Professional Development and Appraisal System

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Professional Development and Appraisal System
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Rules To Know

• From Commissioners 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.

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Subsection 150.1003 Continued

• Additional walk-throughs and observations are at
  the discretion of the appraiser.

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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

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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.

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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.

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Subsection 150.1003(f)

• Any third-party information from a source other
  than the teachers supervisor that the appraiser
  wishes to include as cumulative data shall be
  verified and documented by the appraiser. Any
  documentation that will influence the teachers
  summative annual appraisal report must be shared
  in writing with the teacher within 10 working
  days.

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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.

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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
  teachers personnel file.

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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 teachers 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).

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Domain I Active, Successful Student
Participation in the Learning Process
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(No Transcript)
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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

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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.

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Domain II Learner-Centered Instruction

• Things to develop lessons around
• Goals and objectives
• Learner-centered activities
• Critical thinking and problem solving
• Motivational strategies

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Domain II Learner-Centered Instruction

• Alignment
• Pacing and sequencing
• Value and importance
• Appropriate questioning and inquiry
• Use of technology

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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.

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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.

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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

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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.

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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

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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.

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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.

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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.

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Domain VI Professional Development

• Things to document
• Campus and district goals
• Individual student needs
• Prior performance appraisal
• Improvement of student performance

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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.

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Domain VII Compliance with Policies, Operating
Procedures, and Requirements

• Things to document
• Policies, procedures, and legal requirements
• Verbal/written directives
• Environment

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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.

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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

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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.

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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.

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Teacher Self-Report FormSection 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.

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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?

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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?

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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?

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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?

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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?

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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?

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Teacher Self-Report Section III

• Be prepared to discuss three target areas for
  continued professional growth.
• List three areas where you can improve.