Professional Teacher
Evaluation Program
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What is the PTEP?
 Assessment
program designed
to determine the quality of
teacher performance in relation
to a set of professional
performance standards.
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What are the purposes of the PTEP?
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Improve the quality of instruction, promote cultural
responsiveness, and increase educational experiences
and opportunities for students;
Provide a process that allows and encourages
supervisors and teachers to work together to improve
instructional practices;
Provide a process of bringing structured assistance to
marginal teachers;
Provide a basis for making more informed judgments
about teacher performance;
Provide information for developing an effective and
relevant staff development program.
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What are the components of the
PTEP?
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Based on the Guam Teacher Performance
Standards- a set of instructional practices which
define minimum competencies.
There are seventeen (17) standards covering
eight (8) major areas of effective teaching.
Planning
Implementation of
instruction
Evaluation of
instruction
 Nonverbal/ verbal communication
Student Involvement
Classroom Relationships
Participation Patterns
Classroom climate
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Teacher Performance Standards
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Standard I: The competent teacher develops and
prioritizes long and short term objectives within
curriculum.
Standard II: The competent teacher evaluates,
selects, and modifies resources and activities in
light of student’s gender, cultural, and linguistic
background.
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Teacher Performance Standards
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Standard III: The competent teacher establishes a
common “footing” of understanding and participation
with students.
Standard IV: The competent teacher teaches the lesson
by matching the purpose of the lesson with the
appropriate teaching and learning styles, relating new
ideas to previous or future learning, and demonstrating
an understanding of his/her role as primary socializer
in introducing new concepts to students.
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Teacher Performance Standards
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Standard V: The competent teacher provides
guided practice.
Standard VI: The competent teacher provides
opportunities for cooperative learning .
Standard VII: The competent teacher monitors
classroom instruction.
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Teacher Performance Standards
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Standard VIII: The competent teacher uses
appropriate strategies to close a lesson.
Standard IX: The competent teacher provides a
variety of evaluation strategies that measure
progress toward objectives.
Standard X: The competent teacher provides
summative evaluation that measures student
achievement of objectives.
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Teacher Evaluation Standards
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Standard XI: The competent teacher organizes
the learning environment to maximize student
performance.
Standard XII: The competent teacher effectively
orchestrates appropriate student behavior.
Standard XIII: The competent teacher helps
learners develop a positive self-concept.
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Teacher Performance Standards
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XIV: The competent teacher effectively uses
metacommunication to enhance student
learning- proxemics, kinesics, and prosody.
XV: The competent teacher establishes
boundaries of relevance and nature of students’
involvement and relationships in the classroom.
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Teacher Performance Standards
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XVI: The competent teacher effectively uses
language to constitute positive classroom
relationships.
XVII: The competent teacher uses classroom
participation patterns that are culturally specific,
not based on stereotype thinking.
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Four Strands Comprise the PTEP
 Professional
Growth Program
 Professional Accountability Program
 Probationary Program
 Professional Plan for Development
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PTEP Evaluation Matrix
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What is the Process?
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Board Policy 378- The Lesson Plan
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Components of a lesson plan:
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ESLRs
Skills/ Content Standards & Performance Indicators
Anticipatory set or effective grabber
Instructional objectives
Instructional strategies
Methods of assessment
Checking for Understanding
Guided Practice
Closure
Modifications for students in need
Textbook/Materials/ Resources to support the lesson
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ESLRs
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Expected School Wide Learning Results
What each student should know, understand and
be able to do upon exit from the school, or by
the time the student completes the planned
program.
Learner will be able to exhibit a culmination of
their learning in a real world context that has
significant purpose and meaning for them and
others over time
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Expected School Wide Learning Results (ESLRs)
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Skills/ Content Standards/
Performance Indicators
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Skills= Stanford Achievement Test, 10th Edition
(SAT10) Item Analysis
Content Standards= National Content Standards for
respective subject
Performance Indicators= Guam Public School System
Content Standards
Curriculum alignment refers to all skills (SAT10)
identified by the Simon Sanchez Faculty as being focus
areas that have correlated/ parallel standards from the
National Content Standards and Guam Public School
System Performance Indicator
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Anticipatory Set or Effective Grabber
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What is your prompt?
How will you “hook” students to be engaged?
Why would students be interested in today’s lesson?
Taking out the guess work on today’s lesson.
What is your introduction?
It may be as simple as telling them through an agenda
on the board, you may begin with a local story that
students may relate to, or you may have a creative
display that helps introduce the topic.
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Instructional Objectives
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Statement describing what is to be learned, the
thought process involved, what the learner will
do to demonstrate that he/she had acquired
the learning, and an attainable standard of
performance.
You may have more than one objective per
lesson.
Objectives should correlate directly with the
SAT10 skills or ESLRs at all times
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Components of an Instructional
Objectives
1. Content (learning) – what is learned
2. Behavior – an activity the students
do to show an understanding of
the learning
3. Condition – prescribes the
circumstances under
which the learner must perform
(materials, time)
4. Performance Level – the realistic
expectation standard of
achievement for students
Students will be able to ___
During/ After _________
With/through _________
By/ with _____________.
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Instructional Strategies
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What will be the method used to achieve the
instructional objective?
What instructional tools will you use to engage
students?
If someone walked into your classroom, what
will they see students doing?
Examples: Seminar Discussion, Problem-based
learning, Peer Tutoring, etc.
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Methods of Assessment
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How will you know if students achieved your
instructional objective?
This item could be very similar to the
instructional strategy, but this would have a
definite mark/ grade for individual students.
Methods of assessment should be linked to your
ESLRs or SAT10 skills.
Examples: Test/Quiz, Oral Presentation, etc.
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Models/ Examples
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How will you make your lesson tangible for your
students?
What does the end result look like?
This item may also be linked up with your
anticipatory set, however, not all models/
examples can serve as the anticipatory set.
Examples: Storyboards, pictures, graphs, etc.
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Checking for Understanding
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How will you know if students comprehend
what’s going on thus far?
This is done throughout the lesson
This requires immediate feedback and is
informal in nature
Examples: Question and Answer, discussion,
etc.
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Guided Practice
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While students are engaged in the instructional
strategy, what will you do to ensure students are
on task?
How will you encourage achievement of the
instructional objective?
Examples: Question and Answer, Discussion,
etc.
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Closure
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Students have the opportunity to consolidate or
organize what has been learned.
Students are able to summarize the learning the
result.
Examples: Review, Significance of Lesson, etc.
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Modifications
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What are you doing to assist the SPED, LOTE,
or other “at risk” students in achieving the
instructional objective?
Are you following the prescribed IEP or LOTE
Modifications checklist?
Examples: Extra time, Open book, etc.
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Textbook/ Resource
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What was your primary text in presenting the
lesson?
If it was teacher made, then say teacher made
___________.
There should be a direct correlation with the
SAT10 skill and the chapter/ area of focus.
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