Training Module 3

The DPAS II ProcessTraining for Teachers and

Specialists

Delaware Performance Appraisal System II

for Teachers and Specialists : Revised July 2011

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Training Overview

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Four separate modules:Module 1: Introduction to DPAS IIModule 2: DPAS II and the Delaware

FrameworkModule 3: The DPAS II Process

Conferences (pre- and post-observation)ObservationsWritten documents (Forms)Improvement PlansChallenges

Module 4: Component Five – Student Improvement

Materials for this modulePowerPoint PresentationDPAS II Guide for TeachersDPAS II Brochure for easy component

reference

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Review

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Teachers Specialists Administrators

Component 1 Planning & Preparation

Planning & Preparation

Vision & Goals

Component 2Classroom

Environment

Professional Practice & Delivery of Services

Culture of Learning

Component 3 InstructionProfessional

Collaboration & Consultation

Management

Component 4 Professional Responsibilities

Professional Responsibilities

Professional Responsibilities

Component 5 Student Improvement

Student Improvement

Student Improvement

Five Components of DPAS II

DPAS II: Process1. Student Growth Measures and Professional

Responsibilities Component 4 and 5 New beginning 2011-2012!

2. Pre-observation Conference Component 1, 2, 3, and 4

3. Observation Components 1, 2, 3, and 4

4. Post-observation Conference Components 1, 2, 3, and 4

5. Level of Performance Ratings1. Components 1, 2, 3, and 4

6. Formative Feedback Documentation Component 1, 2, 3, and 4

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DPAS II Process, (continued)

7. Summative Evaluation Conference Component 1, 2, 3, 4, and 5

8. Summative Evaluation Documentation Component 1, 2, 3, 4, and 5

Improvement Plans

The Challenge Process

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What is new in the DPAS II Process in 2011?

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Changes to the DPAS II process, beginning in the 2011-2012 school yearComponent 4 assessed throughout the

evaluation processUse of rubrics during the evaluation processAddition of “expectations” and definition of

recommendation versus expectation District administrator must meet with the

teacher during the challenge process

Student Growth MeasuresReplaces Goal Setting in previous version

of DPAS IIWill be discussed in detail in Training

Module 4

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Professional ResponsibilitiesForm completed in FallDiscussions held during pre and post-

observation conferencesChanges to Professional Responsibilities

documentDiscussion during summative evaluation

conference

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Pre-observationForm

Required for Novice Teachers and SpecialistsMay be waived for Experienced Teachers and

Specialists ONLY IF both the teacher or specialist and evaluator

agree

ConferenceRequired for all announced observations –

may not be waivedDoes not apply to unannounced observationsWhenever possible, held in teacher’s

classroom or specialist’s work area

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Component 4 Discussions Throughout the ProcessFormPre-observation discussionsPost-observation discussionsReflection SheetSummative Conference

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ObservationsAnnounced or UnannouncedLength of observationsFrequency of observationsLimitations on when observations may

occurEvidence collection

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Post-observation ConferenceRequirementsTeacher Responsibilities

Lesson Reflection Template - New beginning 2011-2012! – OPTIONAL

Whenever possible, held in teacher’s classroom or specialist’s work area

Timing

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Levels of Performance RatingCommon understanding between teacher or

specialist and the evaluatorTeachers are expected to use rubrics:

For reflection and self-assessment ANDTo develop a common understanding of his or her

own strengths and areas for improvementEvaluators are expected to use rubrics:

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 AND

As a guide to organize relevant evidence of teacher performance

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Formative FeedbackRequirements and TimelineEvidenceFormative rating documentationHow do rubric levels translate to

Satisfactory or Unsatisfactory performance?

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Summative EvaluationRequirements and TimelineEvidenceSummative ratingsSummative evaluation forms

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Overall FeedbackCommendationsRecommendations and expectations

Difference between expectations and recommendations

How expectations are communicatedHow expectations are documentedHow evaluators assess teacher and specialist

performance toward expectation outcomesDocumenting completed expectations

Additional feedback

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Challenge ProcessUsed when a teacher disagrees with the

evaluator’s assessmentDifferent from Grievance (can only grieve

process infractions)Must try to resolve difference with evaluator firstSubmit written challenge to evaluator’s supervisor

within 15 work days of receipt of the evaluation document

Within 15 work days the supervisor of the evaluator must meet with the teacher or specialist New beginning 2011-2012!

Within 15 work days the supervisor of the evaluator must issue a written decision

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DOE monitoring of DPAS II documentation quality

Annual audit of DPAS II formative and summative evaluation documentsConducted by DOE staff in collaboration with LEA

Expert EvaluatorsAll information is strictly confidential – no

evaluation documents leave the site or are specifically referenced

Use of review criteria to ensure written evaluation documents provide Objective, specific, and relevant evidence of teacher

performance and areas for commendationSupportive, specific, and actionable guidance, including

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

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Module completion1. Read Section III of the DPAS II Guide for Teachers2. Using DPAS II Guide for Teachers answer the

questions below– we recommend that you complete this work with an experienced peer or in a PLC.

What are my responsibilities during the evaluation process?

How often will I be observed this year? What level of practice do I need to reach in order to

receive a commendation? What is the difference between recommendations and

expectations? What are my responsibilities if my practice is not

satisfactory in one or more component?

Continue to Module 4, Component 5

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