Professional Development and Appraisal System - PowerPoint

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					Professional Development
  and Appraisal System

Tips and Techniques to Receive
      An Exceeds Rating
Rules To Know
 From Commisioners Rules Chapter 150.AA
            Subchapter 150.1003
 Each teacher must be appraised each
   school year.
 The annual teacher appraisal shall include:
1) At least one classroom observation of a
   minimum of 45 minutes.
Subsection 150.1003 Continued
2) Additional walk-throughs and
  observations are at the
  discretion of the appraiser.
Subsection 150.1003 Continued
3) A written summary of each observation,
   which shall be given to teachers within
   ten working days after completion of an
   observation, with a pre and post
   observation conference conducted at the
   request of the teacher or appraiser
Subsection 150.1003 Continued
4) Completion of Section I of the Teacher
   Self-Report Form that is reported to the
   Principal.
5) Revision of Section I and completion of
   Sections II and III of the Teacher Self-
   Report Form that shall be reported to the
   principal two weeks before the summative
   annual conference.
Subsection 150.1003 Continued
6) Cumulative data of written documentation
   collected regarding job-related teacher
   performance, in addition to formal
   classroom observations.
7) A written summative annual appraisal
   report.
8) A summative annual conference with the
   appraising administrator.
Subsection 150.1003(f)
 Any third-party information from a source
  other than the teacher’s supervisor that the
  appraiser wishes to include as cumulative
  data shall be verified and documented by
  the appraiser. Any documentation that
  will influence the teacher’s summative
  annual appraisal report must be shared
  in writing with the teacher within 10
  working days.
Subsection 150.1003 (g)
 By mutual consent of the teacher and the
  appraiser, the required minimum of 45
  minutes of observation may be conducted in
  shorter time segments. The time segments
  must aggregate to 45 minutes.
Subsection 150.1003 (h)
 A written summative annual appraisal
 report shall be shared with the teacher no
 later than five working days before the
 summative conference and no later than 15
 days before the last day of instruction for
 students. The written summative annual
 appraisal report shall be placed in the
 teacher’s personnel file.
Subsection 150.1003 (k)
 Any documentation collected after the
  summative conference but before the end of
  the contract term during the school year may
  be considered as part of the appraisal of a
  teacher. If the documentation affects the
  teacher’s evaluation in any domain, another
  summative report shall be developed and
  another summative conference shall be held to
  inform the teacher of the change(s).
        Domain I: Active, Successful Student
        Participation in the Learning Process
             Exceeds Exp.   Proficient     Below Exp.   Unsatisfactory


Key Words All/Almost        Most           Some         Less than
          All                                           Half


Guidelines   Great:         Considerable   Limited:     Little or None:
             STRENGTH       STRENGTH       STRENGTH     STRENGTH
             IMPACT         IMPACT         IMPACT       IMPACT
             VARIETY        VARIETY        VARIETY      VARIETY
             ALIGNMENT      ALIGNMENT      ALIGNMENT    ALIGNMENT
Strength                   Impact         Variety               Alignment
Multidimensional           Promotes       Appropriate to meet   Connection to a
                           student        the varied            set of objectives
                           process over   characteristics of
                           time           students
Depth and complexity       Productive     Promotes              Concurrent
                                          engagement/student
                                          learning
Significant content        Promotes       Appropriate to the    Leads to
Knowledge                  student        lesson objective      understanding of
                           responsibility                       unified whole
Powerful presence          Timely                               Congruent
Effective                  Challenging                          Appropriate
Clarity                    Promotes                             Relevant
                           reflection
Accurate and substantive
Domain I: Active, Successful Student
Participation in the Learning Process
 Things to develop lessons around:
 Engaged learning time
 Successful learning
 Critical thinking/problem solving
 Self-directed activities
 Connections to learning
Domain I: Active, Successful Student
Participation in the Learning Process
 Things Administrators will be looking
  for:
 Quantity and quality of active participation
  in the learning process is evident.
 Students are challenged by instruction and
  make connections to work and life
  applications, both within the discipline and
  with other disciplines.
Domain II: Learner-Centered Instruction
   Things to develop lessons around:
   Goals and objectives
   Learner-centered activities
   Critical thinking and problem solving
   Motivational strategies
Domain II: Learner-Centered Instruction

 Alignment
 Pacing and sequencing
 Value and importance
 Appropriate questioning and inquiry
 Use of technology
Domain II: Learner-Centered
Instruction
 Things Administrators will be looking
  for:
 The instructional content is based on appropriate
  goals and objectives
 The instructional content includes basic
  knowledge and skills, as well as central themes
  and concepts, both within the discipline and with
  other disciplines.
Domain II: Learner-Centered
Instruction
 The instructional strategies are aligned with
  learning objectives and activities, student needs,
  and work and life applications, both within the
  discipline and with other disciplines.
 The instructional strategies promote application of
  learning through critical thinking and problem
  solving.
 The teacher uses appropriate motivational and
  instructional strategies which successfully and
  actively engage students in the learning process.
Domain III: Evaluation and
Feedback on Student Progress
 Things to develop lessons around:
 Monitored and assessed skills
 Assessment procedures
 Appropriate assessments
 Reinforced learning
 Constructive feedback
 Re-teaching
Domain III: Evaluation and
Feedback on Student Progress
 Things administrators will be looking for:
 The teacher aligns assessment and feedback
  with goals and objectives and instructional
  strategies.
 The teacher uses a variety of evaluation and
  feedback strategies which are appropriate to
  the varied characteristics of the students.
Domain IV: Management of Student
Discipline, Instructional Strategies, Time, and
Materials
 Things to develop lessons around:
 Discipline procedures
 Self-discipline and self-directed learning
 Equitable teacher-student interaction
 Expectations for behavior
 Redirection of disruptive behavior
 Reinforces desired behavior
 Equitable and varied characteristics
 Manages time and materials
Domain IV: Management of Student
Discipline, Instructional Strategies, Time, and
Materials
 Things administrators will be looking for:
 The teacher effectively implements the discipline-
  management procedures approved by the district.
 The teacher establishes a classroom environment
  which promotes and encourages self-discipline
  and self-directed learning.
 The teacher selects instructional materials which
  are equitable and acknowledge the varied
  characteristics of all students.
 The teacher effectively manages time and
  materials.
Domain V: Professional
Communication
 Things to document:
 Written communication with a student
 Verbal/non-verbal communication with a student
 Communication with reluctant students
 Written with parents, staff, community members,
  and other professionals.
 Verbal/non-verbal with parents, staff, community
  members, and other professionals.
 Supportive, courteous communiqués.
Domain V: Professional
Communication
 Things administrators will be looking for:
 The teacher uses appropriate and accurate written
    communication with students.
   The teacher uses appropriate and accurate verbal and non-verbal
    communication with students
   The encourages and supports students who are reluctant or
    having difficulty.
   The teacher uses appropriate and accurate written, verbal, and
    non-verbal modes of communication with parents, staff,
    community members, and other professionals.
   The teachers’ interactions are supportive, courteous, respectful,
    and encouraging, to students who are reluctant and having
    difficulty.
Domain VI: Professional
Development
 Things to document:
 Campus and district goals
 Individual student needs
 Prior performance appraisal
 Improvement of student performance
Domain VI: Professional
Development
 Things administrators will be looking for:
 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 matter and the varied needs of students.
 The teacher exhibits a willingness to collaborate with colleagues
  and other professionals for continuous growth and development.
 The teacher correlates professional development activities with
  the prior performance appraisal.
Domain VII: Compliance with
Policies, Operating Procedures, and
Requirements
 Things to document:
 Policies, procedures, and legal requirements
 Verbal/written directives
 Environment
Domain VII: Compliance with
Policies, Operating Procedures, and
Requirements
 Things administrators will be looking for:
 The teacher complies with all policies, operating
  procedures, and legal requirements. The teacher
  participates in the development of operating
  procedures and offers suggestions for improvement.
 The teacher complies with all verbal and written
  directives.
 Apart from classroom activities, the teacher
  consistently contributes to making the whole school
  safe and orderly, and a stimulating learning
  environment for all students.
Domain VIII: Improvement of Academic
Performance of All Students on the Campus
 Things to document:
 Alignment of instruction to standards
 TAAS/TAKS data
 Sequencing of instruction
 Materials
 Monitoring of student performance
 Monitoring of attendance
 Monitoring of students at-risk
 Appropriate plans for intervention
 Modifications and adaptations for students
Domain VIII: Improvement of Academic
Performance of All Students on the Campus
 Things administrator will be looking for:
 The teacher diagnoses student needs and provides
  performance feedback related to all appropriate
  TAAS/TAKS related objectives.
 The teacher aligns the planning and delivery of
  instruction to all appropriate TAAS/TAKS related
  objectives.
Domain VIII: Improvement of Academic
Performance of All Students on the Campus
 The teacher collaborates with other faculty and
  administration to improve TAAS/TAKS related
  performance of all students on the campus.
 The teacher identifies students who are at-risk and
  develops appropriate strategies to assist these
  students.
 The teacher monitors the attendance of all students
  and intervenes to promote regular attendance.
Teacher Self-Report Form:
Section I
 Only check the objectives that apply to your
  content.
 You will be held responsible for covering
  the objectives that you check.
 Document your provision of these
  objectives in your lesson plans and grade
  book.
Teacher Self-Report:
Section II
 Describe specific instructional adjustments
 which you have made based on the needs
 assessment of your students.
What did you do to meet the needs of your
 students?
Teacher Self-Report:
Section II
 Describe the approaches you have used to
 monitor classroom performance and to
 provide feedback to students regarding their
 progress in academic skills.
How did you let students know how they
 were progressing in your class?
Teacher Self-Report:
Section II
 Describe how you assisted your students
 who were experiencing serious attendance
 problems.
What did you do to contact students and get
 them to school?
Teacher Self-Report:
Section II
 Describe your approach in working with
 students who were failing or in danger of
 failing.
What did you do to help borderline and at-
 risk students?
Teacher Self-Report:
Section III
 List or describe your professional development activities
 for the past year related to campus/district goals, assigned
 subject content, needs of students, or prior appraisal
 performance in the following areas: in-service, team
 planning, mentoring, collaboration with colleagues, self-
 study, video-coursework or distance learning, university-
 level coursework, professional conferences, and other non-
 traditional activities.
What have you done to improve your practice as a teacher?
Teacher Self-Report:
Section III
 As a result of your professional
 development activities, what have you been
 able to use in your classroom that has
 positively impacted the learning of
 students?
What did you use from your professional
 development?
Teacher Self-Report:
Section III
 Be prepared to discuss three target areas for
  continued professional growth.

List three areas where you can improve.