Preparing for the 21 st Century Professional Assessment and Comprehensive Evaluation System PACES.

Preparing for the

21st Century

Professional Assessment and Comprehensive Evaluation System

PACES

Raise expectations for teaching and learning

Accommodate new developments in teaching and learning

Promote ongoing professional development

Enable higher levels of student learningReduce paperwork

PACES was developed to:

M-DCPS/UTD Joint Committee on Standards for Educational Evaluation

1994 Established by contract agreement to consider revisions to current evaluation system

1996 Began initial discussion to develop PACES

1997- 2001

Conducted Pilot Studies and Field Tests

Members of the Joint Committee

M-DCPS UTDMr. Nelson E. Diaz, Co-Chair Deputy Superintendent

Ms. Dia Falco, Co-Chair Bargaining Agent Representative

Dr. Joyce Annunziata, Assistant Superintendent

Dr. Shirley Johnson,Secretary-Treasurer

Mr. John Gilbert, Business Director

Ms. Merri Mann,Director

Ms. Essie Pace,Personnel Director

Mr. John Birk,Director

Mr. Marcos Moran,Principal

Ms. Marie Mastropaolo,Consultant

Dr. Chad D. Ellett, Consultant (Ad Hoc)CDE Research Associates

PACES Program Leaders and Program Assistants

41 Principals Serving as Program Leaders

31 Teachers Serving as Program Assistants

Professional Development Programs: 1996 - 2001

28 Courses

11,557 Participants

107,863Person Hours

The Vision of PACES

Create a district-wide culture for improved teaching and learning

Utilize technologies to improve teaching and learning

Support continuous professional development

PACES Focuses on student learning Emphasizes collaboration Promotes climate of trust Uses technology to support learning

communities Enables teacher and administrator growth Accommodates differences among teachers

and learners

Logo for consistency

New Teacher Support

PACES requires the establishment of Professional Growth Teams to support and assist teachers new to the school system.

National Trends State Standards District Goals

PACES Addresses:

National Trends

•Higher Order Thinking -- PACES promotes the development of critical and creative thinking

•Constructivist learning design -- PACES embraces the practice of enabling learners to engage in active learning, therefore constructing their own knowledge in the process.

•National Board for Professional Teaching Standards (NBPTS) -- PACES parallels the mission of establishing high standards for what accomplished teachers should know and be able to do.

State Standards

•Sunshine State Standards – clearly defined expectations for what students should know and be able to do

•Professional Growth -- mandated responsibility for professional development activities

•Accomplished Practices -- specified expectations of what accomplished practitioners should demonstrate

•Performance Probation -- legislated time limits to demonstrate competence

District Goals:• School to Career -- Effective implementation of the PACES will better prepare learners for graduation, employment, and postsecondary education.

• Effective Learning Environment -- Each of the PACES Domains directly impacts and increases the

quality of the learning environment.

• Efficient Management Practices -- PACES enables administrators to implement professional standards of effectiveness, ethics, and efficiency.

Research Literature

Student Learning Effective Teaching Professional Growth Mentoring/Support Teacher Collaboration

Teaching Expertise Cooperative Learning Higher Order Thinking Teacher Self-

Assessment

Professional Growth...

Ongoing process engaged by self, peers and administrators

Professional responsibility of the site-supervisor as well as the teacher

Self-reflective practice focused on student learning

The PACES Manual

Domains

Components

Indicators

The Seven Domains

Planning for Teaching and Learning

Managing the Learning Environment

Teacher/Learner Relationships

Enhancing and Enabling Learning

Enabling Thinking

Classroom-Based Assessment of Learning

Professional Responsibilities

I.

II.

III.

IV.

V.

VI.

VII.

Indicators

Total of 107for professional development

44 required for evaluation

Classroom-Based Observation

School-Based Professional Development &District Professional Growth Experiences

School Improvement

Improved Classroom Practice

Student LearningStudent LearningStudent LearningStudent Learning

PACES Focus

PACESPROFESSIONAL ASSESSMENT AND COMPREHENSIVE

EVALUATION SYSTEM

Learn more on the Web at:

http://paces.dadeschools.net