Delaware Performance Appraisal System DPAS II Revised.

Delaware Performance Appraisal System

DPAS II Revised

Advocacy Tips

Documents to Know

The DPAS II Revised guideThe Non-Regulatory Guidance documentThe Non-Regulatory Guidance for Component 5The Summative Rating FAQ’sYour collective bargaining agreement section on evaluationsDOE DPAS II link: www.doe.k12.de.us/csa/dpasii/default.shtml

Advocacy Points to Remember

We can grieve the process but not the content of an evaluation. However, sometimes content can be tied to flaws in process. If you’re not sure, ASK!!

We have the right to negotiate with the evaluator during the process.

Remember the relationship with the evaluator is ongoing.

The DPAS II (R) Process

Parts of the ProcessStudent Growth Measures Selection process (New)Pre-Observation Form & Conference (Revised)ObservationPost-Observation Conference (Revised)Formative Feedback Form (Revised) Expectations form (New)Response or Challenge Process (Revised)Individual Improvement Plan (Revised)Professional Responsibilities Form (Form and process revised)Summative Evaluation ConferenceSummative Evaluation Form (Form and process revised)

DPAS II - SUGGESTED TARGET DATES

Novice Teachers

Measures selection September 30Observation 1 October 31Observation 2 & 3 March 31Summative Evaluation April 30Student Growth Measures May 31

DPAS II - SUGGESTED TARGET DATES

Experienced Teachers

Measures selection September 30Observation (year 1 & 2) January 31Summative Evaluation May 31Student Growth Measures* May 31*Done yearly

The Student Growth Measures Selection

Process

Student Growth Measures Selection Process

Conference with administrator to be completed by the end of September each yearTeacher meets with administrator to determine how the Component 5 rating will be determined

The Observation Process

OBSERVATIONSNovice Teachers

Minimum of three per yearAt least two announced and one unannouncedAt least 30 minutes in length

OBSERVATIONSExperienced Teachers

Level Summative Rating

Minimum Number of

observations

Per year

Summative Assessment

IIP

Experienced Highly Effective

1 announced Every 2 years No

Experienced Effective 1 announced Every 2 years No

ExperiencedNeeds

improvement or

unsatisfactory

1 announced,1

unannounced

Every Year until Effective

Yes

* Student improvement assessed every year

Observation Requirements

Must be reasonable amount of time between observations to improveMust not begin before the first five full days of schoolMust be completed before the last five full days of schoolCheck your contract for other timelines

The Pre-Observation Process

Pre-Observation Conference

Requires a pre-observation form – may be optional for experienced teachers*Attach a detailed lesson planHeld during the workday preceding the date of the observation or as close to observation date as possibleHeld in the educator’s room, if possibleMay address Professional Responsibilities (Component 4) during this meeting

* If the district allows and the principal and teacher agree

Advocacy

Making the Most of Your Pre-observation

Conference

Do prepare for your pre-observation conference.

Do not be too narrow in defining the objective of the class to be observed.

Relate the lesson in the context of the unit of which it is a part. It will assist the observer in understanding what you are doing.

Do tell the administrator what you want to have observed.

Raise unique issues that may impact the lesson

Making the Most ...Discuss any special circumstances about the class

Do not allow yourself to be rushed or to be ignored.

Make certain before you leave the conference that you understand exactly what will happen for your observation.

Keep an anecdotal record of your pre-observation conference so that you can refer to it in your post-observation conference, if needed.

The Post-Observation Process

Post-Observation Conference

Must take place within ten (10) working days of observation

Held in teacher’s classroom, if possible

Feedback should relate to the rubrics of the components 1-4

Advocacy


BEFORE MEETING WITH THE EVALUATOR

Review Pre-Observation form & notes

Review own notes taken after observation

Review lesson plan

Prepare your own agenda. Know what you want to talk about.


Teacher may present additional information to support the observed lesson (i.e. student assessment results)

Teacher should take notes and make sure all questions and concerns are addressed

DOCUMENT, DOCUMENT, DOCUMENT!!

Preparing for Your Post-Observation ConferenceBefore you meet with your observer, review:

your Performance Appraisal reportcontract provisions on evaluationyour notes on the observed lessonprevious appraisal reportspre-observation formcommendations, awards, honors, etc.lesson plan used during observation

Prepare your own agenda. Know what you want to talk about.Keep notes during the conference

Preparing for Your Post-Observation Conference

Ask questions, when you need clarification. Identify the sources of items under discussion.

Listen carefully to the evaluator. Don’t evaluate yourself.

Do not hesitate to request to have unfounded comments deleted.

Do not hesitate to request inclusion of additional comments.

Preparing for Your Post-Observation ConferenceSummarize your understanding of what took place.

Leave with a clear understanding of what is expected of you.

Leave with a clear understanding of how the administration will assist you in improving your performance, if necessary.

Signing the written report does not mean that you are in agreement with it. It only means that you have read it.

The Formative Feedback Process

Formative Feedback Forms

Provided to teacher within 10 working days of post-observation conferenceShould verify what was observed during the lesson and discussed in the post-observation conferenceIf the overall performance is unsatisfactory (based on one or more components is unsatisfactory), it must be noted on the final page and initialed by the evaluator

Commendations

Reserved for teachers with high levels of performance or in the

case of novice teachers, those who have demonstrated substantial

professional growth

Recommendations

• Designed to help teachers improve their performance

• May be made to teachers at any level of performance

• Must be relevant and meaningful• Are not binding

Expectations

• Specific performance expectations that must be carried out

• Given if “effective” on the summative, but with less than 4 satisfactory appraisal components

• Must be clear and specific • Include a description of evidence the teacher

must provide• Must have timelines

Advocacy

Things to Watch for on Formative Feedback

FormsASK THE EVALUATOR TO REMOVE:

Comments that cannot be supported or were not discussed in the post-ob conference

Recommendations that require equipment, materials, or training that are not or have not been available to teacher

Anything that you believe is unclear or misleading

Comments not aligned with the component’s rubric and supported with evidence

If you don’t think the form reflects your performance accurately, GET HELP, DON’T WAIT -- especially if it triggers an IIP.

If observed lesson was atypical and unsatisfactory, request another observation be done.


Forms


Forms

Don’t let inaccurate or misleading statements remain without AT LEAST asking for explanation and/or modification. Ask for evidence.

Don’t be afraid to write a response or submit a challenge.

Responding to a Formative Feedback Form

Contact the Association.

Feedback Forms should be signed, copied & returned to evaluator within 5 working days.

Challenges are appropriate for feedback that triggers an IIP.

Responses are appropriate for anything else.

Responding to a Formative Feedback

Form

Grievances may occur simultaneously for process violations.

Responses and challenges must be submitted within 15 working days.

Grievances must be submitted within 15 days.

Responding to a Formative Feedback

Form

Responses are submitted to the evaluator.

Challenges are submitted to the evaluator’s supervisor.

Responses and challenges are factually written so the teacher’s impressions, reactions, and additional information are on the record.

Rebutting an Evaluation

A rebuttal may be written as a response to any written or verbal review of your performance.

Rebuttals are written so that your impressions, reactions, and additional information are on the record.

The rebuttal refutes and counters inaccuracies, misconceptions, erroneous statements, and any item in the appraisal you deem as misleading or disparate.


General guidelines for effective rebuttal writing:

Seek advice from your local association if you are having difficulty in drafting a rebuttal statement.

Before writing any rebuttal, review the State Appraisal System, contract provisions and/or board policies governing evaluation, reprimand procedures, just cause, etc.

Rebut anything that could have an adverse effect on your salary and/or employment status.

Rebutting an Evaluation Utilize present facts to develop a statement which is in your best interest. Do not refer to previous incidents or unrelated issues.

Demand specifics rather than generalities from administration in evaluation reports.

Always indicate when administrative assistance was requested but not provided.

Emphasize any contractual violations and/or violations in the procedures by the administration.

Rebutting an Evaluation Request the administration demonstrate the type of techniques it is seeking to have you incorporate into your lessons.

Whenever possible, indicate willingness to comply with the evaluator’s requests/recommendations and to meet the expectations of the evaluator. Do not agree that you need improvement.

Make certain that you have responded to all criticisms.


Try to end the rebuttal by positively reinforcing a spirit of cooperation.

Before submitting, proofread the rebuttal and all other written material for errors in grammar, punctuation, spelling, and sentence structure. Have someone else proofread it as well.

Keep a copy of the rebuttal for your records.

The Challenge Process

The Revised Challenge Process

15 wor

k day

s

•Teacher submits challenge to the evaluator’s supervisor

•After receipt of the evaluation

15 wor

k day

s

•Supervisor schedules hearing with the teacher

•After receipt of the challenge

15 wor

k day

s

•Supervisor issues response to teacher

•Decision is final and must provide reason if challenge is denied

Advocacy

Guidelines for Responses

and Challenges

Seek advice from your local association IMMEDIATELY

Stick to the facts - K.I.S.S. (24 hour rule)

Make certain that you have responded to all major criticisms.

Guidelines for Responses and Challenges

Before submitting, proofread the response

Have someone else proofread it as well.

DO NOT SUBMIT A RESPONSE OR CHALLENGE UNTIL YOU HAVE CONSULTED SOMEONE FROM THE ASSOCIATION

Keep a copy of the response/challenge for your records.

Try to end the response/challenge positively in a spirit of cooperation.

The Summative Evaluation Process

Summative Evaluation

Summary document

Based upon formative feedback, observation evidence, and post observation discussions

Four point rating scale – Highly Effective, Effective, Needs Improvement, Unsatisfactory

Summative Conference

Evaluator shares overall impressions of teacher performance based upon previously shared evidence

Components and rubrics used to focus the discussion and to shape commendations, recommendations and expectations

Summative RatingsRating Components

1-4Component

5

Highly Effective Satisfactory in 3 or more

Exceeds

Effective Satisfactory in 2 or more

Satisfactory

Needs Improvement

Satisfactory in 1 or

Satisfactory in at least 3

Satisfactory

Unsatisfactory

Ineffective Satisfactory in 0, 1 or 2

or“needs

improvement” for three years

Unsatisfactory

Summative Evaluation Form

Must be submitted to the teacher with (10) working days after the summative conference

Contains ratings and evidence of the teacher’s performance

Is a written record of the conversation during the summative conference – there should be no surprises!

Advocacy

Appraising Your Summative Evaluation

Check for the following points in an Appraisal Report. They may cast doubt on the reliability of the observer and, therefore, the validity of the evaluation.

Repetition of a single point in the Appraisal Report, but wording it different ways. For example, stating “The teacher failed to give clear directions,” then repeating the point further in the narrative by saying, “Pupils did not appear to understand the task.”


Use of vague or generalized terms such as:Lack of participationTotally involvedTalkative, disinterested, hesitant, unsureDid not properly introduce/close lessonUsed poor judgment, technique, method, terms, etc.

Recommendations for a new method, technique or procedure which are vague or general.


Irrelevant/repetitious recommendations/expectations such as:

Recommendations/expectations by the observer repeat those given in a prior observation/evaluation, and/or which do not apply to the current classroom observationRecommendations/expectations requiring specific equipment, materials, training or resources not known or available to you

No reflection of any district responsibility or resources

The Improvement Plan Process

INDIVIDUAL IMPROVEMENT PLAN

A. Plan developed when:Observation is identified as unsatisfactory on the formative feedback formAny component in the Summative Evaluation is rated as unsatisfactory

B. Plan shall contain:Recommended areas or objectives for growthActivities and/or methods to accomplish objectives

INDIVIDUAL IMPROVEMENT PLAN

B. (continued)Resources to be usedAppropriate timelinesMeans of assessment

C. A plan for only the deficient components shall be developed cooperatively by the teacher and appraiser. If the parties cannot reach agreement, the decision of the appraiser is final.

DOE Student Growth Measures Interim Policy

Component 5

Key Points – Interim Year Process

The process for assessing Component V and collecting data for review for the 2011-2012 school year

No consequences for educators in Component V for the 2011-2012 school year. Improvement plans for Components I – IV are still applicable

Key Points – Interim Year Process

Rewards for “Highly Effective” teachers will be calculated for the 2011-2012 school year and put in place for the 2012-2013 school year.

Regulatory language is being developed to define the rate of student growth attached to the four performance ratings.

2011-2012 Interim Process

Part I: School Wide Assessment Measure (DCAS)

• Used for all teachers and specialists• 30% of Component V• Uses the best school wide growth or

proficiency score for either reading or math, depending upon which tested subject area produces the highest score

2011-2012 Interim ProcessPart II: Student Cohort Assessment Measure (DCAS)• Used for all teachers, specialists for 20% of Component

V

For Core Tested Subject Educators:• A cohort includes all the students taught in their content

area• Fall-Spring improvement growth metric would be used

For Non-DCAS Educators:• A cohort of students “touched” regularly would be

identified by the teacher and principal before the first DCAS testing period

• The cohort will likely be a minimum of 25 students• Fall-Spring improvement growth metric would be used in

a tested subject area for that cohort

2011-2012 Interim Process

Part III: Teacher Specific Assessment Measure (non DCAS measure)

• Currently being reviewed for fiscal implications, reliability, and the ability to show student growth

• Must be approved by the Secretary and DOE• Reflects the work of the content area work groups• 50% of Component V• Requires further work by the content area work groups

Application: If by 2011 - 2012 …

Measures Available Percentages per Measure**Interim year only

Part I, II and IIISchool wide measure 30%Cohort measure 20%Teacher specific measure 50%

Part I and IISchool wide measure 30%Cohort measure 70%

Part I and IIISchool wide measure 30%Teacher specific measure 70%

Part I School wide measure 100%

Delaware Performance Appraisal System DPAS II Revised.

Documents

Transcript of Delaware Performance Appraisal System DPAS II Revised.