Online CFPDAS Booklet 72515 PDF

CYPRESS-FAIRBANKS INDEPENDENT SCHOOL DISTRICT
Professional Development:
A Plan for Student Learning for Teacher, Paraeducator, and
Non-Teaching Professional Appraisal
CONTINUOUS PROFESSIONAL DEVELOPMENT PROCESS
GOAL-SETTING
SUMMATIVE CONFERENCE STRATEGIES IMPLEMENTATION
GOAL OBSERVATIONS
EVALUATION (Formal & Informal)
OBSERVATIONS REFLECTIONS/
(Formal & Informal) SHARING
STRATEGIES STRATEGIES
IMPLEMENTATION/ IMPLEMENTATION/
MODIFICATIONS MODIFICATIONS
REFLECTIONS/ OBSERVATIONS
SHARING (Formal & Informal)
Revised 07/2013
TABLE OF CONTENTS
Section Page
Appraisal Process for Teachers 1
CFPDAS Appraisal Framework and Scoring Criteria 24
Professional Development Expectations for Teachers 36
Appraisal Process for Paraeducators and Non-teaching Professionals 40
Professional Development for Paraeducators 47
Verification of Annual Review of CFPDAS/Appraisal Process 49
Appendices 51
Appraisal Process for
Teachers
1
CYPRESS-FAIRBANKS PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM
APPRAISAL PROCESS FOR TEACHERS
PHILOSOPHY
Because Cypress-Fairbanks Independent School District expects the continued development of both
professional and paraeducator staff, the district provides many growth opportunities throughout the
school year and during the summer in order to support that professional growth. A critical
component of the continuous improvement process is the on-going support provided by the appraisal
process and the collaboration between the teacher and administrator.
APPRAISAL OF TEACHER PERFORMANCE

Cypress-Fairbanks ISD has adopted a locally developed system for teacher appraisal as outlined in
Texas Education Code (TEC), §21.352. As outlined, this appraisal process, Cypress-Fairbanks
Professional Development and Appraisal System (CFPDAS), does include:
(a) at least one appraisal each year;

(b) a conference between the teacher and the appraiser that is diagnostic and prescriptive with
regard to remediation needed in overall performance by category; and
(c) criteria based on observable, job-related behavior, including:
1. teacher’s implementation of discipline management procedures; and
2. performance of the teacher’s students.
The CFPDAS process includes:

(a) a goal-setting process, including completion by the teacher of the Professional Development:
A Plan for Student Learning - Goal Setting - Part I;
(b) an opportunity for reflection and sharing between the teacher and colleagues with the
completion of the Professional Development: A Plan for Student Learning - Reflection/Sharing
- Part II;
(c) multiple opportunities for classroom observations, both formal and/or informal, to be
conducted by the assigned appraiser and other administrators;
(d) cumulative data of written documentation collected by the appraiser regarding job-related
teacher performance, in addition to formal classroom observations;
(e) a goal evaluation process and the completion of the Professional Development: A Plan for
Student Learning - Goal Evaluation - Part III;
(f) a written summative annual appraisal report (includes the Summative Annual Appraisal and
Appraisal Record Summary) , the Professional Development: A Plan for Student Learning -
Summative Conference Data - Part IV completed by the appraiser; and
(g) a summative annual conference to be held with the teacher and appraiser.
2
TEACHER ORIENTATION & ANNUAL REVIEW

Each campus shall ensure that all teachers new to CFISD are provided with an orientation of the
Cypress-Fairbanks Professional Development and Appraisal System (CFPDAS). The orientation shall be
provided no later than the final day of the first three weeks of school and at least three weeks before
the first observation. The orientation shall include materials approved by the district. These materials
shall include all state and local appraisal policies, the local appraisal calendar, and information on the
expectations of Domain I - VIII of CFPDAS. A signed verification of orientation to CFPDAS shall be kept
on file at the campus for a period of five (5) years for each teacher new to CFISD.
In addition, at least three weeks prior to the first observation, all (new and existing) teachers to be
appraised shall be provided an annual review of District policy regarding teacher appraisal and 19
Administrative Code, Chapter 150, Subchapter AA (Teacher Appraisal). See Appendices for DNA Legal
Framework and DNA Local Policy. A signed verification of the annual review of CFPDAS shall be kept
on file at the campus for a period of five (5) years for each teacher.
Campuses may hold other sessions sufficient in length allowing teachers to actively participate in a
discussion of the CFPDAS specifics and to have their questions answered.
GOAL SETTING
The annual goal-setting process charts the direction for both student and teacher continuous
improvement. The document, Professional Development: A Plan for Student Learning - Goal-setting -
Part I, should be:
(a) completed during the first six-weeks of school;
(b) based upon a needs assessment of the specific data that is appropriate to the teacher's
assignment; and
(c) reviewed and refined in a conference between the teacher and the principal/designee as soon
thereafter as possible.
At the apex of the document is a campus goal toward which the staff is working. This unifying focus
may encompass many goals that focus on student success; however, the teacher’s choice of a goal for
student success must be identified through a variety of data sources. The teacher will analyze the
data most pertinent to his/her students and then target specific needs to be addressed.
Once the student goal has been determined, the teacher should plan appropriate strategies to
address the targeted needs. Although the plan may include additional training activities, other viable
professional development should be explored. The teacher should be mindful that the quality of the
activities is more important than the number and that the individual learning plan should be specific
to student needs. The goal-setting conference may serve as the pre-observation conference for
teachers on Plan I.
3
REFLECTIONS/SHARING
Working with a colleague, each teacher has the opportunity to revisit the goal(s) determined at the
beginning of the school year. A reflection conference should be scheduled and the Professional
Development: A Plan for Student Learning - Reflections/Sharing - Part II should be completed at the
beginning of the second semester. Taking a fresh look at the targeted needs and the strategies being
used will serve to validate the teacher’s efforts and to enable modifications, if merited.
OBSERVATIONS - FORMAL AND INFORMAL

It is important that administrators, support staff, and teachers share conversations concerning the
instructional program and strategies for meeting the needs of individual students. One of the most
effective tools for gathering data for these conversations is a formal or informal classroom
observation. Observations should not be conducted on the last day of instruction before any official
school holiday or on any other day deemed inappropriate by the school district board of trustees.
FORMAL OBSERVATIONS
The formal observation process provides a structure through which the appraiser and teacher can
discuss the specific needs of students in the goal-setting/pre-observation conference. It also allows
the appraiser to gather information through a scheduled visit using Domains I - V(a) of the CFPDAS
instrument and to provide feedback through an observation report, and, upon request from the
teacher or appraiser, a post-observation conference. An observation report should be given to the
teacher within ten working days of the observation; however, the deadline may be extended due to
extenuating circumstances.
The CFPDAS allows for two plans in reference to a formal observation: Plan I and Plan II. Teachers are
eligible to move from Plan I to Plan II, subject to the approval of the building principal, by earning a
summative performance score of “Proficient" or "Exceeds Expectations" on each of the domains of
the CFPDAS formal instrument for three consecutive years, and meeting the 25/75 hour expectation
for off-contract professional development. For any teacher who is on Plan I, a minimum of one 45-
minute formal observation is required. A post-observation conference may be held at the request of
the teacher or appraiser. By mutual consent of the teacher and the appraiser, the required minimum
of 45 minutes of observation may be conducted in shorter time segments. The time segments,
however, must aggregate to at least 45 minutes. Although a formal observation is not required for a
teacher on Plan II, a formal observation of any teacher on Plan II may occur at the request of the
teacher or the appraiser/principal. The campus principal has the discretion of moving a teacher from
Plan II to Plan I when performance concerns are demonstrated by the teacher.
4
FORMAL OBSERVATIONS (CONTINUED)

Teachers new to CFISD will be on Plan I during their first three years in the district. The teacher may
be considered for Plan II upon earning a “Proficient” or "Exceeds Expectations" performance rating
for all domains on the CFPDAS for three consecutive years. An appraisal score from a previous district
may be considered to meet the requirement for the third year. The teacher should provide the most
recent summative appraisal scores earned from the previous school district to the principal. The
principal will review the scores earned from that district and will submit them to the Human
Resources Department for further review. If a level of “Proficient” performance can be verified, the
teacher will then be eligible to move to Plan II during the third year of employment with the district,
subject to the approval of the building principal.
A CFISD teacher on Plan II who has an interruption in service of no more than five (5) years is eligible
for placement on Plan II. If the interruption in service is between five (5) and ten (10) years, the
teacher will be placed on Plan I for the first year and will be eligible to move to Plan II during the
second year of employment, subject to receiving a “Proficient” or "Exceeds Expectations"
performance rating for all domains and the approval of the building principal.
INFORMAL OBSERVATIONS
Classroom walk-throughs are short visits (a minimum of 5 minutes) that focus on curriculum and
instruction. They may occur at any time, may be conducted by any appraiser, and may result in no
feedback, written or verbal feedback. The teacher's appraiser is required to conduct a minimum of
two walk-throughs with written feedback for teachers on Plan I and a minimum of three walk-
throughs with written feedback for teachers on Plan II.
CUMULATIVE DATA
Any third-party information from a source other than the teacher's supervisor that the appraiser
wishes to include as cumulative data shall be verified and documented by the appraiser. Any
documentation that will influence the teacher's summative annual appraisal report must be shared in
writing with the teacher within ten working days of the appraiser's knowledge of the occurrence. The
principal should also be notified in writing when the appraiser is not the teacher's principal.
Snapshots are visits that provide programmatic information to classroom teachers and are conducted
by curriculum staff, department chairs, and building administrators. These visits may occur anytime
and should include written feedback on the designated content snapshot form. The feedback from
these visits may be considered as cumulative data but must be shared with the teacher in writing
within ten working days of the appraiser's receipt of this data.
5
GOAL EVALUATION
Another formal opportunity for the teacher to reflect on the goals for student success should occur
prior to the summative conference. Completion of the Professional Development: A Plan for Student
Learning - Goal Evaluation - Part III allows the staff member to analyze the student data resulting
from the implementation of the teaching plan, to critique the new learning and its effect on student
needs, and to think about possible goals to focus on for the next year. The teacher should be
prepared to share with the principal/designee the goal evaluation and supporting data at the
summative conference.
SUMMATIVE CONFERENCE DATA

The final component of the continuous improvement process is a summative conference that is held
between the appraiser and the teacher. The conversation should include the Professional
Development: A Plan for Student Learning - Goal Evaluation - Part III, the formal observation (Domain
I - V(a)), if appropriate, the informal observations/walkthroughs, and Domains V(b) - VIII of the
CFPDAS. In addition, the CFISD Professional Development Record for Teachers should be discussed
concerning the impact of professional development strategies on student achievement and
consideration of future goals for professional development.
A written summative annual appraisal report (includes Summative Annual Appraisal and Appraisal
Record Summary) must be provided to the teacher no later than five (5) working days before the
summative conference and no later than 15 working days before the last day of instruction for
students (May 14, 2014). The written summative annual appraisal report and the Professional
Development: A Plan for Student Learning – Summary Conference Data – Part IV shall be discussed at
the summative conference and placed in the teacher's personnel file by the end of the appraisal
period.
Any documentation collected after the summative conference, but before the end of the contract
term during one school year, may be considered as part of the appraisal of a teacher. If the
documentation affects the teacher's evaluation in any domain, another summative report shall be
developed and another summative conference shall be held to inform the teacher of the change(s).
6
TEACHER IN NEED OF ASSISTANCE

A teacher whose performance meets any of the following circumstances will be designated as a
"teacher in need of assistance":
(a) a teacher who is evaluated as unsatisfactory in one or more domains; or

(b) a teacher who is evaluated as below expectations in two or more domains.
When a teacher is designated as a teacher in need of assistance, the appraiser and/or the teacher's
supervisor shall, in consultation with the teacher, develop an intervention plan that includes the
following:
(a) domain(s) that designate a teacher as a teacher in need of assistance;

(b) directives or recommendations for professional improvement activities;
(c) evidence that is used to determine successful completion of professional improvement
activities;
(d) directives for changes in teacher behavior;
(e) evidence that is used to determine if teacher behavior has changed; and specific time line for
successful completion.
In a case when the teacher's appraiser is not the teacher's principal, the principal shall be involved in
the development and evaluation of the intervention plan. A teacher who has not met all
requirements of the intervention plan for teachers in need of assistance by the time specified may be
considered for separation from the assignment, campus, and/or district.
The intervention plan shall include options for professional development activities designed to
enhance teacher proficiency. At least one option shall not place significant financial burden on either
the teacher or the school district. An intervention plan may be developed at any time at the
discretion of the appraiser when the appraiser has documentation that would potentially produce an
evaluation rating of "below expectations" or "unsatisfactory".
A teacher on Plan II who is designated as a teacher in need of assistance in domain(s) I, II, III, IV or
V(a) must have been moved to Plan I prior to beginning an assistance plan.
An employee currently on a teacher in need of assistance plan and/or administrative directives is not
eligible to request a transfer. No employee with less than a satisfactory performance evaluation shall
receive a pay increase. In the District’s appraisal system, a less than satisfactory performance shall be
an evaluation with two or more domains scored unsatisfactory or unsatisfactory in the same domain
for two consecutive years.
7
TEACHER RESPONSE AND APPEALS

A teacher may submit a written response or rebuttal at the following times:
(a) after receiving a written formal observation summary, or any other written documentation
associated with the teacher's appraisal; and/or
(b) after receiving a written summative annual appraisal report.
Any written response or rebuttal must be submitted within ten working days of receiving a written
observation summary, a written summative annual appraisal report, or any other written
documentation associated with the teacher's appraisal. At the discretion of the appraiser, the time
period may be extended to 15 working days. This written response or rebuttal should be attached to
the record that is part of the teacher's permanent record. The appraiser must acknowledge the
receipt of the written response or rebuttal within ten working days of its receipt.
A teacher may request a second appraisal by another appraiser at the following times:
(a) after receiving a written formal observation summary with which the teacher disagrees;
and/or
(b) after receiving a written summative annual appraisal report with which the teacher disagrees.
The following procedures should be followed in the request of a second appraiser:
(a) The teacher must request the second observation in writing within ten (10) working days of
receipt of a written formal observation summary or a written summative annual appraisal
report.
(b) The teacher’s appraisal supervisor in conjunction with Human Resources will generate, within
five (5) days of the request, a list of three certified appraisers from outside of the building who
are qualified and available to serve as a second appraiser. This list should include a district
coordinator whose area of expertise is in the teacher’s content area. The teacher will select
the second appraiser within five (5) days of having received the list, and the first appraiser will
notify the selected second appraiser in writing within five (5) days of this selection. The
second appraiser will contact the teacher to discuss the process and procedures to be
followed in conducting the second appraisal.
8
TEACHER RESPONSE AND APPEALS (CONTINUED)

(c) The second appraiser shall appraise the teacher in all domains. The second appraiser shall
conduct a formal observation and walk-throughs as necessary to evaluate Domains I through
V(a). If the teacher requesting the second appraiser is a Plan II teacher, a formal observation
will be completed and domains I, II, III, IV, V (a) will be scored accordingly. In this scenario the
scored formal observation will be used as cumulative data. The second appraiser shall use the
goal-setting and cumulative data from the first appraisal to evaluate Domains V (b) through
VIII for both Plan I and Plan II teachers. Cumulative data may also be used by the second
appraiser to evaluate other domains.
(d) The second appraiser’s score will be averaged with the appraisal supervisor’s and will
constitute the teacher’s score for the appraisal period. A teacher on Plan II, will only have
scores averaged in domains V(b), VI, VII and VIII.
Both appraisers should follow the subsequent procedures:
(a) The first and second appraisers should remain independent throughout the process.
(b) It is the responsibility of the primary appraiser to notify the second appraiser of the intent to
conclude the formative process and score all domains of the document resulting in the
"Summative Report." Both appraisers should, at this point, have access to all written
cumulative data from both appraisers, including the observation reports, walk-through
documents, memos, etc.
(c) Each appraiser should independently score all eight domains based upon the cumulative data
and independently share the summative scores in a conference.
(d) It is the responsibility of the second appraiser to supply the first appraiser with a copy of the
summative scores. The first appraiser will average the two scores for each domain, and this
shall constitute the teacher's annual appraisal record summary. This is done automatically in
the CFPDAS system after the first and second appraisers summative scores have been entered
in the system. A copy of the final calculations should be shared with the teacher by the
primary appraiser in a summative conference and signed by both; the second appraiser may
also be present at the summative conference at the request of either appraiser or the teacher.
The Appraisal Record Summary shall be completed and signed by the primary appraiser and
teacher during the conference. This final record should be placed in the teacher's permanent
record.
The district has adopted written procedures for a teacher to present grievances and receive written
comments in response to the written annual report. These procedures are outlined in the
Employee Handbook.
9
APPRAISER QUALIFICATIONS
The teacher-appraisal process requires at least one appraiser. The teacher's supervisor shall conduct
the teacher's appraisal and must hold a superintendent, mid-management (principal), or supervisor
certification, or must hold comparable certificates established by the State Board for Educator
Certification. An appraiser other than the teacher's supervisor must be approved by the school
district board of trustees, hold a valid teaching certificate, and have at least three years of
prekindergarten, elementary, or secondary teaching experience.
The appraisal supervisor for each teacher will be determined at the building level from the list of
certified appraisers approved by the Superintendent and the Cypress-Fairbanks Board of Trustees.
This list includes:
(a) Principals;
(b) Associate/Assistant Principals;
(c) Directors of Instruction; and
(d) Curriculum Coordinators/Directors/Supervisors – general and special education.
Before conducting an appraisal, an appraiser must be certified by having satisfactorily completed

uniform appraiser training, including required Instructional Leadership Development (ILD) training,
with a trainer and curriculum approved by the district. In addition, the appraiser must be certified as
"Proficient" in the Cypress-Fairbanks Professional Development and Appraisal System (CFPDAS)
system. Periodic recertification and training shall be required.
PROFESSIONAL GROWTH SUPPLEMENTS

Professional growth supplements accrued prior to September 1, 1986, will continue to be a part of
each person’s contract.
10
CFPDAS TIMELINE – TEACHERS ON PLAN I

Week 1 – Week 3 Orientation and Annual Review
- Explanation of appraisal process and classroom observation document
- Designation of appraisal supervisor
- Completion of the online CFPDAS Orientation course for Teachers New to CFISD
 (2-hrs. on-line; 1-hr. face-to-face)
- Completion of face-to-face CFPDAS Annual Review for NEW & RETURNING teachers
- Signed verification of CFPDAS Orientation/Annual Review
Week 3 – Week 6 Completion of Professional Development: A Plan for Student Learning - Goal-setting - Part I
Observations (Informal)
Week 7 – Week 12 Conferences – Goal-setting/Pre-observation
- Should precede formal observations
- Should focus on Professional Development: A Plan for Student Learning - Goal-setting - Part I
- Submission of Goal Setting – Part I form to appraisal supervisor and completion of online Goal
Setting course (2 hours)
Week 7 – Week 33 Observations

- Formal
 Announced or Scheduled
 45 minute (mutual consent allows for shorter segments totaling 45 minutes)
 Observation report on Domain I-V(a) to teacher within 10 days unless there are extenuating
circumstances
 Post-observation conference – at request of the teacher or appraiser
- Walk-throughs
 Minimum of 2 with written feedback
- Snapshots/other cumulative data
 If used for appraisal considerations, must be shared in writing with the teacher within 10 days of
the appraiser's knowledge of the occurrence
Completion of Professional Development: A Plan for Student Learning - Reflecting/Sharing - Part II
 Beginning of second semester
Completion of Professional Development: A Plan for Student Learning - Goal Evaluation - Part III
Summative/Goal Evaluation Conference (May 14, 2014)
- Collaborative review of Completion of Professional Development: A Plan for Student Learning - Goal
Evaluation - Part III
- Completion of Professional Development: A Plan for Student Learning - Summative Conference Data -
Part IV
- Verification of the PD Record for Teachers (PD year begins May 1, 2013 and ends April 30, 2014)
- Discussion of any changes on formative classroom observation document - Domains I-V(a)
- Completion of appraisal scores in all domains - Domain I-VIII
- A written summative annual appraisal report (includes Summative Annual Appraisal and Appraisal
Record Summary) must be shared with teacher no later than five (5) working days before the
summative conference and 15 working days before the last day of instruction
- The written summative annual appraisal report and the Professional Development: A Plan for Student
Learning – Summary Conference Data – Part IV shall be discussed at the summative conference and
placed in the teacher's personnel file by the end of the appraisal period.
- Teachers new to CFISD submit prior appraisals for review
Second Appraisals (as needed)
June 12 All CFPDAS Summary Reports & Summative Conference Data – Part IV documents submitted to the
Human Resources Department
11
CFPDAS TIMELINE – TEACHERS ON PLAN II

Week 1 – Week 3 Annual Review
- Explanation of appraisal process and classroom observation document
- Designation of appraisal supervisor
- Completion of face-to-face CFPDAS Annual Review for NEW & RETURNING teachers
- Signed verification of CFPDAS Orientation
Week 3 – Week 6 Completion of Professional Development: A Plan for Student Learning - Goal-setting - Part I
Observations (Informal)
Week 7 – Week 12 Conferences – Goal-setting/Pre-observation

- Should precede formal observations
- Should focus on Professional Development: A Plan for Student Learning - Goal-setting - Part I
- Submission of Goal Setting – Part I form to appraisal supervisor and completion of online Goal
Setting course (2 hours)
Observations
Week 7 – Week 33
- Formal
 May occur at the request of the teacher or appraiser
- Walk-throughs
 Minimum of 3 with written feedback
- Snapshots/other cumulative data
 If used for appraisal within 10 days of the appraiser's knowledge of the occurrence
Completion of Professional Development: A Plan for Student Learning - Reflecting/Sharing - Part II

 Beginning of second semester
Completion of Professional Development: A Plan for Student Learning - Goal Evaluation – Part III
Summative/Goal Evaluation Conference (May 14, 2014)

- Collaborative review of Completion of Professional Development: A Plan for Student Learning - Goal
Evaluation - Part III
- Completion of Professional Development: A Plan for Student Learning - Summative Conference Data -
Part IV
- Verification of the PD Record for Teachers (PD year begins May 1, 2013 and ends April 30, 2014)
- Completion of appraisal scores in Domains V(b) – VIII
- A written summative annual appraisal report (includes Summative Annual Appraisal and Appraisal
Record Summary) must be shared with teacher no later than five (5) working days before the
summative conference and 15 working days before the last day of instruction
- The written summative annual appraisal report and the Professional Development: A Plan for
Student Learning – Summary Conference Data – Part IV shall be discussed at the summative
conference and placed in the teacher's personnel file by the end of the appraisal period.
Second Appraisals (as needed)
June 12 All CFPDAS Summary Reports & Summative Conference Data – Part IV documents for
Teachers submitted to the Human Resources Department
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Professional Development: A Plan for Student Learning
ELEMENTARY GOAL-SETTING PROCESS-Part I
To be completed by the Teacher during the first six weeks of school
Teacher: Team/Grade Level:
ID# Campus: Year: Plan I

Plan II
Targeted Campus SMART Goal:
Teacher/Team SMART (Specific, Measurable, Attainable, Results-oriented, Time-bound) Goal: My/our

(target population) students in (target class/subject) will increase in performance level from
in Sept. to in May.
Data source(s) used to establish and evaluate SMART Goal:
STAAR Prom./Placed/Retained Attendance Rate
Benchmarks/CBA ESL/Bil. Data Sources Discipline Data
Sp. Ed. Data Sources GT Data Sources Art/Music/PE Data Sources
SRI (Read 180 schools) Check Points
Specific targeted areas for student improvement (TEKS objective/STAAR category, curriculum standard,
etc.):
1.
2.
3.
4.
Teacher/Team SMART (Specific, Measurable, Attainable, Results-oriented, Time-bound) Goal:

Specific targeted areas for student improvement (TEKS objective/STAAR category, curriculum standard,
etc.):
1.
2.
3.
4.
13
My Personal/Team Professional Learning Plan
Name: Team/Department: Campus:
Selected research-proven Activities in which I (we) will engage to Evidence of Accomplishment:

strategies I (we) will use to reach increase my (our) knowledge and skills
my (our) goals: in targeted area:
1. Targeted Area: Participate in training/online course: District Transcript
Title:
Participate in a book study: Approved model, verified log with

Title: minimum attendance
Participate in share sessions: Approved model, verified log with

Participate in peer coaching: Approved model, verified log with

Targeted Area: required minimum interactions.
Partner:
Out-of-district session: Prior coordinator approval and

Title: attendance documentation
2. Targeted Area: Participate in training/online course: District transcript

Title:



Targeted Area: required minimum interactions
Partner:

Coursework Leading to Additional Certification/Degree

University (SHSU, etc.) Degree/Certification (Principal, etc.) Documentation
University Transcript
14
SECONDARY GOAL-SETTING-Part I
To be completed by the teacher during the first six weeks of school
Teacher: Team/Department:

Plan II
Teacher/Team SMART (Specific, Measurable, Attainable, Results-oriented, Time-bound) Goal: My/our (target
population) students in (target class/subject) will increase in performance level from in Sept.
to in May.
STAAR/EOC/TAKS SRI (Read 180) # Extracurricular Activities
District TEKS Exams ESL/LEP Data Sources Discipline Data
Benchmark/CBA /Test Analysis Sp.Ed. Data Sources Attendance Data
PSAT/PLAN/EXPLORE Grade Distribution Elective Data Sources
Advanced Placement Scores Passing Rate/Promotion Rate
College Readiness Indicator Fitnessgram
Specific targeted areas for student improvement (TEKS objective/STAAR category, curriculum standard, etc.):
1.
2.
3.
4.

1.
2.
3.
4.
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My Personal/Team Professional Learning Plan
Name: Team/Department: Campus:
Selected research-proven strategies Activities in which I (we) will engage Evidence of Accomplishment:
I (we) will use to reach my (our) to increase my (our) knowledge and
goals: skills in targeted area:
Title:



Partner:


Title:



Partner:

Coursework Leading to Additional Certification/Degree

University (SHSU, etc.) Degree/Certification (Principal, etc.) Documentation
University Transcript
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GOAL-SETTING-Part II REFLECTION/SHARING
To be completed in January/February and turned in to your appraiser
Teacher: Team/Department:
ID#: Campus: Year:

Teacher/Team SMART (Specific, Measurable, Attainable, Results-oriented, Time-bound) Goal #1:
I regularly review student data to guide my instruction.

I regularly meet with colleagues to discuss and plan instruction.
I am participating in professional development and implementing strategies that address student needs as
identified in my review of data.
Progress of my SMART Goal #1
My_______________ (targeted) students in _______________ (content-area/course) are currently performing at
% on _______________ (specific assessments.)
Reflection
Based upon my student data, I will modify my teaching plans to include the following instructional strategies:
I plan to focus my professional development in the area of:
Teacher/Team SMART (Specific, Measurable, Attainable, Results-oriented, Time-bound) Goal #2:
I regularly review student data to guide my instruction.

I regularly meet with colleagues to discuss and plan instruction.
I am participating in professional development and implementing strategies that address student needs as
identified in my review of data.
Progress of my SMART Goal #2
My_______________ (targeted) students in _______________ (content-area/course) are currently performing at
% on _______________ (specific assessments.)
Reflection
Based upon my student data, I will modify my teaching plans to include the following instructional strategies:
I plan to focus my professional development in the area of:
___________________________________ ___________________________________
Teacher’s Signature/Date Colleague’s Signature/Date
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ELEMENTARY GOAL-EVALUATION-Part III
To be completed by the teacher prior to the Summative Conference

Plan II

1.
2.
3.
4.
Summary of the analysis of the data:
1. On what TEKS are your students performing at the highest level? (80% and higher) What specific
strategies/practices did you implement so students were able to achieve at this level?
2. On what TEKS are your students performing below 80%? What specific strategies/practices do you believe
contributed to this lower level? What changes will you make for next year?
3. What professional development activities do you think contributed most to your students' success?
4. What areas of your own professional learning do you want to target for improvement?
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1.
2.
3.
4.
Teacher: Date:
Appraiser: Date:
19
SECONDARY GOAL-EVALUATION-Part III
To be completed by the teacher prior to the Summative Conference

Plan II

1.
2.
3.
4.
20

1.
2.
3.
4.
Teacher: Date:
Appraiser: Date:
21
Name: ________________________________ Appraiser: _________________________
Campus:________________________________ Assignment/Grade: __________________
Period of Intervention: From: _____________________ To: ________________________
PROFESSIONAL DEVELOPMENT AND APPRAISAL SYSTEM

INTERVENTION PLAN FOR TEACHER IN NEED OF ASSISTANCE
1. Areas in need of improvement.
2. Professional-improvement activities and dates for completion.
3. Evidence that improvement activities have been completed.
4. Directives for change in employee behavior.
5. Evidence that employee behavior has changed.
_______________________________________________________ _______________
Signature of Appraiser Date
______________________________________________ _____________
Signature of Principal Date
My appraiser, principal, and I have discussed this intervention plan. My signature does not
indicate whether I agree or disagree with this plan.
_______________________________________________ ______________
Signature of Teacher Date
22
Name: ________________________________ __ Appraiser: _________________________

INTERVENTION PLAN FOR TEACHER IN NEED OF ASSISTANCE
______ This plan has been successfully completed.
______ This plan has not been successfully completed.
______ This plan was not successfully completed for the following reasons:
Further action to be taken:
_______________________________________________________ _______________
______________________________________________ _____________
_______________________________________________ ______________
Signature of Teacher Date
23
CFPDAS Appraisal Framework
and Scoring Criteria
24
Standard of Proficiency
Scoring Guideline by
Criteria
About About About Less than
90–100% 80-89% 50-79% 50%
Exceeds
Expectations Proficient Standard Below Expectations Unsatisfactory
Almost all of the Most of the Time Some of the Time Few Times/Seldom
Time
Almost all of the Most of the Learners Some of the Learners Few/No Learners
Learners
25
Scoring Factors and Performance Level Standards
A. CRITICAL ATTRIBUTES
B. Scoring Standards for QUALITY
Exceeds Expectations (Great) Proficient (Considerable) Below Expectations (Limited) Unsatisfactory (Little or None)
For criteria judged by APPROPRIATENESS (see Scoring Factors listed below)

SCORING FACTORS
Strength Impact Variety Alignment
 thinking at high cognitive  student success  varied needs and  TEKS and district
levels depth and  effective formative and characteristics of learners curriculum
complexity summative assessment  differentiated instruction  assessment data
 significant content  multiple forms of  range of strategies and  targeted instruction
knowledge assessments support services  understanding of unified
 making connections  data-driven decision- whole
within and across making
disciplines
 connecting learning to
work and life applications
Thinking at High Cognitive Levels and Making Connections = Strength
Characteristics of ALL Learners = Variety

Alignment of Learning Objectives =
Addressing the Varied Needs and

Curriculum: WHAT Instruction: HOW
(TEKS/STAAR, district, (instructional attributes,
campus, teacher designs, strategies)
Alignment
Quality
Student
Performanc
e
Assessment: TO WHAT EXTENT

(TEKS/STAAR, district, teacher)
Assessing Student Progress = Impact
C. Scoring Standards for QUANTITY
For criteria judged by FREQUENCY/PERCENTAGE OF TIME/REPEATED EVIDENCE

Exceeds Expectations Proficient Below Expectations Unsatisfactory
(All/Almost All) (Most) (Some) (Less than Half)
90-100% 80-89% 50-79% 49% or less
Consistently: Generally: Occasionally: Rarely:
 uniformly  common practice  sporadic  infrequent
 seen from beginning to  predictable  random  nonexistent
end  typical  moderately  not attempted
 highly predictable  prevalent  more often than not  minimal
 seamless routines  as a rule  irregular  hardly ever
 seldom
26
CYP RESS-F AIRBANKS PROFESSIONAL DEVELOPM ENT AND APPRAISAL SYSTEM
APPRAISAL FRAMEWORK
Domain I: Active, Successful Student Participation in the Learning Process

Evaluation Dimensions:
a. Quantity and quality of active student participation in the learning process is evident.
b. Students are challenged by instruction and make connections to work and life applications, both within the discipline and with other disciplines.
E VALUAT ION C RITERIA
ALMOST ALL OF THE MOST OF THE SOME OF THE LESS THAN HALF OF THE
1. Students are actively engaged in 1. Students are actively engaged in 1. Students are actively engaged in 1. Students are actively engaged in
learning. learning. learning. learning.
2. Students are successful in learning. 2. Students are successful in learning. 2. Students are successful in learning. 2. Students are successful in learning.
3. Student behaviors indicate learning 3. Student behaviors indicate learning 3. Student behaviors indicate learning 3. Student behaviors indicate learning
is at a high cognitive level (e.g., is at a high cognitive level (e.g., is at a high cognitive level (e.g., is at a high cognitive level (e.g.,
critical thinking, creative thinking, critical thinking, creative thinking, critical thinking, creative thinking, critical thinking, creative thinking,
problem solving, etc.). problem solving, etc.). problem solving, etc.). problem solving, etc.).
4. Students are self-directed/self- 4. Students are self-directed/self- 4. Students are self-directed/self- 4. Students are self-directed/self-
initiated as appropriate to the lesson initiated as appropriate to the lesson initiated as appropriate to the lesson initiated as appropriate to the lesson
objectives. objectives. objectives. objectives.
5. Students are connecting learning to 5. Students are connecting learning to 5. Students are connecting learning to 5. Students are connecting learning to
work and life applications, both work and life applications, both work and life applications, both work and life applications, both
within the discipline and with other within the discipline and with other within the discipline and with other within the discipline and with other
disciplines. disciplines. disciplines. disciplines.
27
Domain II: Learner-Centered Instruction
a. The instructional content is based on appropriate goals and objectives.
b. The instructional content includes basic knowledge and skills, as well as central themes and concepts, both within the discipline and with other disciplines.
c. The instructional strategies are aligned with learning objectives and activities, student needs, and work and life applications, both within the discipline and with
other disciplines.
d. The instructional strategies promote application of learning through critical thinking and problem solving.
e. The teacher uses appropriate motivational and instructional strategies which successfully and actively engage students in the learning process.
EVALUATION CRITERIA
ALMOST ALL OF THE TIME MOST OF THE TIME SOME OF THE TIME LESS THAN HALF OF THE TIME
1. Objectives and goals include basic 1. Objectives and goals include basic 1. Objectives and goals include basic 1. Objectives and goals include basic
knowledge/skills and central knowledge/skills and central knowledge/skills and central knowledge/skills and central
themes/concepts of the discipline. themes/concepts of the discipline. themes/concepts of the discipline. themes/concepts of the discipline.
2. Instructional content is learner-centered 2. Instructional content is learner-centered 2. Instructional content is learner-centered 2. Instructional content is learner-centered
(e.g., relates to the interests and varied (e.g., relates to the interests and varied (e.g., relates to the interests and varied (e.g., relates to the interests and varied
characteristics of students). characteristics of students). characteristics of students). characteristics of students).
3. Instructional strategies promote critical 3. Instructional strategies promote critical 3. Instructional strategies promote critical 3. Instructional strategies promote critical
thinking and problem solving. thinking and problem solving. thinking and problem solving. thinking and problem solving.
4. Instructional strategies include 4. Instructional strategies include 4. Instructional strategies include 4. Instructional strategies include
motivational techniques to successfully motivational techniques to successfully motivational techniques to successfully motivational techniques to successfully
and actively engage students in the and actively engage students in the and actively engage students in the and actively engage students in the
learning process. learning process. learning process. learning process.
5. Instructional strategies are aligned with 5. Instructional strategies are aligned with 5. Instructional strategies are aligned with 5. Instructional strategies are aligned with
the objectives, activities, student the objectives, activities, student the objectives, activities, student the objectives, activities, student
characteristics, prior learning, and work characteristics, prior learning, and work characteristics, prior learning, and work characteristics, prior learning, and work
and life applications, both within the and life applications, both within the and life applications, both within the and life applications, both within the
discipline and with other disciplines. discipline and with other disciplines. discipline and with other disciplines. discipline and with other disciplines.
6. The teacher varies activities 6. The teacher varies activities 6. The teacher varies activities 6. The teacher varies activities
appropriately and maintains appropriate appropriately and maintains appropriate appropriately and maintains appropriate appropriately and maintains appropriate
pacing and sequencing of instruction. pacing and sequencing of instruction. pacing and sequencing of instruction. pacing and sequencing of instruction.
7. The teacher emphasizes the value and 7. The teacher emphasizes the value and 7. The teacher emphasizes the value and 7. The teacher emphasizes the value and
importance of the activity/content. importance of the activity/content. importance of the activity/content. importance of the activity/content.
8. The teacher uses appropriate 8. The teacher uses appropriate 8. The teacher uses appropriate 8. The teacher uses appropriate
questioning and inquiry techniques to questioning and inquiry techniques to questioning and inquiry techniques to questioning and inquiry techniques to
challenge students. challenge students. challenge students. challenge students.
9. The teacher makes appropriate and 9. The teacher makes appropriate and 9. The teacher makes appropriate and 9. The teacher makes appropriate and
effective use of available technology as effective use of available technology as effective use of available technology as effective use of available technology as a
a part of the instructional process. a part of the instructional process. a part of the instructional process. part of the instructional process.
28
Domain III: Evaluation and Feedback on Student Progress
a. The teacher aligns assessment and feedback with goals and objectives and instructional strategies.
b. The teacher uses a variety of evaluation and feedback strategies which are appropriate to the varied characteristics of the students.
1. Academic progress of students is 1. Academic progress of students is 1. Academic progress of students is 1. Academic progress of students is
monitored and assessed. monitored and assessed. monitored and assessed. monitored and assessed.
2. Assessment and feedback are 2. Assessment and feedback are 2. Assessment and feedback are 2. Assessment and feedback are
aligned with goals and objectives aligned with goals and objectives aligned with goals and objectives aligned with goals and objectives
and instructional strategies. and instructional strategies. and instructional strategies. and instructional strategies.
3. Assessment strategies are 3. Assessment strategies are 3. Assessment strategies are 3. Assessment strategies are
appropriate to the varied appropriate to the varied appropriate to the varied appropriate to the varied
characteristics of students. characteristics of students. characteristics of students. characteristics of students.
4. Student learning is reinforced. 4. Student learning is reinforced. 4. Student learning is reinforced. 4. Student learning is reinforced.
5. Students receive specific 5. Students receive specific 5. Students receive specific 5. Students receive specific
constructive feedback. constructive feedback. constructive feedback. constructive feedback.
6. The teacher provides opportunities 6. The teacher provides opportunities 6. The teacher provides opportunities 6. The teacher provides opportunities
for relearning and re-evaluation of for relearning and re-evaluation of for relearning and re-evaluation of for relearning and re-evaluation of
material. material. material. material.
29
Domain IV: Management of Student Discipline, Instructional Strategies, Time, and Materials
a. The teacher effectively implements the discipline-management procedures approved by the district.
b. The teacher establishes a classroom environment which promotes and encourages self-discipline and self-directed learning.
c. The teacher selects instructional materials which are equitable and acknowledge the varied characteristics of all students.
d. The teacher effectively and efficiently manages time and materials.
EVALUATION CRITERIA
1. The teacher effectively implements the 1. The teacher effectively implements the 1. The teacher effectively implements the 1. The teacher effectively implements the
discipline-management procedures discipline-management procedures discipline-management procedures discipline-management procedures
approved by the campus. The teacher approved by the campus. Any lack of approved by the campus. In instances approved by the campus. In instances
participates in the development of effective implementation is rare, of lack of effective implementation, the of lack of effective implementation, the
discipline management procedures inadvertent, and does not seriously needs of the students or the effective needs of the students or the effective
and offers suggestions for compromise the needs of students or operation of the campus may be operation of the campus are seriously
improvement. the effective operation of the compromised. compromised.
classroom or campus.
2. The teacher establishes a classroom 2. The teacher establishes a classroom 2. The teacher establishes a classroom 2. The teacher establishes a classroom
environment which promotes and environment which promotes and environment which promotes and environment which promotes and
encourages self-discipline and self- encourages self-discipline and self- encourages self-discipline and self- encourages self-discipline and self-
directed learning as appropriate. directed learning as appropriate. directed learning as appropriate. directed learning as appropriate.
3. The teacher interacts with students in 3. The teacher interacts with students in 3. The teacher interacts with students in 3. The teacher interacts with students in
an equitable manner, including the fair an equitable manner, including the fair an equitable manner, including the fair an equitable manner, including the fair
application of rules. application of rules. application of rules. application of rules.
4. The teacher specifies expectations for 4. The teacher specifies expectations for 4. The teacher specifies expectations for 4. The teacher specifies expectations for
desired behavior. desired behavior. desired behavior. desired behavior.
5. The teacher intervenes and re-directs 5. The teacher intervenes and re-directs 5. The teacher intervenes and re-directs 5. The teacher intervenes and re-directs
off-task, inappropriate or disruptive off-task, inappropriate or disruptive off-task, inappropriate or disruptive off-task, inappropriate or disruptive
behavior as needed. behavior as needed. behavior as needed. behavior as needed.
6. The teacher reinforces desired 6. The teacher reinforces desired 6. The teacher reinforces desired 6. The teacher reinforces desired
behavior when appropriate. behavior when appropriate. behavior when appropriate. behavior when appropriate.
7. The instructional materials selected by 7. The instructional materials selected by 7. The instructional materials selected by 7. The instructional materials selected by
the teacher are equitable and the teacher are equitable and the teacher are equitable and the teacher are equitable and
acknowledge the varied acknowledge the varied acknowledge the varied acknowledge the varied characteristics
characteristics of all students. characteristics of all students. characteristics of all students. of all students.
8. The teacher effectively and efficiently 8. The teacher effectively and efficiently 8. The teacher effectively and efficiently 8. The teacher effectively and efficiently
manages time and materials. manages time and materials. manages time and materials. manages time and materials.
Note #1: The "Proficient" standard in this domain is HIGHER due to needs for consistency and safety. "Exceeds Expectations" requires participation in the development of
discipline and other management procedures. Note #2: The criteria in Domain IV relate to the MANAGEMENT of student discipline, instructional strategies, time and materials
which create an environment in which learning may take place. These criteria are to be evaluated in the context of student behavior as it impacts student success. The critical
attributes of EACH criterion MUST be considered separately.
30
Domain V: Professional Communication
a. The teacher uses appropriate and accurate written, verbal, and non-verbal modes of communication with students.
b. The teacher uses appropriate and accurate written, verbal, and non-verbal modes of communication with parents, staff, community members, and other
professionals.
c. The teacher’s interactions are supportive, courteous, respectful, and encouraging to students who are reluctant and having difficulty.
EVALUATION CRITERIA
V(A)
1. The teacher uses appropriate and 1. The teacher uses appropriate and 1. The teacher uses appropriate and 1. The teacher uses appropriate and
accurate written communication with accurate written communication with accurate written communication with accurate written communication with
students students. students. students.
accurate verbal and non-verbal accurate verbal and non-verbal accurate verbal and non-verbal accurate verbal and non-verbal
communication with students. communication with students. communication with students. communication with students.
3. The teacher encourages and 3. The teacher encourages and 3. The teacher encourages and 3. The teacher encourages and
supports students who are reluctant supports students who are reluctant supports students who are reluctant supports students who are reluctant
or having difficulty. or having difficulty. or having difficulty. or having difficulty.

V(B )
accurate written communication with accurate written communication with accurate written communication with accurate written communication with
parents, staff, community members, parents, staff, community members, parents, staff, community members, parents, staff, community members,
and other professionals. and other professionals. and other professionals. and other professionals.
accurate verbal and non-verbal accurate verbal and non-verbal accurate verbal and non-verbal accurate verbal and non-verbal
communication with parents, staff, communication with parents, staff, communication with parents, staff, communication with parents, staff,
community members, and other community members, and other community members, and other community members, and other
professionals. professionals. professionals. professionals.
6. The teacher’s interactions are 6. The teacher’s interactions are 6. The teacher’s interactions are 6. The teacher’s interactions are
supportive, courteous, and supportive, courteous, and supportive, courteous, and supportive, courteous, and respectful
respectful with students, parents, respectful with students, parents, respectful with students, parents, with students, parents, staff,
staff, community members, and staff, community members, and staff, community members, and community members, and other
other professionals. other professionals. other professionals. professionals.
31
Domain VI: Professional Development
a. The teacher determines and participates in professional development goals and activities that are aligned with the goals of the campus and the goals of the
district.
b. The teacher correlates professional development activities with assigned subject content and the varied needs of students.
c. The teacher exhibits a willingness to collaborate with colleagues and other professionals for continuous growth and development.
d. The teacher correlates professional development activities with the prior performance appraisal.
EVALUATION CRITERIA
Exceeds Expectations** Proficient* Below Expectations* Unsatisfactory*
1. The teacher successfully seeks out 1. The teacher successfully engages 1. The teacher successfully engages 1. The teacher successfully engages in
and engages in professional in professional development in professional development professional development activities
development activities that activities that positively correlate activities that positively correlate that positively correlate with the
positively correlate with the goals of with the goals of the campus and with the goals of the campus and goals of the campus and district.
the campus and district. district. district.
2. The teacher successfully seeks out 2. The teacher successfully correlates 2. The teacher successfully correlates 2. The teacher successfully correlates
and correlates professional professional development activities professional development activities professional development activities
development activities with with assigned subject content and with assigned subject content and with assigned subject content and
assigned subject content and the the varied needs of students. the varied needs of students. the varied needs of students.
varied needs of students.
3. The teacher successfully seeks out 3. The teacher successfully engages 3. The teacher successfully engages 3. The teacher successfully engages in
and engages in professional in professional development in professional development professional development activities
development activities that activities that positively correlate activities that positively correlate that positively correlate with the prior
positively correlate with the prior with the prior performance with the prior performance performance appraisal.
performance appraisal. appraisal. appraisal.
4. The teacher actively seeks out and 4. The teacher works collaboratively 4. The teacher works collaboratively 4. The teacher works collaboratively
works collaboratively and and constructively with colleagues and constructively with colleagues and constructively with colleagues
constructively with colleagues and and other professionals toward the and other professionals toward the and other professionals toward the
other professionals toward the overall improvement of student overall improvement of student overall improvement of student
overall improvement of student performance. performance. performance.
performance.
Note: The "Proficient," "Below Expectations," and "Unsatisfactory" standards should be based upon successful engagement in and implementation of professional development
activities "on-contract" (district and campus professional development). **The "Exceeds Expectations" standard should be based upon successfully meeting the "Proficient" standard
based upon "on-contract" activities and meeting the 25-hours per year/75-hours every three years expectation based upon "off-contract" activities.
32
Domain VII: Compliance With Policies, Operating Procedures and Requirements
a. The teacher contributes to making the whole school safe and orderly, and a stimulating learning environment for children.
b. The teacher respects the rights of students, parents, colleagues, and the community.
EVALUATION CRITERIA

1. The teacher complies with all 1. The teacher complies with all of 1. The teacher occasionally does not 1. The teacher frequently does not
policies, operating procedures, the policies, operating procedures, comply with policies, operating comply with policies, operating
and legal requirements (national, and legal requirements (national, procedures, or legal requirements procedures, or legal requirements
state, district, and campus). The state, district, and campus). Any (national, state, district, and (national, state, district, and
teacher participates in the lack of compliance is rare, campus). In instances of non- campus). In instances of non-
development of operating inadvertent, and does not compliance, the needs of the compliance, the needs of the
procedures and offers suggestions seriously compromise the needs students or the effective students or the effective
for improvement. of students or the effective operations of the campus/district operations of the campus/district
operations of the campus/ district. may be compromised. are seriously compromised.
2. The teacher complies with all 2. The teacher complies with all 2. The teacher occasionally does not 2. The teacher frequently does not
verbal and written directives, verbal and written directives. Any comply with all verbal or written comply with all verbal or written
participates in the development of lack of compliance is rare, directives. In instances of non- directives. In instances of non-
operating procedures, and offers inadvertent, and does not compliance, the needs of the compliance, the needs of the
suggestions for improvement. seriously compromise the needs students or the effective students or the effective
of students or the effective operations of the campus/district operations of the campus/district
operations of the campus/district. may be compromised. are seriously compromised.
3. Apart from classroom 3. Apart from classroom 3. Apart from classroom 3. Apart from classroom
responsibilities, the teacher responsibilities, the teacher responsibilities, the teacher responsibilities, the teacher rarely
consistently contributes to making generally contributes to making seldom contributes to making the contributes to making the whole
the whole school safe and orderly, the whole school safe and orderly, whole school safe and orderly, school safe and orderly, and a
and a stimulating learning and a stimulating learning and a stimulating learning stimulating learning environment
environment for all students. environment for all students. environment for all students. for all students.
Note: The "Proficient" standard in this domain is HIGHER due to needs for consistency and safety. “Exceeds Expectations” requires participation in the development of discipline
and other management procedures.
33
Domain VIII: Improvement of Academic Performance of All Students On The Campus (Based on Indicators included in the AEIS)
a. The teacher diagnoses student needs and provides performance feedback related to all appropriate TEKS objectives/ STAAR categories.
b. The teacher aligns the planning and delivery of instruction to all appropriate TEKS objectives/ STAAR categories.
c. The teacher collaborates with other faculty and administration to improve TAKS/STAAR-related performance of all students on the campus.
d. The teacher identifies students who are at risk and develops appropriate strategies to assist these students.
e. The teacher monitors the attendance of all students and intervenes to promote regular attendance.
EVALUATION CRITERIA
(A) Efforts to Enhance Academic Performance*
1. The teacher works with colleagues to 1. The teacher aligns instruction to 1. The teacher aligns instruction to 1. The teacher aligns instruction to include
align instruction to include appropriate include appropriate TEKS objectives/ include appropriate TEKS objectives/ appropriate TEKS objectives/ STAAR
TEKS objectives/ STAAR categories to STAAR categories to support student STAAR categories to support student categories to support student
support student achievement in all achievement in all assigned classes. achievement in all assigned classes. achievement in all assigned classes.
assigned classes.
2. The teacher works with colleagues to 2. The teacher analyzes TAKS/STAAR 2. The teacher analyzes TAKS/STAAR 2. The teacher analyzes TAKS/STAAR
analyze TEKS/TAKS/STAAR performance data relevant to all performance data relevant to all performance data relevant to all
performance data students in assigned classes prior to students in assigned classes prior to students in assigned classes prior to
relevant to all students in assigned beginning instruction. beginning instruction. beginning instruction.
classes prior to beginning instruction.
3. The teacher coordinates with others 3. The teacher adjusts the sequencing of 3. The teacher adjusts the sequencing of 3. The teacher adjusts the sequencing of
within and outside the teacher’s classroom instruction to appropriately classroom instruction to appropriately classroom instruction to appropriately
discipline to determine the sequencing incorporate TEKS objectives/STAAR incorporate TEKS objectives/STAAR incorporate TEKS objectives/STAAR
of classroom instruction to categories. categories. categories.
appropriately incorporate TEKS
objectives/STAAR categories.
4. The teacher collaborates with others 4. The teacher selects/adapts 4. The teacher selects/adapts 4. The teacher selects/adapts instructional
within and outside the teacher’s instructional materials and activities instructional materials and activities materials and activities which are
discipline to select/adapt instructional which are correlated with appropriate which are correlated with appropriate correlated with appropriate TEKS
materials and activities which are TEKS objectives/ STAAR categories. TEKS objectives/ STAAR categories. objectives/STAAR categories.
correlated with appropriate TEKS
objectives/ STAAR categories.
5. The teacher provides feedback to all 5. The teacher provides feedback to all 5. The teacher provides feedback to all 5. The teacher provides feedback to all
students regarding their learning students regarding their learning students regarding their learning students regarding their learning
progress on appropriate TEKS progress on appropriate TEKS progress on appropriate TEKS progress on appropriate TEKS
objectives/ STAAR categories. objectives/ STAAR categories. objectives/ STAAR categories. objectives/ STAAR categories.
Note: For Section A only, with approval of the principal, certain high school teachers may substitute other standardized measures and related objectives which are addressed in
the AEIS system. This may include SAT/ACT, AP, TASP, and end-of-course examinations. The substitutions should be reflected in teacher responses on the Goal-setting
Process – Part I Form.
34
Appraisal Framework for Domain VIII, continued.
(B) Efforts to Enhance Student Attendance*

6. The teacher monitors attendance of all 6. The teacher monitors attendance of all 6. The teacher monitors attendance of all 6. The teacher monitors attendance of all
students in assigned classes and students in assigned classes and students in assigned classes and students in assigned classes and
contacts parents, counselors, or other contacts parents, counselors, or other contacts parents, counselors, or other contacts parents, counselors, or other
school officials regarding an intervention school officials for students with serious school officials for students with serious school officials for students with serious
plan for students with serious attendance problems. attendance problems. attendance problems.
attendance problems.
(C) Efforts to Identify and Assist Students in At-Risk Situations
7. The teacher works with teachers, 7. The teacher identifies and assesses the 7. The teacher identifies and assesses the 7. The teacher identifies and assesses the
counselors, and other school needs of assigned students in at-risk needs of assigned students in at-risk needs of assigned students in at-risk
professionals to seek information to situations. situations. situations.
identify and assess the needs of
assigned students in at-risk situations.
8. The teacher meets with parents and/or 8. The teacher meets with students who 8. The teacher meets with students who 8. The teacher meets with students who
other teachers of students who are are failing or in danger of failing and are failing or in danger of failing and are failing or in danger of failing and
failing or in danger of failing to develop develops an appropriate plan for develops an appropriate plan for develops an appropriate plan for
an appropriate plan for intervention. intervention. intervention. intervention.
9. The teacher participates in and/or 9. The teacher modifies and adapts 9. The teacher modifies and adapts 9. The teacher modifies and adapts
contributes to campus-wide programs to classroom materials and/or instruction classroom materials and/or instruction classroom materials and/or instruction
modify and adapt classroom materials for students in at-risk situations. for students in at-risk situations. for students in at-risk situations.
and/or instruction for students in at-risk
situations.
(D) Campus Performance Rating
10. The campus performance rating consists of three factors including: (a) student performance on the Texas Assessment of Academic Skills (TAAS/TAKS), (b) student attendance,
and (c) drop-out rates. All teachers make contributions toward this overall performance rating of the school, and therefore this is included among the criteria for improved academic
excellence. The following scale is used to score the campus performance rating:
Exemplary = 5
Recognized = 4
Acceptable = 3
Low Performing = 0
*The criteria are related to the teacher’s efforts to encourage attendance. The criteria do not speak to the attendance level in particular class
35
Professional Development
Expectations for Teachers
36
PROFESSIONAL DEVELOPMENT EXPECTATIONS
RATIONALE
At the core of expectations for professional development lies the assumption that there is a strong
and direct relationship between staff development and improvements in student learning. That link
is strengthened by current research cited in the professional literature.
Like the research models, Cypress-Fairbanks I.S.D. perceives professional development as essential
for achieving the goals of the district and the campuses; so, ten days of professional development
are included in the academic calendar. These, however, do not provide adequate time for the in-
depth learning of subjects taught and TEKS implementation, for developing a repertoire of
instructional skills to teach that content, for gaining insight into a diverse student population, and for
communicating the essential knowledge and skills vital to the district’s culture.
EXPECTATIONS/ELIGIBILITY
Cypress-Fairbanks ISD believes that continuous professional development is vital to teacher and
student success. The district expectation is that teachers should earn twenty-five (25) clock hours of
off-contract professional development annually OR seventy-five (75) off-contract clock hours of
professional development during the three most recent years.
If a teacher has 25 hours for the current year, it is not necessary to look back to any previous years
as this meets the 25/75 hours expectation and is eligible for consideration for "Exceeds
Expectations" in Domain VI of CFPDAS. In the event that the teacher does not have 25 hours in the
current year, the professional development records of the previous two years need to be reviewed
to determine if there is a minimum of 75 hours during this three-year period. If there are 75 hours,
this meets the 25/75 hours expectation and is eligible for consideration for "Exceeds Expectations" in
Domain VI of CFPDAS.
Progress toward the 25 hours annually or 75 hours over the three-year period will be reviewed at the
summative conference, and, if the expectation is not met, the teacher and supervisor will discuss any
apparent concerns and possible extenuating circumstances. Evidence of implementation and the
link that exists between the activities and district/campus goals will also be discussed.
37
EXPECTATIONS/ELIGIBILITY(CONTINUED)
For appraisal purposes, the "Proficient" standard of Domain VI of CFPDAS should be based upon
successful engagement in and implementation of professional development activities "on-contract"
(district and campus professional development). The "Exceeds Expectations" standard should be
based upon successfully seeking out, engaging in, and implementing professional development
activities "off-contract."
Plan I teachers eligible to move to Plan II who have not earned 25 hours in the current year or 75
hours in the previous three-year window (current year plus two previous years) will not move to Plan
II, barring extenuating circumstances determined by the appraiser. Plan II teachers who have not
earned 25 hours in the current year or 75 hours in the previous three-year window will return to
Plan I for at least one year, barring extenuating circumstances determined by the appraiser.
PAYMENT FOR INSTRUCTORS

Teacher instructors may either be compensated at $25.00 per clock hour of instruction or be
credited with off-contract credit for attendance. Off-contract credits will continue to count toward
the 25/75 hours and may be submitted to the Principal (Elementary) or Director of Instruction
(Secondary) for consideration of approval for Campus Time Equivalency (CTE) credit. An instructor
may not receive both instructor pay and attendance credit.
Supervisors/Administrators will be compensated at $25.00 per clock hour of instruction OR flexible

schedules with supervisor’s approval. The $25.00 applies only to time that extends beyond the 4:30
workday. (Ex: If a class starts at 3:30, the time between 3:30 – 4:30 cannot be claimed for $25.00.)
38
CAMPUS TIME EQUIVALENCY

A campus may choose to designate a campus professional development day as a “Campus Time
Equivalency” day. The principal is responsible for setting the parameters for acceptable activities
which may be used. The seven hours required for credit toward the Campus Time Equivalency (CTE)
day must be earned off-contract and prior to the scheduled Campus Time Equivalency (CTE) day.
An employee who has not accrued the required professional development credit prior to the
Campus Time Equivalency (CTE) day must report to work as directed by the principal or follow the
procedures for non-discretionary leave.
Failure to adhere to these procedures will result in a reduction in the employee’s salary equal to that
employee’s daily rate of pay.
A principal is not permitted to approve the use of discretionary leave on a staff development day
except in the event of extenuating circumstances.
DISTRICT TIME EQUIVALENCY

A district curriculum coordinator may choose to designate a district content curriculum day as a
“District Time Equivalency” day. The district curriculum coordinator is responsible for setting the
parameters for acceptable activities which may be used. The seven hours required for credit toward
the District Time Equivalency (DTE) day must be earned off-contract and prior to the scheduled
District Time Equivalency (DTE) day.
An employee who has not accrued the required professional development credit prior to the District
Time Equivalency (DTE) day must report to a district location as directed by the district curriculum
coordinator or follow the procedures for non-discretionary leave.
Teachers who attend a course(s) for DTE credit are not permitted to leave the professional
development classes early or arrive late. Employees that leave early will not be awarded credit. The
professional development recording system, Avatar, cannot record half hour increments for
professional development.
39
Appraisal Process for
Paraeducators and
Non-teaching Professionals
40
APPRAISAL PROCESS FOR PARAEDUCATORS AND
NON-TEACHING PROFESSIONALS
APPRAISAL OF PARAEDUCATORS AND

All staff members, professional and ancillary, should be evaluated annually by their supervisors. All
paraeducator and non-teaching professionals will, in collaboration with their supervisors,
demonstrate through the annual goal-setting and evaluation process their continued professional
development.
An orientation to the appraisal process should be provided by the end of October for all employees,
including the criteria upon which the annual evaluation will be based. The evaluation document and
the Professional Development Record should be reviewed with the employee at the summative
conference to be held as follows:
- Campus paraeducators and non-teaching professionals in May/June

- Non-campus paraeducators and non-teaching professionals prior to the end of the
employee’s contract year
PARAEDUCATOR OR NON-TEACHING
PROFESSIONAL RESPONSE AND APPEALS
A paraeducator or non-teaching professional may submit a written response or rebuttal at the
following times:
(a) after receiving any written documentation associated with the employee’s evaluation and/or
(b) after receiving any other written documentation associated with poor job performance.
Any written response or rebuttal must be submitted within ten (10) working days of receiving
written documentation associated with the employee’s evaluation or after receiving any other
written documentation associated with poor job performance. At the discretion of the supervisor,
the time period may be extended to fifteen (15) working days. This written response or rebuttal
should be attached to the record that is part of the paraeducator’s or non-teaching professional’s
permanent record. The supervisor must acknowledge the receipt of the written response or rebuttal
within ten working days of its receipt.
The district has adopted written procedures for a paraeducator or non-teaching professional to
present grievances and receive written comments in response to the written annual evaluation.
These procedures are outlined in the Employee Handbook.
41
PARAEDUCATOR OR NON-TEACHING
PROFESSIONAL IN NEED OF ASSISTANCE
A paraprofessional or non-teaching professional whose performance meets any of the following
circumstances will be designated as a “paraeducator/non-teaching professional in need of
assistance”:
(a) a paraprofessional or non-teaching professional who is evaluated with a summative score

below 3.0;
(b) a paraprofessional or non-teaching professional who is unsuccessful in meeting the essential
functions of the position in one or more areas.
When a paraeducator or non-teaching professional is designated as an employee in need of

assistance, the employee’s supervisor shall, in consultation with the employee, develop an
intervention plan that includes the following:
(a) domain(s) that designate an employee as a paraeducator or non-teaching professional in

need of assistance;
(b) directives or recommendations for improvement activities;
(c) evidence that is used to determine successful completion of improvement activities;
(d) directives for changes in behavior and specific timelines for successful completion;
(e) evidence to determine positive changes in the paraeducator or non-teaching professional’s
behavior.
In a case when the paraeducator’s or non-teaching professional’s evaluator is not the employee’s
principal, the principal shall be involved in the development and evaluation of the intervention plan.
A paraeducator or non-teaching professional who has not met all requirements of the intervention
plan for employees in need of assistance by the time specified may be considered for separation
from the assignment, campus, and/or district.
The intervention plan shall include options for professional development activities designed to
enhance the paraeducator’s or non-teaching professional’s proficiency. At least one option shall not
place significant financial burden on either the employee or the school district. An intervention plan
may be developed at any time at the discretion of the supervisor when the supervisor has
documentation that would potentially produce an evaluation rating which is below 3.0.
A paraeducator or non-teaching professional currently on an employee in need of assistance plan or

growth/deficiency plan, and/or administrative directives is not eligible to request a transfer. No
employee with less than a satisfactory performance evaluation shall receive a pay increase. In the
District’s appraisal system, a less than satisfactory performance shall be an evaluation with two or
more domains scored unsatisfactory or unsatisfactory in the same domain for two consecutive years.
42
TIMELINE – PARAEDUCATORS AND

August – October Orientation

- Explanation of appraisal process
- Designation of Appraiser/Supervisor
- Signed verification of Appraisal Process Orientation/Annual Review
Collaborative Discussion of the Professional Development Plan

- Individual (example: one on one) or Group (example: presentation of CIP)
- Written or oral (left to the discretion of the parties involved)
May 1-April 30 Participation in Professional Development
Ongoing Dialog Focusing on a Professional Development Plan
May/June Conference
- Completion of annual evaluation prior to end of contract
- Completion and review of Professional Development Record for
Paraeducators or Professional Development Record for Non-teaching
Professionals
June 12 All evaluations for campus-based paraeducators and non-teaching professionals

submitted to the Human Resources Department
July 12 All evaluations for non-campus-based paraeducators and non-teaching

professionals submitted to the Human Resources Department
43
Continuous Professional Development for Non-teaching Professionals and Paraeducators
Plan of Action
Name: Emp. ID#: Year:
Assignment: Building:
DISTRICT GOAL The district improvement goal I wish to focus on is:
PERSONAL GOAL The personal goal I have is:
ACTIVITIES Some of the activities I might pursue this year as I

address my goal(s) are as follows:
44
Name: ________________________________ Appraiser: _________________________
PARAEDUCATOR AND NON-TEACHING PROFESSIONAL

INTERVENTION PLAN
1. Areas in need of improvement.
2. Professional-improvement activities and dates for completion.
3. Evidence that improvement activities have been completed.
4. Directives for change in employee behavior.
5. Evidence that employee behavior has changed.
_______________________________________________________ _______________
______________________________________________ _____________
_______________________________________________ ______________
Signature of Employee Date
45
Name: ________________________________ Appraiser: _________________________
PARAEDUCATOR AND NON-TEACHING PROFESSIONAL INTERVENTION

PLAN
INTERVENTION PLAN FOR PARAEDUCATOR AND NON-TEACHING PROFESSIONAL IN

NEED OF ASSISTANCE
______ This plan has been successfully completed.
______ This plan has not been successfully completed.
______ This plan was not successfully completed for the following reasons:
Future Action to be Taken:
_______________________________________________________ _______________
______________________________________________ _____________
_______________________________________________ ______________
46
Professional Development
for
Paraeducators
47
PROFESSIONAL DEVELOPMENT FOR PARAEDUCATORS
EXPECTATIONS/ELIGIBILITY
Paraeducators may choose to take part in professional development opportunities offered, but they are
not held to the required 25/75 expectations as teachers.
Off-contract professional development credits may be submitted to the Principal (Elementary) or

Director of Instruction (Secondary) for consideration of approval for Campus Time Equivalency (CTE)
credit.
TIME EQUIVALENCY
A campus may choose to designate a campus professional development day as a “Campus Time
Equivalency” day. The principal is responsible for setting the parameters for acceptable activities which
may be used. The seven hours required for credit toward the Campus Time Equivalency (CTE) day must
be earned off-contract and prior to the scheduled Campus Time Equivalency (CTE) day.
An employee who has not accrued the required professional development credit prior to the Campus
Time Equivalency (CTE) day must report to work as directed by the principal or follow the procedures for
non-discretionary leave.
48
Verification of Annual Review of
CFPDAS/Appraisal Process
49
2013-14 Verification of Annual Review of CFPDAS/Appraisal
Process for Teachers, Paraeducators, and Non-Teaching
Professionals
Name: Employee #:
Campus: Date of Annual Review:
Please verify that each of the following statements is correct by initialing in the box to
the right.
Statement Please initial

each statement
I hereby acknowledge that it is my responsibility to access
the CFPDAS/Appraisal handbook online. My signature
below indicates that I agree to read the handbook and
abide by the standards, policies and procedures defined or
referenced in this document.
I have been informed about the appraisal process in

CFISD.
I have been informed about the various documents

associated with the appraisal process and professional
development activities.
I understand the expectations and requirements for Plan I

and Plan II (for teachers ONLY).
I have had an opportunity to ask questions.
_________________________________________________ _____________
50
Appendices
51
Cypress-Fairbanks ISD
101907
PERFORMANCE APPRAISAL DNA

EVALUATION OF TEACHERS (LEGAL)
FREQUENCY Except as provided below, each teacher must be appraised at least

once during each school year. Education Code 21.203, 21.352(c);
19 TAC 150.1003(a)
EXCEPTION A teacher may be appraised less frequently if the teacher agrees in
writing and the teacher’s most recent evaluation rated the teacher
as at least proficient, or the equivalent, and did not identify any
area of deficiency. A teacher who is appraised less frequently than
annually must be appraised at least once during each period of five
school years. Education Code 21.352(c)
For purposes of the Professional Development and Appraisal Sys-
tem (PDAS), an area of deficiency is a domain. A teacher must be
rated as at least proficient for each domain (that is, for all domains)
to be eligible for less frequent appraisals.
District policy may stipulate:
1. Whether the exception is to be made available to all teachers;
2. Whether the exception is to be adopted Districtwide or is to be
campus specific;
3. If the appraisal accompanying a teacher new to the District or
campus meets the requirements for the exception, whether
the appraisal is to be accepted or whether that teacher is to
be appraised by the new campus administrator; and
4. Whether a certified appraiser may place a teacher on the tra-
ditional appraisal cycle as a result of performance deficiencies
documented by cumulative data, including third-party informa-
tion.
The District may choose annually to review the written agreement
with the teacher. However, at the end of the school year, the Dis-
trict may modify exceptions through Board policy and may make
changes to expectations for appraisals that apply to all teachers
regardless of a teacher’s participation in the appraisal option in the
previous years.
19 TAC 150.1003(l)
ROLE OF A teacher who directs extracurricular activities in addition to per-
EXTRACURRICULAR forming classroom teaching duties shall be appraised only on the
ACTIVITIES basis of classroom teaching performance and not on performance
in connection with extracurricular activities. Education Code
21.353
ACCESS TO The District shall maintain a written copy of the evaluation of each
EVALUATIONS teacher’s performance in the teacher’s personnel file.
DATE ISSUED: 9/7/2010 1 of 7

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Each teacher is entitled to receive a written copy of the evaluation

on its completion. The evaluation and any rebuttal may be given to
another school district at which the teacher has applied for em-
ployment at the request of that district.
Education Code 21.352(c)
CONFIDENTIALITY A document evaluating the performance of a teacher is confiden-
tial. Education Code 21.355
CHOICE OF The District shall use one of the following methods to appraise
APPRAISAL teachers:
METHOD
1. The appraisal process and performance criteria developed by
the Commissioner [see STATE METHOD, below]; or
2. A locally developed appraisal process and performance crite-
ria [see DISTRICT OPTION and CAMPUS OPTION, below].
Education Code 21.352(a); 19 TAC 150.1001(a)
SELECTION OF The Superintendent, with the approval of the Board, may select the
APPRAISAL state appraisal method. Each district or campus wanting to select
METHOD or develop an alternative teacher-appraisal system must follow the
requirements set forth below at DISTRICT OPTION or CAMPUS
OPTION. 19 TAC 150.1001(c)
INFORMATION TO The Superintendent shall notify the executive director of the Dis-
SERVICE CENTER trict’s regional education service center of the District’s choice of
appraisal system(s), by a time designated by the Commissioner.
The District shall submit annually to its service center, in a manner
prescribed by the Commissioner, a summary of the evaluation
scoring from all campuses in the District.
19 TAC 150.1010
Note: The following provisions apply to teacher appraisal using

the state appraisal method.
STATE METHOD The state appraisal method is the Professional Development and
(PDAS) Appraisal System. The foundation for the PDAS is the teacher pro-
ficiencies described in Learner-Centered Schools for Texas: A Vi-
sion of Texas Educators. 19 TAC 150.1001(b), 150.1002(a)
ORIENTATION AND The District shall ensure that all teachers are provided with an
ANNUAL REVIEW orientation to the PDAS. The orientation shall be provided no later
than the final day of the first three weeks of school and at least
three weeks before the first observation. Additional orientations
shall be provided any time substantial changes occur in the PDAS.

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The orientation shall include materials approved by the Commis-

sioner.
In addition, at least three weeks before the first formal observation,
all teachers to be appraised shall be provided an annual review of
District policy regarding teacher appraisal and of 19 Administrative
Code Chapter 150, Subchapter AA (Teacher Appraisal).
19 TAC 150.1007
APPRAISERS The teacher appraisal process requires at least one certified ap-
praiser.
A campus administrator who is a certified PDAS appraiser and ap-
proved by the Board shall conduct a teacher’s appraisal. For the
purposes of PDAS, a “campus administrator” includes a principal,
an assistant principal, or other supervisory staff designated as an
administrator who holds a comparable administrator/supervisor
certificate established by the State Board for Educator Certification.
Only in the event of the circumstances described below at SAME
CAMPUS may an individual other than a campus administrator act
as a certified appraiser.
SAME CAMPUS A certified appraiser who is a classroom teacher may not appraise
another classroom teacher at the same campus unless it is imprac-
tical because of the number of campuses or unless the appraiser is
the chair of a department or grade-level whose job description in-
cludes classroom observation responsibilities.
CERTIFICATION Before conducting appraisals, an appraiser must be certified by
having satisfactorily completed uniform appraiser training. Periodic
recertification and training shall be required.
Education Code 21.351(c); 19 TAC 150.1006
APPRAISAL The District shall establish a calendar for teacher appraisals. The
CALENDAR appraisal period for each teacher must include all of the days of the
teacher’s contract.
Observations during the appraisal period must be conducted dur-
ing the required days of instruction for students during one school
year.
The calendar shall:
1. Exclude observations in the three weeks after the day of
completion of the PDAS orientation in the school years when
an orientation is required;

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2. Exclude observations in the three weeks after 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 inappro-
priate 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 instruc-
tion for students.
19 TAC 150.1003(d)
A teacher may be given advance notice of the date or time of an
appraisal, but advance notice is not required. Education Code
21.352(d); 19 TAC 150.1003(c)
APPRAISAL PROCESS The annual appraisal shall include:
1. At least one classroom observation of a minimum of 45 min-
utes, with additional walk-throughs and observations con-
ducted at the discretion of the appraiser;
2. Completion of Section I of the Teacher Self-Report Form that
shall be presented to the principal;
3. Cumulative data of written documentation collected regarding
job-related teacher performance, in addition to formal class-
room observations; and
4. A written summative annual appraisal report and a summative
annual conference, described below.
19 TAC 150.1003(b)
SUMMATIVE REPORT A written summative annual appraisal report shall be shared with
the teacher no later than five working days before the summative
conference and no later than 15 working days before the last day
of instruction for students. The written summative annual appraisal
report shall be placed in the teacher’s personnel file by the end of
the appraisal period. 19 TAC 150.1003(h)
SUMMATIVE Unless waived in writing by the teacher, a summative conference
CONFERENCE shall be held within a time frame specified on the District calendar
and no later than 15 working days before the last day of instruction
for students. The summative conference shall focus on the written
summative report and related data sources. 19 TAC 150.1003(i)

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TEACHER RESPONSE A teacher may submit a written response or rebuttal after receiving
a written observation summary, summative annual appraisal report,
and/or any other documentation associated with the teacher’s ap-
praisal. The rebuttal is to be attached to the evaluation in the
teacher’s personnel file. Education Code 21.352(c); 19 TAC
150.1005(a)
REQUEST FOR A teacher may request a second appraisal by another certified ap-
SECOND APPRAISAL praiser after receiving a written observation summary and/or a writ-
ten summative annual appraisal report. Education Code 21.352(c);
19 TAC 150.1005(c)
The District shall adopt written procedures for determining the se-
lection of second appraisers. The procedures shall be dissemi-
nated to each teacher at the time of employment and updated an-
nually or as needed. 19 TAC 150.1005(g)
INTERVENTION PLAN A teacher whose performance meets one of the following circum-
stances will be designated a “teacher in need of assistance”:
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.
When a teacher is designated as in need of assistance, the certi-
fied appraiser and the teacher’s supervisor shall, in consultation
with the teacher, develop an intervention plan. A teacher who has
not met all requirements of the intervention plan by the time speci-
fied may be considered for separation from the assignment, cam-
pus, and/or District.
An intervention plan may be developed at any time at the discre-
tion of the certified appraiser when the certified appraiser has do-
cumentation that would potentially produce an evaluation rating of
“below expectations” or “unsatisfactory.”
19 TAC 150.1004
APPEALS The District shall adopt written procedures for a teacher to present
grievances and receive written comments in response to the writ-
ten annual report. 19 TAC 150.1005(g)

the District-developed appraisal method.
DISTRICT OPTION A district that does not want to use the PDAS must develop its own
teacher-appraisal system supported by locally adopted policy and
procedures and by the processes outlined below.
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The Texas Teacher Appraisal System (TTAS) is no longer a state-

recommended system. However, the TTAS may be used as 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) and (2). [See APPRAISAL PROCESS, below]
DEVELOPMENT The District-level planning and decision-making committee shall:
OF APPRAISAL
SYSTEM 1. Develop an 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 com-
mittee on each campus in the District.
APPRAISAL The appraisal process shall include:
PROCESS
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:
a. Teachers’ implementation of discipline management pro-
cedures; and
b. Performance of the teachers’ students.
BOARD The District-level planning and decision-making committee shall
ACCEPTANCE submit the appraisal process and criteria to the Superintendent,
who shall submit the appraisal process and criteria to the Board
with a recommendation to accept or reject.
The Board may accept or reject, with comments, the appraisal
process and performance criteria, but may not modify the process
or criteria.
Education Code 21.352(a)(2), (b); 19 TAC 150.1009(a)

the campus-developed appraisal method.
CAMPUS OPTION A campus within the District may choose to develop a local ap-
praisal system.
DEVELOPMENT OF The campus planning and decision-making committee shall:
APPRAISAL SYSTEM
1. Develop an appraisal process;

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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.
APPRAISAL The appraisal process shall include:
PROCESS
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:
a. Teachers’ implementation of discipline management pro-
cedures; and
b. Performance of the teachers’ students.
BOARD Upon submission of the appraisal process and criteria to the Dis-
ACCEPTANCE trict-level planning and decision-making committee, the committee
shall make a recommendation to accept or reject the appraisal
process and criteria and transmit that recommendation to the Su-
perintendent.
The Superintendent shall submit to the Board:
1. The recommended campus appraisal process and criteria;
2. The District-level planning and decision-making committee’s
recommendation; and
3. The Superintendent’s recommendation.
The Board may accept or reject, with comments, an appraisal
process and performance criteria, but may not modify the process
or criteria.
Education Code 21.352(a)(2), (b); 19 TAC 150.1009(b)

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EVALUATION OF TEACHERS (LOCAL)
EMPLOYMENT Prior to the Superintendent’s recommendation to the Board regard-

DECISION ing the contract or employment status of an employee, the most
recent appraisal and that portion of an employee’s appraisal that
has been completed as of the time of the Board’s consideration
and other written evaluations, if any, of the employee’s perform-
ance shall be considered.
EMPLOYEE During the appraisal period, an employee may submit a written re-
RESPONSE sponse or rebuttal upon receipt of any written data if that data
would influence the teacher’s final written evaluation. The em-
ployee’s response should be submitted to the employee’s supervi-
sor within ten workdays after receipt of the data. Under extenuat-
ing circumstances, this time period may be extended to a
maximum of 15 workdays. The written rebuttal shall be attached to
the final written evaluation.
APPEAL The District shall adopt written procedures for an employee to pre-
sent grievances and receive a written response regarding the final
written evaluation. The procedures shall be disseminated at the
time of employment and updated annually or as needed. [See
DGBA(LOCAL)]
DATE ISSUED: 12/11/2000 ADOPTED: 1 of 1

LDU-50-00
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CYPRESS-FAIRBANKS INDEPENDENT SCHOOL DISTRICT

CONTINUOUS PROFESSIONAL DEVELOPMENT PROCESS

SUMMATIVE CONFERENCE STRATEGIES IMPLEMENTATION

Appraisal Process for Teachers 1

CFPDAS Appraisal Framework and Scoring Criteria 24

Professional Development Expectations for Teachers 36

Appraisal Process for Paraeducators and Non-teaching Professionals 40

Professional Development for Paraeducators 47

Verification of Annual Review of CFPDAS/Appraisal Process 49

APPRAISAL OF TEACHER PERFORMANCE

(a) at least one appraisal each year;

The CFPDAS process includes:

TEACHER ORIENTATION & ANNUAL REVIEW

OBSERVATIONS - FORMAL AND INFORMAL

FORMAL OBSERVATIONS (CONTINUED)

SUMMATIVE CONFERENCE DATA

TEACHER IN NEED OF ASSISTANCE

(a) a teacher who is evaluated as unsatisfactory in one or more domains; or

(a) domain(s) that designate a teacher as a teacher in need of assistance;

TEACHER RESPONSE AND APPEALS

The following procedures should be followed in the request of a second appraiser:

TEACHER RESPONSE AND APPEALS (CONTINUED)

Both appraisers should follow the subsequent procedures:

Before conducting an appraisal, an appraiser must be certified by having satisfactorily completed

PROFESSIONAL GROWTH SUPPLEMENTS

CFPDAS TIMELINE – TEACHERS ON PLAN I

Week 7 – Week 33 Observations

CFPDAS TIMELINE – TEACHERS ON PLAN II

Week 7 – Week 12 Conferences – Goal-setting/Pre-observation

Completion of Professional Development: A Plan for Student Learning - Reflecting/Sharing - Part II

Summative/Goal Evaluation Conference (May 14, 2014)

Teacher: Team/Grade Level:

ID# Campus: Year: Plan I

Targeted Campus SMART Goal:

Teacher/Team SMART (Specific, Measurable, Attainable, Results-oriented, Time-bound) Goal: My/our

Targeted Campus SMART Goal:

Teacher/Team SMART (Specific, Measurable, Attainable, Results-oriented, Time-bound) Goal:

Data source(s) used to establish and evaluate SMART Goal:

Name: Team/Department: Campus:

Selected research-proven Activities in which I (we) will engage to Evidence of Accomplishment:

Participate in a book study: Approved model, verified log with

Participate in share sessions: Approved model, verified log with

Participate in peer coaching: Approved model, verified log with

Out-of-district session: Prior coordinator approval and

2. Targeted Area: Participate in training/online course: District transcript

Participate in a book study: Approved model, verified log with

Participate in share sessions: Approved model, verified log with

Participate in peer coaching: Approved model, verified log with

Out-of-district session: Prior coordinator approval and

Coursework Leading to Additional Certification/Degree

ID# Campus: Year: Plan I

Targeted Campus SMART Goal:

Targeted Campus SMART Goal:

Teacher/Team SMART (Specific, Measurable, Attainable, Results-oriented, Time-bound) Goal:

Data source(s) used to establish and evaluate SMART Goal:

Name: Team/Department: Campus:

Participate in a book study: Approved model, verified log with

Participate in share sessions: Approved model, verified log with

Participate in peer coaching: Approved model, verified log with

Campus:______________ Assignment/Grade:

Period of Intervention: From: _ To: ____

Campus:______________ Assignment/Grade:

Period of Intervention: From: _ To: ____