Preparing for the 21 st Century Professional Assessment and Comprehensive Evaluation System PACES.
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Transcript of Preparing for the 21 st Century Professional Assessment and Comprehensive Evaluation System PACES.
Preparing for the
21st Century
Professional Assessment and Comprehensive Evaluation System
PACES
Raise expectations for teaching and learning
Accommodate new developments in teaching and learning
Promote ongoing professional development
Enable higher levels of student learningReduce paperwork
PACES was developed to:
M-DCPS/UTD Joint Committee on Standards for Educational Evaluation
1994 Established by contract agreement to consider revisions to current evaluation system
1996 Began initial discussion to develop PACES
1997- 2001
Conducted Pilot Studies and Field Tests
Members of the Joint Committee
M-DCPS UTDMr. Nelson E. Diaz, Co-Chair Deputy Superintendent
Ms. Dia Falco, Co-Chair Bargaining Agent Representative
Dr. Joyce Annunziata, Assistant Superintendent
Dr. Shirley Johnson,Secretary-Treasurer
Mr. John Gilbert, Business Director
Ms. Merri Mann,Director
Ms. Essie Pace,Personnel Director
Mr. John Birk,Director
Mr. Marcos Moran,Principal
Ms. Marie Mastropaolo,Consultant
Dr. Chad D. Ellett, Consultant (Ad Hoc)CDE Research Associates
PACES Program Leaders and Program Assistants
41 Principals Serving as Program Leaders
31 Teachers Serving as Program Assistants
Professional Development Programs: 1996 - 2001
28 Courses
11,557 Participants
107,863Person Hours
The Vision of PACES
Create a district-wide culture for improved teaching and learning
Utilize technologies to improve teaching and learning
Support continuous professional development
PACES Focuses on student learning Emphasizes collaboration Promotes climate of trust Uses technology to support learning
communities Enables teacher and administrator growth Accommodates differences among teachers
and learners
Logo for consistency
New Teacher Support
PACES requires the establishment of Professional Growth Teams to support and assist teachers new to the school system.
National Trends State Standards District Goals
PACES Addresses:
National Trends
•Higher Order Thinking -- PACES promotes the development of critical and creative thinking
•Constructivist learning design -- PACES embraces the practice of enabling learners to engage in active learning, therefore constructing their own knowledge in the process.
•National Board for Professional Teaching Standards (NBPTS) -- PACES parallels the mission of establishing high standards for what accomplished teachers should know and be able to do.
State Standards
•Sunshine State Standards – clearly defined expectations for what students should know and be able to do
•Professional Growth -- mandated responsibility for professional development activities
•Accomplished Practices -- specified expectations of what accomplished practitioners should demonstrate
•Performance Probation -- legislated time limits to demonstrate competence
District Goals:• School to Career -- Effective implementation of the PACES will better prepare learners for graduation, employment, and postsecondary education.
• Effective Learning Environment -- Each of the PACES Domains directly impacts and increases the
quality of the learning environment.
• Efficient Management Practices -- PACES enables administrators to implement professional standards of effectiveness, ethics, and efficiency.
Research Literature
Student Learning Effective Teaching Professional Growth Mentoring/Support Teacher Collaboration
Teaching Expertise Cooperative Learning Higher Order Thinking Teacher Self-
Assessment
Professional Growth...
Ongoing process engaged by self, peers and administrators
Professional responsibility of the site-supervisor as well as the teacher
Self-reflective practice focused on student learning
The PACES Manual
Domains
Components
Indicators
The Seven Domains
Planning for Teaching and Learning
Managing the Learning Environment
Teacher/Learner Relationships
Enhancing and Enabling Learning
Enabling Thinking
Classroom-Based Assessment of Learning
Professional Responsibilities
I.
II.
III.
IV.
V.
VI.
VII.
Indicators
Total of 107for professional development
44 required for evaluation
Classroom-Based Observation
School-Based Professional Development &District Professional Growth Experiences
School Improvement
Improved Classroom Practice
Student LearningStudent LearningStudent LearningStudent Learning
PACES Focus
PACESPROFESSIONAL ASSESSMENT AND COMPREHENSIVE
EVALUATION SYSTEM
Learn more on the Web at:
http://paces.dadeschools.net