Required PDAS Review Course

1. Professional Development
&
Appraisal System
2015-2016

2. Rules To Know
From Commisioners Rules Chapter 150.AA
Subchapter 150.1003
 Each teacher must be appraised each school
year.

3. Subsection 150.1003 Continued
 The annual teacher appraisal shall include:
1) At least one classroom observation of a
minimum of 45 minutes.
2) Additional walk-throughs and observations
are at the discretion of the appraiser.

4. Subsection 150.1003 Continued
3) A written summary of each observation,
which shall be given to teachers within ten
working days after completion of an
observation, with a pre and post
observation conference conducted at the
request of the teacher or appraiser

5. Subsection 150.1003 Continued
4) Completion of Section I of the Teacher
Self-Report Form that is entered in
Eduphoria.
5) Revision of Section I and completion of
Sections II and III of the Teacher Self-
Report Form that shall be entered into
Eduphoria two weeks before the summative
annual conference.

6. Subsection 150.1003 Continued
6) Cumulative data of written documentation
collected regarding job-related teacher
performance, in addition to formal and
instructional classroom observations.
7) A written summative annual appraisal
report.
8) A summative annual conference with the
appraising administrator.

7. Subsection 150.1003(f)
Any third-party information from a source
other than the teacher’s supervisor that the
appraiser wishes to include as cumulative
data shall be verified and documented by the
appraiser. Any documentation that will
influence the teacher’s summative annual
appraisal report must be shared in writing
with the teacher within 10 working days.

8. Subsection 150.1003 (g)
By mutual consent of the teacher and the
appraiser, the required minimum of 45
minutes of observation may be conducted in
shorter time segments. The time segments
must aggregate to 45 minutes.

9. Subsection 150.1003 (h)
A written summative annual appraisal report
shall be shared with the teacher no later than
five working days before the summative
conference and no later than 15 days before
the last day of instruction for students. The
written summative annual appraisal
report shall be placed in the teacher’s
personnel file.

10. Subsection 150.1003 (k)
Any documentation collected after the
summative conference but before the end of the
contract term during the school year may be
considered as part of the appraisal of a teacher.
If the documentation affects the teacher’s
evaluation in any domain, another summative
report shall be developed and another
summative conference shall be held to inform
the teacher of the change(s).

11. Domain I: Active, Successful Student
Participation in the Learning Process
Exceeds
Expectations
(100%-90%)
Proficient
(89%-80%)
Below
Expectations
(79-50%)
Unsatisfactory
(49% or less)
Key Words All/Almost
All
Most Some Less than
Half
Guidelines Great:
STRENGTH
IMPACT
VARIETY
ALIGNMENT
Considerable
STRENGTH
IMPACT
VARIETY
ALIGNMENT
Limited:
STRENGTH
IMPACT
VARIETY
ALIGNMENT
Little or None:
STRENGTH
IMPACT
VARIETY
ALIGNMENT

12. Strength Impact Variety Alignment
Multidimensional Promotes student
process over time
Appropriate to meet
the varied
characteristics of
students
Connection to a set
of objectives
Depth and complexity Productive Promotes
engagement/student
learning
Concurrent
Significant content
Knowledge
Promotes student
responsibility
Appropriate to the
lesson objective
Leads to
understanding of
unified whole
Powerful presence Timely Congruent
Effective Challenging Appropriate
Clarity Promotes reflection Relevant
Accurate &
substantive

13. Domain I: Active, Successful Student
Participation in the Learning Process
Things to develop lessons around:
 Student engagement time
 Successful learning
 Critical thinking/problem solving
 Self-directed activities
 Connections to learning

14. Domain I: Active, Successful Student
Participation in the Learning Process
Things Administrators will be looking for:
 Quantity and quality of active participation in
the learning process is evident.
 Students are challenged by instruction and
make connections to work and life
applications, both within the discipline and
with other disciplines.

15. Domain II: Learner-Centered Instruction
Things to develop lessons around:
 Goals and objectives
 Learner-centered activities
 Critical thinking and problem solving
 Motivational strategies

16. Domain II: Learner-Centered Instruction
 Alignment
 Pacing and sequencing
 Value and importance
 Appropriate questioning and inquiry
 Use of technology (integrated)

17. Domain II: Learner-Centered
Instruction
Things Administrators will be looking for:
 The instructional content is based on appropriate
goals and objectives
 The instructional content includes basic knowledge
and skills, as well as central themes and concepts,
both within the discipline and with other disciplines.

18. Domain II: Learner-Centered
Instruction
 The instructional strategies are aligned with
learning objectives and activities, student needs, and
work and life applications, both within the
discipline and with other disciplines.
 The instructional strategies promote application of
learning through critical thinking and problem
solving.
 The teacher uses appropriate motivational and
instructional strategies which successfully and
actively engage students in the learning process.

19. Domain III: Evaluation and Feedback
on Student Progress
Things to develop lessons around:
 Monitored and assessed skills
 Assessment procedures
 Appropriate assessments
 Reinforced learning
 Constructive feedback
 Re-teaching

20. Domain III: Evaluation and Feedback
on Student Progress
Things administrators will be looking for:
 The teacher aligns assessment and feedback
with goals and objectives and instructional
strategies.
 The teacher uses a variety of evaluation and
feedback strategies which are appropriate to
the varied characteristics of the students.

21. Domain IV: Management of Student Discipline,
Instructional Strategies, Time, and Materials
Things to develop lessons around:
 Discipline procedures (consistency)
 Self-discipline and self-directed learning
 Equitable teacher-student interaction
 Expectations for behavior
 Redirection of disruptive behavior
 Reinforces desired behavior
 Equitable and varied characteristics
 Manages time and materials

22. Domain IV: Management of Student Discipline,
Instructional Strategies, Time, and Materials
Things administrators will be looking for:
 The teacher effectively implements the discipline-
management procedures approved by the district.
 The teacher establishes a classroom environment
which promotes and encourages self-discipline and
self-directed learning.
 The teacher selects instructional materials which are
equitable and acknowledge the varied characteristics
of all students.
 The teacher effectively manages time and materials.

23. Domain V: Professional
Communication
Things to document:
 Written communication with a student
 Verbal/non-verbal communication with a student
 Communication with reluctant students
 Written with parents, staff, community members, and
other professionals.
 Verbal/non-verbal with parents, staff, community
members, and other professionals.
 Supportive, courteous

24. Domain V: Professional
Communication
Things administrators will be looking for:
 The teacher uses appropriate and accurate written communication
with students.
 The teacher uses appropriate and accurate verbal and non-verbal
communication with students
 The encourages and supports students who are reluctant or having
difficulty.
 The teacher uses appropriate and accurate written, verbal, and non-
verbal modes of communication with parents, staff, community
members, and other professionals.
 The teachers’ interactions are supportive, courteous, respectful, and
encouraging, to students who are reluctant and having difficulty.

25. Domain VI: Professional Development
Things to document:
 Campus and district goals
 Individual student needs
 Prior performance appraisal
 Improvement of student performance

26. Domain VI: Professional Development
Things administrators will be looking for:
 The teacher determines and participates in professional
development goals and activities that are aligned with the goals of
the campus and the goals of the district.
 The teacher correlates professional development activities with
assigned subject matter and the varied needs of students.
 The teacher exhibits a willingness to collaborate with colleagues
and other professionals for continuous growth and development.
 The teacher correlates professional development activities with the
prior performance appraisal.

27. Domain VII: Compliance with Policies,
Operating Procedures, and Requirements
Things to document:
 Policies, procedures, and legal requirements
 Verbal/written directives
 Environment

28. Domain VII: Compliance with Policies,
Operating Procedures, and Requirements
Things administrators will be looking for:
 The teacher complies with all policies, operating
procedures, and legal requirements. The teacher
participates in the development of operating procedures
and offers suggestions for improvement.
 The teacher complies with all verbal and written
directives.
 Apart from classroom activities, the teacher consistently
contributes to making the whole school safe and orderly,
and a stimulating learning environment for all students.

29. Domain VIII: Improvement of Academic
Performance of All Students on the Campus
Things to document:
 Alignment of instruction to standards
 Campus and State data
 Sequencing of instruction
 Materials
 Monitoring of student performance
 Monitoring of attendance
 Monitoring of students at-risk
 Appropriate plans for intervention
 Modifications and adaptations for students

30. Domain VIII: Improvement of Academic
Performance of All Students on the Campus
Things administrator will be looking for:
 The teacher diagnoses student needs and provides
performance feedback related to all appropriate
district/campus and state related objectives.
 The teacher aligns the planning and delivery of
instruction to all appropriate district/campus and
state related objectives.

31. Domain VIII: Improvement of Academic
Performance of All Students on the Campus
 The teacher collaborates with other faculty and
administration to improve campus and state related
performance of all students on the campus.
 The teacher identifies students who are at-risk and
develops appropriate strategies to assist these
students.
 The teacher monitors the attendance of all students
and intervenes to promote regular attendance.

32. Teacher Self-Report Form:
Section I
Only check the objectives that apply to your
content.
You will be held responsible for covering the
objectives that you check.
Document your provision of these objectives
in your lesson plans and grade book.

33. Teacher Self-Report:
Section II
 Describe specific instructional adjustments
which you have made based on the needs
assessment of your students.
What did you do to meet the individual
learning needs of all of your students?

34. Teacher Self-Report:
Section II
 Describe the approaches you have used to
monitor classroom performance and to
provide feedback to students regarding their
progress in academic skills.
What steps do you take to ensure that all
student are aware of how they are
progressing in each of your classes?

35. Teacher Self-Report:
Section II
 Describe how you assisted your students who
were experiencing serious attendance
problems.
How do you contact their parents and make
sure they get to school?

36. Teacher Self-Report:
Section II
 Describe your approach in working with
students who were failing or in danger of
failing.
What do you do to ensure that each student
is successful in every class?

37. Teacher Self-Report:
Section III
 List or describe your professional development activities for
the past year related to campus/district goals, assigned
subject content, needs of students, or prior appraisal
performance in the following areas: in-service, team
planning, mentoring, collaboration with colleagues, self-
study, video-coursework or distance learning, university-
level coursework, professional conferences, and other non-
traditional activities.
What professional development have you attended in order
to improve your goals as a teacher?

38. Teacher Self-Report:
Section III
 As a result of your professional development
activities, what have you been able to use in
your classroom that has positively impacted
the learning of students?
How has your professional development
impacted your classroom teaching/student
performance?

39. Teacher Self-Report:
Section III
 Be prepared to discuss and target areas for
continued professional growth.