Professional Development and Appraisal System

1. Professional Development and Appraisal System Tips and Techniques to Receive An Exceeds Rating

2. 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: At least one classroom observation of a minimum of 45 minutes.

3. Subsection 150.1003 Continued Additional walk-throughs and observations are at the discretion of the appraiser. Each appraiser may complete as many walk-throughs as they choose. There is no limit to how many they choose to complete.Each appraiser may complete as many walk-throughs as they choose. There is no limit to how many they choose to complete.

4. Subsection 150.1003 Continued 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 The written summary may or may not include notes. This summary is of the evaluation and is only one part of the overall annual summative report.The written summary may or may not include notes. This summary is of the evaluation and is only one part of the overall annual summative report.

5. Subsection 150.1003 Continued Completion of Section I of the Teacher Self-Report Form that is reported to the Principal. 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. Only provide information that is pertinent. Document everything. Keep good notes at meetings and submit all certificates of completion for continuing professional education units.Only provide information that is pertinent. Document everything. Keep good notes at meetings and submit all certificates of completion for continuing professional education units.

6. Subsection 150.1003 Continued Cumulative data of written documentation collected regarding job-related teacher performance, in addition to formal classroom observations. A written summative annual appraisal report. A summative annual conference with the appraising administrator. The written documentation should pertain to the 8 domains of PDAS. The summative annual appraisal is between the appraiser and the teacher. At the summative annual conference, the summative annual appraisal is discussed.The written documentation should pertain to the 8 domains of PDAS. The summative annual appraisal is between the appraiser and the teacher. At the summative annual conference, the summative annual appraisal is discussed.

7. 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. The appraiser or principal may add any documentation they choose, I.e. parents letters, to the annual appraisal report but they must give the teacher a copy within 10 working days.The appraiser or principal may add any documentation they choose, I.e. parents letters, to the annual appraisal report but they must give the teacher a copy within 10 working days.

8. 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. If the appraiser says no, its no. Also, the 45 minute observation may be scheduled if the appraiser agrees.If the appraiser says no, its no. Also, the 45 minute observation may be scheduled if the appraiser agrees.

9. 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. The appraiser must share the annual summative report with the teacher 5 days before the summative annual conference. This allows the teacher the opportunity to gather documentation to improve the report.The appraiser must share the annual summative report with the teacher 5 days before the summative annual conference. This allows the teacher the opportunity to gather documentation to improve the report.

10. 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). The appraiser may collect all the documentation they wish, but in order to use it they must notify the teacher and rewrite the annual summative report. The teacher has the right to provide a written rebuttal to the change and provide documentation.The appraiser may collect all the documentation they wish, but in order to use it they must notify the teacher and rewrite the annual summative report. The teacher has the right to provide a written rebuttal to the change and provide documentation.

11. Domain I: Active, Successful Student Participation in the Learning Process

13. 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 Information in yellow is offered through ER&D Foundations of Effective Teaching Activity: Have groups of 3 define the above phrases.Information in yellow is offered through ER&D Foundations of Effective Teaching Activity: Have groups of 3 define the above phrases.

14. 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. What is active participation? What kinds of connections should be made?What is active participation? What kinds of connections should be made?

15. Domain II: Learner-Centered Instruction Things to develop lessons around: Goals and objectives Learner-centered activities Critical thinking and problem solving Motivational strategies Use of technology is more than word processing.Use of technology is more than word processing.

16. Domain II: Learner-Centered Instruction Alignment Pacing and sequencing Value and importance Appropriate questioning and inquiry Use of technology

17. 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. Activity: Motivation: Is it intrinsic or extrensic? Discuss with others at the table.Activity: Motivation: Is it intrinsic or extrensic? Discuss with others at the table.

18. 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.

19. 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 Know your TAAS/TAKS data and reinforce student needs. Give constructive feedback to students and check for understanding.Know your TAAS/TAKS data and reinforce student needs. Give constructive feedback to students and check for understanding.

20. 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.

21. 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 3=33 Bring in a discussion of discipline.3=33 Bring in a discussion of discipline.

22. 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.

23. 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 communiqu�s. Document all individual interaction with students and parents. Give the facts and try to be supportive.Document all individual interaction with students and parents. Give the facts and try to be supportive.

24. 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. Don�t belittle students and try to make one positive contact each semester for each student.Don�t belittle students and try to make one positive contact each semester for each student.

25. Domain VI: Professional Development Things to document: Campus and district goals Individual student needs Prior performance appraisal Improvement of student performance Know your TAAS/TAKS data.Know your TAAS/TAKS data.

26. 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. Always attempt to improve.Always attempt to improve.

27. Domain VII: Compliance with Policies, Operating Procedures, and Requirements Things to document: Policies, procedures, and legal requirements Verbal/written directives Environment Comply with district directives unless otherwise directed.Comply with district directives unless otherwise directed.

28. 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.

29. 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

30. 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.

31. 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.

32. 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.

33. 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?

34. 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?

35. 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?

36. 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?

37. 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?

38. 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?

39. Teacher Self-Report: Section III Be prepared to discuss three target areas for continued professional growth. List three areas where you can improve.