This document outlines the rules and procedures for teacher appraisals according to the Commissioners Rules Chapter 150. It details the requirements for annual teacher observations and evaluations. Key aspects include conducting at least one 45-minute classroom observation per teacher each year, providing written feedback within 10 days, requiring teacher self-reports and setting professional development goals. The document also describes the eight domains that are evaluated, including active student participation, learner-centered instruction, student progress evaluation, classroom management, professional communication, professional development, compliance with policies, and improving student academic performance.
This document outlines the syllabus for EDSC 226, a spring 2012 field placement internship at U-32 High School in Montpelier, Vermont. Key details include important dates for the internship, an overview of course expectations and responsibilities of interns, mentors, and supervisors, as well as policies around observations, solo teaching, assignments, and course policies. Formal meetings between interns, mentors and supervisors will be held at the beginning, middle and end of the semester to set goals, provide mid-term feedback, and discuss final evaluations. Interns will complete observations of peers, mentors and colleagues, as well as have their own teaching observed and evaluated throughout the semester.
The document provides information about Ohio's Master Teacher program and licensure requirements. It explains that completing the Master Teacher program satisfies one of the requirements for an advanced teaching license. It outlines the eligibility requirements and portfolio process for the Master Teacher designation. Candidates must demonstrate consistent leadership, focused collaboration, and distinguished teaching focused on students/environment and content/instruction/assessment. The portfolio requires written narratives and evidence for each criterion. Universities that offer teacher endorsement programs are also listed.
The document summarizes a teacher evaluation induction meeting that familiarized teachers with the five areas that would be assessed in observations: I) Planning II) Teaching III) Monitoring of Learning and Teaching IV) Use of English V) Quality of Service. Each area was defined and possible rating bands from 1-4 were introduced, with 1 being "In Need of Improvement" and 4 being "Exceeds Expectations". Questions from teachers were also solicited.
The document outlines a six-step process for school self-evaluation: 1) identify focus areas, 2) gather evidence, 3) analyze and make judgements, 4) write and share a report and improvement plan, 5) put the improvement plan into action, and 6) monitor actions and evaluate impact. Schools should select between two and four aspects of teaching and learning to focus on, such as assessment practices or engagement in learning. The process is meant to help schools introduce initiatives like the Framework for Junior Cycle and focus on literacy and numeracy. Schools evaluate their practices, set targets for improvement, and create three-year plans to implement actions to achieve targets and monitor progress.
The document discusses guidelines for student assessment and grading in the Philippine K-12 education system, including the use of norm-referenced and criterion-referenced measures, developing rubrics to evaluate student performance, and policies around student promotion, retention, and identifying honor students based on their proficiency levels. Teachers are given flexibility in lesson planning but are still expected to follow the curriculum standards and assess students on knowledge, skills, understanding, and performance.
The document provides detailed guidelines for calculating Academic Performance Indicator (API) scores for promotion of teachers under the Career Advancement Scheme, 2010. It outlines the minimum requirements of API scores in different categories for different levels of promotion. Category I covers teaching, learning and evaluation activities. Category II includes co-curricular, extension and professional development activities. Research and academic contributions are assessed under Category III. The API scores are subject to verification by screening or selection committees for approving promotions. The document also includes tables to help calculate the API scores for activities under each category.
This document provides information about Student Learning Objectives (SLOs) and their role in teacher evaluations under the Performance Evaluation Reform Act (PERA) in Illinois. It explains that PERA requires teacher evaluations to include both measures of teaching practice and student growth. Districts can choose to measure student growth using SLOs, which are academic goals that teachers set for their students at the start of a course. The document outlines the SLO process and requirements, such as selecting appropriate assessments and setting growth expectations. It also addresses common questions about implementing SLOs and using them for teacher evaluations.
Altamaha Technical College Faculty annual performance evaluation ScottTrafica...Scott Traficante
The instructor's performance evaluation covers the period from July 1, 2013 to June 30, 2014. Overall, the instructor exceeded expectations in the areas of program promotion, planning, and management. The instructor also exceeded expectations for instructional process and effectiveness. However, the evaluation noted the instructor needs improvement in professionalism and working scheduled hours. Specifically, the instructor has been late to work and misses lunch breaks regularly.
This document outlines the syllabus for EDSC 226, a spring 2012 field placement internship at U-32 High School in Montpelier, Vermont. Key details include important dates for the internship, an overview of course expectations and responsibilities of interns, mentors, and supervisors, as well as policies around observations, solo teaching, assignments, and course policies. Formal meetings between interns, mentors and supervisors will be held at the beginning, middle and end of the semester to set goals, provide mid-term feedback, and discuss final evaluations. Interns will complete observations of peers, mentors and colleagues, as well as have their own teaching observed and evaluated throughout the semester.
The document provides information about Ohio's Master Teacher program and licensure requirements. It explains that completing the Master Teacher program satisfies one of the requirements for an advanced teaching license. It outlines the eligibility requirements and portfolio process for the Master Teacher designation. Candidates must demonstrate consistent leadership, focused collaboration, and distinguished teaching focused on students/environment and content/instruction/assessment. The portfolio requires written narratives and evidence for each criterion. Universities that offer teacher endorsement programs are also listed.
The document summarizes a teacher evaluation induction meeting that familiarized teachers with the five areas that would be assessed in observations: I) Planning II) Teaching III) Monitoring of Learning and Teaching IV) Use of English V) Quality of Service. Each area was defined and possible rating bands from 1-4 were introduced, with 1 being "In Need of Improvement" and 4 being "Exceeds Expectations". Questions from teachers were also solicited.
The document outlines a six-step process for school self-evaluation: 1) identify focus areas, 2) gather evidence, 3) analyze and make judgements, 4) write and share a report and improvement plan, 5) put the improvement plan into action, and 6) monitor actions and evaluate impact. Schools should select between two and four aspects of teaching and learning to focus on, such as assessment practices or engagement in learning. The process is meant to help schools introduce initiatives like the Framework for Junior Cycle and focus on literacy and numeracy. Schools evaluate their practices, set targets for improvement, and create three-year plans to implement actions to achieve targets and monitor progress.
The document discusses guidelines for student assessment and grading in the Philippine K-12 education system, including the use of norm-referenced and criterion-referenced measures, developing rubrics to evaluate student performance, and policies around student promotion, retention, and identifying honor students based on their proficiency levels. Teachers are given flexibility in lesson planning but are still expected to follow the curriculum standards and assess students on knowledge, skills, understanding, and performance.
The document provides detailed guidelines for calculating Academic Performance Indicator (API) scores for promotion of teachers under the Career Advancement Scheme, 2010. It outlines the minimum requirements of API scores in different categories for different levels of promotion. Category I covers teaching, learning and evaluation activities. Category II includes co-curricular, extension and professional development activities. Research and academic contributions are assessed under Category III. The API scores are subject to verification by screening or selection committees for approving promotions. The document also includes tables to help calculate the API scores for activities under each category.
This document provides information about Student Learning Objectives (SLOs) and their role in teacher evaluations under the Performance Evaluation Reform Act (PERA) in Illinois. It explains that PERA requires teacher evaluations to include both measures of teaching practice and student growth. Districts can choose to measure student growth using SLOs, which are academic goals that teachers set for their students at the start of a course. The document outlines the SLO process and requirements, such as selecting appropriate assessments and setting growth expectations. It also addresses common questions about implementing SLOs and using them for teacher evaluations.
Altamaha Technical College Faculty annual performance evaluation ScottTrafica...Scott Traficante
The instructor's performance evaluation covers the period from July 1, 2013 to June 30, 2014. Overall, the instructor exceeded expectations in the areas of program promotion, planning, and management. The instructor also exceeded expectations for instructional process and effectiveness. However, the evaluation noted the instructor needs improvement in professionalism and working scheduled hours. Specifically, the instructor has been late to work and misses lunch breaks regularly.
This document provides an overview of Pennsylvania's Student Learning Objective (SLO) process for measuring teacher effectiveness. It reviews the SLO concept, terminology, design, criteria, and template. The SLO process requires teachers to identify goals based on content standards, select performance measures to assess student achievement of those goals, and establish performance indicators and expectations. The SLO template guides teachers through documenting this process in six sections: classroom context, SLO goal and standards, performance measures, growth targets, analysis of student results, and evaluation.
This document provides an overview of a presentation on student learning objectives (SLOs). It discusses the key elements of an SLO template, including setting goals based on standards, identifying assessments and performance indicators, and setting teacher expectations. Participants worked in groups to populate sections of an SLO template based on these elements. The purpose of SLOs is to positively influence teacher effectiveness ratings by setting clear goals for student growth and achievement.
Evaluation system presentation12 28-12dionnesantos
The document outlines the personnel evaluation systems for teachers and school administrators in the CNMI Public School System. It describes the purpose of evaluating performance to improve practices. The process involves teacher/administrator self-assessments, observations by principals/Commissioner, and development of growth plans based on ratings in areas like planning, classroom environment, and professional responsibilities. Ratings are discussed with educators to develop individual, monitored, or directed growth plans to guide professional development.
The document provides guidance on developing high-quality Student Learning Objectives (SLOs) through a multi-step process. It outlines the three phases of designing, building, and reviewing SLOs. Key steps include composing a goal statement and targeted content standards, creating a blueprint, completing the SLO form, and conducting a quality assurance review to ensure the SLO is complete, comprehensive, and coherent. The goal is to design SLOs that accurately measure student achievement and growth to guide instruction.
This document provides a list of possible Means of Verification (MOVs) for 13 teaching objectives for portfolio preparation. For each objective, 5-10 potential MOVs are outlined, including classroom observation forms, lesson plans, assessment tools, communication with parents/guardians, and certificates of participation in additional teaching activities. The MOVs are intended to provide evidence that teachers have achieved the objectives in their practice.
This document provides materials for a training on student growth measures and student learning objectives (SLOs) for district and educational service center leaders. The training is divided into four modules that cover: an introduction to student growth measures and SLOs; selecting appropriate assessments; developing growth targets; and scoring SLOs. Each module includes presentation slides, handouts, facilitator guides, and feedback forms. The training aims to help participants understand SLOs, the SLO development process, and how to evaluate the quality of SLOs.
Teachers and master teachers must prepare an annual portfolio to showcase their strengths and weaknesses, professional development plans, and student learning outcomes. The portfolio contains evidence of teaching performance arranged according to standards. It is accessible to teachers, administrators, and instructional leaders and should include best practices and a reflection section. The portfolio is used for teacher evaluation and contains personal information, evidence organized by standard, evaluation forms, reflections, and administrator remarks.
Ldm 2 practicum portfolio for lac leaders -abiera, lorlie a.LorlieAbiera1
This document contains the practicum portfolio of the principal of Southern Bugasong National High School. It includes various artifacts from the implementation of the Leadership Development Module (LDM) program. The portfolio contains the LDM implementation plan, decision tree, readiness assessment results and action plan, monitoring and evaluation plan, teacher assistance plan, and a reflective summary. It demonstrates how the LDM program prepared the principal and teachers to address the challenges of remote learning during the COVID-19 pandemic and improve education in the school.
This document provides information about student learning objectives (SLOs) to teachers at Loyalsock Township Middle School. It explains that SLOs are academic goals set by teachers for groups of students to be achieved by January 2015. The document reviews questions teachers had previously about developing SLOs and addresses how to make them specific, measurable, attainable and aligned to standards. It provides an example of an SLO and outlines next steps, which include further training in September and completing section 1 of the SLO template.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It describes how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive ratings, and requirements for promotion or retention are specified for each grade level. The document also discusses remedial classes, recomputed grades, and how core values are reflected in report cards.
This document appears to be a teacher's performance evaluation containing their results on various Key Result Areas (KRA). The KRAs include Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners and Planning, Community Linkages and Professional Engagement, and a Plus Factor. Each KRA contains several objectives that are measured and scored. The evaluation also includes the teacher's name, position, and signature of the principal.
The document discusses reforms to examination and evaluation systems introduced by the CBSE. It advocates for continuous and comprehensive evaluation (CCE) over external examinations alone. CCE involves formative and summative assessments to evaluate scholastic, co-scholastic and other skills. Formative assessments are conducted throughout the year while summative assessments occur at term ends. New reforms include problem solving assessments, open text based assessments, and listening and speaking skill evaluations in English. Students are graded on a point scale for academic performance as well as co-curricular activities. The CBSE may upgrade student grades based on their performance in co-scholastic domains.
The document discusses self-assessment tools in the RPMS (Results-based Performance Management System) cycle for teachers. It explains that the Self-Assessment Tool (SAT-RPMS) is used by teachers to reflect on their performance based on indicators and guide discussions on goal-setting and professional development. There are different SAT-RPMS forms for teachers at various experience levels. The process involves teachers rating their capabilities and priorities for development, then discussing results with principals to identify strengths, needs, and plan interventions. The output is an Individual Development Plan to address needs through activities, timeline, and resources.
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
The document outlines an instructional plan for a four-day training course for newly hired teachers in a school district. The goal of the course is to teach teachers about the district's guidelines for instructional classroom management and behavioral management. Over the four days, teachers will learn about classroom management techniques, creating lesson plans and rules, and instructional strategies. Formative assessments include observations, participation, and a quiz. The plan details the agenda, objectives, resources, and implementation steps for each day of the training.
ATPPS August 2012 pp for staff developmentMargaret Hinke
The document summarizes the Alternative Teacher Professional Pay System (ATPPS) being implemented in the school district. It was created by an ATPPS committee to explain the new teacher evaluation process required by state law. The ATPPS includes goals for student achievement, opportunities for teacher professional development, and a pay structure that provides stipends for teachers meeting performance benchmarks. Key elements are peer coaching by Instructional Peer Coaches, observations and feedback using an evaluation framework, and developing individualized Professional Growth Plans.
The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.
This document summarizes the alignment of the Results-based Performance Management System (RPMS) with the Philippine Professional Standards for Teachers (PPST) in the Philippines from 2015-2018. It describes how the RPMS was adapted to focus on teachers' core duties and standardized tools based on the PPST. Key aspects that were aligned included teachers' objectives, indicators, assessment tools, and manuals. The new PPST-based RPMS framework aims to produce fairer assessments based on teachers' quality performance.
This document discusses using e-portfolios to assess student competence in Computing Grade 1. It outlines the objectives of using portfolios to promote self-evaluation, planning, writing and other skills. Students completed portfolio activities individually and received feedback from teachers. Analysis found that 75% of students who participated in portfolios passed the first exam, and 100% passed the second exam, suggesting portfolios improved learning outcomes. However, portfolios require more time from both students and teachers than conventional methods.
Slide prepared by Santosh V. Varghese, Modern School, Dungarpur for creating awarenss among parents regarding CBSE's new educational schmes particularly CCE.
This document outlines the discipline policies for Stacey Jr/Sr High School for the 2010-2011 school year. It discusses the dress code, attendance policy, classroom behavior expectations, consequences for tardiness, a zero tolerance policy for bullying, strict rules regarding drugs and alcohol, limits on public displays of affection, and consequences for cheating including in-school suspension. Violating any of these policies will result in disciplinary actions such as detention, suspension, or possible placement in an alternative education program.
1. A test administrator must be present in the testing room at all times during testing and actively monitor the students.
2. The testing room environment should not hinder students' performance and must be prepared before testing begins.
3. Test administrators are responsible for test security and must not answer questions about test content, but may respond to direct students to do their best.
This document provides an overview of Pennsylvania's Student Learning Objective (SLO) process for measuring teacher effectiveness. It reviews the SLO concept, terminology, design, criteria, and template. The SLO process requires teachers to identify goals based on content standards, select performance measures to assess student achievement of those goals, and establish performance indicators and expectations. The SLO template guides teachers through documenting this process in six sections: classroom context, SLO goal and standards, performance measures, growth targets, analysis of student results, and evaluation.
This document provides an overview of a presentation on student learning objectives (SLOs). It discusses the key elements of an SLO template, including setting goals based on standards, identifying assessments and performance indicators, and setting teacher expectations. Participants worked in groups to populate sections of an SLO template based on these elements. The purpose of SLOs is to positively influence teacher effectiveness ratings by setting clear goals for student growth and achievement.
Evaluation system presentation12 28-12dionnesantos
The document outlines the personnel evaluation systems for teachers and school administrators in the CNMI Public School System. It describes the purpose of evaluating performance to improve practices. The process involves teacher/administrator self-assessments, observations by principals/Commissioner, and development of growth plans based on ratings in areas like planning, classroom environment, and professional responsibilities. Ratings are discussed with educators to develop individual, monitored, or directed growth plans to guide professional development.
The document provides guidance on developing high-quality Student Learning Objectives (SLOs) through a multi-step process. It outlines the three phases of designing, building, and reviewing SLOs. Key steps include composing a goal statement and targeted content standards, creating a blueprint, completing the SLO form, and conducting a quality assurance review to ensure the SLO is complete, comprehensive, and coherent. The goal is to design SLOs that accurately measure student achievement and growth to guide instruction.
This document provides a list of possible Means of Verification (MOVs) for 13 teaching objectives for portfolio preparation. For each objective, 5-10 potential MOVs are outlined, including classroom observation forms, lesson plans, assessment tools, communication with parents/guardians, and certificates of participation in additional teaching activities. The MOVs are intended to provide evidence that teachers have achieved the objectives in their practice.
This document provides materials for a training on student growth measures and student learning objectives (SLOs) for district and educational service center leaders. The training is divided into four modules that cover: an introduction to student growth measures and SLOs; selecting appropriate assessments; developing growth targets; and scoring SLOs. Each module includes presentation slides, handouts, facilitator guides, and feedback forms. The training aims to help participants understand SLOs, the SLO development process, and how to evaluate the quality of SLOs.
Teachers and master teachers must prepare an annual portfolio to showcase their strengths and weaknesses, professional development plans, and student learning outcomes. The portfolio contains evidence of teaching performance arranged according to standards. It is accessible to teachers, administrators, and instructional leaders and should include best practices and a reflection section. The portfolio is used for teacher evaluation and contains personal information, evidence organized by standard, evaluation forms, reflections, and administrator remarks.
Ldm 2 practicum portfolio for lac leaders -abiera, lorlie a.LorlieAbiera1
This document contains the practicum portfolio of the principal of Southern Bugasong National High School. It includes various artifacts from the implementation of the Leadership Development Module (LDM) program. The portfolio contains the LDM implementation plan, decision tree, readiness assessment results and action plan, monitoring and evaluation plan, teacher assistance plan, and a reflective summary. It demonstrates how the LDM program prepared the principal and teachers to address the challenges of remote learning during the COVID-19 pandemic and improve education in the school.
This document provides information about student learning objectives (SLOs) to teachers at Loyalsock Township Middle School. It explains that SLOs are academic goals set by teachers for groups of students to be achieved by January 2015. The document reviews questions teachers had previously about developing SLOs and addresses how to make them specific, measurable, attainable and aligned to standards. It provides an example of an SLO and outlines next steps, which include further training in September and completing section 1 of the SLO template.
This document outlines DepEd Order No. 8, which provides policy guidelines for classroom assessment in the K to 12 Basic Education Program. It describes how learner progress is recorded and grades are computed from Kindergarten to Senior High School. Progress is reported using descriptive ratings, and requirements for promotion or retention are specified for each grade level. The document also discusses remedial classes, recomputed grades, and how core values are reflected in report cards.
This document appears to be a teacher's performance evaluation containing their results on various Key Result Areas (KRA). The KRAs include Content Knowledge and Pedagogy, Learning Environment, Diversity of Learners and Planning, Community Linkages and Professional Engagement, and a Plus Factor. Each KRA contains several objectives that are measured and scored. The evaluation also includes the teacher's name, position, and signature of the principal.
The document discusses reforms to examination and evaluation systems introduced by the CBSE. It advocates for continuous and comprehensive evaluation (CCE) over external examinations alone. CCE involves formative and summative assessments to evaluate scholastic, co-scholastic and other skills. Formative assessments are conducted throughout the year while summative assessments occur at term ends. New reforms include problem solving assessments, open text based assessments, and listening and speaking skill evaluations in English. Students are graded on a point scale for academic performance as well as co-curricular activities. The CBSE may upgrade student grades based on their performance in co-scholastic domains.
The document discusses self-assessment tools in the RPMS (Results-based Performance Management System) cycle for teachers. It explains that the Self-Assessment Tool (SAT-RPMS) is used by teachers to reflect on their performance based on indicators and guide discussions on goal-setting and professional development. There are different SAT-RPMS forms for teachers at various experience levels. The process involves teachers rating their capabilities and priorities for development, then discussing results with principals to identify strengths, needs, and plan interventions. The output is an Individual Development Plan to address needs through activities, timeline, and resources.
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
The document outlines an instructional plan for a four-day training course for newly hired teachers in a school district. The goal of the course is to teach teachers about the district's guidelines for instructional classroom management and behavioral management. Over the four days, teachers will learn about classroom management techniques, creating lesson plans and rules, and instructional strategies. Formative assessments include observations, participation, and a quiz. The plan details the agenda, objectives, resources, and implementation steps for each day of the training.
ATPPS August 2012 pp for staff developmentMargaret Hinke
The document summarizes the Alternative Teacher Professional Pay System (ATPPS) being implemented in the school district. It was created by an ATPPS committee to explain the new teacher evaluation process required by state law. The ATPPS includes goals for student achievement, opportunities for teacher professional development, and a pay structure that provides stipends for teachers meeting performance benchmarks. Key elements are peer coaching by Instructional Peer Coaches, observations and feedback using an evaluation framework, and developing individualized Professional Growth Plans.
The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.
This document summarizes the alignment of the Results-based Performance Management System (RPMS) with the Philippine Professional Standards for Teachers (PPST) in the Philippines from 2015-2018. It describes how the RPMS was adapted to focus on teachers' core duties and standardized tools based on the PPST. Key aspects that were aligned included teachers' objectives, indicators, assessment tools, and manuals. The new PPST-based RPMS framework aims to produce fairer assessments based on teachers' quality performance.
This document discusses using e-portfolios to assess student competence in Computing Grade 1. It outlines the objectives of using portfolios to promote self-evaluation, planning, writing and other skills. Students completed portfolio activities individually and received feedback from teachers. Analysis found that 75% of students who participated in portfolios passed the first exam, and 100% passed the second exam, suggesting portfolios improved learning outcomes. However, portfolios require more time from both students and teachers than conventional methods.
Slide prepared by Santosh V. Varghese, Modern School, Dungarpur for creating awarenss among parents regarding CBSE's new educational schmes particularly CCE.
This document outlines the discipline policies for Stacey Jr/Sr High School for the 2010-2011 school year. It discusses the dress code, attendance policy, classroom behavior expectations, consequences for tardiness, a zero tolerance policy for bullying, strict rules regarding drugs and alcohol, limits on public displays of affection, and consequences for cheating including in-school suspension. Violating any of these policies will result in disciplinary actions such as detention, suspension, or possible placement in an alternative education program.
1. A test administrator must be present in the testing room at all times during testing and actively monitor the students.
2. The testing room environment should not hinder students' performance and must be prepared before testing begins.
3. Test administrators are responsible for test security and must not answer questions about test content, but may respond to direct students to do their best.
This Movie is a presentation for LSSL
The Group Participants are Mary Blancarte, Catherine Brekke, Cheryl Diaz-DeLeon, Gina Ramos, Lesley (Denny) Wreyford
These slides accompany the Joomla Chicago - Loop presentation by Justin Kerr and Dennis Kmetz on The Process of Building Joomla Web Sites, conducted on Jan. 5, 2012, at DePaul University's Chicago campus.
This document is a practicum report submitted by Md. Rubyat Islam to fulfill the requirements for a Bachelor of Science in Civil Engineering degree. The report details Rubyat's observations and work during a four-month internship assisting with the construction of a seven-story residential building by Evergreen Builders Ltd. in Dhaka, Bangladesh. The report provides information on the construction processes for columns, beams, slabs, and stairs observed at the site, including formwork, reinforcement, casting, and curing. It also discusses challenges encountered and their solutions. The objective of the report is to document Rubyat's practical experience in superstructure construction work.
PRACTICUM REPORT ON Monitoring the Construction Process of Superstructure ...Rubel Rana
A Practicum Report Submitted to Practicum & Placement Committee, Department of Civil Engineering, College of Engineering & Technology (CEAT), IUBAT for the Partial Fulfillment of the Requirement for the
Bachelor of Science in Civil Engineering (BSCE) Degree
Este documento presenta el plan de estudios de la asignatura de Bioquímica 1. Incluye 8 unidades temáticas que cubren conceptos básicos de bioquímica como agua, electrolitos, aminoácidos, proteínas, enzimas, carbohidratos y lípidos. El objetivo general es que los estudiantes adquieran conocimientos sobre las bases químicas del metabolismo que les permitan comprender los procesos bioquímicos a nivel celular y fisiológicos.
The document discusses elements that contribute to building a strong corporate culture. It identifies clear mission, respect among employees, solid communication, and superior performance as key elements of a strong culture. It also discusses defining the culture, teaching and living the culture, measuring the culture, and rewarding behaviors that support the culture as important for building an organizational culture. Finally, it notes that defining a legacy, hiring smartly, being ready to change, keeping the culture authentic, and involving employees are important for building a strong corporate culture.
Accountancy 12th class project work(Both Comprehensive and specific)Himanshu Mishra
I have uploaded Accountancy 12th class project work(Which Includes Both Comprehensive and specific) as per latest CBSE guidelines 2015 . This project consist of 52pages where i have uploaded 32 pages (Ledger accounts and introduction have been depleted which you can write on your own)
If any query please persist hmishra678@gmail.com (Himanshu Mishra)
Designing with your ideas helps us bring your dreams to life and add comfort to your life.
Our design process begins with you. You are a critical part of the design team and as a team we often find hidden potential within the scope of the project.
We develop the ideas that fit your lifestyle while working within your financial investment range to achieve a well balanced project.
Presenting your ideas is as much fun as designing them.
The document discusses a building construction project in Bangladesh. It provides an overview of the company undertaking the project, Nirapad Real Estate & Development Ltd. It then details the project site, design plans, construction processes used for elements like slabs and brickwork, and issues identified during construction along with recommendations. The overall aim was to gain practical experience in construction management and monitoring work progress and quality.
This document provides an overview of multistory building design and analysis. It discusses reinforced concrete multistory buildings consisting of slabs, beams, girders and columns forming a rigid monolithic system. It also describes how multistory buildings can be modeled as three-dimensional space frames and analyzed independently in two perpendicular horizontal axes. Finally, it covers various structural analysis methods that can be used depending on the building size and importance, ranging from approximate manual methods to more sophisticated computer-based techniques.
The document proposes constructing a one-storey residential building to address the client's housing needs. It will include three bedrooms, two kitchens, and a porch. The building will cost approximately 1.15 million pesos to build and will solve the client's current problems of high rental costs and transportation expenses, while providing a comfortable living environment. Facility requirements like appliances, electricity, and water access are also addressed. The construction is proposed to alleviate the client's housing issues for many years.
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
New improved version of Writing Project Proposals in February 2014.
5. construction equipment Building ConstructionHamdija Velagic
The document discusses various types of construction equipment used on building sites, including earthmoving equipment like excavators and bulldozers, construction vehicles like dump trucks and trailers, material handling equipment like cranes and forklifts, and other equipment like concrete mixers and compactors. It provides details on the purpose and function of each type of equipment, with examples of specific models within each category. The goal is to classify the wide variety of machines commonly found on construction sites based on their application and use.
How to Build a Dynamic Social Media PlanPost Planner
Stop guessing and wasting your time on networks and strategies that don’t work!
Join Rebekah Radice and Katie Lance to learn how to optimize your social networks, the best kept secrets for hot content, top time management tools, and much more!
Watch the replay here: bit.ly/socialmedia-plan
http://inarocket.com
Learn BEM fundamentals as fast as possible. What is BEM (Block, element, modifier), BEM syntax, how it works with a real example, etc.
The document discusses how personalization and dynamic content are becoming increasingly important on websites. It notes that 52% of marketers see content personalization as critical and 75% of consumers like it when brands personalize their content. However, personalization can create issues for search engine optimization as dynamic URLs and content are more difficult for search engines to index than static pages. The document provides tips for SEOs to help address these personalization and SEO challenges, such as using static URLs when possible and submitting accurate sitemaps.
This document discusses managing employee performance and conduct in NSW public schools. It outlines the roles of different teams in addressing staff efficiency and conduct issues. Examples of conduct that may require disciplinary action are provided. Standards for teacher and executive performance are described. The document also details processes for informal support and formal improvement programs to address performance issues.
The document provides an overview of the North Carolina teacher evaluation process. It discusses the performance rating scale, requirements for observations and conferences, development of professional development plans, and use of artifacts in evaluating teacher performance against standards. The key aspects of the evaluation process include teacher self-assessment, formal and informal observations by administrators, pre- and post-observation conferences, and an end-of-year summary evaluation conference where an overall performance rating is determined.
The document proposes revisions to Ofsted's inspection framework for further education and skills providers in England. Key changes include fewer graded judgements focusing on outcomes for learners, quality of teaching and leadership/management. Inspections will have greater focus on teaching observation, narrowing achievement gaps, and leadership's impact on learning. Outstanding providers will see less routine inspection. The consultation timeline is outlined, with implementation planned for September 2012.
The Fayston Elementary School 2010-2011 Action Plan outlines goals and strategies in three areas:
1. Technology: Teachers will improve technology skills like Mimios, cameras and online resources to provide 21st century learning. Progress will be tracked through self-assessments, goal-setting, and evidence of skills applied in teaching.
2. Mathematics: Teachers will stay informed on best practices and work to improve math instruction, as measured by test scores and knowledge sharing. Struggling students will receive supplemental instruction to address individual needs.
3. School climate: All staff and students will maintain a safe, respectful learning environment free of bullying or harassment. Strategies include surveys, meetings, and Responsive Class
Sarah Aitken - Presenting Eaquals: Preparing for a successful Eaquals inspectioneaquals
Eaquals is an international non-profit organization that provides accreditation and quality assurance for language education programs. During an Eaquals accreditation inspection, inspectors will review documents prior to their visit, observe teaching, hold meetings with staff and students, check accommodation if applicable, and provide feedback and recommendations rather than final results on the last day. Eaquals evaluates language schools based on 12 quality standards including course design, teaching, resources, and student services. Effective course design involves defining the school's educational philosophy, setting clear learning objectives linked to the CEFR for each level, and creating documents for teachers and students to ensure coherent planning from global to lesson levels.
This document outlines requirements for principal preparation programs in Illinois, focusing on ensuring programs develop skills related to student learning and school improvement. It discusses goals of preparing effective school leaders and providing a safe learning environment. Requirements include partnerships with school districts, standards-aligned curriculum, candidate selection processes, extensive internship/residency experiences, and assessment of skills in data analysis, school improvement planning, teacher evaluation, and managing school operations.
The document outlines a peer coaching guide for teachers. It defines peer coaching as a process where teachers observe each other and provide feedback to improve instruction. The purposes are to develop a collaborative approach to teaching, acquire new skills, and enhance student achievement. Characteristics include voluntary participation and confidential, non-evaluative feedback. An Instructional Facilitator coordinates the program. Coaches are experienced teachers committed to assisting colleagues. Reasons for teachers to participate include improving instruction and gaining guidance. The coaching process involves pre-observation conferences, classroom observations, and post-observation feedback sessions. Research shows that peer coaching is an effective professional development model that improves teacher skills and benefits students.
The document outlines the guidelines and procedures for the University of Phoenix Principal Preparation Internship program. It describes a 5-step process for the internship including: 1) approval, 2) communication requirements, 3) a first evaluation, 4) a second evaluation, and 5) a final evaluation. The field supervisor is responsible for conducting observations, evaluations, and conferencing with the intern and mentor principal at various points during the 240-hour internship. The overall goal is for interns to demonstrate competency across the Texas state standards for principal certification.
Monitoring and Supervising Curriculum & Curriculum Revision and EvaluationShaharyarShoukatShou
This document provides an overview of curriculum monitoring and supervision. It discusses:
- Definitions of curriculum and its key elements/components like goals, content, learning experiences, and evaluation approaches.
- The importance of curriculum monitoring in determining if a curriculum is still relevant/effective and making improvements.
- The role of curriculum supervision in planning, directing, supporting the development, implementation and evaluation of curriculum.
- The process of curriculum revision to update and improve curriculum according to changes in needs, knowledge, and practices. It outlines the steps involved in revising curriculum according to the Higher Education Commission of Pakistan.
The document outlines the Higher Diploma Programme for teacher educators in Ethiopia. The program aims to improve teacher education quality through developing teacher educators' skills and professionalism. It consists of 4 modules taught using student-centered learning and continuous assessment. Teacher educators are expected to actively participate, complete assignments, and will either pass or be referred to repeat sections. Successful completion requires a portfolio demonstrating reflective teaching development and improvement of student-centered practices.
This document discusses the RPMS-PPST (Results-based Performance Management System - Performance and Planning Self-Assessment Tool) for the 2019-2020 school year in the Philippines. It includes a self-assessment tool for teachers to evaluate their own strengths and needs, as well as classroom observation tools used by raters like principals and department heads to evaluate teacher performance. The self-assessment tool includes sections for demographic information, objectives, and development plans where teachers identify their strengths, needs for improvement, and action plans. The classroom observation tool provides a rubric to rate teachers on indicators of teaching practice with increasing levels of proficiency.
The document discusses the refinement of the Philippines secondary education curriculum. It outlines a 3-stage process used to design the curriculum based on the Understanding by Design model. Stage 1 identifies desired learning outcomes through content and performance standards. Stage 2 focuses on assessment of student learning. Stage 3 details instructional activities to achieve the standards. Feedback from curriculum trials was used to further refine the standards and curriculum elements. The resulting curriculum focuses on essential understandings, sets high expectations, and allows for personalized learning while integrating special programs.
The document is a position description for a National RTO Administration & Compliance Coordinator position. The role involves coordinating and implementing the administration and compliance of an organization's Registered Training Organization. Key responsibilities include supervising RTO employees, coordinating administration and compliance activities, ensuring proper implementation of finances, and liaising with RTO staff. The role also occasionally involves training and assessment duties such as developing teaching materials, delivering and assessing training, and moderating outcomes.
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
The document provides guidance on developing effective classroom observation criteria and tools for teacher evaluations. It recommends that criteria focus on areas most connected to student outcomes, set high performance expectations, and use clear and precise language. Criteria should be student-centered by requiring evidence of student engagement and learning, not just describing teacher actions. The document provides examples of rigorous criteria focused on student outcomes and behaviors versus more general teacher-centered criteria.
The document provides guidance for support specialists on the teacher evaluation and goal setting process in the North Haven Public Schools district. It outlines that specialists will have one Student Learning Objective (SLO) with two measures of student growth, which counts for 45% of the evaluation. Observations of performance and practice by an administrator counts for 40%, with the remaining 15% comprised of parent/peer feedback (10%) and a whole-school indicator (5%). It provides details on the evaluation timeline, categories for tenured vs. pre-tenured teachers, the observation process, and resources for goal setting.
The document provides an overview of the Teacher Keys Effectiveness System (TKES) used to evaluate teachers in Georgia. TKES uses 3 components to generate a Teacher Effectiveness Measure: professional growth (20%), teacher assessment on 10 performance standards (50%), and student growth (30%). Teachers of tested subjects use Student Growth Percentiles while other teachers use LEA Determined Measures. The document reviews the TKES process, components, performance standards, and teacher responsibilities for goal-setting and evaluation conferences.
This document provides a summary of a presentation about supporting charter schools to serve increased numbers of students with disabilities. The presentation was given by Bob Farran, a consultant and former SELPA Director, and Christine Suh, Ed.D, the Executive Director of Program Development at DirectEd Specialized Services. Contact information is provided for Mihal Spiegel at DirectEd for those seeking more information. The presentation covers the history of charter schools and service delivery models, the continuum of service options available to support students with disabilities, and considerations for implementing expanded services at charter schools.
The document discusses the ADDIE model of instructional design. It focuses on the development and implementation phases. In the development phase, instructional materials are selected or generated based on the analysis and design phases. The implementation phase involves delivering the instruction through various methods like the classroom or computer. Key aspects of implementation include the syllabus, resource planning, instruction schedule, assessments, and student tracking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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?
Each appraiser may complete as many walk-throughs as they choose. There is no limit to how many they choose to complete.
The written summary may or may not include notes. This summary is of the evaluation and is only one part of the overall annual summative report.
Only provide information that is pertinent. Document everything. Keep good notes at meetings and submit all certificates of completion for continuing professional education units.
The written documentation should pertain to the 8 domains of PDAS. The summative annual appraisal is between the appraiser and the teacher. At the summative annual conference, the summative annual appraisal is discussed.
The appraiser or principal may add any documentation they choose, I.e. parents letters, to the annual appraisal report but they must give the teacher a copy within 10 working days.
If the appraiser says no, its no. Also, the 45 minute observation may be scheduled if the appraiser agrees.
The appraiser must share the annual summative report with the teacher 5 days before the summative annual conference. This allows the teacher the opportunity to gather documentation to improve the report.
The appraiser may collect all the documentation they wish, but in order to use it they must notify the teacher and rewrite the annual summative report. The teacher has the right to provide a written rebuttal to the change and provide documentation.
Information in yellow is offered through ER&D Foundations of Effective Teaching
Activity: Have groups of 3 define the above phrases.
What is active participation? What kinds of connections should be made?
Use of technology is more than word processing.
Activity: Motivation: Is it intrinsic or extrensic? Discuss with others at the table.
Know your TAAS/TAKS data and reinforce student needs. Give constructive feedback to students and check for understanding.
3=33 Bring in a discussion of discipline.
Document all individual interaction with students and parents. Give the facts and try to be supportive.
Don’t belittle students and try to make one positive contact each semester for each student.
Know your TAAS/TAKS data.
Always attempt to improve.
Comply with district directives unless otherwise directed.