Delaware’s Performance Evaluation System II for School Administrators Jackie O. Wilson, Ed.D. Interim Director Delaware Academy for School Leadership College of Education and Human Development University of Delaware

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DPAS II for Administrators Background Components of SB260 –Strong focus on student improvement –One element specifically dedicated to student improvement (weighted equally with the others)

DPAS II for Administrators Background Practitioner-Based Committee 5 principals 5 central office staff 1 representative from higher education 1 Delaware Association for School Administrators 1 representative from the Department of Education teacher consultant

DPAS II for Administrators Background Committee Work –year long deliberation –review of research & existing models –outside expert- –Dr. Joseph Murphy

DPAS II for Administrators Principles The committee began work in 2000,by constructing a platform of values to both guide its work and to measure its outcomes. In order to create a powerful new system of assessment that offered the promise of real improvement in schools and school districts, the committee determined that the integrity of the evaluation design must rest on the following seven principles

DPAS II for Administrators Principles The Seven Principles  Standards Driven  Focus on Accomplishments  Continuous Improvement  Fairness & Multiple Sources of Data  Dialogue  Effort to Enhance Student Performance  Clear Expectations & Priorities

DPAS II for Administrators Principles Principle 1: Standards Driven –Follows National Administrator Standards for Instructional Leadership (ISLLC) A vision of what exemplary leaders must know and do to ensure continuous improvement

DPAS II for Administrators Principles Principle 2: Focus on Accomplishments –Results Driven –Expressed in Measurable Terms –Consistent with State Accountability

DPAS II for Administrators Principles Principle 3: Continuous Improvement –Constructive Feedback –Forward Looking –Professional Growth

DPAS II for Administrators Principles Principle 4: Fairness –Multiple Sources of Data –No Secrets – No Surprises

DPAS II for Administrators Principles Principle 5: Dialogue –Meaningful –Relevant –Ongoing

DPAS II for Administrators Principles Principle 6: Leadership Connected to Student Improvement Shift in focus from management to instructional leadership: –Learning –Teaching –School Improvement

DPAS II for Administrators Principles Principle 7: Clear Expectations –What are the priorities? –What are the targets? –What are the criteria for success?

Who is Included in the Administrator DPAS II? All licensed and certified administrators who oversee instruction. It does not include those who supervise non- instructional aspects of school and district operations, such as transportation, maintenance, finance, and personnel. 14

Standards The design of DPAS II was driven by the Delaware Administrative Standards, which align with the Interstate School Leaders’ Licensure Consortium (ISLLC) Standards Aligning the evaluation of school and district administrators with student learning and school improvement. Grounded in research and an understanding of leader performance in high-achieving schools. 15

Standards The DPAS II system provides a strong focus on teaching and learning. The data and evidence collected as part of the process should be a natural harvest of an administrator’s ongoing work. 16

Process DPAS II for Administrators is a continuous improvement model. The cycle is on--going throughout the employment of the administrator 17

Components 1) Vision and Goals 2) Culture of Learning 3) Management 4) Professional Responsibilities 5) Student Improvement 18

Goal Setting— Component 1: Vision and Goal Setting Setting goals for student improvement is an important part of every educator’s work. Clear measurable goals provide a road map for staff, teachers and students. The process includes a Goal-Setting Conference and completion of Part One of the two-part Goal-Setting Form 19

Component One: Vision and Goals ISLLC Standard One (A Vision of Learning) Assessing Data Implementing Vision and Goals Promoting Vision and Goals Communicating the Vision and Goals 20

Assessment of Component 1 A review of the evidence provided by the administrator Conferences between the evaluator and the administrator The use of the Administrator Standard Survey 21

Component Two: Culture of Learning ISLLC Standard Two (School Culture) Advocating a Culture of Learning Monitoring the Culture of Learning Sustaining the Culture of Learning Maintaining the Culture of Learning 22

Assessment of Component 2 A review of the evidence provided by the administrator Conferences between the evaluator and the administrator Use of the Administrator Standards Survey Form Implementing DPAS II in accordance with its intent 23

Component 5: Student Improvement Current Regulation The Delaware State Statute, 14 Del. C §1270, which defines the Performance Appraisal System, requires that a portion of the overall evaluation be based on measures of student improvement. 24

Multiple Outcomes Achievement and improvement in three broad areas should be the basis of this part of the administrator’s evaluation: –School Accountability –State Accountability Test –Other measures of student achievement. (SAT, AP, school data) 25

Criteria Component 5 Showing Student Improvement Measuring Student Improvement Implementing Strategies for Student Improvement Reflecting on Student Improvement 26

Assessment The evidence for Component Five is comprised of a review of the administrator’s –progress toward attaining the goals established at the beginning of the cycle, as provided to the evaluator on the Goal-Setting Form (Parts 1 and 2), and an analysis of the data associated with the goals. 27

Assessment In this component, the administrator will be judged on the measures of –student performance and the progress made by students. –how the data are used to inform the administrator’s goal-setting –how the administrator communicates those data and their implications to staff to lead the improvement initiatives in the leader’s setting 28

Frequency of Appraisal Process Inexperienced Administrators –Inexperienced administrators and administrators whose performance appraisals state, “Needs Improvement” or “Unsatisfactory” must participate in an annual appraisal cycle. Experienced Administrators –Experienced administrators whose performance is “Effective” may be appraised over a two-year period. 29

Frequency of Conferences Inexperienced administrator conferences will typically occur three times over the one-year evaluation cycle In the late summer or early fall for agreement on goals Mid-year for progress discussions followed by completion of a Formative Feedback Form Late spring or early summer for a summative conference, followed by a completed Summative Evaluation Form 30

Frequency of Conferences Experienced administrator conferences will typically occur at least four times over the two- year evaluation cycle During the summer or early fall of the first year for agreement on goals Mid-year each year to discuss progress During the summer of the first year to review progress on goals and establish goals for the upcoming year At the end of the second year to discuss results and complete the summative evaluation 31

TimelineProcessDescription July-AugustGoal Setting Conference During the Goal-Setting Conference, the evaluator and administrator agree on those who will be asked to complete the Administrator Standards Survey Form Each party brings data that will inform the process of mutually establishing performance goals and the criteria for defining success in achieving those aims 32

TimelineProcessDescription July-AugustGoal Setting Conference Administrator completes individual Goal Form and submits to evaluator within ten (10) working days of Goal- Setting Conference. New administrators complete the Goal Form within one month of employment. SpringGoal Form Administrator compiles evidence of performance for all components throughout the school year. Administrator documents progress on individual goals and completes Part 2 of the individual Goal Form, which is delivered to the evaluator prior to the Summative Conference. 33

TimelineProcessDescription Mid-WinterFormative ConferenceThe Formative Conference is held in mid-winter, to discuss progress toward goals and other issues of interest or concern. Mid-WinterFormative Feedback Form The Formative Feedback Form is used to record the content of conferences held and to note any goals or performance expectations agreed upon. Any other pertinent information either party feels should be recorded will be included. Following the conference, the evaluator completes a Formative Feedback Form and forwards it to the administrator within ten (10) working days of the conference 34

TimelineProcessDescription Mid-WinterProfessional Responsibilities Reporting Component Four— Professional Responsibilities Prior to the Formative Feedback Conference Administrator completes Professional Responsibilities Form and delivers it to the evaluator prior to the Formative Feedback Conference. Additional information may be added to the Professional Responsibilities Form at any time prior to the Summative Conference By March 15Delaware Administrator Standards All Components Administrator Standards Survey Form by March 15 This section of the evaluation provides an opportunity for educators supervised by the administrator being evaluated to assess the administrator on progress toward meeting the Delaware Administrator Standards. It also provides the administrator an opportunity to self-assess performance on the Delaware Administrator Standards. The evaluator also completes the survey on the administrator. 35

TimelineProcessDescription SUMMATIVE CONFERENCE May–July Inexperienced Administrators Inexperienced administrators and experienced administrators whose performance is “Needs Improvement” or “Unsatisfactory” are evaluated through an annual appraisal cycle. The Summative Evaluation for inexperienced administrators and experienced administrators whose performance is “Needs Improvement” or “Unsatisfactory” takes place over a one-year period. The evaluator and the administrator conference in July or August to discuss goals. The administrator completes the Individual Goal-Setting Form and submits it to the evaluator within ten (10) days of the conference. The evaluator and the administrator meet for a Formative Conference at least once, generally in December, to discuss progress toward goals and other issues of concern. The evaluator completes the Formative Feedback Form and forwards it to the administrator within ten (10) days of the Formative Conference 36

TimelineProcessDescription SUMMATIVE CONFERENCE May–July Inexperienced Administrators The administrator completes the Professional Responsibilities Form prior to the Formative Feedback Conference. Additional information may be added prior to the Summative Conference. By March 15, the evaluator, the administrator, and designated professional staff complete the Administrator Standards Survey Form. The administrator documents progress on individual goals and completes Part 2 of the Individual Goal Form, which is delivered to the evaluator prior to the Summative Conference. The Summative Conference is held at the end of the cycle, in the summer (between June and August). All of the documents, evidence, and discussions which took place during the cycle may become part of the Summative Evaluation. Within ten (10) days, the evaluator completes the Summative Evaluation Form and forwards it to the Administrator. The Summative Conference sets the stage for the development of goals for the ensuing year 37

TimelineProcessDescription SUMMATIVE CONFERENCE May–July Experienced Administrators Experienced administrators whose performance is “Satisfactory” are appraised on a two-year cycle.  The Summative Conference takes place during the summer of year two of the appraisal cycle. The Summative Evaluation for experienced administrators whose performance is “Satisfactory” takes place over a two-year period. The Goal-Setting Form is completed annually. Goals for the second year of the cycle are developed as a result of the conference to review progress on the goals set forth for year one. This conference generally takes place during the summer. Formative Feedback Conferences take place annually, generally in December of each year of the cycle. Progress toward goals and other issues or concerns are discussed. 38

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Component Ratings Each of the five (5) components of DPAS II for Administrators is weighted equally and assigned a rating of Satisfactory or Unsatisfactory on the Summative Evaluation 40

Satisfactory Performance – The administrator demonstrates acceptable performance by meeting at least three (3) of the four (4) criteria outlined in each of the five (5) components of DPAS II for Administrators. Unsatisfactory Performance – The administrator demonstrates unacceptable performance on two (2) or more of the four (4) criteria outlined in each of the five (5) components of DPAS II for Administrators 41

Principal Effectiveness Summative Ratings EFFECTIVE The administrator receives at least four (4) Satisfactory component ratings among the five (5) components on the Summative Evaluation. NEEDS IMPROVEMENT The administrator receives three (3) Satisfactory component ratings out of the five (5) components on the Summative Evaluation INNEFFECTIVE The administrator receives two (2) or fewer Satisfactory component ratings out of the five (5) components on the Summative Evaluation, or 42

PATTERN OF INEFFECTIVE ADMINISTRATIVE PERFORMANCE INEFFECTIVEINEFFECTIVE NEEDS IMPROVEMENT INEFFECTIVE INEFFECTIVE INEFFECTIVE INEFFECTIVE INEFFECTIVE INEFFECTIVEINEFFECTIVE

IMPROVEMENT PLAN An Improvement Plan shall be developed for an administrator who receives an overall rating of Needs Improvement or Ineffective on the Summative Evaluation or a rating of Unsatisfactory on any component on the Summative Evaluation regardless of the overall rating.

DPAS II for Administrators –Challenge Process An administrator may challenge any rating on the Summative Evaluation, either a Component Rating or the Overall Rating, or an administrator may challenge the conclusions of the Formative Process.

DPAS II for Administrators ☞ Two-year pilot in two school districts ☞ Outside evaluation of the system, annually ☞ Changes were made based on pilot results and outside evaluation ☞ Statewide implementation ☞ Current Statewide system of evaluation ☞ Changes to Component 5 and Summative Ratings for all educators July 2011

Changes July 2011 Under Delaware’s recently revised regulations, beginning in July 2011, a satisfactory rating for the fifth component (student improvement), mean that the teacher has met the standard for student growth. That standard, to be approved by Secretary Lowery before July 2011, will represent an appropriate level of change in achievement data for an individual student between two points in time, as well as any other measures that are determined to be rigorous and comparable across classroom….also having an impact on Component 5 of the Administrator Evaluation 47

Changes July 2011 Currently, assessments can result in summative ratings of “effective,” “needs improvement,” or “ineffective.” Under the revised regulations, Delaware will add a fourth summative rating of “highly effective” in July Educators will be required to demonstrate satisfactory levels of student growth to receive an “effective” rating, and more than a year of student growth to receive a “highly effective” rating. 48

Changes July 2011 For administrators’ changes, DSEA, DASA and other parties have been consulted. State staff are working to align the new ISLLC standards in components 1 to 4 then consult with the committee representing administrators (in progress) For component five, Secretary Lowery will approve measures, models and menus as recommended by stakeholder workgroups and consultants (in progress) The first year will be a development year. 49

Questions AdministratorGuidecomplete.pdfhttp:// AdministratorGuidecomplete.pdf 50