The Issues of Religion in the Public Schools



Analysis of the Teacher Appraisal System

Andrea Roberts

ED7542 The Politics of K-12 Education

Capella University

420 Decatur Ave.

Orange, Texas 77630

Telephone: 409.284.9427

Email: andrpatte1908@

Instructor: Professor Shirlan Mosley-Jenkins

Abstract

The purpose of this assignment is to analyze the teacher evaluation and appraisal policy of Beaumont Independent School District. It will define the board policies in reference to teacher evaluation, trace the origin and historical context, and identify the policy players. It will discuss the goals and assessments this policy, what each policy is designed to achieve, and recommendations, if any, of how it can be improved.

Table of Contents

I. Introduction……………………………………………………………….. 4

II. Background………………………………………………………………. 4

• Goals and Objectives………………………………………………... 5

III. Policy Evaluation Report and Recommendation…………………….. 7

• The Evaluation Process…………………………………………….. 7-8

• Professional Growth Plans…………………………………………. 11

IV. Conclusion………………………………………………………………. 22

V. References………………………………………………………………… 23-24

VI. Appendices………………………………………………………………. 25

• Appendix A………………………………………………………….. 25-30

• Appendix B…………………………………………………………..

VII. Tables…………………………………………………………………... 31

Introduction

In a now, accountability-conscious educational system, teacher appraisals and evaluations have been designed and re-designed to fit the need of the districts’ perceptions of what exceptional teaching should appear to be. According to Johnson (2003), high quality teaching is essential to improving student outcomes. This type of teaching is demanded by the public, teachers, administrators, and the educational system as a whole. In order to achieve this type of teaching, appraisals were designed to capture great instruction and praise the teacher for their effectiveness in the classroom. They were also designed to help give positive feedback to the instructor/teacher on how to improve and become better at their craft. According to Haefele, (1993), a teacher evaluation system should give teachers useful feedback on classroom needs, the opportunity to learn new teaching techniques, and counsel from principals and other teachers on how to make changes in their classrooms. To achieve these goals, evaluators must first set specific procedures and standards. The standards should relate to important teaching skills, be as objective as possible, be clearly communicated to the teacher before the evaluation begins and be reviewed after the evaluation is over, and be linked to the teacher’s professional development.

Background

The Professional Development and Appraisal System, PDAS, teacher evaluation system is used by the Beaumont Independent School District in Beaumont, Texas. Evaluation is an essential ingredient of leadership (Drake & Roe, 2003). All District employees shall be periodically appraised in the performance of their duties. Beaumont Independent School District’s employee evaluation and appraisal system is administered consistent with criteria, performance, and documentation. Within this analysis, an attempt to interpret and conclude if this system is based upon the best practices used in the educational system will be given. It will discuss the goals and assessments used within a school and the classroom, analyze the teacher evaluation system used in the district, processes for professional growth, and analyze the strengths and weaknesses of the system. This evaluation report is presented to the Texas state Board of Education, for consideration for approval, beginning the 2011-2012 school year. The evaluation was created and conducted after carefully observing several schools and teachers in BISD.

Goals and Objectives

By 2015, Beaumont Independent School District, BISD, will be recognized nationally as a leader among learning organizations known for exemplary student achievement. This is the vision of the BISD. Through analysis of the goals and assessments of a school, within the district, one can’t help but to find the link between the district’s vision and school’s goals. The primary goal of the schools in BISD is for students to excel academically and act responsibly displaying good citizenship in a positive environment. This goal ties in with the district’s vision. With our school’s continuing exemplification of model students and successful assessments through responsible behavior and great citizenship, my school is on the right track in helping our district achieve its goal and vision. The goals have been implemented through the rallying of the administrative team, the teachers, and the students. My principal has made it known what the goals are for the entire school. Her plan was to go to every grade level and discuss what her specific goals were for each. During the visits to the grade levels, she met with the teachers on one day and the students and teachers on a separate day. She made the goals real for the children and teachers and let the m know they were attainable and each one of their participation would be valued and it would help bring success to school and themselves.

Communication played a key role in the shared commitment to the vision and goals for the school. Without the communication with the children and teachers, a gap may have been left and it would have left room for misunderstanding. With sharing the vision and goals with each grade level, everyone heard a rendition of what is a common message, the goals and vision. The communication was very positive and uplifting, and never condescending and demeaning. With the children, the principal was very energetic, positive, and motivating. She made the children aware of where we were in the district and where we want to be. With this communication, the children were able to articulate where they would like to be and what they are going to do to achieve these goals.

After the communication had been given out, the teachers and instructional leaders discussed how to assess the progress the school was making in order to reach the goals. One assessment was through the district. A test is given to each grade level to assess the progress made on the state achievement tests as well as summative tests for the lower grades after a few chapters were taught to the classes. Within our school, we decided to also give a few tests after certain chapters had been taught as well as assess informally in class through class work, teacher observations, and small group participation.

The access to this information was very easily attained. The instructional leaders would compile the data from summative exams, and the teachers would compile the data within their classrooms. The two entities would meet and disaggregate the data to compile additional small group instructional settings run by the principal, instructional leaders, music teacher. P.E. teacher, and many more. Not only are additional small groups formulated, but within the classes, teachers begin to reshape and redesign their lessons to strive for success. The entire campus pulls together to help accomplish the goals that have been set. The entire campus is aware and knowledgeable of the goals and the vision, and the entire campus rallies to do what is needed and necessary in order for the goals to be reached which makes success eminent.

Evaluation Process

The current appraisal system that was used in BISD is entitled the Professional Development and Appraisal System or PDAS. This system is used by most districts in the state of Texas. “The appraisal required a one 45 minute observation by an appraiser as well as a teacher self report that was completed at the beginning and end of the year. PDAS includes 51 criteria within eight domains reflecting the proficiencies for learner centered instruction that was adopted in 1997 by the State Board for Educator Certification in Texas (n.d.,¶ 1).” Teachers were initially trained and given a manual as to know what the appraisers were looking for when observed. As the teacher becomes experienced and placed on a continuing contract, (Texas does not tenure public school educators), then three 15 minute walk-throughs can replace the one 45 minute appraisal.

This new system designed system of appraisal is very similar to what was already in place. The original appraisal system was thought to be too accommodating and allowed too many teachers to reach a status of “exceeds expectations” when their students may not have all passed the state mandated test. It is the belief of the superintendent that the teacher’s appraisal should be in direct correlation with students’ achievement and mastery of their grade level and state test. The process of the current appraisal system is based upon the previous system reformatting the eight domains that are represented in that system. Those domains are:

I. Active, Successful Student Participation in the Learning Process

II. Learner-centered Instruction

III. Evaluation and feedback on Student Progress

IV. Management of Student Discipline, Instructional Strategies, Time/Materials

V. Professional Communication

VI. Professional Development

VII. Compliance with Policies, Operating Procedures and Requirements

VIII. Improvement of All Students' Academic Performance

The new system will now use six domains, with the main focus being Domain I, Student Achievement. Domains II through VI are as follows: Design and Delivery of Instruction, Learning Environment, Professional Relationships and Responsibilities, Professional Development, and Classroom Management Strategies.

In the former system, “exceeds expectations” is the highest rating one may receive, but in the new system the rating is as follows: System Impact, being the highest rating, Excellent, Potential, and Not Meeting Standard. NO ONE WILL RECEIVE SYSTEM IMPACT UNLESS THEY HAVE IMPACTED THE ENTIRE DISTRICT WITH THEIR INSTRUCTION.

The evaluation process utilized in the BISD is a combination of formative and summative evaluations. Before the actual formative appraisal takes place, there is a pre-observation conference that is between the appraiser and the appraised. During this conference, it is then discussed what the appraised is going to teach and what should be taking place inside of the classroom. At this point, the appraised also informs the appraiser of any special needs or discipline problems that are associated with the class. The formative evaluation is then given and it is a 45 minute observation. After that observation has taken place, a post-conference would then be held. During this time, any questions and concerns from the appraiser would be brought up or asked. The last event to take place is the summative and it usually is help to give the appraised their actual appraisal and during this time teachers find out whether or not they will be eligible for a raise for the upcoming school year.

The newly designed appraisal system helps the administrative team become more active in facilitating activities that would apply principles of effective instruction. Walk-throughs help the administrative team become more aware of what is actually taking place in the classroom before the official evaluation takes place. A walk-through will simply open dialogue between the administrator and the teacher on what may or may not be taking place in the classroom. This helps the teacher to refocus and redesign lessons and lesson strategies that will strengthen their lessons and ultimately look favorably for them in their formal evaluation. The walk-through is designed as a tool of help, and not an instrument to make the teacher feel demeaned or scrutinized. These walk-throughs are conducted by the principals, assistant principals, and instructional specialists. Because the instructional specialists are required to perform walk-throughs, again it helps the teachers to feel more at eased with another pair of eyes viewing their lesson and giving constructive criticism.

During a walk-through, if it is evident that a teacher is in need of resources to help solidify a lesson or make it more concrete versus abstract for the students, the teacher is given the opportunity during an informal debriefing to request material or material is suggested for usage. The instructional specialists have access to a plethora of books and other resources that is for the teachers to use, when and if needed. As material is suggested or asked for, the instructional specialists also will go over the material to ensure the teacher will use the material properly. In many instances, the instructional specialists will go into the classroom and model a lesson using the material as to allow the teacher to see the material being utilized. The modeling helps the teacher as well as the students by giving them a fresh view of a particular subject that may help to bring their understanding into the concrete.

By utilizing the instructional specialists and the materials that have been bought to help the students, the principal and the administrative team shows their understanding for the application of best practices. They also show their knowledge and understanding of best practices for student achievement through the encouragement and usage of peer coaching and collegial groups. Not only do they understand how valuable collaborative efforts are in order for students and teachers to achieve, but they themselves participate in the planning and implementation of strategies that were suggested through the peer coaching models. They also understand the importance of small group instruction. Small group instruction helps the teachers focus in on a few students at a time and is better able to conduct informal assessments of understanding. This type of instruction also allows the teacher to be able to introduce chunks of a lesson to a smaller amount of students thus being able to help produce a better understanding through the instruction versus loosing half to a large group instruction and having to repeat a lesson because of lack of attention versus lack of understanding.

Professional Growth Plans

“Mutual respect and trust, sense of ownership and self-direction, voluntary participation, and collaborative spirit,” (Nolan & Hoover, 2008 p. 62) are the essentials that are needed in order for school districts to effectively be able to support the needs of educators through a successful professional development program. The goals of any professional development program should be, one, to address the needs and concerns of the educators for on particular campuses, specifically focusing on enhancing teaching and learning. As well as achieving campus needs and goals, a professional development program may also address the concerns and needs for a district. The district professional development should address global concerns within their district and help to lessen the gaps of achievement within the district.

In my school, professional development has been managed through a system entitled Avatar. With this system, the school administrator is able to view the professional development each educator on their campus has attended within the district. If any professional development opportunities were afforded to someone outside of the district, they must bring in their certificate verifying the completion of the hours, the title of the professional development, and the facilitator of the session. As summative reviews are beginning, the principal will then talk about the professional development and growth opportunities that were taken by the teacher and make sure the hours were appropriate.

Administrators also are able to designate professional development opportunities to teachers as well as the faculty as deemed necessary. Many administrators will find professional development sessions that are key to their campus. In doing this, they will generally require all of their staff to attend unless the sessions are dealing with specific content where others may not benefit as well. In the event of specific content sessions, the principals will generally offer sessions to cover all content so as no one is left out of any professional development opportunities.

Within the Beaumont Independent School District, all educators are required to acquire at least 12 clock hours of professional development annually. This simply means the minimum requirement for professional development training hours is at least 12 in BISD. Educators are to acquire these hours off contract time, meaning any professional development that is received during work hours, are not considered towards the hours required by the district and state. The district does offer many professional development opportunities during the school day as well as after the school day. There are other professional development opportunities provided on Saturdays as well. Educators may register for any of these classes online and their attendance is recorded and kept in a portfolio for the educator to be able to come back to and be able to show proof to their administrator during their teacher appraisal. Not only are professional development opportunities offered during the school year, but also during the summer. During this cycle of professional development, most educators in BISD will attend sessions during the year.

Professional growth is also offered in the training of teachers in differentiated instruction, peer coaching, and collegial groups. The district, from what I have noticed, does not offer any training in regards to the 2+2 model of communication. These professional development opportunities are presented through the district’s curriculum and instruction department. This department handles all professional development sessions and is responsible for the design and implementation of professional development throughout the district.

The professional development program that is in place in the Spring Independent School District does make provisions in many different areas such as for those educators who have received poor teacher evaluations as well as those that are effective in the classroom. There are also many opportunities for collaborative and collegial groups to convene district wide.

To begin, provisions for those educators whose evaluations were poor are offered many sessions in areas that are viable to them succeeding in the classroom. If an educator’s evaluation reflected poor classroom management, then the teacher and the administrator would sit together and map out professional development sessions that would help the educator with classroom management skills and tips. At times, the district may not offer sessions in some areas because there is not a big demand for that particular area, so the administrator would find research our regional service center for educators and find sessions that are needed. These sessions are paid for by the campus administrator at this time. There are regional service centers throughout the state of Texas and they are designed to help educators with professional development as well.

For those educators who have been very effective in the classroom, there are opportunities provided for them as well. These educators are provided with the opportunity to help write curriculum during the summer and be paid for their work. Many educators take advantage of this wonderful opportunity to help improve the district’s scope and sequence for each grade level. Also, the teachers deemed to be very effective in the classroom, are given the opportunity to conduct professional development sessions. Again, this is optional, but it provides great opportunity for those teachers and it helps place them in leadership and facilitator roles.

When the district offers a professional development for the entire district to take part in, great collaborative and collegial groups are formed once everyone has been trained. Groups are formed on each campus, again this is optional, and groups are formed on the district level. The district level groups, just as the campus based groups, are for support and ways to express how something is or isn’t working in regards to the training that had taken place. During these groups, often times many teachers are asked to share those things that have worked. Upon sharing, they are afforded the opportunity to present and share these ideas with many teachers throughout the district. They are also asked to become model teachers where district officials may come and observe or video tape a lesson so that it may be used as a training instrument.

Within the Beaumont Independent School District professional development program, autonomy for educators is a huge underlying factor. The majority of the professional development that is chosen is chosen according to what the educator feels is needed to become or continue success in the classroom. The educator is afforded the opportunity to view the entire list of professional development sessions that are offered throughout the year. Having privy to this information gives the educator the freedom and autonomy to choose what best fits their schedule and their individual needs. With this in place, educators in BISD are not forced to choose professional development sessions that is of no use to them. They are eager to choose things they are interested in and are more likely to show up and participate with an anticipatory appreciation for the support that will help their children to gain more success in the classroom.

As professional development sessions convene, there is always the unspoken intent of each session. The educators are most definitely participating in order to improve themselves so that they may be improving the learning of the students they encounter daily. Educators are in the business of helping children, their students. What they learn in their professional development sessions will always directly or indirectly affect the improvement and management of the classroom. The same is in effect for the administrative staff of each school. The professional development sessions that are given to the administrators, are also to help improve the campus, which affects the educators, other staff members, and most importantly, the students.

As the administrator of a campus decides what professional developments are best for their campus, one goal in mind is always the school’s mission. Keeping the school on track, in regards to the school’s mission, is to indirectly affect the learning environment and the campus environment. The learning goals are those goals the administrative team, with teachers, have come to conclude best coincides with the school’s mission. The learning goals may change yearly, as success becomes eminent. The campus administrator provides professional development opportunity for the staff to reach these goals.

Implementation and Assessment

The teacher evaluation system that is currently being used by BISD may not necessarily be the best model for districts to adhere to or imitate. The district’s system definitely has its strengths and its weaknesses.

The district’s strong point in regards to their appraisal system is that the system is partially based upon best practices as well as it is aligned with the state’s competencies. One best practice Beaumont Independent School District practices is the pre-conference and post conference dialogue. The pre-conference is a practice that allows the evaluator to ask any questions and vice versa before the actual evaluation begins. This also allows the teacher to lay out what they will be doing, things the evaluator may expect, and any problems that may arise so as nothing will be an unwelcomed and unexpected astonishment during the teacher’s formal evaluation. Another strongpoint about Beaumont ISD’s teacher appraisal system is that it welcomes the rebuttal of the teacher if the evaluation did not go favorably. In an event where the teacher and the evaluator viewed the lesson with two different perspectives, the teacher has the right to get a new evaluation from the district with a certified district official conducting the formal evaluation. These instances have occurred, but they aren’t utilized often for fear of retaliation from the administrator.

Just as there are strengths about the appraisal system, there are also weaknesses that may at times hinder the system from being a better evaluation tool. In many instances, the appraisal system helps to tear down some teachers’ motivation to excel. It forces them to realize they may never hit the highest mark obtainable in this appraisal system because their instruction MUST impact the ENTIRE district. Secondly, a fear factor is placed on the teachers. Most are fearful of not being able to acquire a raise for the next school year. Within BISD, raises are tied in to a teacher’s appraisal. If their appraisal was not favorable in at least two areas, then they will not receive a raise for the next school year. They are not placed on growth plans for at least two unfavorable marks, but no monetary rewards are given. As teachers ponder these obstacles and may want a new evaluation, they feel if they are not in agreement or on the good side of their appraiser, their raises may be affected simply out of spite or a disagreement.

Teachers held to a standard through testing goals or instructional goals are believed to help the teachers instruct in such a way student learning will be achieved and in some cases mastered. Most educators agree that this is true and are arguably doing what is necessary for their students to be successful. When their students are successful, school-wide learning goals and its mission is reached. A successful school produces successful students and has successful teachers. When an appraisal system can affect the morale and efforts of its appraised in such a negative manner, then it is not actually accomplishing its reason for conception or is it?

Another weakness of the current appraisal system is the evaluation of their new teachers. The new teachers in the district are held to the exact same standards that seasoned or experienced teachers are expected to reach. It is the goal of the district for their teachers to become exemplary teachers, but the stress that is placed on a new teacher within the district, being evaluated for the first time, becomes overwhelming. The new teachers are expected to have the exact same results or better in assessments, locally and state testing. These same new teachers are also expected to have great classroom management skills, be able to effectively communicate with parents, staff, and their colleagues, while making sure they are in compliance with policy, achieving student success, and attending professional development opportunities on Saturdays or after school when this is the time they would be trying to develop effective and affective lessons. These competencies are expected of all, but for a new teacher can be a bit daunting, intimidating, and discouraging. Many new teachers have been given a job expectancy of three years in the classroom. It is my belief that this is largely due to the expectancies that are placed on new teachers. In order for any leniency to take place, it will definitely be at the discretion of the principal.

Recommendations

After analyzing the Beaumont Independent School District’s appraisal system there are a few recommendations that may help the system become what it is trying to accomplish, a system that promotes fairness for its teachers and proves to show successful and professionally growing teachers, not only in BISD, but also in the entire state of Texas.

The first recommendation would be that of the appraisal methods for their new teachers. Because new teachers are new and very inexperienced to having their own classroom, the policy and standards in which they are appraised by should be altered. New teachers aren’t experienced enough to know what their student achievement should actually be. It is the job of their mentor, on their campus and preferably within their content area or grade level, to help the new teachers to set goals for student achievement. It should not be expected that the new teacher must acquire 100% passing on the state mandated test when they have never given the test. It should be required that a minimum score be set so as not to have a debacle within the school and the school’s rating doesn’t meet the intended goal. This lowering of the expectation is not to pacify the new teacher, but help train the new teacher to understand what is required and how you teach in order to reach a goal that has been set by the school and the district.

The second recommendation would be to give districts opportunities to revamp their system impact achievement. It is my belief that this achievement should not be a part of the actual appraisal system. This should be a separate honor bestowed upon teachers, principals, and other staff members who were actually performing above and beyond to help make the district’s success eminent. By this now being apart of the appraisal system, teachers are concerned that they will never be able to reach that mark and it causes an opposite effect of its actual intention. Teachers begin to look at this rating as something never obtained or unattainable versus as a goal to continue to do your best. This has caused some discouraging remarks and by teachers and administrators.

The last recommendation to the appraisal system is in reference to how the appraisal affects a teacher’s raise or lack thereof. People in general become very nervous and uptight when you are affecting the means of support they have for their families. Teachers, just as administrators, expect their money to be regular and to reflect their work. Within most districts, raises would be affected for those teachers whose appraisals were horrible. With these teachers, growth plans would be recommended and the teachers would be presented with many professional development opportunities to attend in order to help improve their instruction. Within BISD, if you have obtained at least one unacceptable rating on you evaluation, the recommendation for a growth plan is not an option. What is the reality is the teacher doesn’t receive a raise or step up to the next pay grade. My recommendation is to first enact a growth plan upon your teachers before you affect their monetary status. By evoking the growth plan system, the district will be able to salvage teachers that have received unfavorable reviews through professional development opportunities. These opportunities can help make great teachers when utilized correctly. Teachers may receive unfavorable reviews because at times they just don’t know any better methods and no one has taken the time to show them any other way. Before we intrude on their way of living, let’s help them become better teachers, better instructors, and better facilitators. This will help the district keep teachers and train teachers to be great teachers. With the method that is being utilized now, teachers are able to leave the district once they find out they will not be getting raises and apply in other districts throughout the city. If it is believed they are bad, then we shouldn’t let them leave to continue bad practices. A way to alleviate this practice would be to first place them on a growth plan and they won’t be able to leave to teach other places until BISD has lifted the growth plan. This affords the district to train these teachers and help them become better, it is our responsibility.

Letter to Senator

Andrea Roberts

1900 Chance Ave.

Beaumont, Texas

November 28, 2010

SENATOR KAY BAILEY HUTCHISON

961 Federal Building

300 East 8th Street

Austin, Texas 78701

512-916-5834

512-916-5839 (FAX)

Dear Senator Hutchison,

As an educator and aspiring administrator, I am very interested in PDAS, the teacher appraisal and evaluation system that is currently being implemented in our Texas districts and schools. My proposal is that the evaluation system is revamped to effectively evaluate teacher’s classroom performance and success in meeting the needs of the students.

I realize that there is a protocol for making changes. Therefore, I am sending this letter along with a plan that lays out some needed changes in the Teacher Appraisal system. I am also including a timeline that can possibly be used to implement these changes, and I would appreciate it if you would read the included proposal and consider the implementation of the change.

Thank you so much for your time, consideration, and support, and I look forward to hearing from you soon. I can be reached at (555) 555-5555 or via email at aroberts@myschool.k12.tx.us

Sincerely,

Andrea Roberts

Conclusion

It has been concluded, by this learner, that the Beaumont Independent School District has a great potential of developing an appraisal system that is termed as a best practiced system. It has some effective programs in place such as their professional development system. The professional development is offered to everyone and teachers have the autonomy to choose what is best for them. Within their professional development system, the administrators are also able to choose professional development sessions that are specifically aligned with their campus goals.

Where the district lacks best practice methods is in the actual appraisal of their teachers. With some of the methods that are utilized by the district, intimidation and fear sets in and does not accomplish those goals that the district has set. The district must revamp their approach on evaluating new teachers as well as change their approach on giving teachers raises according to their appraisal rating. These approaches have proven to be overwhelming for some and a means of exiting the district for others. Once the district has realigned their appraisal system with those that are practicing best practice methodology, the district will be on the right track of reaching their goal of 2015; Beaumont Independent School District will be recognized nationally as a leader among learning organizations known for exemplary student achievement.

References

Allen, D.W.¸& LeBlanc, A.C. (2005). 2+2 for teachers: Frequently asked questions.

Collaborative peer coaching that improves instruction: 2+2 performance appraisal model (pp. 105-113). Thousand Oaks, CA: Corwin.

BISD. (2005). Beaumont Independent Policy Manual. Retrieved November 1, 2010 from



Danielson, C. & McGreal, T. L. (2000). Teacher Evaluation to Enhance Professional Practice. Alexandria, VA: Association for Supervision and Curriculum Development.

Drake, T.L., and Roe, W. H., (2003) The Principalship. Pearson Education Inc., Upper Saddle River, New Jersey

Fowler, F. (2009) Policy Studies for Educational Leaders (3rd ed.). Boston: Pearson Education, Inc.

Glickman, C.D. (2002). Leadership for learning: How to help teachers succeed. Alexandria, VA: Association for Supervision and Curriculum Development.

Haefele, D. L. (1993). Evaluating teachers: A call for change. Journal of Personnel Evaluation in Education, 7(1), 21-31.

Johnson, J. (2003). What does the public say about accountability? Educational Leadership, 41, 36–40.

Marshall, K (2003). A principal looks back: Standards matter. Harvard Education Press.

Nolan, J. F., Jr., & Hoover, L. A. (2008). Teacher supervision & evaluation: Theory into practice (2nd ed.). Hoboken, NJ: John Wiley and Sons.

Slater, R. O. (2008). American teachers: What values do they hold? Education Next, 8(1), 47-52.

TCTA. (2010). Texas Classroom Teachers Association. Retrieved November 4, 2010

from

Appendix A

PROFESSIONAL DEVELOPMENT AND SUPPORT

TEACHER SELF-REPORT FORM

Contributions to The Improvement of Academic Performance

of All Students on Campus

The following are general rules for use of the Teacher Self-Report (TSR):

(1) Based upon the nature of the teaching assignment, TEKS/TAKS objectives may vary in content and level of difficulty.

(2) Context for the objectives include (1) teaching field, (2) assignment and/or (3) varying

characteristics of the teacher’s students.

(3) Depending upon the classroom context, objectives may be identified for:

a. A subset of the TEKS/TAKS objectives.

b. A subset of classes assigned to the teacher.

c. A subset of the teacher’s students.

(4) The TSR requires the least amount of writing necessary to communicate the point or make the example (limited to one-half page per item).

Section I*

The data requested in Section I must be presented to the principal within the first three weeks after the

orientation. The teacher may elect to revise this section prior to the annual summative conference.

|READING |

|Objective |Grades where TEKS/TAKS |TEKS/TAKS Objectives |Check all |

| |objectives are tested | |that apply|

| | | | |

|ALL OBJECTIVES………………………………………………………………………………….. |√ |

|1 |3,4,5,6,7,8 |The student will demonstrate a basic understanding of culturally diverse | |

| | |written texts. | |

|2 |3,4,5,6,7,8 |The student will apply knowledge of literary elements to understand | |

| | |culturally diverse written texts. | |

|3 |3,4,5,6,7,8 |The student will use a variety of strategies to analyze culturally diverse| |

| | |written texts. | |

|4 |3,4,5,6,7,8 |The student will apply critical thinking skills to analyze culturally | |

| | |diverse written texts. | |

| | | | |

|1 |9,10,11 |The student will demonstrate a basic understanding of culturally diverse | |

| | |written texts. | |

|2 |9,10,11 |The student will demonstrate an understanding of the effects of literary | |

| | |elements and techniques in culturally diverse written texts. | |

|3 |9,10,11 |The student will demonstrate the ability to analyze and critically | |

| | |evaluate culturally diverse written texts and visual representations. | |

|WRITING |

|Objective |Grades where TEKS/TAKS |TEKS/TAKS Objectives |Check all |

| |objectives are tested | |that apply|

| | | | |

|ALL OBJECTIVES………………………………………………………………………………….. |√ |

|1 |4,7 |The student will, within a given context, produce an effective composition| |

| | |for a specific purpose. | |

|2 |4,7 |The student will produce a piece of writing that demonstrates a command of| |

| | |the conventions of spelling, capitalization, punctuation, grammar usage, | |

| | |and sentence structure. | |

|3 |4,7 |The student will recognize appropriate organization of ideas in text. | |

|4 |4,7 |The student will recognize correct and effective sentence construction in | |

| | |written text. | |

|5 |4,7 |The student will recognize standard usage and appropriate word choice in | |

| | |written text. | |

|6 |4,7 |The student will proofread for correct punctuation, capitalization, and | |

| | |spelling in written text. | |

| | | | |

|1 |10,11 |The student will, within a given context, produce an effective composition| |

| | |for a specific purpose. | |

|2 |10,11 |The student will produce a piece of writing that demonstrates a command of| |

| | |the conventions of spelling, capitalization, punctuation, grammar usage, | |

| | |and sentence structure. | |

|3 |10,11 |The student will demonstrate the ability to revise and proofread to | |

| | |improve the clarity and effectiveness of a piece of writing. | |

|MATHEMATICS |

|Objective |Grades where TEKS/TAKS |TEKS/TAKS Objectives |Check all |

| |objectives are tested | |that apply|

| | | | |

|ALL OBJECTIVES………………………………………………………………………………….. |√ |

|1 |3,4,5,6,7,8 |The student will demonstrate an understanding of numbers, | |

| | |operations, and quantitative reasoning. | |

|2 |3,4,5,6,7,8 |The student will demonstrate an understanding of patterns,| |

| | |relationships, and algebraic reasoning. | |

|3 |3,4,5,6,7,8 |The student will demonstrate an understanding of geometry | |

| | |and spatial reasoning. | |

|4 |3,4,5,6,7,8 |The student will demonstrate an understanding of the | |

| | |concepts and uses of measurement. | |

|5 |3,4,5,6,7,8 |The student will demonstrate an understanding of | |

| | |probability and statistics. | |

|6 |3,4,5,6,7,8 |The student will demonstrate an understanding of the | |

| | |mathematical processes and tools used in problem solving. | |

| | | | |

|1 |9,10,11 |The student will describe functional relationships in a | |

| | |variety of ways. | |

|2 |9,10,11 |The student will demonstrate an understanding of the | |

| | |properties and attributes of functions. | |

|3 |9,10,11 |The student will demonstrate an understanding of linear | |

| | |functions. | |

|4 |9,10,11 |The student will formulate and use linear equations and | |

| | |inequalities. | |

|5 |9,10,11 |The student will demonstrate an understanding of quadratic| |

| | |and other nonlinear functions. | |

|6 |9,10,11 |The student will demonstrate an understanding of geometric| |

| | |relationships and spatial reasoning. | |

|7 |9,10,11 |The student will demonstrate an understanding of two-and | |

| | |three-dimensional representations of geometric | |

| | |relationships and shapes. | |

|8 |9,10,11 |The student will demonstrate an understanding of the | |

| | |concepts and uses of measurement and similarity. | |

|9 |9,10,11 |The student will demonstrate an understanding of percents,| |

| | |proportional relationships, probability, and statistics in| |

| | |application problems. | |

|10 |9,10,11 |The student will demonstrate an understanding of the | |

| | |mathematical processes and tools used in problem solving. | |

|SCIENCE |

|Objective |Grades where TEKS/TAKS |TEKS/TAKS Objectives |Check all |

| |objectives are tested | |that apply|

| | | | |

|ALL OBJECTIVES………………………………………………………………………………….. | |

|1 |5 |The student will demonstrate an understanding of the nature of science. | |

|2 |5 |The student will demonstrate an understanding of the life sciences. |√ |

|3 |5 |The student will demonstrate an understanding of the physical sciences. | |

|4 |5 |The student will demonstrate an understanding of the earth sciences. | |

| | | | |

|1 |10,11 |The student will demonstrate an understanding of the nature of science. | |

|2 |10,11 |The student will demonstrate an understanding of the organizations of | |

| | |living systems. | |

|3 |10,11 |The student will demonstrate an understanding of the interdependence of | |

| | |organisms and the environment. | |

|4 |10,11 |The student will demonstrate an understanding of the structures and | |

| | |properties of matter. | |

|5 |10,11 |The student will demonstrate an understanding of motion, forces, and | |

| | |energy. | |

|SOCIAL STUDIES |

|Objective |Grades where TEKS/TAKS |TEKS/TAKS Objectives |Check all |

| |objectives are tested | |that apply|

| | | | |

|ALL OBJECTIVES………………………………………………………………………………….. | |

|1 |8,10,11 |The student will demonstrate an understanding of issues and events in U. | |

| | |S. History. | |

|2 |8,10,11 |The student will demonstrate an understanding of geographic influences on | |

| | |historical issues and events. | |

|3 |8,10,11 |The student will demonstrate an understanding of economic and social | |

| | |influences on historical issues and events. | |

|4 |8,10,11 |The student will demonstrate an understanding of political influences on | |

| | |historical issues and events. | |

|5 |8,10,11 |The student will use critical-thinking skills to analyze social studies | |

| | |information. | |

OTHER OBJECTIVES

With the approval of the principal, certain high school teachers may substitute other standardized measures and related objectives which are addressed in the AEIS system. This may include SAT/ACT, AP, TASP, and end-of-course examinations. Specify below.

1. What processes do you use to assess the needs of your students with regard to academic skills (TEKS/TAKS objectives)?

| |Check all that apply |

|Disaggregated TEKS/TAKS data | X |

|Curriculum-correlated assessment materials |X |

|Teacher-designed assessment process/materials |X |

|Diagnostic observations | X |

|Other standardized test results |X |

|Cumulative classroom performance data |X |

|Other (describe) iStation, Benchmark Assessments | X |

| | |

Section II*

The data requested in Sections II and III must be provided to the principal at least two weeks before the annual summative conference. Limit all responses to one-half page per response.

3. Describe a specific instructional adjustment (e.g., materials, sequencing, etc.), which you have made based on the needs assessment of your students.

4. Describe the approaches you have used to monitor classroom performance and to provide feedback to students regarding their progress in academic skills (TEKS/TAKS objectives).

5. Describe how you assisted your students who were experiencing serious attendance problems.

6. Describe your approach in working with students who were failing or in danger of failing.

Section III**

7. List or describe, in the space provided below, 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: inservice, team planning, mentoring, collaboration with colleagues, self-study, video coursework or distance learning, university-level coursework, professional conferences, and other non-traditional activities.

8. As a result of your professional development activities described above, what have you been able to use in your classroom that has positively impacted the learning of students?

9. Be prepared to discuss three target areas for continued professional growth. In order to organize your thoughts, you may wish to make notes below, but it is not required.

Tables 1.1 Timeline of New Policy Implementation

|Action |Date |Person(s) Responsible |

|Evaluation of current system |Current |State Legislators, Superintendents, |

| |(Nov. 2010 – Dec. 2010) |Administrators, and Teachers |

|Submissions of possible solutions/revisions |January 2011 – February 2011 |State Legislators, Superintendents, |

| | |Administrators, and Teachers |

|Trial run w/ sample districts in Texas |March – May 2010 |Superintendents, Administrators, and Teachers in|

| | |trial districts. |

|Implementation of new appraisal system |August 2011 |Superintendents, Administrators, and Teachers |

| |(New School Year) | |

[pic][pic][pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download