PDAS MAKING THE GRADE

1. PDAS MAKING THE GRADE Presented by Gracie Luna Zarate

2. PDAS: Orientation • Must receive PDAS Training prior to Formal Evaluation, observations and or before being held accountable for requirements of PDAS. • District Training for all new teachers or employees new to Texas (6 hour) • A one hour Orientation must be given to all teachers within the first 3 weeks of school. • After 3 weeks of orientation, observations may begin.

3. PDAS: Orientation • PDAS Calendar • District PDAS Calendar • PDAS Manual available on-line http://www5.esc13.net/pdas/manual.html • PDAS Forms http://www.bisd.us/employment/Default.asp Keep a portfolio of all pertinent information

4. Teacher Self-Report I • Due by September 15th to your appraiser • Check all objectives that apply to your content area • Use self-report as a reflective tool • Make sure you cover all objectives that are checked off • Submit your Self-Reports via email-Preferred

5. PDAS WaiverWho Qualifies? • Teacher who received at least proficient on last appraisal • Has received a formal evaluation at least once in the last four years • Must be agreed upon in writing by both teacher and appraiser • Must have taught in the district for 3 years

6. PDAS WaiverWho Qualifies? • Not be new to a campus • Not be on a probationary contract • Not be working on a TINA • School must have an acceptable rating • Waiver is only valid for one school year • Waiver may be revoked if teacher performs below expectations or due to concerns with instruction or compliance on processes and procedures

7. PDAS Waiver • PW1 must be signed by appraiser and teacher by Sep. 15, 2009 • PW2 Sections I & II are due by Sep. 15, 2009 • PW2 Section III Individual Development Plan is due prior to summative conference • PW3 Year-End Performance Report must be signed by June 3, 2010 (to be completed during summative)

8. PDAS WaiverWaiver Granted • Appraiser must complete at least 3 walk-throughs

9. PDAS: Formal Evaluation One classroom observation of 45 minutes with additional walkthroughs 45 minutes can be broken-up into segments by mutual consent Advance notice of evaluation may be given Pre-Conference if needed Evaluations are prohibited on the last day of instruction before any official school holiday

10. PDAS: Formal Evaluation All cumulative data can be included “Third Party” information will be shared and can be included-from dean, specialists Written summary of evaluation must be returned within 10 working days of evaluation Teacher reviews evaluation and score

11. PDAS: Formal Evaluation • Teacher may request a second evaluation when not in agreement • Must rebuttal within 10 working days of receiving the written observation • Must be requested within 10 working days of receiving observation summary or written annual summative report

12. PDAS: Formal Evaluation • Second Observation will be scheduled by date and time • Second Observation will consist of cumulative of first observation and walk-throughs • Average of both observations will be completed by first appraisal

13. PDAS: Self-Report Sections 2 & 3 Due two weeks prior to Summative Annual Conference; submit via email-preferred Respond to a minimum ½ page Opportunity to give additional information about your efforts to improve student performance Make sure to include all processes, procedures and other pertinent information

14. Evaluation Domains • 8 Domains • Each domain has specific categories • I-IV Formal Evaluation • V-Vlll Summative Evaluation consisting of walk-throughs, Teacher Self-Reports, and other pertinent information

15. Engaged in learning Successful in learning Critical thinking problem solving Self-directed Connects learning I: Active Successful Student Participation in the Learning Process

16. II: Learner-Centered Instruction • Goals and objectives • Learner-centered • Critical thinking and problem-solving • Motivational strategies • Alignment • Pacing/sequencing • Value and importance • Appropriate questioning and inquiry • Use of technology

17. Monitored and assessed Assessment and instruction are aligned Appropriate assessment Learning reinforced Constructive feedback Relearning and re-evaluation III: Evaluation & Feedback on Student Progress

18. IV: Management of Student Discipline, Instructional Strategies, Time, & Materials • Discipline procedures • Self-discipline and self-directed learning • Equitable teacher-student interaction • Expectations for behavior • Redirects disruptive behavior • Reinforces desired behavior • Equitable and varied characteristics • Manages time and materials

19. V: Professional Communication • Written with students • Verbal/non-verbal with students • Reluctant students • Written with parents, staff, community members, and other professionals • Verbal/non-verbal with parents, staff, community members and other professionals • Supportive, courteous

20. VI: Professional Development • Campus/district goals • Student needs • Prior performance appraisal • Improvement of student performance

21. VII: Compliance with Policies, Operating Procedures, & Requirements • Compliance with policies, procedures, and legal requirements • Verbal/written directives • Environment

22. VIII: Improvement of Academic Performance of All Students on The Campus • Aligns Instruction • Analyze TAKS data • Appropriate sequence • Appropriate materials • Monitors attendance • Students in at-risk situations • Appropriate plans for intervention • Modifies and adapts

23. Evaluation Ratings • Exceeds(x5) Almost all of the time • Proficient(3x) Most of the time • Below(x1) Some of the time • Unsatisfactorily(x0) Less than half of the time

24. Summative Evaluation All documentation that has been accumulated for use in the Summative Evaluation must be shared in writing within 10 working days of appraiser’s knowledge. Written Summative must be shared no later than 5 working days before summative conference and no later than 15 days before the last day of school

25. Summative Evaluation: Portfolio • Submit log of in-services attended (title, date, time, location) • Certificates of Completion/Attendance • Examples of student work (special population groups) • Student portfolio of work • List activities you sponsor, volunteered, coached etc. • Note presentations you conducted

26. Summative Evaluation: Portfolio Include summaries or outlines of lessons Examples of help in Teams and Departments Student pictures Documentation of communication with students, parents & staff Subscription to professional journals Additional course work and or college hours List your Professional Organizations District or Committee memberships

27. TINA:Teacher In Need of Assistance • An evaluation of below expectations in two or more domains • An evaluation of unsatisfactory in one or more domains • Intervention Plan to be developed with input from teacher and appraiser • Directives for changes in teacher behavior, identify domains in need timelines, recommendations for professional development. • Appraiser reports compliance or noncompliance

28. Instruction • Curriculum is about the student not the teacher • Curriculum, instruction and assessment must be aligned with TEKS and district objectives • Data-driven decision making • Students should perform at high levels in order to pass both their classes and standardized exams. • Teachers should constantly modify and adapt as needed to achieve student mastery

29. Plan, Plan, Plan, Plan Have a planner or calendar Lesson Plans-have them ready, accessible, and plan for unforeseen events. Grades-Grade assignments within two days and return. Grading Periods-Do not wait to post grades. Complete grades a day or two before if school permits Substitute packet Make sure materials are ready File and Refer to all IEPS-Special Ed or 504

30. Collaboration • Collaborate with your department • Contribute to planning • Follow curriculum and Scope and Sequence • Ask questions as needed • For TEAM, take an active role to initiate student and parent conferences.

31. On-going Communication • Always communicate with parents. Let them hear your version. • Constantly communicate with counselors and administrators academic and behavioral concerns. • Document all communication on a form or in a notebook. • Documentation will support you. • Do not grow weary of contacting parents.

32. Differentiate for the Multiple Leaner • Differentiate for students GT, Pre-AP, Special Ed, ESL, Migrant, At-risk • Always follow IEPs, Individual Education Plans • Modify tests, handouts, quizzes etc. • Keep IEPs in a secured area • Make recommendations or ask for modifications to IEPs if needed

33. Environment • Keep classroom neat & clean • Students and teachers should be able to walk around easily • Have a system and a place for students to turn in work • Use your bulletin boards • Post posters, instructional materials, student work etc. • Don’t clutter and update as needed

34. Don’ts Do not ignore IEPs or 504 Accommodations. Do not use curse words or inappropriate language including “shut up” and or “crap”. Do not have student’s stand or sit outside the classroom. Do not leave class unattended ever. Do not just give grades. If your not sure don’t do it.