PDAS Overview La Porte ISD 2015 - 2016. What is PDAS? PDAS: Professional Development and Appraisal...
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Transcript of PDAS Overview La Porte ISD 2015 - 2016. What is PDAS? PDAS: Professional Development and Appraisal...
PDASOverview
La Porte ISD2015 - 2016
What is PDAS?
PDAS: Professional Development and Appraisal System
Goal: To improve student performance through professional development and mentoring
Guidelines outlined in Chapter 150 of the Texas Education Code
Appraisal Process
► Teacher Orientation► Teacher Self Report (TSR)► Formal Classroom Observation► Walkthroughs► Student Performance as seen in
assessment data, Campus Performance Rating, TAPR and AYP
► Summative Annual Report/Conference
Teacher Self-Report
Gives you the opportunity to have input into the appraisal process
Is a reflective tool Serves as a platform to align
instruction Gives appraiser information that was
not observed in the classroom Discussed at your summative
conference
Classroom Observations
Formal Observation – will take place according to district guidelines and will be a minimum of 45 minutes
Walk-Throughs- Can take place anytime throughout the year and may be any length the appraiser feels is necessary; a minimum of two WTs in the fall and two in the spring
Scoring Factors and Performance Standards
Critical Attributes of the 8 domains
Quality – SIVA = Strength, Impact, Variety, Alignment
Quantity – How much & how often
Let’s Take a Closer Look Together…
Domain I: Active, Successful Student Participation in the Learning Process
Actively engaged Successful in learning Learning at a high cognitive level Self-directed in objectives Connecting learning
Domain II: Learner-Centered Instruction
Objectives/goals include knowledge, skills and central themes- Theme: universal, timeless, and serve to make connections across disciplines. Topics are not themes!
Content is learner-centered Promotes critical thinking Motivates / engages Aligned with objectives, student
characteristics, prior learning, life applications
Domain II: Learner-Centered Instruction cont’d
Varied activities, pacing/sequencing appropriate
Emphasis on value and importance of activity / content
Appropriate questioning / inquiry techniques to challenge
Effective use of technology, yes technology
Domain III: Evaluation and Feedback on Student Progress
Progress is monitored and assessed Assessment/feedback is aligned with
goals and objectives Assessment strategies are
appropriate for characteristics of students
Learning is reinforced – specific Specific, constructive feedback Opportunities for re-learning, re-
evaluation
Domain IV: Management of Student Discipline, Instructional Strategies,
Time and Materials Effective discipline management
procedures Class environment is self-directed Fair/equitable interactions T specifies expectations for behavior Redirects off-task, disruptive behavior Reinforces desired behavior Materials are equitable, varied Manages time and materials
Domain V: Professional Communication
Appropriate/accurate verbal, non-verbal, written communication with students, parents, colleagues, etc.
Encourages/supports reluctant students and/or those having difficulty
Interactions are supportive, courteous, and respectful
Domain VI: Professional Development
Seeks out and engages in activities that correlate with goals
Successfully correlates activities in subjects and content
Activities correlate with prior appraisals
Works collaboratively with colleagues toward overall student performance
Domain VII: Compliance with Policies, Operating Procedures,
and Requirements
Complies with all policies, procedures-Exceeds-participates in development and offers suggestions for improvement
Complies with verbal/written directives
Contributes to making whole school safe and stimulating learning environment (apart from classroom responsibilities)
Domain VIII: Improvement of Academic Performance for ALL students on
Campus Works with colleagues (WWC) to align
instruction to include TEKS/STAAR standards
WWC to analyze STAAR and other performance data prior to, during, and after instructional year
WWC to determine the sequence of TEKS/STAAR standards and instruction
WWC to select/adapt materials/activities which correlate TEKS/STAAR standards
Domain VIII: Improvement of Academic Performance for ALL students on Campus
Provides feedback regarding progress on TEKS/STAAR standards
Monitors attendance & contacts parents/school officials regarding an intervention plan with serious problems
WWC to identify & assess the needs of at-risk students (13 criteria in TX)
Meets with parents & teachers of students who are failing to develop intervention plan
WWC to participate/contribute to campus-wide programs to modify/adapt materials & instruction for at-risk students
DOMAINS I-VIII SUMMARY…
Quality Scoring Standards
S trength
I mpact
V ariety
A lignment
Strength
Thinking at high cognitive levels Depth & Complexity Significant Content Connecting within/across disciplines &
work/life applications Effective, clear & substantive
DO YOU ENCOURAGE H.O.T.S.? DO YOUR STUDENTS MAKE
CONNECTIONS?
Impact Promotes student success Effective use of assessments Data-driven decision making Responsibility Reflection Challenging
HOW DO YOU ASSESS STUDENT PROGRESS?
Variety
Varied student characteristics
Differentiated instruction
Support strategies & services
DO YOU ADDRESS THE NEEDS OF ALL LEARNERS?
Alignment
Curriculum, instruction and assessment aligned with TEKS & district objectives, as well as STAAR standards
Targeted instruction Congruent
ARE YOU ALIGNED?
Quantity Can you see it? Did it happen? How often? How many students?
Exceed Expectations= All/Almost All (90-100%)Proficient = Most (80-89%)Below Expectations = Some (50-79%)Unsatisfactory = Less than half (<49%)
Factors and GuidelinesQuality-Level of engagementSIVA=Strength, Impact, Variety, Alignment
Quantity
Exceeds ConsistentlyGreat
All/Almost all the time w/ All/Almost all Students
90-100%Time & Students
Proficient Considerable Most of the time w/ most students
80-89%
Below OccasionallyLimited
Some of the time w/ some students
50-79%
Unsatisfactory
Rarely/NeverLittle/None
Less than half the time w/ less than half of students
Less than 50%
LPISD GOALS
STUDENTS! STUDENTS! STUDENTS! Critical Thinking Differentiating instruction, including
IEPs, Mods, Accomodations Teacher and Student Interaction (The
T-Chart comparing teacher vs. student talk)
Alignment – TEKS and Curriculum Map
LPISD GOALS
Collaboration Quality lesson plans Focus on writing instruction Assessments for learning Guided reading Spiraling curriculum Data-driven instruction
ARE YOUR GOALS ALIGNED?
Suggested Documentation
Examples of Collaboration!! STAAR, NWEA-MAP, DRA, Benchmark
Scores Grades Samples of Student Work Professional Development Folder Lesson Plans Parent and Student Communication Attendance records
Activity
Look over the 8 domains, quality and quantity sections
Talk with your table about the strengths you observe in your classroom, grade level, and on campus
With your table, name at least one goal to work towards for improvement
Teacher PDAS Manual
http://www.lpisd.org/apps/pages/index.jsp?uREC_ID=214631&type=d&pREC_ID=498376