This PowerPoint helps students to consider the concept of infinity.
PDAS Update Training
1. PDAS Update Training
“The goal of PDAS is to improve
student performance through the
professional development of
teachers.”
2. APPRAISAL PERIOD TIME LINE
SCHOOL CALENDAR YEAR
September 12
(Due on or before)
PDAS for new teachers/update for all teachers
October 3
(Due on or before)
Teacher Self-Report I
October 8 – May 2 Formal Observation Window
April 17
(Due on or before)
Teacher Self-Report II & III
May 2
(Due on or before)
Summative Annual Report
May 8
(Due before)
Summative Conferences
Primary Appraisers
Elementary Campus
Middle School Campus
High School Campus
College Street Campus
Beth Luhn
Kim White
Jeff Hicks
Farilyn Webb
Secondary Appraisers
Elementary Campus
Middle School Campus
High School Campus
College Street Campus
Upon Teacher Request
Kim White
Jeff Hicks
Farilyn Webb
Beth Luhn
3. Local Decisions
•Who should be appraised using PDAS?
•PDAS was designed to evaluate classroom
teachers. Other education professionals must be
evaluated annually; however, they do not have to
be evaluated with PDAS. A district may develop an
appraisal system for these educators or modify
other systems so long as the job requirements of
that group are addressed. If the educator is the
teacher of record for at least one class they must
be appraised using PDAS or a locally developed
teacher appraisal.
4. Local Decisions
•What is a teacher’s recourse if he/she does
not agree with his/her appraisal?
•Within 10 working days after receiving an
Observations Summary or a Summative Annual
Appraisal a teacher has two options if he/she does
not agree with the report.
•A written response or rebuttal may be
submitted which becomes a part of the
teacher’s appraisal; or
•A 2nd observation can be requested in writing.
5. Local Decisions
2nd appraisals
The following will be included in the 2nd appraisal:
a 45 minute observation (or equivalent amount of
time in shorter segments), scoring of all domains,
cumulative documentation collected by the first
appraiser, particularly in Domains VI, VII, and VIII,
and any walk-through documentation that are used
to score any or all domains.
6. Teacher Self-Report
• Gives the teacher an opportunity to have
input into his/her appraisal process.
• Serves as a platform to align instruction.
• Is a reflective tool.
7. Teacher Self-Report
•TSR I
•The Texas Essential Knowledge and Skills (TEKS)
objectives listed in Section I of the TSR are skills
embedded in all learning. All grades and subjects
teach or reinforce some of all of these skills within
the context of the respective curriculum and at the
appropriate level for the assigned students.
•It can be revised during the school year as
needed. This must be done at least 2 weeks prior
to the Summative Annual Conference.
8. Teacher Self-Report
• Parts II and III of the TSR give the teacher
an opportunity to give his/her appraiser
additional information about his/her efforts
to improve the students’ performance.
• TSR Parts II and III should connect to the
Campus Improvement Plan and this
should be communicated to the teachers
during orientation.
9. Teacher Self-Report
•The appraiser should use the TSR as one piece of
the data in completing the Summative Annual
Appraisal.
•The TSR should also help to drive all of the
appraisal conferences, especially the summative
conference.
10. Teacher In Need of Assistance
•When do you use a TINA?
•Commissioner’s Rules 150.1004 (a) (1) a teacher
who is evaluated as unsatisfactory in one or more
domains; or (2) a teacher who is evaluated as
below expectations in two or more domains.
•TINA’s can also be developed for a teacher at the
discretion of the appraiser when the appraiser has
evidence that would potentially produce an
evaluation rating of below expectations or
unsatisfactory.
11. Teacher In Need of Assistance
•Documentation needs to include the
following:
•Date: Date of occurrence, date of notification of the teacher
•Facts (who, what, when, where)
•Explicit (as it relates to language used in the PDAS framework)
•Behavior observed
•Valid source (must be verified when data is coming form a 3rd
party)
12. Teacher In Need of Assistance
•Development of the TINA must include:
•A partnership between the teacher and appraiser.
•Focus on the Domain(s) that designate the teacher as a
Teacher In Need of Assistance.
•Professional Development activities and dates for
completion.
•Evidence that will be used to determine that professional
development activities have been completed.
•Directives for changes in teacher behavior and timelines.
•Evidence that will be used to determine if teacher behavior
has changed.
13. Teacher In Need of Assistance
•When a teacher needs to be placed on a
TINA, earlier is better.
•Get it started as early as possible to give
opportunity for growth.
•At the first sign that there might be a problem, get
involved.
14. Teacher In Need of Assistance
•When developing the intervention plan it shall:
•include options for professional development activities
designed to enhance teacher proficiency.
•At least one option shall not place significant financial
burden on either the teacher or the school district.
15. Performance Level Decisions
•Communicating Expectations
•Needs to happen when teachers report through
their final work day.
•Constant, clear, concise.
•Two-way, get teachers’ input.
16. Performance Level Decisions
•Pre and Post conferences
•Pre- should be two way and used to communicate
expectations of the appraiser and teacher.
•Post- should be used for feedback, growth, and
planning.
•Every teacher should be given both pre and post
conferences, the more communication the better.
17. Performance Level Decisions
•Proficient Standard is defined under PDAS as:
•The four performance levels under PDAS (Exceeds
Expectations, Proficient, Below Expectations, and
Unsatisfactory) are defined in terms of the impact on
student learning. In other words, what is the impact on
student learning and how often and with how many students
does the positive impact on learning occur? Since the goal
of PDAS is to enhance the learning of all students, the
“proficient” level is a high standard of performance.
Teaching behaviors that result in considerable impact on
student learning and which are demonstrated a high
percentage of the time and with a high percentage of
students (80-89%) is ‘proficient.’ Words associated with
‘proficient’ teaching behaviors or the rating of ‘proficient’ are:
skillful, experienced, masterful, well-advanced, and
knowledgeable.
18. Performance Level Decisions
•Using inference is acceptable in the following
cases:
•It can be applied to Domains I, II, III, IV, V, VII, and VIII
(except Criteria 10).
•You can infer proficient in only one criteria out of a
domain if 80% of the other criteria in the domain are
proficient or better.
•All of Domain VII can be inferred if there is no
evidence otherwise.
•None of Domain VI can be inferred.
