The Delaware Performance Appraisal System II for Teachers

August 2013

Training Module I

Introduction to DPAS II

Training for Teachers

Training Overview

Four separate modules:Module 1: Introduction to DPAS IIModule 2: DPAS II and the Delaware FrameworkModule 3: The DPAS II ProcessModule 4: Component Five – Student

Improvement

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Materials for this module

Power Point Presentation DPAS II Guide for Teachers http://www.doe.k12.de.us/csa/dpasii/default.shtml.

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DPAS II Overview

Statewide evaluation system Required for all public school educators

(state law) Three versions:

DPAS II for TeachersDPAS II for SpecialistsDPAS II for Administrators

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Objectives of DPAS II

Three objectives of DPAS II are to assure and support:Professional growth: enhancing the skills and

knowledge of educators.Continuous improvement of instructional

practice and student outcomes: educators commitment to continuously improving practice so that student performance is continuously enhanced.

Quality educators in every school building and classroom: the collection of credible evidence about educator performance.

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Who is evaluated through DPAS II for Teachers?

Any educator whoHolds a Delaware teaching licenseHolds a Delaware certificate in a particular content

area, AND Is employed as either a part-time or full-time

teacher in a Delaware public school.

Also, any specialist who teaches in a classroom setting part of the instructional day may be evaluated using the teacher process.

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Who evaluates teachers?

Supervisors of teachers who:Have successfully completed the DPAS II training

and have been certified by the Department of Education

May be a direct supervisor May be another supervisor within the district (e.g.,

a district office administrator, an administrator from another building, a designated teacher leader)

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Design of DPAS II for Teachers

DPAS II for Teachers is aligned toDelaware Professional Teaching Standards

• Establish common set of knowledge, skills, and attributes expected of Delaware Teachers

• Outlined in Delaware regulation– AND

Charlotte Danielson’s Framework for Teaching• Defines professional practice and outlines criteria and

elements of practice

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Structure of DPAS II

The DPAS II framework has three tiersComponents – broad areas of teacher practice

and responsibilityCriteria – essential knowledge and skills related

to each componentElements – observable areas of knowledge and

skills related to each criterion

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DPAS II: Components

Teachers Specialists Administrators

Component I Planning & Preparation

Planning & Preparation

Vision & Goals

Component 2 Classroom Environment

Professional Practice & Delivery of Services

Culture of Learning

Component 3 Instruction Professional Collaboration & Consultation

Management

Component 4 Professional Responsibilities

Professional Responsibilities

Professional Responsibilities

Component 5 Student Improvement

Student Improvement

Student Improvement

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Use of DPAS II Rubrics

Evaluators are expected to use rubrics: To rate Appraisal Criteria observed To focus pre-observation, post-observation, and

summative conference discussions with teachers To develop a common understanding of the

teacher’s strengths and areas for improvement As a guide to organize relevant evidence of teacher

performance

Teachers are expected to use rubrics: For reflection and self-assessment To develop a common understanding of his or her

own strengths and areas for improvement

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DOE monitoring/auditing of DPAS II documentation quality

Annual audit of DPAS II formative and summative evaluation documentsUse of review criteria to ensure written evaluation

documents provide:• Objective, specific, and relevant evidence of teacher

performance and areas of commendation• Supportive, specific, and actionable guidance, including

timelines, for any recommendations and/or expectations to improve performance

Conducted by DOE staffAll information is confidential

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What’s new in 2013-2014?

Changes to DPAS II, beginning in the 2013-2014 school year:Provide more flexibility in the announced vs.

unannounced observation(s)Additional credentialing of educators/instructional

leaders not serving as “Evaluators.”Opportunity for LEAs to utilize one less criterion in

each ComponentProvide flexibility in when/how Improvement Plans

are utilizedRequire ratings at the criteria-level for

observations and Summative Evaluations

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