The District shall maintain a written copy of the evaluation of each teacher's performance in the teacher's personnel file. Each teacher is entitled to receive a written copy of the evaluation. After receiving a written copy of the evaluation, a teacher is entitled to a second appraisal by a different appraiser or to submit a written rebuttal to the evaluation to be attached to the evaluation in the teacher's personnel file. The evaluation and any rebuttal may be given to another school district at which the teacher has applied for employment at the request of that district. Education Code 21.352(c), (d)

1. A teacher-appraisal system recommended by the Commissioner, the Professional Development and Appraisal System (PDAS) [see STATE METHOD below]; or
2. A local teacher-appraisal system [see LOCALLY DEVELOPED APPRAISAL METHOD, below].

Education Code 21.352(a); 19 TAC 150.1001(a)

The Superintendent shall notify the executive director of the regional education service center of the District's choice of appraisal system(s) by a time designated by the Commissioner. 19 TAC 150.1010

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Note: The following provisions apply to teacher appraisal using the state appraisal method.

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Teachers' orientation shall include materials approved by the Commissioner. These materials shall include all state and local appraisal policies, the local appraisal calendar, and information on the requirements for the completion of the Teacher Self-Report Form. In addition to the orientation, campuses may hold other sessions sufficient in length allowing teachers to actively participate in a discussion of the PDAS specifics and to have their questions answered.

19 TAC 150.1007

An appraiser other than the teacher's supervisor shall be approved by the Board, hold a valid teaching certificate, and have at least three years of prekindergarten, elementary, or secondary teaching experience. A classroom teacher may not appraise another classroom teacher on the same campus unless it is impractical because of the number of campuses or unless the appraiser is the chair of a department or grade-level whose job description includes classroom observation responsibilities. Before conducting appraisals, an appraiser shall be certified by having satisfactorily completed uniform appraiser training, including required Instructional Leadership Training (ILT) or Instructional Leadership Development (ILD) training, with a trainer and curriculum approved by the Commissioner. Periodic recertification shall be required for each appraiser.

Educators certified as appraisers for the Texas Teacher Appraisal System (TTAS) before January 1997 shall be required to take only the Professional Development and Appraisal System (PDAS) training to qualify as a certified appraiser for the new system. Educators seeking certification as an appraiser after January 1, 1997, and no later than June 1, 2002, holding no prior TTAS certification, shall be required to complete the ILT or ILD training and the PDAS training with successful completion of the ILT or ILD training as a prerequisite to the PDAS training. Educators seeking certification as an appraiser for the PDAS after June 1, 2002, shall complete ILD training and the PDAS training with successful completion of the ILD training as a prerequisite to the PDAS training.

19 TAC 150.1006

1. Exclude observations in the three weeks following the day of completion of the PDAS orientation in the school years when an orientation is required;
2. Exclude observations in the three weeks following the day of completion of the PDAS orientation for teachers new to the PDAS;
3. Exclude observations in the first three weeks of instruction in the school years when the PDAS orientation is not required;
4. Prohibit observations on the last day of instruction before any official school holiday or on any other day deemed inappropriate by the Board; and
5. Indicate a period for summative annual conferences that ends no later than 15 working days before the last day of instruction for students.

19 TAC 150.1003(d)

1. Develop a local appraisal process;
2. Develop evaluation criteria, including discipline management and performance of the teachers' students; and
3. Submit the process and criteria to the District-level planning and decision-making committee.

1. At least one appraisal each year;
2. A conference between the teacher and the appraiser that is diagnostic and prescriptive with regard to remediation needed in overall performance by category; and
3. Criteria based on observable, job-related behavior, including:
   1. Teachers' implementation of discipline management procedures; and
   2. Performance of the teachers' students.

19 TAC 150.1009(b)

1. At least one classroom observation of a minimum of 45 minutes, with additional walk-throughs and observations conducted at the discretion of the appraiser. However, by mutual consent of the teacher and appraiser, the required minimum of 45 minutes of observation may be conducted in shorter time segments, so long as those time segments aggregate to at least 45 minutes;
2. A written summary of each observation, which shall be given to teachers within ten working days after the completion of an observation with a pre- and post-observation conference conducted at the request of the teacher or appraiser;
3. Completion of Section I of the Teacher Self-Report Form that shall be presented to the principal:
   1. Within the first three weeks from the day of completion of the PDAS orientation;
   2. Within the first three weeks from the day of completion of the PDAS orientation, for teachers new to the PDAS; or
   3. Within the first three weeks of instruction in the school years when the PDAS orientation is not required.
4. Revision of Section I (if necessary) and completion of Sections II and III of the Teacher Self-Report Form that shall be presented to the principal at least two weeks prior to the annual summative conference;
5. Cumulative data of written documentation collected regarding job-related teacher performance, in addition to formal classroom observations;
6. A written summative annual appraisal report; and
7. A summative annual conference.

19 TAC 150.1003(a), (b), (g)

1. Domain I: Active, successful student participation in the learning process;
2. Domain II: Learner-centered instruction;
3. Domain III: Evaluation and feedback on student progress;
4. Domain IV: Management of student discipline, instructional strategies, time, and materials;
5. Domain V: Professional communication;
6. Domain VI: Professional development;
7. Domain VII: Compliance with policies, operating procedures, and requirements; and
8. Domain VIII: Improvement of academic performance of all students on the campus (based on indicators included in the Academic Excellence Indicator System [AEIS]).

19 TAC 150.1002 (a), (b)

1. Exceeds expectations;
2. Proficient;
3. Below expectations; and
4. Unsatisfactory.

1. Efforts to enhance academic performance;
2. Efforts to enhance student attendance;
3. Efforts to identify and assist students in at-risk situations; and
4. Campus performance ratings.

19 TAC 150.1002(d)-(f)

1. After receiving a written observation summary, or any other written documentation associated with the teacher's appraisal; and/or
2. After receiving a written annual summative report.

19 TAC 150.1005(a), (b)

1. After receiving a written observation summary with which the teacher disagrees; and/or
2. After receiving a written annual summative report with which the teacher disagrees.

19 TAC 150.1005(c)

The District shall adopt written procedures for determining the selection of second appraisers, which shall be disseminated to each teacher at the time of employment and updated annually or as needed. 19 TAC 150.1005(g)

1. A teacher who is evaluated as unsatisfactory in one or more domains; or
2. A teacher who is evaluated as below expectations in two or more domains.

1. Domain(s) that designate a teacher as a teacher in need of assistance;
2. Directives or recommendations for professional improvement activities;
3. Evidence that is used to determine successful completion of professional improvement activities;
4. Directives for changes in teacher behavior;
5. Evidence that is used to determine if teacher behavior has changed; and
6. Specific time line for successful completion.

19 TAC 150.1004

Each campus shall offer the opportunity to participate in appraisal training to a number of teachers equal to the number of campus administrators; however, each campus shall have at least one teacher participant. The principal shall select representative teachers from nominations submitted by the site-based decision-making committee. The principal may select representatives other than those nominated by the SBDM when nominated teachers are unable to attend appraisal training.

The District shall make available additional training for teachers as part of the District's menu of professional development opportunities. All teachers are eligible to participate in appraisal and/or Instructional Leadership Training (ILT) or Instructional Leadership Development (ILD) training at their own expense.

19 TAC 150.1008

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Note: The following provisions apply to teacher appraisal using the locally developed appraisal method.

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The Texas Teacher Appraisal System (TTAS) is no longer a state-recommended system; however, it may become a local option governed by the process outlined below. If adopted as a local option, the TTAS must be modified to comply with Education Code 21.351(a)(1)(2).

1. Develop a local appraisal process;
2. Develop evaluation criteria, including discipline management and performance of the teachers' students; and
3. Consult with the campus-planning and decision-making committee on each campus in the District.

1. At least one appraisal each year;
2. A conference between the teacher and the appraiser that is diagnostic and prescriptive with regard to remediation needed in overall performance by category; and
3. Criteria based on observable, job-related behavior, including:
   1. Teachers' implementation of discipline management procedures; and
   2. Performance of the teacher's students.

Education Code 21.352(a)(2), (b); 19 TAC 150.1009(a)