Florida Performance Measurement System FPMS

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Florida Performance Measurement System (FPMS)

• Administrative Update
• 2004 - 2005

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FPMS

• Provide direction and support to the developing
  teacher in the Educator Support Program (ESP).
• Provide documentation to exit the developing
  teacher from the ESP.
• Provide district performance appraisal using the
  Summative Instrument.

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DOMAINS - SUMMATIVE

• Domain 3 Instructional Organization and
  Development
• Domain 4 Presentation of Subject Matter
• Domain 5 Communication Verbal and Non-verbal
• Domain 2 Management of Student Conduct

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PURPOSE

• The Summative instrument objectively records
  observed teacher performance.
• The data gathered during the observation can be
  used as support documentation for the Classroom
  Teacher Assessment System (CTAS).

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IMPORTANT POINTS

• Notify the teacher (in writing, NOT email) of the
  week the Summative observation will be done.
• You may not pop in for a Summative observation.
  
• If you do an informal observation (unannounced),
  the reporting format must be in anecdotal style.
• If instructional concerns are noted, you must
  follow up with conference notes that are signed
  and dated by the teacher.
• The conference notes must have specific teaching
  improvement strategies.
• Use only the last 4 digits of the teachers and
  your Social Security number.

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FRAME FACTORS
Frame factors are the demographic information
that the observer completes prior to beginning
the observation.
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FRAME FACTORS

• Print the teachers last, first and middle name
  in the space provided.
• Print the name of the institution where the
  teacher received his/her highest teaching degree
  in the space provided.
• Write the number of COMPLETED (full years) of
  teaching in the space provided.
• Write the name of the school district and the
  school district number (050) in the space
  provided.
• Print your name as the person conducting the
  observation in the space provided.
• Mark ONE grade level in the space provided.

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FRAME FACTORS

• Mark the classroom according to PHYSICAL facility
  (i.e. lab not the method of instruction in the
  space provided).
• Count the number of students at the beginning of
  the lesson and record that number in the space
  provided.
• Record the starting and ending times. (Remember
  the observation must be at least 20 minutes
  long.) If testing takes more than 20 of the
  observation time the Summative is invalid and
  will have to be redone at another time.
• Within 10 working days of the observation, obtain
  the teachers signature in the space provided
  during the post-observation conference. (Their
  signature does not mean they agree with the
  content of the summative observation.)
• Sign and date the instrument in the space
  provided.

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Task Engagement

• The four boxes at the top right of the Summative
  instrument are used to record the number of
  students not engaged in instruction.
• The observer should scan the classroom five
  minutes into the observation and record the
  number of students not engaged.
• This scan is then repeated 10 minutes later.
• The next scan is done 5 minutes later.
• If the fourth box is used place the number of
  students not engaged in that box. If that box is
  not used place an X in the box, not a 0. The
  0 implies that all students were on task.
• The task engagement information can be very
  powerful when converted to percentages. For
  example, if the class has 20 students at the
  beginning of the observation. At the first scan,
  7 of those 20 are not on task, this converts to
  35 of students are not on task.

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CODING

• Can only code what the observer sees and/or
  hears.
• The coding is systematic and non-evaluative.
• Codes are made by making tally marks.
• Codes are made when teacher performance is
  observed/heard.
• When the lesson ends, coding stops.
• DO NOT interact with the teacher or the students
  during a Summative observation.

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INTERVENING EPISODE

• The observer cannot repeat tally in a cell unless
  the teachers behavior moves you (the observer)
  out of the cell.
• This rule refers to items 2-10, 15-21 on the
  Summative instrument.
• Items 11-14 do not meet the intervening episode
  criteria.

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VALID SUMMATIVE OBSERVATION

• May be conducted on a subgroup or a total class.
• Must be conducted for a minimum of 20 minutes.
• Observer must be an administrator trained in
  FPMS.
• The teacher must be notified in writing (NOT
  email) of the week the Summative observation will
  be done.

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DOMAIN 3.0Instructional Organization and
Development

• 2 L Materials (handouts, worksheets,
  manipulatives, etc) distribution, prepared,
  AV/lab equipment working. DO NOT tally normal
  board writing or having/using Teachers Edition
  or prepared lecture notes.
• 3L Orients/refocus directions, advanced
  organizers, objectives/goals on board (referred
  to during lesson) Transition words Next, Now,
  Eyes Up, Look at 4).
• 3R Code when it is student initiated
  talk/activity off subject.

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DOMAIN 3.0Instructional Organization and
Development

• 4L Review beginning, within topic, end. Must
  have substance and have meat not fluff.
• 5L Questioning
• Single factual - lower order questions who,
  when, wherelist, characteristics, memorize, look
  up
• Analysis/reasons higher order questions
  manipulate information, critical thinking,
  analyze, synthesize, explain, why, how?
• 6L Rephrase response, use to demonstrate, give
  correctives, DONT tally OK, correct, uh-huh,
  or verbatim repeats.
• 7L Tells WHY an answer is correct praiseworthy.

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DOMAIN 3.0 Instructional Organization and
Development

• 8L Code by the episode (event), choral practice
  every pupil response (i.e. thumbs up)
• 5cR Opinions/procedures (i.e. How do you feel,
  Does everyone have a pencil?)

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DOMAIN 4.0Presentation of Subject Matter

• 11L Concepts definition example (ALL subject
  areas)
• 12L Laws Principles law stated AND applied
• (Science, Social Studies)
• 13L Academic Rule Rule stated AND applied (All
  subjects, most commonly math grammar)
• 14L Value Criteria Fact Testing ONE code
  , all criteria must be present for complete
  treatment

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Praise Words- Tells Why the Answer Was Correct
and Praiseworthy (7L)

• Good
• Very Good
• Excellent
• Wonderful
• Terrific
• Marvelous
• Super
• Swell
• Great

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No Codes the following responses are not coded
during a summative observation

• Okay
• All Right
• Thats all right
• Correct
• Exactly
• Yes
• Uh huh
• Verbatim Repeats

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DOMAIN 4.0Presentation of Subject Matter

• If there are no codes in Domain 4.0 (Presentation
  of Subject Matter), teaching did not take place.
• Most lessons will total less than five (5)
  tallies in Domain 4.0 Presentation of Subject
  Matter.
• Few, if any, lessons will have multiple codes in
  Concepts, Laws Principals, Academic Rules, and
  Value Knowledge.

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DOMAIN 5.0Communication Verbal and Nonverbal

• 15L Important Points emphasize, show
  (highlight, circle), repetition MOST effective
  (using marker techniques and/or marker
  expressions)
• 16L Task Attraction Challenge i.e. This is
  going to be fun! This is difficult but I KNOW
  you can do it!
• 19L Body Language that is content related .
  Behaviors, gestures, expressions (NOT a smile
  count!)

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DOMAIN 2.0Management of Student Conduct

• Code 20L when
• Misconduct Stops misconduct with effective
  techniques task-focus-desist (i.e. Stop talking
  and do 2, approval-focus-desist (i.e. I dont
  like it when )
• Rules (referred to)
• Praise for compliance (Susan, thank you for
  raising your hand)
• Code 20R when
• Stops misconduct with an ineffective techniques
• Harshness
• Sarcasm
• 21R Teacher initiated loss of momentum-fragmentati
  on, overdwell

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DOMAIN 2.0Management of Student Conduct

• Codes in 20R (stop misconduct) and 21R (loss of
  momentum), should be reflected in the number of
  students NOT engaged and noted in the Task
  Engagement boxes at the top of the summative
  instrument.
• Experienced teachers have high codes in 5aR
  (unison response), 5bR (multiple questions), 5cR
  (non-academic questions), and 7R (general,
  non-specific praise).
• Loss of momentum
• If the loss of momentum is teacher initiated
  code in 21R
• If the loss of momentum is student initiated
  code in 3R

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USES OF THE SUMMATIVE

• Summative instruments can be used as a diagnostic
  tool to identify effective classroom teaching
  strategies.
• Used as a venue to address less effective
  strategies.
• A vehicle to provide structure to recommendations
  for improvement, must be provided where less
  effective teaching strategies were observed.
• Recommendations must be concrete and specific.
  (i.e. Mrs. Jones should observe classroom
  management techniques to bring students back on
  task in Mrs. Smiths classroom).

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POST-OBSERVATION MEMORANDUM

• Click on Example

Example
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ANECDOTAL OBSERVATION

• Sometimes the summative instrument is not best
  suited for an observation. An anecdotal
  observation can be done. Discussion and
  recommendations for improvement (in writing) must
  be made within ten working days of the
  observation.

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SUMMATIVE ANNECDOTAL

• You may go into a classroom to do a Summative
  observation and because of circumstances you
  switch to an anecdotal instead. (Conversely, you
  cannot go into a classroom to do an anecdotal
  observation and decide to do a Summative.)

Example
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FPMS UPDATE COMPLETION

• Steps for completing the FPMS Update
• Complete the Post Training/Reflection.
• Path to reflection
• Pony to Professional Development B-101 attention
  James Della Penna.

Reflection