Delaware Performance Appraisal System DPAS II Revised

Advocacy Tips

Documents to Know The DPAS II Revised guide The Non-Regulatory Guidance document The Non-Regulatory Guidance for Component 5 The Summative Rating FAQ’s Your collective bargaining agreement section on evaluations DOE 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 Process Student Growth Measures Selection process (New) Pre-Observation Form & Conference (Revised) Observation Post-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 Conference Summative Evaluation Form (Form and process revised)

DPAS II - SUGGESTED TARGET DATES Novice Teachers Measures selection September 30 Observation 1 October 31 Observation 2 & 3 March 31 Summative Evaluation April 30 Student Growth Measures May 31

DPAS II - SUGGESTED TARGET DATES Experienced Teachers Measures selection September 30 Observation (year 1 & 2) January 31 Summative Evaluation May 31 Student 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 year Teacher meets with administrator to determine how the Component 5 rating will be determined

The Observation Process

OBSERVATIONS Novice Teachers Minimum of three per year At least two announced and one unannounced At least 30 minutes in length

OBSERVATIONS Experienced Teachers Level Summative Rating Minimum Number of observations Per year Summative Assessment IIP Experienced Highly Effective 1 announced Every 2 years No Effective Needs 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 improve Must not begin before the first five full days of school Must be completed before the last five full days of school Check 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 plan Held during the workday preceding the date of the observation or as close to observation date as possible Held in the educator’s room, if possible May 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

Post-Observation Conference 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.

Post-Observation Conference 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 Conference Before you meet with your observer, review: your Performance Appraisal report contract provisions on evaluation your notes on the observed lesson previous appraisal reports pre-observation form commendations, 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 Conference Summarize 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 conference Should verify what was observed during the lesson and discussed in the post-observation conference If 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 Forms ASK 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

Things to Watch for on Formative Feedback Forms 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.

Things to Watch for on Formative Feedback 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.

Rebutting an Evaluation 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

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.

Rebutting an Evaluation 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 work days Teacher submits challenge to the evaluator’s supervisor After receipt of the evaluation Supervisor schedules hearing with the teacher After receipt of the challenge 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 Ratings Rating Components 1-4 Component 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 Unsatisfactory Ineffective Satisfactory in 0, 1 or 2 or “needs improvement” for three years

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.”

Appraising Your Summative Evaluation Use of vague or generalized terms such as: Lack of participation Totally involved Talkative, disinterested, hesitant, unsure Did not properly introduce/close lesson Used poor judgment, technique, method, terms, etc. Recommendations for a new method, technique or procedure which are vague or general.

Appraising Your Summative Evaluation 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 observation Recommendations/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 form Any component in the Summative Evaluation is rated as unsatisfactory B. Plan shall contain: Recommended areas or objectives for growth Activities and/or methods to accomplish objectives

INDIVIDUAL IMPROVEMENT PLAN B. (continued) Resources to be used Appropriate timelines Means of assessment 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 DOE Student Growth Measures Interim Policy

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 Process Part 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 III School wide measure 30% Cohort measure 20% Teacher specific measure 50% Part I and II Cohort measure 70% Part I and III Teacher specific measure 70% Part I School wide measure 100%