1. 1 Professional Teacher Evaluation Program

2. 2 What is the PTEP? Assessment program designed to determine the quality of teacher performance in relation to a set of professional performance standards. Assessment program designed to determine the quality of teacher performance in relation to a set of professional performance standards.

3. 3 What are the purposes of the PTEP? Improve the quality of instruction, promote cultural responsiveness, and increase educational experiences and opportunities for students; Improve the quality of instruction, promote cultural responsiveness, and increase educational experiences and opportunities for students; Provide a process that allows and encourages supervisors and teachers to work together to improve instructional practices; Provide a process that allows and encourages supervisors and teachers to work together to improve instructional practices; Provide a process of bringing structured assistance to marginal teachers; Provide a process of bringing structured assistance to marginal teachers; Provide a basis for making more informed judgments about teacher performance; Provide a basis for making more informed judgments about teacher performance; Provide information for developing an effective and relevant staff development program. Provide information for developing an effective and relevant staff development program.

4. 4 What are the components of the PTEP? Based on the Guam Teacher Performance Standards- a set of instructional practices which define minimum competencies. Based on the Guam Teacher Performance Standards- a set of instructional practices which define minimum competencies. There are seventeen (17) standards covering eight (8) major areas of effective teaching. There are seventeen (17) standards covering eight (8) major areas of effective teaching.  Nonverbal/ verbal communication  Student Involvement  Classroom Relationships  Participation Patterns  Planning  Implementation of instruction  Evaluation of instruction  Classroom climate

5. 5 Teacher Performance Standards Standard I: The competent teacher develops and prioritizes long and short term objectives within curriculum. Standard I: The competent teacher develops and prioritizes long and short term objectives within curriculum. Standard II: The competent teacher evaluates, selects, and modifies resources and activities in light of student’s gender, cultural, and linguistic background. Standard II: The competent teacher evaluates, selects, and modifies resources and activities in light of student’s gender, cultural, and linguistic background.

6. 6 Teacher Performance Standards Standard III: The competent teacher establishes a common “footing” of understanding and participation with students. Standard III: The competent teacher establishes a common “footing” of understanding and participation with students. Standard IV: The competent teacher teaches the lesson by matching the purpose of the lesson with the appropriate teaching and learning styles, relating new ideas to previous or future learning, and demonstrating an understanding of his/her role as primary socializer in introducing new concepts to students. Standard IV: The competent teacher teaches the lesson by matching the purpose of the lesson with the appropriate teaching and learning styles, relating new ideas to previous or future learning, and demonstrating an understanding of his/her role as primary socializer in introducing new concepts to students.

7. 7 Teacher Performance Standards Standard V: The competent teacher provides guided practice. Standard V: The competent teacher provides guided practice. Standard VI: The competent teacher provides opportunities for cooperative learning. Standard VI: The competent teacher provides opportunities for cooperative learning. Standard VII: The competent teacher monitors classroom instruction. Standard VII: The competent teacher monitors classroom instruction.

8. 8 Teacher Performance Standards Standard VIII: The competent teacher uses appropriate strategies to close a lesson. Standard VIII: The competent teacher uses appropriate strategies to close a lesson. Standard IX: The competent teacher provides a variety of evaluation strategies that measure progress toward objectives. Standard IX: The competent teacher provides a variety of evaluation strategies that measure progress toward objectives. Standard X: The competent teacher provides summative evaluation that measures student achievement of objectives. Standard X: The competent teacher provides summative evaluation that measures student achievement of objectives.

9. 9 Teacher Evaluation Standards Standard XI: The competent teacher organizes the learning environment to maximize student performance. Standard XI: The competent teacher organizes the learning environment to maximize student performance. Standard XII: The competent teacher effectively orchestrates appropriate student behavior. Standard XII: The competent teacher effectively orchestrates appropriate student behavior. Standard XIII: The competent teacher helps learners develop a positive self-concept. Standard XIII: The competent teacher helps learners develop a positive self-concept.

10. 10 Teacher Performance Standards XIV: The competent teacher effectively uses metacommunication to enhance student learning- proxemics, kinesics, and prosody. XIV: The competent teacher effectively uses metacommunication to enhance student learning- proxemics, kinesics, and prosody. XV: The competent teacher establishes boundaries of relevance and nature of students’ involvement and relationships in the classroom. XV: The competent teacher establishes boundaries of relevance and nature of students’ involvement and relationships in the classroom.

11. 11 Teacher Performance Standards XVI: The competent teacher effectively uses language to constitute positive classroom relationships. XVI: The competent teacher effectively uses language to constitute positive classroom relationships. XVII: The competent teacher uses classroom participation patterns that are culturally specific, not based on stereotype thinking. XVII: The competent teacher uses classroom participation patterns that are culturally specific, not based on stereotype thinking.

12. 12 Four Strands Comprise the PTEP Professional Growth Program Professional Growth Program Professional Accountability Program Professional Accountability Program Probationary Program Probationary Program Professional Plan for Development Professional Plan for Development

13. 13 PTEP Evaluation Matrix

14. 14 What is the Process?

15. 15 Board Policy 378- The Lesson Plan Components of a lesson plan: Components of a lesson plan: ESLRs ESLRs Skills/ Content Standards & Performance Indicators Skills/ Content Standards & Performance Indicators Anticipatory set or effective grabber Anticipatory set or effective grabber Instructional objectives Instructional objectives Instructional strategies Instructional strategies Methods of assessment Methods of assessment Checking for Understanding Checking for Understanding Guided Practice Guided Practice Closure Closure Modifications for students in need Modifications for students in need Textbook/Materials/ Resources to support the lesson Textbook/Materials/ Resources to support the lesson

16. 16 ESLRs Expected School Wide Learning Results Expected School Wide Learning Results What each student should know, understand and be able to do upon exit from the school, or by the time the student completes the planned program. What each student should know, understand and be able to do upon exit from the school, or by the time the student completes the planned program. Learner will be able to exhibit a culmination of their learning in a real world context that has significant purpose and meaning for them and others over time Learner will be able to exhibit a culmination of their learning in a real world context that has significant purpose and meaning for them and others over time

17. 17 Expected School Wide Learning Results (ESLR s )

18. 18 Skills/ Content Standards/ Performance Indicators Skills= Stanford Achievement Test, 10 th Edition (SAT10) Item Analysis Skills= Stanford Achievement Test, 10 th Edition (SAT10) Item Analysis Content Standards= National Content Standards for respective subject Content Standards= National Content Standards for respective subject Performance Indicators= Guam Public School System Content Standards Performance Indicators= Guam Public School System Content Standards Curriculum alignment refers to all skills (SAT10) identified by the Simon Sanchez Faculty as being focus areas that have correlated/ parallel standards from the National Content Standards and Guam Public School System Performance Indicator Curriculum alignment refers to all skills (SAT10) identified by the Simon Sanchez Faculty as being focus areas that have correlated/ parallel standards from the National Content Standards and Guam Public School System Performance Indicator

19. 19 Anticipatory Set or Effective Grabber What is your prompt? What is your prompt? How will you “hook” students to be engaged? How will you “hook” students to be engaged? Why would students be interested in today’s lesson? Why would students be interested in today’s lesson? Taking out the guess work on today’s lesson. Taking out the guess work on today’s lesson. What is your introduction? What is your introduction? It may be as simple as telling them through an agenda on the board, you may begin with a local story that students may relate to, or you may have a creative display that helps introduce the topic. It may be as simple as telling them through an agenda on the board, you may begin with a local story that students may relate to, or you may have a creative display that helps introduce the topic.

20. 20 Instructional Objectives Statement describing what is to be learned, the thought process involved, what the learner will do to demonstrate that he/she had acquired the learning, and an attainable standard of performance. Statement describing what is to be learned, the thought process involved, what the learner will do to demonstrate that he/she had acquired the learning, and an attainable standard of performance. You may have more than one objective per lesson. You may have more than one objective per lesson. Objectives should correlate directly with the SAT10 skills or ESLRs at all times Objectives should correlate directly with the SAT10 skills or ESLRs at all times

21. 21 Components of an Instructional Objectives 1. Content (learning) – what is learned 2. Behavior – an activity the students do to show an understanding of the learning 3. Condition – prescribes the circumstances under which the learner must perform (materials, time) which the learner must perform (materials, time) 4. Performance Level – the realistic expectation standard of achievement for students Students will be able to ___ During/ After _________ With/through _________ By/ with _____________.

22. 22 Instructional Strategies What will be the method used to achieve the instructional objective? What will be the method used to achieve the instructional objective? What instructional tools will you use to engage students? What instructional tools will you use to engage students? If someone walked into your classroom, what will they see students doing? If someone walked into your classroom, what will they see students doing? Examples: Seminar Discussion, Problem-based learning, Peer Tutoring, etc. Examples: Seminar Discussion, Problem-based learning, Peer Tutoring, etc.

23. 23 Methods of Assessment How will you know if students achieved your instructional objective? How will you know if students achieved your instructional objective? This item could be very similar to the instructional strategy, but this would have a definite mark/ grade for individual students. This item could be very similar to the instructional strategy, but this would have a definite mark/ grade for individual students. Methods of assessment should be linked to your ESLRs or SAT10 skills. Methods of assessment should be linked to your ESLRs or SAT10 skills. Examples: Test/Quiz, Oral Presentation, etc. Examples: Test/Quiz, Oral Presentation, etc.

24. 24 Models/ Examples How will you make your lesson tangible for your students? How will you make your lesson tangible for your students? What does the end result look like? What does the end result look like? This item may also be linked up with your anticipatory set, however, not all models/ examples can serve as the anticipatory set. This item may also be linked up with your anticipatory set, however, not all models/ examples can serve as the anticipatory set. Examples: Storyboards, pictures, graphs, etc. Examples: Storyboards, pictures, graphs, etc.

25. 25 Checking for Understanding How will you know if students comprehend what’s going on thus far? How will you know if students comprehend what’s going on thus far? This is done throughout the lesson This is done throughout the lesson This requires immediate feedback and is informal in nature This requires immediate feedback and is informal in nature Examples: Question and Answer, discussion, etc. Examples: Question and Answer, discussion, etc.

26. 26 Guided Practice While students are engaged in the instructional strategy, what will you do to ensure students are on task? While students are engaged in the instructional strategy, what will you do to ensure students are on task? How will you encourage achievement of the instructional objective? How will you encourage achievement of the instructional objective? Examples: Question and Answer, Discussion, etc. Examples: Question and Answer, Discussion, etc.

27. 27 Closure Students have the opportunity to consolidate or organize what has been learned. Students have the opportunity to consolidate or organize what has been learned. Students are able to summarize the learning the result. Students are able to summarize the learning the result. Examples: Review, Significance of Lesson, etc. Examples: Review, Significance of Lesson, etc.

28. 28 Modifications What are you doing to assist the SPED, LOTE, or other “at risk” students in achieving the instructional objective? What are you doing to assist the SPED, LOTE, or other “at risk” students in achieving the instructional objective? Are you following the prescribed IEP or LOTE Modifications checklist? Are you following the prescribed IEP or LOTE Modifications checklist? Examples: Extra time, Open book, etc. Examples: Extra time, Open book, etc.

29. 29 Textbook/ Resource What was your primary text in presenting the lesson? What was your primary text in presenting the lesson? If it was teacher made, then say teacher made ___________. If it was teacher made, then say teacher made ___________. There should be a direct correlation with the SAT10 skill and the chapter/ area of focus. There should be a direct correlation with the SAT10 skill and the chapter/ area of focus.