Professional Teacher Evaluation Program

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Professional Teacher Evaluation Program
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What is the PTEP?

• Assessment program designed to determine the
  quality of teacher performance in relation to a
  set of professional performance standards.

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What are the purposes of the PTEP?

• 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 of bringing structured
  assistance to marginal teachers
• Provide a basis for making more informed
  judgments about teacher performance
• Provide information for developing an effective
  and relevant staff development program.

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What are the components of the PTEP?

• 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.

• Nonverbal/ verbal communication
• Student Involvement
• Classroom Relationships
• Participation Patterns

• Planning
• Implementation of instruction
• Evaluation of instruction
• Classroom climate

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Teacher Performance Standards

• 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 students gender, cultural, and
  linguistic background.

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Teacher Performance Standards

• 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.

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Teacher Performance Standards

• Standard V The competent teacher provides
  guided practice.
• Standard VI The competent teacher provides
  opportunities for cooperative learning .
• Standard VII The competent teacher monitors
  classroom instruction.

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Teacher Performance Standards

• 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 X The competent teacher provides
  summative evaluation that measures student
  achievement of objectives.

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Teacher Evaluation Standards

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

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Teacher Performance Standards

• 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.

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Teacher Performance Standards

• 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.

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Four Strands Comprise the PTEP

• Professional Growth Program
• Professional Accountability Program
• Probationary Program
• Professional Plan for Development

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PTEP Evaluation Matrix
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What is the Process?
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Board Policy 378- The Lesson Plan

• Components of a lesson plan
• ESLRs
• Skills/ Content Standards Performance
  Indicators
• Anticipatory set or effective grabber
• Instructional objectives
• Instructional strategies
• Methods of assessment
• Checking for Understanding
• Guided Practice
• Closure
• Modifications for students in need
• Textbook/Materials/ Resources to support the
  lesson

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ESLRs

• 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.
• 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

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Expected School Wide Learning Results (ESLRs)
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Skills/ Content Standards/ Performance Indicators

• Skills Stanford Achievement Test, 10th Edition
  (SAT10) Item Analysis
• Content Standards National Content Standards for
  respective subject
• 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

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Anticipatory Set or Effective Grabber

• What is your prompt?
• How will you hook students to be engaged?
• Why would students be interested in todays
  lesson?
• Taking out the guess work on todays lesson.
• 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.

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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.
• You may have more than one objective per lesson.
• Objectives should correlate directly with the
  SAT10 skills or ESLRs at all times

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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)
• 4. Performance Level the realistic expectation
  standard of achievement for students

Students will be able to ___ During/ After
_________ With/through _________ By/ with
_____________.
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Instructional Strategies

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

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Methods of Assessment

• 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.
• Methods of assessment should be linked to your
  ESLRs or SAT10 skills.
• Examples Test/Quiz, Oral Presentation, etc.

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Models/ Examples

• How will you make your lesson tangible for your
  students?
• 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.
• Examples Storyboards, pictures, graphs, etc.

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Checking for Understanding

• How will you know if students comprehend whats
  going on thus far?
• This is done throughout the lesson
• This requires immediate feedback and is informal
  in nature
• Examples Question and Answer, discussion, etc.

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Guided Practice

• 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?
• Examples Question and Answer, Discussion, etc.

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Closure

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

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Modifications

• 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?
• Examples Extra time, Open book, etc.

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Textbook/ Resource

• What was your primary text in presenting the
  lesson?
• 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.