Professional Development
and Appraisal System
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.
2
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.”
Chapter 1
3
PDAS Characteristics
► Learner Centered
► Aligned
► High Standard of Proficiency
► Teacher Growth and Teacher
Improvement
► Collaboration
4
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
5
Appraisal Process Steps
► Teacher Orientation
► Teacher Self Report (TSR)
► Formal Classroom Observation
► Walkthroughs
► Student Performance as demonstrated
by the data
► Summative Annual Report/Conference
6
APPRAISAL PERIOD TIME LINE
SCHOOL CALENDAR YEAR
First 12 Weeks
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
Second 12 Weeks
Teacher Self Report II & III
At least two weeks prior to Summative Conference
Third 12 Weeks
Last 15 Days
of INST.
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
Formal Observations will begin October 1, 2013
• Written summary within 10 working days
During a two week window.
• Advanced notice may be given/NOT REQUIRED.
• Follow district APPRAISAL CALENDAR
• May have pre- or post-conference at request of Teacher or Appraiser.
WALKTHROUGH VISITS
• To be used at the discretion of the appraiser
• Documentation shared with teacher within 10 days
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
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
All teachers will have a
• Walkthrough documentation
summative conference.
• Third party/Teacher documentation
• Completed TSR
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.
7
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
Professional
Development &
Sustained Support
Implementation
• Who?
• What?
• What do we need?
8
Teacher Self Report (TSR)
Primary Documentation Tool
The Teacher Self Report:
► Gives you an opportunity to have input
into your appraisal process.
► Serves as a platform to align instruction.
► Is a reflective tool.
Chapter 6
9
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 walkthrough’s per six weeks period.
10
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?
11
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?
12
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, coworkers, community members? Do you
represent our school well?
13
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?
14
Quality Scoring Standards
• S trength
• I mpact
• V ariety
• A lignment
15
• 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
16
Strength
•
•
•
•
Thinking at high cognitive levels
Depth & Complexity
Significant Content
Connecting within/across disciplines &
work/life applications
• Effective, clear & substantive
17
Impact
•
•
•
•
•
•
Promotes student success
Effective use of assessments
Data-driven decision making
Responsibility
Reflection
Challenging
18
Variety
• Varied student characteristics
• Differentiated instruction
• Support strategies & services
19
Alignment
• Curriculum, instruction and assessment
aligned with TEKS & district objectives
• Targeted instruction
• Congruent
20
Quantity
► Can you see it?
► Did it happen?
► How often?
► How many students?
21
• Exceeds Expectations – All or almost all the
time – observed 90-100% of the time.
• Proficient – Most of the time – Observed 8089% of the time.
• Below Expectations – Some – Observed 5079% of the time.
• Unsatisfactory – Less than half the time.
22
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
23
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.
Chapter 7
24
Teacher Self Report
Parts 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.
Chapter 8
25
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
Chapter 9
26
Professional Development and
Appraisal System
Remember, “The goal of PDAS is to
improve student performance through
the professional development of
teachers.”
27