Welcome to PDAS
Domains V-VIII Orientation
► Please help yourself to the drinks and
snacks provided for you in the hallway
► Take a minute to look through your materials
one last time
► Please review your role for today’s seminar
► Please have your pre-assessment ready to
turn in
P ro fe s s io n a l D e v e lo p m e n t
a n d A p p ra is a l S y s te m
T e a c h e r O rie n ta tio n
Objective Goals
•
Can identify their point of view towards
domain V-VIII
•
Gain perspective of the domains in light
of different roles
• Contribute meaningfully to the seminar
• Provide quality responses to the
discussion topics and questions
•
Can meaningfully describe their point of
view towards all the domains discussed
Classroom Centered Domains
Domain V
► The teacher uses appropriate and accurate
written, verbal, and non-verbal modes of
communication with students
► The teacher uses appropriate and accurate
written, verbal, and non-verbal modes of
communication with parents, staff, community
members, and other professionals
► The teacher’s interactions are supportive,
courteous, respectful, and encouraging to
students who are reluctant and having difficulty
Important to Know
Your appraiser may not have evidence to
rate every criteria in Domain V on the
OSF. In the formal observation, some of
the criteria may not have been observed
in the classroom.
Domain V
“Effective teachers use a wide variety of
strategies to interact with students. However,
the basis for these interactions goes beyond
the four walls of the classroom…researchers
contend that constructive social interactions
between teachers and students not only
contribute to student learning and
achievement, but also increase student selfesteem by fostering feelings of belonging to
the classroom and the school.”
-James Stronge
Qualities of Effective Teachers
Domain V
Does the PDAS take this type of
communication with students into account
when evaluating teachers? Should it?
Domain V
“Effective teachers use all available resources,
including the school content area specialists,
other students, siblings, parents, classroom
volunteers, tutors, community members, and
before- and after-school meeting times to
meet the needs of students.”
-James Stronge
Qualities of Effective Teachers
Domain V
Are their effects in the classroom evident
and concrete enough to aid in scoring
Domain V?
Professional Development
Domain VI
► 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
content and the varied needs of students
► The teacher exhibits a willingness to
collaborate with colleagues and other
professionals for continuous growth and
development
Professional Development
Domain VI (continued)
► The teacher correlates professional
development activities with the prior
performance appraisal
Remember, “The goal of PDAS is to
improve student performance
through the professional development of
teachers.”
Teacher Workshops and Seminars
•
•
•
•
Learn to Use Windows Movie Maker
Preparing Students for the 21st century
Teaching the Multicultural Learner
It’s Between Your Ears
Domain VI
How could domain VI affect lower income
schools which may be at a financial
disadvantage in providing for the professional
development through seminars? Higher income
schools?
How are staff/faculty meetings beneficial to
students? Are they beneficial?
Domain VI
“The goal of PDAS is to improve student
performance through the professional
development of teachers.”
Would the time spent at these required meetings
be better spent elsewhere?
Professional Development
Domain VII
► The teacher contributes to making the
whole school safe and orderly, and a
stimulating learning environment for
children
► The teacher respects the rights of students,
parents, colleagues, and the community
► Teacher complies with all policies, operating
procedures, and legal requirements
Domain VII
“Any lack of compliance is rare, inadvertent,
and does not seriously compromise the
needs of students or the effective operations
of the campus/district”
If it’s recognized by the creators of PDAS, why
are they evaluating teachers on this area?
Domain VII
Considering what legal requirements and
policies are, if this true that it would not
compromise the needs of students?
Improvement of Academic
Achievement of All Students
on Campus
Domain VIII
► The teacher diagnoses student needs and
provides performance feedback related to all
appropriate TEKS/TAKS objectives
► The teacher aligns the planning and delivery
of instruction to all appropriate TEKS/TAKS
objectives
► The teacher collaborates with other faculty
and administration to improve TAKS-related
performance of all students on campus
Improvement of Academic
Achievement of All Students
on Campus
Domain VIII
► The teacher identifies students who are atrisk and develops appropriate strategies to
assist these students
► The teacher monitors the attendance of all
students and intervenes to promote regular
attendance
Domain VIII
Do you think it is appropriate for teachers to
be so heavily evaluated on their use and
incorporation of the TEKS/TAKS
objectives?
At Risk- Domain VIII
At-risk indicator – indicate whether a student who
is under the age of 21 currently identified as atrisk of dropping out of school
• Is in pre-kindergarten, kindergarten or grade 1,
2, or 3 and did not perform satisfactorily on a
readiness test or assessment instrument
• Was not advanced from one grade level to the
next for one or more school years
• Has been placed in an alternative education
program or has been expelled
• Is a student of limited English proficiency
Domain VIII
How could these at-risk indicators impact a
child and a teacher?
Criterion 10
Domain VIII
PLUS 10.
Campus Performance Rating of:
A . Exemplary
Recognized
Academically Acceptable
Academically Unacceptable
=
=
=
=
4
2
1
0
______
______
______
______
B. Meets AYP
*Needs Improvement
=
=
1
0
______
______
Total A + B________
*If needs improvement, list in the spaces below Indicators from page 6.
____________________
Participation
____________________
Graduation Rate/Attend
Teacher’s 1st Year
on Campus
Total:
37 to 45
23 to 36
7 to 22
0 to 6
__________________
Performance
__________________
Participation & Performance
Final Total Domain VIII
(Sum of 1-10)
Teacher’s Subsequent
Years on Campus
Exceeds Expectations
40 to 50
Proficient
24 to 39
Below Expectations
8 to 23
Unsatisfactory
0 to 7
Campus Performance Rating
Domain VIII
Number of students passing (TAKS subject)
Number of students tested in (TAKS subject)
•Any student group with fewer than 30 students
tested is not evaluated
•If there are 30 to 49 students within the student
group and the student group comprises at least
10% of All Students, it is evaluated
•Student group size is calculated subject by subject
Campus Performance Rating
Is it fair to disregard the TAKS scores of
certain student groups?
How could this affect a teacher’s teaching
style?
Adequate Yearly Progress
Domain VIII
Under the accountability provisions in the No
Child Left Behind (NCLB) Act, all public
school campuses, school districts, and the
state are evaluated for Adequate Yearly
Progress (AYP).
Adequate Yearly Progress
Measures:
• Reading/language arts
• Mathematics
• Graduation/attendance rate
Adequate Yearly Progress
Domain VIII
Actual Change
[performance in 2005]
- [performance in 2004]
≥
AYP Required Improvement
[standard of 100 %]
- [performance in 2004]
10
Adequate Daily Attendance
Domain VIII
• Graduation Rate Standard- 70%
• Attendance Rate Standard- 90%
Total number of days students were present in 2003–04
Total number of days students were in membership in 2003–04
x 10
Post Assessment
Please take the next 5 minutes to complete
the Post Assessment worksheet.
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