Yesterday, I wrote that implementation of The Fundamental 5 should not be used for a teacher’s summative evaluation. Instead, administrators should use the observed implementation of The Fundamental 5 for teacher formative assessment, feedback and coaching. Essentially supporting a teacher in the honing of daily craft to make summative evaluations less stressful and more rewarding for the teacher.
To illustrate how this works in practice I will use the PDAS as an example. The PDAS is the current teacher formative evaluation tool in use in Texas.
When I Frame the Lesson, I make a positive impact on the following PDAS Domains:
Domain I (Student Participation) Domain II (Learner-Centered Instruction) Domain III (Evaluation and Feedback) Domain IV (Management) Domain V (Professional Communication) Domain VIII (Improvement of Academic Performance of All Students)
When I Work in the Power Zone, I make a positive impact on the following PDAS Domains:
Domain I (Student Participation) Domain II (Learner-Centered Instruction) Domain III (Evaluation and Feedback) Domain IV (Management) Domain V (Professional Communication) Domain VIII (Improvement of Academic Performance of All Students)
When I use Frequent Small Group Purposeful Talk, I make a positive impact on the following PDAS Domains:
Domain I (Student Participation) Domain II (Learner-Centered Instruction) Domain III (Evaluation and Feedback) Domain IV (Management) Domain VIII (Improvement of Academic Performance of All Students)
When I Recognize & Reinforce, I make a positive impact on the following PDAS Domains:
Domain I (Student Participation) Domain II (Learner-Centered Instruction) Domain III (Evaluation and Feedback) Domain IV (Management) Domain V (Professional Communication) Domain VIII (Improvement of Academic Performance of All Students)
When I have my students Write Critically, I make a positive impact on the following PDAS Domains:
Domain I (Student Participation) Domain II (Learner-Centered Instruction) Domain III (Evaluation and Feedback) Domain VIII (Improvement of Academic Performance of All Students)
As the teacher is observed implementing The Fundamental 5 at high frequency and high quality during a Summative Observation, the administrator should find it easy to evaluate that teacher as Exceeding Expectations in the following PDAS Domains:
Domain I (Student Participation) Domain II (Learner-Centered Instruction) Domain III (Evaluation and Feedback) Domain IV (Management) Domain V (Professional Communication) Domain VIII (Improvement of Academic Performance of All Students)
The Bottom Line: When administrators use the Fundamental 5 for formative teacher support, as those practices are then implemented with increased frequency and quality, teachers can’t help but to met and exceed expectations on their PDAS summative evaluation.
Think. Work. Achieve. Your turn…
- Call Jo at (832) 477-LEAD to order your campus set of “The Fundamental 5: The Formula for Quality Instruction.” Individual copies available on Amazon.com! http://tinyurl.com/Fundamental5
- Now at the Apple App Store: Fun 5 Timer (Fundamental 5 Delivery Tool); PowerWalks CLC (Networked Formative Observation Tool)
- Upcoming Presentations: TMSA Winter Conference; ASCD Annual Conference; TEPSA Summer Conference
- Follow Sean Cain and LYS on www.Twitter.com/LYSNation and like Lead Your School on Facebook
