PDAS Training 2014-2015 - La Porte Independent School District

Report
PDAS
Overview
La Porte ISD
2014 - 2015
What is PDAS?
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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, AEIS and AYP
► Summative Annual Report/Conference
►
Teacher Self-Report
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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
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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
• Minimum of 2 walk-throughs per
semester per teacher
Scoring Factors and
Performance Standards
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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
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Actively engaged
Successful in learning
Learning at a high cognitive level
Self-directed in objectives
Connecting learning
Domain II: Learner-Centered
Instruction
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Objectives/goals include knowledge, skills and
central themes
- Theme: universal, timeless, and serve to make
connections across disciplines. Topics are not themes!
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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
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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
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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
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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
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Appropriate/accurate verbal, nonverbal, 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
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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
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Complies with all policies, procedures
-Exceeds-participates in development and
offers suggestions for improvement
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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
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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
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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
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Strength
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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
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Promotes student success
Effective use of assessments
Data-driven decision making
Responsibility
Reflection
Challenging
HOW DO YOU ASSESS STUDENT
PROGRESS?
Variety
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Varied student characteristics
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Differentiated instruction
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Support strategies & services
DO YOU ADDRESS THE
NEEDS OF ALL LEARNERS?
Alignment
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Curriculum, instruction and
assessment aligned with TEKS &
district objectives, as well as
STAAR standards
Targeted instruction
Congruent
ARE YOU ALIGNED?
Quantity
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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 Guidelines
Quality-Level of
engagement
Quantity
SIVA=Strength,
Impact, Variety,
Alignment
Exceeds
Consistently
Great
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
Occasionally
Limited
Some of the
time w/ some
students
50-79%
Unsatisfactory
Rarely/Never
Little/None
Less than half
the time w/
less than half
of students
Less than
50%
LPISD GOALS
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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
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Collaboration
Quality lesson plans
Focus on writing instruction
Assessments for learning
Guided reading
Spiraling curriculum
Data-driven instruction
ARE YOUR GOALS ALIGNED?
Suggested Documentation
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Examples of Collaboration!!
STAAR, Stanford, DRA, DIBELS,
Benchmark Scores
Grades
Samples of Student Work
Professional Development Folder
Lesson Plans
Parent and Student Communication
Attendance records
Activity
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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.esc13.net/statewide/pdas/
PDASTeacherManual.pdf

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