to drive all of the
appraisal conferences, especially the summative
conference.
Teacher In Need of Assistance
•When do you use a TINA?
•Commissioner’s Rules 150.1004 (a) (1) a teacher
who is evaluated as unsatisfactory in one or more
domains; or (2) a teacher who is evaluated as
below expectations in two or more domains.
•TINA’s can also be developed for a teacher at the
discretion of the appraiser when the appraiser has
evidence that would potentially produce an
evaluation rating of below expectations or
unsatisfactory.
Teacher In Need of Assistance
•Documentation needs to include the
following:
•Date: Date of occurrence, date of notification of the teacher
•Facts (who, what, when, where)
•Explicit (as it relates to language used in the PDAS framework)
•Behavior observed
•Valid source (must be verified when data is coming form a 3rd
party)
Teacher In Need of Assistance
•Development of the TINA must include:
•A partnership between the teacher and appraiser.
•Focus on the Domain(s) that designate the teacher as a
Teacher In Need of Assistance.
•Professional Development activities and dates for
completion.
•Evidence that will be used to determine that professional
development activities have been completed.
•Directives for changes in teacher behavior and timelines.
•Evidence that will be used to determine if teacher behavior
has changed.
Teacher In Need of Assistance
•When a teacher needs to be placed on a
TINA, earlier is better.
•Get it started as early as possible to give
opportunity for growth.
•At the first sign that there might be a problem, get
involved.
Teacher In Need of Assistance
•When developing the intervention plan it shall:
•include options for professional development activities
designed to enhance teacher proficiency.
•At least one option shall not place significant financial
burden on either the teacher or the school district.
Performance Level Decisions
•Communicating Expectations
•Needs to happen when teachers report through
their final work day.
•Constant, clear, concise.
•Two-way, get teachers’ input.
Performance Level Decisions
•Pre and Post conferences
•Pre- should be two way and used to communicate
expectations of the appraiser and teacher.
•Post- should be used for feedback, growth, and
planning.
•Every teacher should be given both pre and post
conferences, the more communication the better.
Performance Level Decisions
•Proficient Standard is defined under PDAS as:
•The four performance levels under PDAS (Exceeds
Expectations, Proficient, Below Expectations, and
Unsatisfactory) are defined in terms of the impact on
student learning. In other words, what is the impact on
student learning and how often and with how many students
does the positive impact on learning occur? Since the goal
of PDAS is to enhance the learning of all students, the
“proficient” level is a high standard of performance.
Teaching behaviors that result in considerable impact on
student learning and which are demonstrated a high
percentage of the time and with a high percentage of
students (80-89%) is ‘proficient.’ Words associated with
‘proficient’ teaching behaviors or the rating of ‘proficient’ are:
skillful, experienced, masterful, well-advanced, and
knowledgeable.
Performance Level Decisions
•Using inference is acceptable in the following
cases:
•It can be applied to Domains I, II, III, IV, V, VII, and VIII
(except Criteria 10).
•You can infer proficient in only one criteria out of a
domain if 80% of the other criteria in the domain are
proficient or better.
•All of Domain VII can be inferred if there is no
evidence otherwise.
•None of Domain VI can be inferred.
Performance Level Decisions
•
Decisions should be based on:
•
•
•
Critical Attributes
Quality
Quantity
Performance Level Decisions
•Quality Scoring Standards
•S trength
•I mpact
•V ariety
•A lignment
Performance Level Decisions
•Strength
•Thinking at high cognitive levels
•Depth & Complexity
•Significant Content
•Connecting within/across disciplines & work/life
applications
•Effective, clear & substantive
Performance Level Decisions
•Impact
•Promotes student success
•Effective use of assessments
•Data-driven decision making
•Responsibility
•Reflection
•Challenging
Performance Level Decisions
•Variety
•Varied student characteristics
•Differentiated instruction
•Support strategies & services
Performance Level Decisions
•Alignment
•Curriculum, instruction and assessment aligned
with TEKS & district objectives
•Targeted instruction
•Congruent
Performance Level Decisions
•Quantity
•Can you see it?
•Did it happen?
•How often?
•How many students?
Closure