The Delaware Performance Appraisal System II (DPAS II) for Teachers Training Module I Introduction to DPAS II Training for Teachers

Training Overview  Four separate modules: Module 1: Introduction to DPAS II Module 2: DPAS II and the Delaware Framework Module 3: The DPAS II Process Module 4: Component Five – Student Improvement

Materials for this module  Power Point Presentation  DPAS II Guide for Teachers 

DPAS II Overview  Statewide evaluation system  Required for all public school educators (state law)  Three versions: DPAS II for Teachers DPAS II for Specialists DPAS II for Administrators

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.

Who is evaluated through DPAS II for Teachers?  Any educator who Holds a Delaware teaching license Holds 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.

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)

Design of DPAS II for Teachers  DPAS II for Teachers is aligned to Delaware 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

Structure of DPAS II  The DPAS II framework has three tiers Components – broad areas of teacher practice and responsibility Criteria – essential knowledge and skills related to each component Elements – observable areas of knowledge and skills related to each criterion

DPAS II: Components

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

DOE monitoring/auditing of DPAS II documentation quality  Annual audit of DPAS II formative and summative evaluation documents Use 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 staff All information is confidential

What’s new in ?  Changes to DPAS II, beginning in the 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 Component Provide flexibility in when/how Improvement Plans are utilized Require ratings at the criteria-level for observations and Summative Evaluations

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