Presentation on theme: "Professional Development and Appraisal System. Rules To Know From Commissioner’s Rules Chapter 150.AA Subchapter 150.1003 Each teacher must be appraised."— Presentation transcript:
Rules To Know From Commissioner’s 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.ProficientBelow Exp.Unsatisfactory Key WordsAll/Almost All MostSomeLess than Half GuidelinesGreat: STRENGTH IMPACT VARIETY ALIGNMENT Considerable STRENGTH IMPACT VARIETY ALIGNMENT Limited: STRENGTH IMPACT VARIETY ALIGNMENT Little or None: STRENGTH IMPACT VARIETY ALIGNMENT
StrengthImpactVarietyAlignment MultidimensionalPromotes student process over time Appropriate to meet the varied characteristics of students Connection to a set of objectives Depth and complexityProductivePromotes engagement/student learning Concurrent Significant content Knowledge Promotes student responsibility Appropriate to the lesson objective Leads to understanding of unified whole Powerful presenceTimelyCongruent EffectiveChallengingAppropriate ClarityPromotes reflection Relevant 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 This form has changed from the one used in 2010-2011 See Self Report Form for details
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.