1. Delaware Performance Appraisal System
DPAS II Revised

2. Advocacy Tips

3. 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:

4. 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.

5. The DPAS II (R) Process

6. 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)

7. 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

8. 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

9. The Student Growth Measures Selection Process

10. 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

11. The Observation Process

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

13. 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

14. 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

15. The Pre-Observation Process

16. 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

17. Advocacy

18. 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

19. 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.

20. The Post-Observation Process

21. 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

22. Advocacy

23. 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.

24. 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!!

25. 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

26. 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.

27. 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.

28. The Formative Feedback Process

29. 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

30. Commendations
Reserved for teachers with high levels of performance or in the case of novice teachers, those who have demonstrated substantial professional growth

31. 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

32. 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

33. Advocacy

34. 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

35. 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.

36. 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.

37. 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.

38. 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.

39. 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.

40. 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.

41. 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.

42. 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

43. 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.

44. 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.

45. The Challenge Process

46. 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

47. Advocacy

48. 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.

49. 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.

50. The Summative Evaluation Process

51. Summative Evaluation Summary document
Based upon formative feedback, observation evidence, and post observation discussions
Four point rating scale – Highly Effective, Effective, Needs Improvement, Unsatisfactory

52. 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

53. 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

54. 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!

55. Advocacy

56. 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.”

57. 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.

58. 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

59. The Improvement Plan Process

60. 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

61. 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.

62. DOE Student Growth Measures Interim Policy
Component 5
DOE Student Growth Measures Interim Policy

63. Key Points – Interim Year Process
The process for assessing Component V and collecting data for review for the school year
No consequences for educators in Component V for the school year. Improvement plans for Components I – IV are still applicable

64. Key Points – Interim Year Process
Rewards for “Highly Effective” teachers will be calculated for the school year and put in place for the school year.
Regulatory language is being developed to define the rate of student growth attached to the four performance ratings.

65. 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

66. 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

67. 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

68. Application: If by 2011 - 2012 … Measures Available
Percentages per Measure*
*Interim year only
Part I, II and III
School wide measure %
Cohort measure %
Teacher specific measure %
Part I and II
Cohort measure %
Part I and III
Teacher specific measure %
Part I
School wide measure %