The document provides an orientation for teachers on a school district's Professional Development and Appraisal System (PDAS). It outlines the appraisal process, including teacher self-reports, formal observations, walkthroughs, and a summative annual conference. The goal of the system is to improve student performance through teacher professional development. Key aspects of the system include learner-centered evaluations, high standards of teaching proficiency, and teacher growth and improvement through collaboration.
This document is Danielle Vinson's transcript from Capella University. It shows that she earned a Master of Science in Organizational Development, with a specialization in General Organizational Development. In the fall of 2009 and winter of 2010, she took four graduate courses and received A's in all of them, maintaining a 4.0 GPA. The transcript provides her student information, courses taken, grades, credits, and other details about her academic record and performance at Capella University.
The document provides instructions for a reflection report on a 15-hour field observation experience in an educational setting. Students are asked to write a 2-3 page double-spaced essay divided into 5 paragraphs, with each paragraph responding to a question about diversity and inclusion. The questions address observations of classroom demographics and inclusion strategies; tools for English learners and learning communities; religious pluralism; developmentally appropriate classrooms; and beliefs about all students' ability to learn. Students must cite examples from the provided chapters and suggest inclusive software or websites for their future classrooms.
The document summarizes the author's observations in an Exceptional Student Education (ESE) classroom. The author observed varying types of ESE classrooms, including those for students with specific learning disabilities, other health impairments like ADHD, autism spectrum disorder, and more. The author found the experience extremely valuable and realized they were more interested in teaching first grade than kindergarten. They were surprised to see the students in the autism classroom being more disobedient than expected but changing their perception after observing the teachers' techniques. The author learned a lot about educating students with disabilities and their education opportunities through organizations like IDEA.
Mrs. Dizon first introduced the
lesson for the day which is about
adjectives. She told the students that by
the end of the lesson, they should be able
to identify and classify adjectives.
2. Specify the desired learning
outcomes.
Mrs. Dizon specified the learning
outcomes which are:
1. Identify adjectives in sentences.
2. Classify adjectives into describing
adjectives and limiting adjectives.
8|Field Study 2 - Experiencing the Teaching - Learning Process
3. Focus on the learner.
Mrs. Dizon focused on the learners by
giving them activities to apply what they
The document discusses the teaching approaches and methods observed being used by the resource teacher, Mary Juliet Doño. A variety of approaches were observed, including deductive, inductive, demonstration, problem-solving, discovery, and constructivist approaches. The student provided analysis of the approaches used and when each may be best applied. In the reflections, the student discussed factors to consider when choosing a teaching approach such as learning objectives, subject matter, learners, and teacher ability. In the portfolio, characteristics of constructivist and metacognitive approaches were shown along with research on advantages and uses of various teaching methods.
The document outlines the North Carolina educator evaluation system. It describes the 4 main components of the evaluation process: 1) training and orientation, 2) self-assessment, goal setting and pre-conferencing, 3) observation cycles, and 4) summary evaluation and goal setting. Each component includes multiple steps to be completed within specified timeframes throughout the school year.
Appraisal and Performance Management in Schools - A practical approachMark S. Steed
This presentation discusses the rationale and methodology that lies behind the Berkhamsted Schools Group appraisal structure. The approach is loosely based on an industry model that considers ‘Attitudes and Behaviours’ as well as ‘Performance outcomes’. The senior team have developed a structure using a suite of appraisal grids for each of the key roles within the organisation: teacher, teaching assistant, Head of Department and Senior Leaders. The teacher appraisal structure applies from Early Years through to Sixth Form.
The presentation was given by Mark S. Steed, Principal of Berkhamsted Schools Group at TLAB15 on Saturday 21st March, 2015 hosted at Berkhamsted School.
The document provides an overview of Wisconsin's educator effectiveness system, which uses the Danielson Framework for Teaching to evaluate educators. It describes the key components of the system, including setting student learning objectives and professional practice goals to identify strengths and areas of growth. Data from pilots of the system found that educators rated themselves lowest on assessment-related practices and goals. The system is intended to improve student outcomes by supporting educators' professional development and reflection on their practice.
This document is Danielle Vinson's transcript from Capella University. It shows that she earned a Master of Science in Organizational Development, with a specialization in General Organizational Development. In the fall of 2009 and winter of 2010, she took four graduate courses and received A's in all of them, maintaining a 4.0 GPA. The transcript provides her student information, courses taken, grades, credits, and other details about her academic record and performance at Capella University.
The document provides instructions for a reflection report on a 15-hour field observation experience in an educational setting. Students are asked to write a 2-3 page double-spaced essay divided into 5 paragraphs, with each paragraph responding to a question about diversity and inclusion. The questions address observations of classroom demographics and inclusion strategies; tools for English learners and learning communities; religious pluralism; developmentally appropriate classrooms; and beliefs about all students' ability to learn. Students must cite examples from the provided chapters and suggest inclusive software or websites for their future classrooms.
The document summarizes the author's observations in an Exceptional Student Education (ESE) classroom. The author observed varying types of ESE classrooms, including those for students with specific learning disabilities, other health impairments like ADHD, autism spectrum disorder, and more. The author found the experience extremely valuable and realized they were more interested in teaching first grade than kindergarten. They were surprised to see the students in the autism classroom being more disobedient than expected but changing their perception after observing the teachers' techniques. The author learned a lot about educating students with disabilities and their education opportunities through organizations like IDEA.
Mrs. Dizon first introduced the
lesson for the day which is about
adjectives. She told the students that by
the end of the lesson, they should be able
to identify and classify adjectives.
2. Specify the desired learning
outcomes.
Mrs. Dizon specified the learning
outcomes which are:
1. Identify adjectives in sentences.
2. Classify adjectives into describing
adjectives and limiting adjectives.
8|Field Study 2 - Experiencing the Teaching - Learning Process
3. Focus on the learner.
Mrs. Dizon focused on the learners by
giving them activities to apply what they
The document discusses the teaching approaches and methods observed being used by the resource teacher, Mary Juliet Doño. A variety of approaches were observed, including deductive, inductive, demonstration, problem-solving, discovery, and constructivist approaches. The student provided analysis of the approaches used and when each may be best applied. In the reflections, the student discussed factors to consider when choosing a teaching approach such as learning objectives, subject matter, learners, and teacher ability. In the portfolio, characteristics of constructivist and metacognitive approaches were shown along with research on advantages and uses of various teaching methods.
The document outlines the North Carolina educator evaluation system. It describes the 4 main components of the evaluation process: 1) training and orientation, 2) self-assessment, goal setting and pre-conferencing, 3) observation cycles, and 4) summary evaluation and goal setting. Each component includes multiple steps to be completed within specified timeframes throughout the school year.
Appraisal and Performance Management in Schools - A practical approachMark S. Steed
This presentation discusses the rationale and methodology that lies behind the Berkhamsted Schools Group appraisal structure. The approach is loosely based on an industry model that considers ‘Attitudes and Behaviours’ as well as ‘Performance outcomes’. The senior team have developed a structure using a suite of appraisal grids for each of the key roles within the organisation: teacher, teaching assistant, Head of Department and Senior Leaders. The teacher appraisal structure applies from Early Years through to Sixth Form.
The presentation was given by Mark S. Steed, Principal of Berkhamsted Schools Group at TLAB15 on Saturday 21st March, 2015 hosted at Berkhamsted School.
The document provides an overview of Wisconsin's educator effectiveness system, which uses the Danielson Framework for Teaching to evaluate educators. It describes the key components of the system, including setting student learning objectives and professional practice goals to identify strengths and areas of growth. Data from pilots of the system found that educators rated themselves lowest on assessment-related practices and goals. The system is intended to improve student outcomes by supporting educators' professional development and reflection on their practice.
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.
Presentation on the relationship of the Certification of Teaching Capacity (CTC) form and the NC Educator Evaluation System for UNCP Spring 2013 Student Interns.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
The document outlines the 8-step teacher evaluation process for North Carolina teachers. [1] The process begins with training and orientation for teachers, principals, and peer evaluators. [2] Teachers then complete a self-assessment using the evaluation rubric and set goals. [3] Observations, both formal and informal, are conducted by principals and peers within the first 9 weeks. [4] The process concludes before the end of the school year with a summary evaluation conference where teachers receive an overall rating and develop a professional development plan.
How to Benefit from Meaningful Learning Assessments and EvaluationsLambda Solutions
In this Master Class, you will learn how to:
1. Illustrate the importance of using language-based assessment methods
2. Be able to use Rubrics and Outcomes for language-based assessments in a course
3. Be able to use competencies and evidence-based assessments
The document discusses the portfolio assessment process for teachers under the RPMS. It defines key terms, outlines the objectives and steps in pre-assessment, assessment, and post-assessment. Examples are provided to demonstrate how to rate teacher portfolios based on the measures of performance submitted and compute an overall portfolio rating. Forms like the IPRCRF are introduced to guide the assessment and facilitate development planning.
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
This document outlines an agenda for a meeting focused on deepening understanding of inquiry-based teaching. The goals of the meeting are to deepen knowledge of inquiry, understand how it connects to teaching standards, and develop compelling focus questions. The agenda includes reviewing the inquiry process, examining how inquiry impacts teaching practice, and developing focus questions that meet criteria like being focused on improving teaching and engaging. Teachers are guided to identify areas of strength and growth, choose an inquiry focus, and outline the academic content and assessments for their inquiry project.
Evaluating the training programs PPT: The Four levels ( Kirkpatrick's Four-Le...mpavi257
Level 4 is the final level of the Kirkpatrick model of training evaluation. It seeks to measure changes in business performance that have come about through learners applying their new learning to the workplace.
For organisation leaders in particular, this may be regarded as where the bottom-line value of training lies. However, gathering evaluation data at this level is a complex task which involves measuring the impact of training on business performance measures as reported by learners’ managers and other key stakeholders.
The specific performance measures used will depend on the individual organisation and, crucially, on the agreed objectives and expectations of outcomes from the training programme.
Examples of measures include changes to:
productivity/output rates
sales volumes
employee turnover rates
customer satisfaction and retention rates
number of customer complaints
wastage rates
non-compliance
rate of accidents per year
number of sick-absence days per month
number of cancelled training days/sessions
recruitment costs.
In many organization's some or all of these will be in place alongside other performance measures within existing management systems and reporting.
The document outlines components of teacher performance appraisal including demonstrating knowledge of performance appraisal, analyzing teacher performance appraisal models, and demonstrating understanding of learning communities to support teacher development. It discusses purposes, processes, roles, methods, models, benefits, and strategies for continuous growth related to teacher performance appraisal. The background information provided historical context on teacher appraisal policies and processes in Kenya from 1983 to present.
Building the Teaching Portfolio Related toDarylJoyTiama1
This document outlines the content and objectives of Module 5 of an LDM course. The module focuses on building a teaching portfolio to document evidence of implementing modalities from previous modules. It contains two lessons - the first on what a teaching portfolio is and how to identify relevant evidence from prior work, and the second on using an evaluation rubric to structure the portfolio. Learners are guided through activities like reviewing portfolio examples, discussing evidence with peers, and finalizing an evidence list to organize into their teaching portfolio for evaluation at the end of the course.
This document provides an overview of custom reporting in Schoolnet. It discusses defining student sets ("the who") and report parameters and data selections ("the what") to build custom reports. Key points include:
- The "who" is the student set, defined by applying filters to select specific students.
- The "what" includes report parameters like formatting, rows and columns, and data constraints to select assessment data.
- Custom reports and analysis spreadsheets allow defining the "who" and "what" separately. Pre-formatted reports have limited options.
- Reports can be saved, published to share, and tagged as "key reports" for easy access by others.
The document summarizes the development of a program to recognize excellence in online course design through a peer review process. It describes the goals of improving online courses and helping institutions achieve recognition. Details include establishing submission guidelines, assembling review teams, providing feedback to applicants, and recognizing the benefits to instructors and students. In the first two years, the program reviewed 13 courses total and recognized 4 as exemplary.
This document outlines the syllabus for an introductory project management course. It includes an overview of the course description, rationale, goals and schedule. The instructor is introduced and their background and certifications are provided. Key topics that will be covered include the triple constraint, developing project management skills, initiating and defining projects, risk assessment, and project execution, control and closure. Course assignments such as exercises, projects and exams are described. Grading criteria, policies and expectations are also reviewed.
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
This document provides the course plan for the subject "PPM" (Project Planning and Management) at Punjab College of Technical Education in Ludhiana. It outlines the objectives of the course, which are to help students understand modern management concepts, techniques, and their application to business management. The course will include 64 lectures, 4 assignments, 4 tests, and 4 case studies. Students will be evaluated based on their performance on these assessments, as well as group presentations on selected companies. The class will use a lecture-discussion format with an emphasis on interactive learning. Students must maintain a minimum attendance of 75% and adhere to deadlines for assignments and tests.
This document discusses key concepts in assessing student learning outcomes. It explains that outcome assessment is used to determine if a program is achieving desired learning results. There are various assessment methods, including traditional tests as well as authentic assessments like portfolios and performance tasks. Scoring rubrics are used to evaluate student work objectively according to established criteria. Assessment should account for student multiple intelligences and allow diverse ways for demonstrating knowledge. The goal is to obtain a full picture of what students have learned through various assessment practices.
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.
Presentation on the relationship of the Certification of Teaching Capacity (CTC) form and the NC Educator Evaluation System for UNCP Spring 2013 Student Interns.
A presentation to UNCP Spring 2013 Student Interns on the relationship between the NC Educator Evaluation System for inservice teacher and the pre-service rubric and the Certification of Teaching Capacity form.
The document outlines the 8-step teacher evaluation process for North Carolina teachers. [1] The process begins with training and orientation for teachers, principals, and peer evaluators. [2] Teachers then complete a self-assessment using the evaluation rubric and set goals. [3] Observations, both formal and informal, are conducted by principals and peers within the first 9 weeks. [4] The process concludes before the end of the school year with a summary evaluation conference where teachers receive an overall rating and develop a professional development plan.
How to Benefit from Meaningful Learning Assessments and EvaluationsLambda Solutions
In this Master Class, you will learn how to:
1. Illustrate the importance of using language-based assessment methods
2. Be able to use Rubrics and Outcomes for language-based assessments in a course
3. Be able to use competencies and evidence-based assessments
The document discusses the portfolio assessment process for teachers under the RPMS. It defines key terms, outlines the objectives and steps in pre-assessment, assessment, and post-assessment. Examples are provided to demonstrate how to rate teacher portfolios based on the measures of performance submitted and compute an overall portfolio rating. Forms like the IPRCRF are introduced to guide the assessment and facilitate development planning.
The document outlines strategies for effective course and classroom management. It discusses Fink's 12 steps for course design, which include identifying learning goals and outcomes, selecting teaching activities, and integrating feedback and assessment. It provides guidance on syllabus design, including recommended components. For classroom management, it recommends planning for the first day, making a strong impression, setting clear expectations, and dealing with difficult students or fears. The overall document provides guidance to educators on best practices for course and syllabus preparation as well as classroom management techniques.
This document outlines an agenda for a meeting focused on deepening understanding of inquiry-based teaching. The goals of the meeting are to deepen knowledge of inquiry, understand how it connects to teaching standards, and develop compelling focus questions. The agenda includes reviewing the inquiry process, examining how inquiry impacts teaching practice, and developing focus questions that meet criteria like being focused on improving teaching and engaging. Teachers are guided to identify areas of strength and growth, choose an inquiry focus, and outline the academic content and assessments for their inquiry project.
Evaluating the training programs PPT: The Four levels ( Kirkpatrick's Four-Le...mpavi257
Level 4 is the final level of the Kirkpatrick model of training evaluation. It seeks to measure changes in business performance that have come about through learners applying their new learning to the workplace.
For organisation leaders in particular, this may be regarded as where the bottom-line value of training lies. However, gathering evaluation data at this level is a complex task which involves measuring the impact of training on business performance measures as reported by learners’ managers and other key stakeholders.
The specific performance measures used will depend on the individual organisation and, crucially, on the agreed objectives and expectations of outcomes from the training programme.
Examples of measures include changes to:
productivity/output rates
sales volumes
employee turnover rates
customer satisfaction and retention rates
number of customer complaints
wastage rates
non-compliance
rate of accidents per year
number of sick-absence days per month
number of cancelled training days/sessions
recruitment costs.
In many organization's some or all of these will be in place alongside other performance measures within existing management systems and reporting.
The document outlines components of teacher performance appraisal including demonstrating knowledge of performance appraisal, analyzing teacher performance appraisal models, and demonstrating understanding of learning communities to support teacher development. It discusses purposes, processes, roles, methods, models, benefits, and strategies for continuous growth related to teacher performance appraisal. The background information provided historical context on teacher appraisal policies and processes in Kenya from 1983 to present.
Building the Teaching Portfolio Related toDarylJoyTiama1
This document outlines the content and objectives of Module 5 of an LDM course. The module focuses on building a teaching portfolio to document evidence of implementing modalities from previous modules. It contains two lessons - the first on what a teaching portfolio is and how to identify relevant evidence from prior work, and the second on using an evaluation rubric to structure the portfolio. Learners are guided through activities like reviewing portfolio examples, discussing evidence with peers, and finalizing an evidence list to organize into their teaching portfolio for evaluation at the end of the course.
This document provides an overview of custom reporting in Schoolnet. It discusses defining student sets ("the who") and report parameters and data selections ("the what") to build custom reports. Key points include:
- The "who" is the student set, defined by applying filters to select specific students.
- The "what" includes report parameters like formatting, rows and columns, and data constraints to select assessment data.
- Custom reports and analysis spreadsheets allow defining the "who" and "what" separately. Pre-formatted reports have limited options.
- Reports can be saved, published to share, and tagged as "key reports" for easy access by others.
The document summarizes the development of a program to recognize excellence in online course design through a peer review process. It describes the goals of improving online courses and helping institutions achieve recognition. Details include establishing submission guidelines, assembling review teams, providing feedback to applicants, and recognizing the benefits to instructors and students. In the first two years, the program reviewed 13 courses total and recognized 4 as exemplary.
This document outlines the syllabus for an introductory project management course. It includes an overview of the course description, rationale, goals and schedule. The instructor is introduced and their background and certifications are provided. Key topics that will be covered include the triple constraint, developing project management skills, initiating and defining projects, risk assessment, and project execution, control and closure. Course assignments such as exercises, projects and exams are described. Grading criteria, policies and expectations are also reviewed.
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
This document discusses performance-based assessment in language teaching. It defines performance-based assessment as strategies that require students to apply knowledge and skills through tasks. The document outlines steps for developing performance-based assessments, including identifying the task, listing important aspects, limiting criteria, and expressing criteria as observable behaviors. Advantages include assessing different perspectives and promoting student motivation. Disadvantages include being time-consuming and requiring careful training of raters. The document also discusses constructing language performance tests through needs analysis, task definition, and developing scoring systems and criteria.
This document provides the course plan for the subject "PPM" (Project Planning and Management) at Punjab College of Technical Education in Ludhiana. It outlines the objectives of the course, which are to help students understand modern management concepts, techniques, and their application to business management. The course will include 64 lectures, 4 assignments, 4 tests, and 4 case studies. Students will be evaluated based on their performance on these assessments, as well as group presentations on selected companies. The class will use a lecture-discussion format with an emphasis on interactive learning. Students must maintain a minimum attendance of 75% and adhere to deadlines for assignments and tests.
This document discusses key concepts in assessing student learning outcomes. It explains that outcome assessment is used to determine if a program is achieving desired learning results. There are various assessment methods, including traditional tests as well as authentic assessments like portfolios and performance tasks. Scoring rubrics are used to evaluate student work objectively according to established criteria. Assessment should account for student multiple intelligences and allow diverse ways for demonstrating knowledge. The goal is to obtain a full picture of what students have learned through various assessment practices.
1. Professional Development
Teacher
Training Center
Teacher Orientation
The Professional Development
and
Appraisal System
2. Welcome to PDTTC
Teacher Orientation
► Please be sure you have signed in.
► Help yourself to coffee, etc.
► Please introduce yourself to your “new
friends” at your table.
► Take a minute to look through your
materials.
2
4. PDTTC PDAS Orientation
► Professional Development Teacher Training
Center shall ensure that all teachers are provided
with an orientation of the Professional
Development and Appraisal System (PDAS) no
later than the final day of the first three weeks of
school and at least three weeks before the first
observation.
► Your understanding of the information in this
orientation will be greatly enhanced by your
active participation.
► We will need to keep to our schedule in order to
finish on time.
4
6. Overview of the System
This presentation provides an overview
of the elements of the PDAS system
and its goal:
“…to improve student performance
through the professional development
of teachers.”
6
7. PDAS Characteristics
► Learner Centered
► Aligned
► High Standard of Proficiency
► Teacher Growth and Teacher
Improvement
► Collaboration
7
8. Appraisal Process Steps
► Teacher Orientation
► Teacher Self Report (TSR)
► Formal Classroom Observation
► Walkthroughs
► Student Performance as seen in
Campus Performance Rating
► Summative Annual Report/Conference
8
9. APPRAISAL PERIOD TIME LINE
SCHOOL CALENDAR YEAR
First 12 Weeks Second 12 Weeks Third 12 Weeks Last 15 Days
of INST.
Teacher
Orientation
• Within 1st 3 weeks
• Observations no
earlier than 3 weeks
after this orientation
Teacher Self Teacher Self Report II & III
Report, Part I At least two weeks prior to Summative Conference
• No later than
three weeks after
orientation
Formal Observation
• Minimum of 45 minutes or shorter segments
• Written summary within 10 working days
• Advanced notice may be given/NOT REQUIRED.
• Follow district APPRAISAL CALENDAR
• May have pre- or post-conference at request of Teacher or Appraiser.
WALKTHROUGH VISITS
• To be used at the discretion of the appraiser
• Documentation shared with teacher within 10 days
SUMMATIVE ANNUAL REPORT
• 5 working days before conference
ADDITIONAL TIME LINE ISSUES • No later than 15 working days before last day of instruction
Teacher Response • Observation Summary
• Within 10 working days (Appraiser • Walkthrough documentation
may extend to 15) • Third party/Teacher documentation
• May rebut in writing or request 2nd • Completed TSR
appraisal within 10 working days after SUMMATIVE CONFERENCE
receiving the OSF or Summative • No later than 15 working days before last day of instruction
Annual Appraisal Report • May be waived in writing by Teacher, NOT APPRAISER
• If Appraiser is not administrator on campus, principal/asst. or designated
supervisory staff will participate.
9
10. Classroom Centered Domains
Domain I
► Highlight “Active, successful student
participation” in Domain I Title.
► Highlight “Engaged in learning” Criterion 1.
This is a critical attribute.
► Highlight “Successful in learning” in
Criterion 2.
► With your group, find and highlight the
critical attributes in Criteria 3, 4, and 5.
► You can check your work by looking at the
OSF.
10
11. Classroom Centered Domains
Domain II
► Turn to Domain II.
► Highlight the domain title.
► Highlight the critical attributes as before
and self-check using the OSF in your
manual.
11
12. Examples
► At each table, identify an example for each
of the criteria in Domains I and II from the
classroom segments. They were:
– High School Social Studies
– High School Mathematics
– Middle School English
– High School Urdu
– Physical Training Life Skills
– Primary and Junior Bilingual Reading
– Primary and Junior Mathematics
12
13. Classroom Centered Domains
Domains III, IV, and V
► Turn to Domains III, IV, and V and
highlight the Domain title and critical
attributes.
► Self-check.
13
14. Classroom Centered Domains
Domain III
► You just viewed examples of evaluation
and feedback.
4th Grade Class
High School History Class
High School Physics Class
► With your group, identify examples of each
of the six criteria in Domain III.
14
15. Classroom Centered Domains
Domain IV
► Locate your Scoring Criteria Guide.
► Turn to Domain IV, Criterion 1.
► Notice that additional information is available
in the Scoring Criteria Guide.
► Read notes (1) and (2) at the bottom of the
page. These notes show that there is a
“higher standard” for the criteria in Domain
IV.
► Return to your Appraisal Framework and
highlight the domain title and critical
attributes.
15
16. Classroom Centered Domains
Domain V
► Highlight the critical attributes.
► It is unlikely that appraisers will observe
all of the criteria in Domain V in the
classroom.
► With your group, identify which criteria
are likely to be seen in the classroom
and which are not.
16
17. IMPORTANT TO KNOW
Your appraiser may not have evidence to
rate every criteria in Domain V. In the
formal observation, some of the criteria may
not have been observed in the classroom.
17
18. Professional Development
Domain VI
► Find Domain VI in your PDAS Framework.
► Highlight the domain title and critical
attributes.
► Inference cannot be used in Domain VI.
► Remember, “The goal of PDAS is to
improve student performance through the
professional development of teachers.”
18
19. “Just Do It”
Domain VII
► Find Domain VII in your PDAS Framework.
► Highlight the domain title and critical
attributes.
► In Domain VII, inference can be used to
score “Proficient” only if there is no
evidence of non-compliance with policies.
19
20. Improvement of Academic
Achievement of All Students
on Campus
Domain VIII
► Find Domain VIII - Improvement of
Academic Achievement of All Students
in your Appraisal Framework and
highlight the domain title and critical
attributes of criteria 1-9.
► According to schools’ mission, student
performance must be included in
each teacher’s appraisal.
20
21. Criterion 10
Domain VIII
PLUS 10. Campus Performance Rating of:
A . Exemplary = 4 ______
Recognized = 2 ______
Academically Acceptable = 1 ______
Academically Unacceptable = 0 ______
B. Meets AYP = 1 ______
*Needs Improvement = 0 ______ Total A + B________
*If needs improvement, list in the spaces below Indicators from page 6.
____________________ __________________ Final Total Domain VIII
Participation Performance
____________________ __________________
Graduation Rate/Attend Participation & Performance (Sum of 1-10)
Teacher’s 1 st Year Teacher’s Subsequent
on Campus Years on Campus
Total: 37 to 45 Exceeds Expectations 40 to 50
23 to 36 Proficient 24 to 39
7 to 22 Below Expectations 8 to 23
0 to 6 Unsatisfactory 0 to 7
21
22. Continuous Improvement
Process
Needs Assessment
• Data collection
• Analysis
Summativ Goals &
e Objectives
Evaluation
Quality
Ongoing
Strategies &
Formative
Activities
Evaluation
Student
Performance
Implementation
Professional • Who?
Development & • What?
Sustained Support • What do we need?
22
23. Teacher Self Report (TSR)
Primary Documentation Tool
The TSR:
► Gives you an opportunity to have input
into your appraisal process.
► Serves as a platform to align instruction.
► Is a reflective tool.
► Provides the mechanism to submit
Section I of the TSR in accordance
with the timeline (no later than three
weeks after this orientation).
23
24. Classroom Observation
► The formal observation will take place
according to your campus’s guidelines
manual and is a minimum of 45
minutes.
► Walkthroughs can take place any time
during the year and may be any length
the appraiser feels is necessary.
24
31. Quantity
► Can you see it?
► Did it happen?
► How often?
► How many students?
31
32. Classroom Example
In the following example, classroom
observations will be discussed as
related to the SIVA.
In the science lesson, what evidence
do you see to indicate “Proficient” or
above?
32
33. Teacher Self Report
Parts II and III
► Parts II and III of the TSR give you an
opportunity to give your appraiser
additional information about your efforts
to improve your students’ performance.
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34. Summative Annual
Conference
► Your summative annual conference will
occur within the required timeline, and
“…shall focus on the written summative
report and related data sources.”
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35. All that’s left . . .
► PDAS Teacher Checklist
Campus completion of orientation
TSR, Section I by .
Observation and other data - walkthroughs
Conference(s)
TSR, Sections II & III by .
Summative Annual Conference
by .
► Questions today?
► Questions later – Your administrator or
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36. Professional Development and
Appraisal System
Remember, “The goal of PDAS is to
improve student performance
through the professional
development of teachers.”
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