PKKTPAI @ UNC Charlotte

PKKTPAI

	Links to PKKTPAI Manual and Forms

	Links to NC Early Learning Standards and Other Documents

PKKTPAI Training Materials

	About the PKKTPAI Web Site

	Presentations about the Project

The PreK-K Teachers' Performance Appraisal Instrument (PKKTPAI)

- Training Project -

What is the Pre-Kindergarten and Kindergarten Teacher Performance Appraisal Instrument (PKKTPAI)?

The PKKTPAI was developed over the years by both the private and public sectors and was validated by beginning and experienced teachers. This instrument is used by the OSR/Teacher Licensure Unit’s mentors and evaluators to assess pre-k teaching practices (skills, knowledge and behaviors).

The PKKTPAI consists of Five Major Functions, 20 Standards, and 79 Indicators of evidences that reflect evidenced-based research and universal beliefs and knowledge as to what is a developmentally effective program for children in the Birth through Kindergarten age range.

Major Function 1: Facilitates Growth Development and Learning

Major Function 2: Provides Developmentally Appropriate Learning Environment

Major Function 3: Fosters Self-Regulation in Children

Major Function 4: Implements Developmentally Appropriate Assessment Strategies

Major Function 5: Effectively Communicates & Participates within the Educational Environment

It is a holistic rating system where teachers are treated as professionals and evaluation is used to reinforce effective practices and to improve teaching.
It is carefully aligned with Professional Teaching Standards, Birth-through-Kindergarten Licensure Standards, and NAEYC Standards
It is built upon Child Development Domains (emotional/social development; health/physical development; language development/communication; cognitive development; children’s approaches to learning).
It includes a process that is supportive of the teacher and allows for a teacher’s self assessment.
It is fair and reflective, and identifies areas of best practices and areas that can improve daily practices.
It is based on the concept of teaming and employs a Teacher, Mentor, and Evaluator/Director Team Approach throughout the evaluation process.
It is used to inform the development and/or the revision of a teacher’s Individual Growth (Professional Development) Plan (IGP).