Transcript Professional Development Appraisal System

Guiding Principles for Evaluating
Teachers of Students with Autism
Using the PDAS
Dr. Jan Butz, BCBA
Collaborative Autism Resources & Education, (CARE) LLC
Las Vegas, Nevada
Dr. Cyndi Short
Director of Special Services, Tomball ISD
Tomball, Texas
GCASE
Camp Allen Retreat
10/24/2008
Session Description
• Special education administrators will be
given a concrete tool to share with building
administrators who are responsible for
evaluating Special Education teachers
assigned to students with Autism
Spectrum Disorder on their campus.
Objectives
At the end of this session participants will be
able to identify:
• Specific indicators and exemplars based on
“best practice” guidelines for educating students
with Autism Spectrum Disorder
• How these indicators and exemplars have been
integrated into the PDAS used to evaluate
special education teachers assigned to students
with Autism Spectrum Disorder.
References
• National Research Council (2001)
Educating Children with Autism.
Committee on Educational Interventions
for Children with Autism. Catherine Lord
and James P. McGee, eds. Division of
Behavioral and Social Sciences and
Education. Washington, DC: National
Academies Press.
www.nap.edu (Read full text for free on the web)
(202) 334-3313 or 1-800-624-6242 ( To order the book).
PDAS
• PDAS remains in place as the State's approved
instrument for appraising its teachers and
identifying areas that would benefit from staff
development.
• Cornerstones of the process include a minimum
of one 45-minute observation and completion of
the Teacher Self-Report form.
• PDAS includes 51 criteria within eight domains
reflecting the Proficiencies for Learner-centered
Instruction adopted in 1997 by the State Board
for Educator Certification (SBEC).
Goal of PDAS
DOMAIN I: Active, Successful Student Participation in the Learning Process
DOMAIN I: Active, Successful Student Participation in the Learning Process
DOMAIN II: Learner-Centered Instruction
DOMAIN II: Learner-Centered Instruction, continued
DOMAIN II: Learner-Centered Instruction
DOMAIN III: Evaluation and Feedback on Student Progress
DOMAIN III: Evaluation and Feedback on Student Progress
DOMAIN IV: Management of Student Discipline, Instructional Strategies, Time &
Materials
DOMAIN IV: Management, Student Discipline, Instructional Strategies, Time &
Materials
DOMAIN V: Professional Communication
DOMAIN V: Professional Communication
DOMAIN VI: Professional Development
DOMAIN VI: Professional Development
DOMAIN VII: Compliance With Policies, Operating Procedures and Requirements
DOMAIN VII: Compliance With Policies, Operating Procedures and Requirements
•
•
Red Flags
High turnover of staff
High absenteeism of staff (injuries, illness)
– Can’t find subs for the teacher and paraprofessionals
– Teacher absent every time consultant is scheduled
•
•
Not complying with timelines, procedures and policies
Students are rarely seen outside of classroom
– Other students and teachers don’t know them.
•
No evidence of data collection (formative assessment)
– Lack of student progress
– Behaviors are getting worse not better
•
Complaints from parents and others
– No ongoing communication between home & school
– Administrator doesn’t know students’ names
– Teacher doesn’t know parents’ names
•
No organization to room, materials, or instructional activities
– Materials are made but not used (PECS, Visual Supports)
•
No schedule for adults or students
– No one knows what is expected of them
•
Teacher not involved in learning process
– Teacher states, “This is an unusual day” every time you observe
– Lots of excuses are made and blame is placed on others
DOMAIN VIII: Improvement of Academic Performance of All Students on the Campus
DOMAIN VIII: Improvement of Academic Performance of All Students on the Campus
DOMAIN VIII: Improvement of Academic Performance of All Students on the Campus
Improvement of Academic Performance of All Students on the Campus