1. The Delaware Performance Appraisal System II for Specialists August 2013 Training Module I Introduction to DPAS II Training for Specialists

2. 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 1

3. Materials for this module Power Point Presentation DPAS II Guide for Specialists http://www.doe.k12.de.us/csa/dpasii/default.shtmlhttp://www.doe.k12.de.us/csa/dpasii/default.shtml. 2

4. 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 3

5. 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. 4

6. Who is evaluated through DPAS II for Specialists? 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. 5

7. Who evaluates specialists? Supervisors of specialists 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) 6

8. Design of DPAS II for Specialists DPAS II for Specialists 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 Danielsons Framework for Teaching Defines professional practice and outlines criteria and elements of practice 7

9. Structure of DPAS II The DPAS II framework has three tiers Components – broad areas of specialist practice and responsibility Criteria – essential knowledge and skills related to each component Elements – observable areas of knowledge and skills related to each criterion 8

10. DPAS II: Components TeachersSpecialistsAdministrators Component IPlanning & Preparation Vision & Goals Component 2Classroom Environment Professional Practice & Delivery of Services Culture of Learning Component 3InstructionProfessional Collaboration & Consultation Management Component 4Professional Responsibilities Component 5Student Improvement 9

11. 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 specialists To develop a common understanding of the specialists strengths and areas for improvement As a guide to organize relevant evidence of specialist performance Specialists 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 10

12. 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 specialist 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 11

13. Whats new in 2013-2014? Changes to DPAS II, beginning in the 2013- 2014 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 12