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.