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Professional Professional Teacher Teacher

Evaluation Evaluation ProgramProgram

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What is the PTEP?What is the PTEP?Assessment program Assessment program designed to determine designed to determine the quality of teacher the quality of teacher performance in relation performance in relation to a set of professional to a set of professional performance standards.performance standards.

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What are the purposes of What are the purposes of the PTEP?the PTEP?

Improve the quality of instruction, promote Improve the quality of instruction, promote cultural responsiveness, and increase cultural responsiveness, and increase educational experiences and opportunities for educational experiences and opportunities for students;students;

Provide a process that allows and encourages Provide a process that allows and encourages supervisors and teachers to work together to supervisors and teachers to work together to improve instructional practices;improve instructional practices;

Provide a process of bringing structured Provide a process of bringing structured assistance to marginal teachers;assistance to marginal teachers;

Provide a basis for making more informed Provide a basis for making more informed judgments about teacher performance;judgments about teacher performance;

Provide information for developing an effective Provide information for developing an effective and relevant staff development program.and relevant staff development program.

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What are the components What are the components of the PTEP?of the PTEP?

Based on the Guam Teacher Based on the Guam Teacher Performance Standards- a set of Performance Standards- a set of instructional practices which define instructional practices which define minimum competencies.minimum competencies.

There are seventeen (17) standards There are seventeen (17) standards covering eight (8) major areas of covering eight (8) major areas of effective teaching.effective teaching.

Nonverbal/ verbal communication

Student Involvement

Classroom Relationships

Participation Patterns

PlanningPlanning

Implementation Implementation of instructionof instruction

Evaluation of Evaluation of instructioninstruction

Classroom Classroom climateclimate

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Teacher Performance Teacher Performance StandardsStandards

Standard I: The competent teacher Standard I: The competent teacher develops and prioritizes long and develops and prioritizes long and short term objectives within short term objectives within curriculum.curriculum.

Standard II: The competent teacher Standard II: The competent teacher evaluates, selects, and modifies evaluates, selects, and modifies resources and activities in light of resources and activities in light of student’s gender, cultural, and student’s gender, cultural, and linguistic background.linguistic background.

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Teacher Performance Teacher Performance StandardsStandards

Standard III: The competent teacher Standard III: The competent teacher establishes a common “footing” of establishes a common “footing” of understanding and participation with students.understanding and participation with students.

Standard IV: The competent teacher teaches Standard IV: The competent teacher teaches the lesson by matching the purpose of the the lesson by matching the purpose of the lesson with the appropriate teaching and lesson with the appropriate teaching and learning styles, relating new ideas to previous learning styles, relating new ideas to previous or future learning, and demonstrating an or future learning, and demonstrating an understanding of his/her role as primary understanding of his/her role as primary socializer in introducing new concepts to socializer in introducing new concepts to students.students.

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Teacher Performance Teacher Performance StandardsStandards

Standard V: The competent teacher Standard V: The competent teacher provides guided practice.provides guided practice.

Standard VI: The competent teacher Standard VI: The competent teacher provides opportunities for provides opportunities for cooperative learning .cooperative learning .

Standard VII: The competent Standard VII: The competent teacher monitors classroom teacher monitors classroom instruction.instruction.

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Teacher Performance Teacher Performance StandardsStandards

Standard VIII: The competent teacher uses Standard VIII: The competent teacher uses appropriate strategies to close a lesson.appropriate strategies to close a lesson.

Standard IX: The competent teacher Standard IX: The competent teacher provides a variety of evaluation strategies provides a variety of evaluation strategies that measure progress toward objectives.that measure progress toward objectives.

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

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Teacher Evaluation Teacher Evaluation StandardsStandards

Standard XI: The competent teacher Standard XI: The competent teacher organizes the learning environment organizes the learning environment to maximize student performance.to maximize student performance.

Standard XII: The competent Standard XII: The competent teacher effectively orchestrates teacher effectively orchestrates appropriate student behavior.appropriate student behavior.

Standard XIII: The competent Standard XIII: The competent teacher helps learners develop a teacher helps learners develop a positive self-concept.positive self-concept.

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Teacher Performance Teacher Performance StandardsStandards

XIV: The competent teacher XIV: The competent teacher effectively uses metacommunication effectively uses metacommunication to enhance student learning- to enhance student learning- proxemics, kinesics, and prosody.proxemics, kinesics, and prosody.

XV: The competent teacher XV: The competent teacher establishes boundaries of relevance establishes boundaries of relevance and nature of students’ involvement and nature of students’ involvement and relationships in the classroom.and relationships in the classroom.

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Teacher Performance Teacher Performance StandardsStandards

XVI: The competent teacher XVI: The competent teacher effectively uses language to effectively uses language to constitute positive classroom constitute positive classroom relationships.relationships.

XVII: The competent teacher uses XVII: The competent teacher uses classroom participation patterns that classroom participation patterns that are culturally specific, not based on are culturally specific, not based on stereotype thinking.stereotype thinking.

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Four Strands Comprise Four Strands Comprise the PTEPthe PTEP

Professional Growth ProgramProfessional Growth Program Professional Accountability Professional Accountability

ProgramProgram Probationary ProgramProbationary Program Professional Plan for Professional Plan for

DevelopmentDevelopment

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PTEP Evaluation MatrixPTEP Evaluation Matrix

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What is the Process?What is the Process?

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Board Policy 378- The Board Policy 378- The Lesson PlanLesson Plan

Components of a lesson plan:Components of a lesson plan: ESLRsESLRs Skills/ Content Standards & Performance Skills/ Content Standards & Performance

IndicatorsIndicators Anticipatory set or effective grabberAnticipatory set or effective grabber Instructional objectives Instructional objectives Instructional strategiesInstructional strategies Methods of assessmentMethods of assessment Checking for UnderstandingChecking for Understanding Guided PracticeGuided Practice ClosureClosure Modifications for students in needModifications for students in need Textbook/Materials/ Resources to support the Textbook/Materials/ Resources to support the

lessonlesson

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ESLRsESLRs Expected School Wide Learning ResultsExpected School Wide Learning Results What each student should know, What each student should know,

understand and be able to do upon exit understand and be able to do upon exit from the school, or by the time the from the school, or by the time the student completes the planned program.student completes the planned program.

Learner will be able to exhibit a Learner will be able to exhibit a culmination of their learning in a real culmination of their learning in a real world context that has significant world context that has significant purpose and meaning for them and purpose and meaning for them and others over timeothers over time

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Expected School Wide Expected School Wide Learning Results (ESLRLearning Results (ESLRss))

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Skills/ Content Standards/ Skills/ Content Standards/ Performance Indicators Performance Indicators

Skills= Stanford Achievement Test, 10Skills= Stanford Achievement Test, 10thth Edition (SAT10) Item AnalysisEdition (SAT10) Item Analysis

Content Standards= National Content Content Standards= National Content Standards for respective subjectStandards for respective subject

Performance Indicators= Guam Public Performance Indicators= Guam Public School System Content StandardsSchool System Content Standards

Curriculum alignment refers to all skills Curriculum alignment refers to all skills (SAT10) identified by the Simon Sanchez (SAT10) identified by the Simon Sanchez Faculty as being focus areas that have Faculty as being focus areas that have correlated/ parallel standards from the correlated/ parallel standards from the National Content Standards and Guam National Content Standards and Guam Public School System Performance Public School System Performance IndicatorIndicator

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Anticipatory Set or Anticipatory Set or Effective GrabberEffective Grabber

What is your prompt?What is your prompt? How will you “hook” students to be engaged?How will you “hook” students to be engaged? Why would students be interested in today’s Why would students be interested in today’s

lesson?lesson? Taking out the guess work on today’s lesson.Taking out the guess work on today’s lesson. What is your introduction?What is your introduction? It may be as simple as telling them through an It may be as simple as telling them through an

agenda on the board, you may begin with a local agenda on the board, you may begin with a local story that students may relate to, or you may story that students may relate to, or you may have a creative display that helps introduce the have a creative display that helps introduce the topic.topic.

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Instructional ObjectivesInstructional Objectives Statement describing what is to be Statement describing what is to be

learned, the thought process involved, learned, the thought process involved, what the learner will do to demonstrate what the learner will do to demonstrate that he/she had acquired the learning, that he/she had acquired the learning, and an attainable standard of and an attainable standard of performance.performance.

You may have more than one objective You may have more than one objective per lesson.per lesson.

Objectives should correlate directly Objectives should correlate directly with the SAT10 skills or ESLRs at all with the SAT10 skills or ESLRs at all timestimes

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Components of an Components of an Instructional ObjectivesInstructional Objectives

1. Content (learning) – what is 1. Content (learning) – what is

learnedlearned2. Behavior – an activity the 2. Behavior – an activity the

students do to show an students do to show an understanding of the learning understanding of the learning

3. Condition – prescribes the 3. Condition – prescribes the circumstances undercircumstances under

which the learner must which the learner must perform (materials, time)perform (materials, time)

4. Performance Level – the 4. Performance Level – the realistic expectation standard realistic expectation standard of achievement for studentsof achievement for students

Students will be able to ___

During/ After _________

With/through _________

By/ with _____________.

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Instructional StrategiesInstructional Strategies

What will be the method used to What will be the method used to achieve the instructional objective?achieve the instructional objective?

What instructional tools will you use to What instructional tools will you use to engage students?engage students?

If someone walked into your classroom, If someone walked into your classroom, what will they see students doing?what will they see students doing?

Examples: Seminar Discussion, Examples: Seminar Discussion, Problem-based learning, Peer Tutoring, Problem-based learning, Peer Tutoring, etc. etc.

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Methods of AssessmentMethods of Assessment

How will you know if students achieved How will you know if students achieved your instructional objective?your instructional objective?

This item could be very similar to the This item could be very similar to the instructional strategy, but this would have instructional strategy, but this would have a definite mark/ grade for individual a definite mark/ grade for individual students.students.

Methods of assessment should be linked to Methods of assessment should be linked to your ESLRs or SAT10 skills. your ESLRs or SAT10 skills.

Examples: Test/Quiz, Oral Presentation, Examples: Test/Quiz, Oral Presentation, etc.etc.

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Models/ ExamplesModels/ Examples

How will you make your lesson How will you make your lesson tangible for your students?tangible for your students?

What does the end result look like?What does the end result look like? This item may also be linked up with This item may also be linked up with

your anticipatory set, however, not all your anticipatory set, however, not all models/ examples can serve as the models/ examples can serve as the anticipatory set.anticipatory set.

Examples: Storyboards, pictures, Examples: Storyboards, pictures, graphs, etc.graphs, etc.

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Checking for Checking for UnderstandingUnderstanding

How will you know if students How will you know if students comprehend what’s going on thus comprehend what’s going on thus far?far?

This is done throughout the lessonThis is done throughout the lesson This requires immediate feedback This requires immediate feedback

and is informal in natureand is informal in nature Examples: Question and Answer, Examples: Question and Answer,

discussion, etc.discussion, etc.

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Guided PracticeGuided Practice

While students are engaged in the While students are engaged in the instructional strategy, what will you instructional strategy, what will you do to ensure students are on task?do to ensure students are on task?

How will you encourage How will you encourage achievement of the instructional achievement of the instructional objective?objective?

Examples: Question and Answer, Examples: Question and Answer, Discussion, etc.Discussion, etc.

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ClosureClosure

Students have the opportunity to Students have the opportunity to consolidate or organize what has consolidate or organize what has been learned.been learned.

Students are able to summarize the Students are able to summarize the learning the result.learning the result.

Examples: Review, Significance of Examples: Review, Significance of Lesson, etc.Lesson, etc.

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ModificationsModifications

What are you doing to assist the What are you doing to assist the SPED, LOTE, or other “at risk” SPED, LOTE, or other “at risk” students in achieving the students in achieving the instructional objective?instructional objective?

Are you following the prescribed IEP Are you following the prescribed IEP or LOTE Modifications checklist?or LOTE Modifications checklist?

Examples: Extra time, Open book, Examples: Extra time, Open book, etc.etc.

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Textbook/ ResourceTextbook/ Resource

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

If it was teacher made, then say If it was teacher made, then say teacher made ___________.teacher made ___________.

There should be a direct correlation There should be a direct correlation with the SAT10 skill and the with the SAT10 skill and the chapter/ area of focus. chapter/ area of focus.