0. The Delaware Performance Appraisal System II for Teachers August 2013
Training Module 3
The DPAS II Process
Training for Teachers
Welcome to Training Module 3: the DPAS II Process for Teachers

1. Training Overview For 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
Training Overview
During this module you will review the following activities of this process: conferencing, observations, written documents, improvement plans, and challenges.
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2. Materials for this module
Power Point Presentation
DPAS II Guide for Teachers
Materials for this module
You will need to access the following materials:
This presentation
The DPAS II Guide for Teachers
All DPAS II materials are available in electronic format on the DPAS II website ( Please be sure to have access to these materials.
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3. DPAS II: Process Roster Identification Measures Selection
Fall Conference
Pre-Observation Conference
Observation
DPAS II: Process
The two principal features of the DPAS II are its conceptual framework; including the rubrics and indicators of performance, and the process. The activities in each step of the process generate the data used in the appraisal.
First, we will go through an overview of the steps in the DPAS II process. Then we will review each specific step, including the various activities for each step. As you work through this training module, please read the DPAS II Guide for Teachers, Section III. There; each step of the process is detailed for you, as well as the time period within which any part of the process should be completed.
Roster Identification – To ensure an accurate roster of the students a teacher is responsible for, it is necessary to identify student-teacher linkages.
Measures Selection – Teachers and administrators will discuss and agree upon the measures used to determine a teacher’s Component Five rating.
Fall Conference –Teachers will meet with your administrator to determine targets and goal setting. The steps around Roster Identification, Measures Selection and the Fall Conference will be outlined in Module 4: Component Five: Student Improvement.
Pre-observation Form and conference provide your evaluator with information about the upcoming observation that may not be directly observable, allowing you time to clarify what your evaluator will be observing.
Observation provides a view of a teacher’s practice where observable evidence is collected and used to assess performance. Beginning in the school year, New Regulations for 106A require that appraisal criteria observed shall be rated on each observation conducted. This ensures use of the rubrics in order to provide focus and evidence to a teacher. These ratings will also inform the overall rating on a teacher’s Summative Evaluation. Another Regulation change relates to the configuration of announced and unannounced observations for both experienced and novice teachers.
Experienced teachers who have earned “Highly Effective” or “Effective” on their most recent Summative Evaluation shall receive a minimum of one (1) Announced or Unannounced Observation each year with a Summative at least once every two (2) years.
Novice teachers shall receive a minimum of one (1) Announced observation and two (2) Unannounced observations with a Summative Evaluation every year, instead of the previously required two (2) announced and one (1) unannounced.
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4. DPAS II: Process (continued)
Post-Observation Conference
Formative Feedback Documentation
Summative Evaluation Conference
Summative Evaluation Documentation
DPAS II: Process (continued)
Post-observation conference is when you and your evaluator discuss evidence collected during the observation. Components 1, 2, 3, and 4 are discussed with the use of rubrics and your evaluator will also share and discuss the ratings assigned to the observed criteria. All this information should help you and your evaluator reach a common understanding of your performance during the observation.
Formative Feedback Documentation – after the Post-conference, the formative feedback form will document and be reflective of what was observed and then discussed at the Post-observation conference.
The Summative Evaluation Conference occurs at the end of the appraisal cycle. New definition as of provides more specificity on the definition of a “summative evaluation.” A Summative Evaluation shall mean the comprehensive, end-of-cycle appraisal and shall incorporate the results of the minimum required observations and required component-level data. At the discretion of the Evaluator, it may also include additional announced or unannounced observation data, beyond the required observation data, provided by other Credentialed Observers. During the Summative Evaluation Conference, your evaluator shares overall impressions of your practice based upon evidence from all five (5) components.
The Summative Evaluation Documentation includes the evaluator’s ratings of your performance in each component and observed criteria. Components 1, 2, 3, and 4 will be rated either Satisfactory or Unsatisfactory; while Component 5 will be rated either Exceeds, Satisfactory, or Unsatisfactory. These ratings are then rolled up to an Overall Summative Rating which include: Highly Effective, Effective, Needs Improvement, or Ineffective. (More information related to these ratings in Module 4).
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5. DPAS II: Process (continued)
Improvement Plans
Effective , changes to Regulation 106A modifies when an Improvement Plan must be developed versus may be developed.
Changes to Regulation also eliminate some requirements related to Professional Development completed by a teacher during an Improvement Plan.
The Challenge Process
DPAS II: Process (continued)
Improvement Plans are developed to help teachers focus on areas where they need extra assistance to improve their practice.
Changes in Regulation 106A provide for some flexibility in when Improvement Plans must be developed versus when Improvement Plans may be developed.
1) An Improvement Plan shall be developed for a teacher who receives an overall rating of “Needs Improvement” or “Ineffective” on a Summative Evaluation or a rating of “Unsatisfactory” on an Appraisal Component on the Summative Evaluation regardless of the overall rating.
2) An Improvement Plan may be developed if a teacher’s overall performance during an observed lesson is unsatisfactory. In instances where an improvement plan is to be developed, the evaluator shall first have noted the unsatisfactory performance on the required forms by noting “Performance is Unsatisfactory” and initialing the statement.
The Challenge Process – Sometimes a teacher will disagree with his or her evaluator’s assessment. It is desirable to resolve the differences directly with the evaluator, if at all possible, prior to a formal challenge. If a resolution cannot be reached, you may submit a written challenge to the evaluator’s supervisor.
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6. Professional Responsibilities
Form completed in Fall
Discussions held during pre and post-observation conferences
Discussion during summative evaluation conference
Professional Responsibilities
Component Four: Professional Responsibilities, is discussed throughout the evaluation process. Each fall teachers will fill out the Professional Responsibilities form. However, if the district allows and both the administrator and teacher agree, then the Professional Responsibilities form may be optional for Experienced Teachers. The Professional Responsibilities form may not be waived for Novice Teachers.
Professional Responsibilities may then be discussed during the Pre-observation and Post-observation Conferences. Discussions about professional responsibilities during the Pre-observation Conference allow you and your evaluator to draft and/or adapt Professional Responsibilities Plans. Component 4 discussions during the Pre-observation Conference are intended to ensure that professional growth opportunities are aligned to school and teacher improvement plans.
Component 4 discussions during the Post-observation Conference will allow you and your evaluator to assess whether or not the Professional Responsibilities form should be amended in light of observation feedback. Any updates to the Professional Responsibilities form should be discussed and recorded during the Post-observation Conference.
Prior to the Summative Evaluation conference, you may choose to complete the Professional Responsibilities Reflection Sheet. You may choose to complete this form, in whole or in part, and use it to complete the Professional Responsibilities Form. You may also bring this form to any evaluation conference. Teachers have full discretion as to whether this form is completed and/or shared with their evaluator.
You should bring the completed Professional Responsibilities Form to the Summative Conference where you will discuss achievements and/or improvements made throughout the evaluation cycle.
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7. Pre-observation Form Conference Required for Novice Teachers
May be waived for Experienced Teachers
Only if both the teacher and evaluator agree
Conference
Required for all announced observations – may not be waived
Does not apply to unannounced observations
Whenever possible, held in teacher’s classroom or work area
Pre-observation
The Pre-observation Conference is required for all announced observations. However, if the district allows and both the administrator and teacher agree, then the Pre-observation Form may be optional for announced observations of Experienced Teachers. The Pre-Observation Form may not be waived for Novice Teachers. The Pre-observation Conference is only applicable prior to an “announced” observation.
Whenever possible the Pre-observation should be held in the teacher’s classroom or work area. This is important for three reasons. First, it provides both you and your evaluator to have ready access to lesson/session materials that may strengthen the pre-observation conference. Second, it allows your evaluator to get a sense of the physical environment, including any limitations it may create, prior to the observation. Third, it permits your evaluator and you to plan an appropriate location for observation, one that will minimize disruption while maximizing ability to observe the full workspace.
The Pre-observation Conference should always be held in a private location. Whenever possible, your evaluator should schedule the conference during private time within your work space. However, there are some times when this is not possible. For example, if two teachers share a work space, then the conference should only be held in the work area when other teachers and students are not present. If this is not possible, then the conference may be held in a different, yet private, location.
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8. Observations Announced or Unannounced Length of observation
Frequency of observations
Limitations on when observations may occur
Evidence collection
Observations
Appraisal cycles vary depending on whether you are an experienced or novice teacher and ratings on your most recent summative evaluation. Appraisal cycle information can be found in Section III of the teacher’s guide and is also outlined in Regulation 106A.
As noted earlier, Regulation 106A outlines the configuration of announced and unannounced observations. When evaluating experienced teachers who earn a rating of “Highly Effective” or “Effective” on their most recent summative evaluation, administrators may choose to do either one (1) announced or unannounced observation each year with a Summative at least once every two (2) years. Novice teachers shall receive a minimum of one (1) announced observation and two (2) unannounced observations with a Summative Evaluation every year.
When observations are announced, you will receive advanced notification of the observation. In other cases, when the observation is unannounced there is no advance notification. The quality of teaching or professional practice should be consistent across both situations. Observations may not begin until students have been in attendance for five (5) full days, unless an Improvement Plan calls for such an observation. And, observations should be of sufficient length, at least thirty (30) minutes, so that your evaluator can analyze the lesson or session and accurately assess performance. Additionally, observations must be completed before the last five (5) days of the school year during which students are in attendance the entire day.
Evidence collection:
Not all components will be observed during every lesson or session; but evaluators are required by regulation to rate any appraisal criteria observed during an observation. Moreover, some observations, including observations related to Improvement Plans or formative feedback expectations, may be targeted to assess a teacher’s progress for one component. However, all components must be assessed before the evaluator develops the summative evaluation document.
All evidence collected must be:
Fact-based
Include specific detail about relevant observed events
Show clear evidence of pre and post-observation conferencing discussions
Be related to components and criteria and,
Reflect the appropriate rating as indicated in component rubrics
Evidence may be heard, seen, or touched. The indicators of performance included in the DPAS II guide are intended to be used as example performances for which an evaluator may collect evidence during observation. Indicators of performance contained in the guides are not exhaustive. Additional types of performance may be observed and evidence about those performances may be collected as long as it is relevant and appropriate for the component being assessed.
Your evaluator is expected to collect evidence related to each component and criterion throughout the observation cycle; however, the evaluator is not expected to collect evidence related to each indicator of performance in the guide. In addition, the evaluator may collect evidence of performances beyond those listed in the guide. All performances must be aligned to the components, criteria, and/or elements in the guide and reflect proficiency.
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9. Post-observation Conference
Requirements
Teacher Responsibilities
Lesson Reflection Template - optional
Timing
Post-observation Conference
All observations must be followed up with a Post-observation Conference.
The conference must be held within ten (10) working days of the observation. However, your evaluator should have the Post-observation Conference as soon as reasonable after the observation to ensure timely feedback to you.
You are expected to come to the conference prepared to discuss:
Your reflections on your performance during the lesson or session observed.
Any special circumstances or events that impacted the lesson or session.
Adjustments made to the planned lesson or session and the rationale for these adjustments.
Ways to improve future practice.
The Lesson Reflection Template included in Section IV of the guide is a valuable tool for teachers to reflect on their performance during an observed lesson. This form is optional. You may choose to complete this form and bring it to the Post-observation Conference. Teachers have full discretion as to whether this form is completed and/or shared with the evaluator.
Whenever possible, this conference should be held in the teacher’s classroom or work space. Holding the Post-observation Conference in the teacher’s classroom or work area is important for two reasons. First, it provides both you and your evaluator ready access to lesson or session materials that may strengthen the post-observation discussion. Second, it allows your evaluator to reference evidence in the environment where the observation occurred and to note any improvements that may have been made since the observation.
The Post-observation Conference should always be held in privacy. Whenever possible, your evaluator should schedule the conference during private time within your work space. However, there are some times when this is not possible and the conference may be held in a different, yet private, location.
At the conclusion of the Post-observation Conference, you and your evaluator should have a common understanding of your performance during the observation. Component and/or criterion rubrics are used to focus discussion and determine accurate performance levels. Remember, regulation 106A requires evaluators to rate appraisal criteria observed during an observation.
The rubrics provide a context for you and your evaluator about your level of performance. If you and your evaluator are unable to reach agreement, the evaluator’s decision prevails.
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10. Formative Feedback Requirements and Timeline Evidence
Formative rating documentation
How do rubric levels translate to Satisfactory or Unsatisfactory performance?
Formative Feedback
After the Post-observation Conference, formative feedback is documented on the Formative Feedback Form or State-approved document (electronic or hard copy). A completed Formative Feedback Form is required for both announced and unannounced observations.
The completed Formative Feedback Form must be provided to you within ten (10) working days of the conference. You should sign the form and return it to your evaluator within five (5) working days of receipt. A copy of this form with both signatures will be provided to you.
All evidence documented in the Formative Feedback Form must be:
Fact-based
Include specific detail about relevant observed events
Show clear evidence of pre and post-observation conferencing discussions
Be related to components and criteria, and
Reflect the appropriate rating as indicated in component rubrics
Please note: An Improvement Plan may be developed if a teacher’s overall performance during an observed lesson is unsatisfactory. In instances where an improvement plan is to be developed, the evaluator shall first have noted the unsatisfactory performance on the required forms by noting “Performance is Unsatisfactory” and initialing the statement.
When is “Basic” performance on criteria or a full component considered Satisfactory performance and when is it considered Unsatisfactory performance?
For Novice teachers, a Basic rating may be deemed Satisfactory, however it is expected that a Novice teacher will rise to the Proficient rating within the three (3) year initial license period. Generally, a Basic rating is NOT considered satisfactory performance for an Experienced teacher. Special circumstances may cause an experienced teacher to revert back to basic performance for a short period of time. Examples of such situations include, but are not limited to: a change in grade level assignment, content area, building, or type of client services; or life crisis. In these cases, the expectation is that the teacher will rise to proficient as soon as possible.
When a Novice Teacher or an Experienced Teacher with special circumstances is performing at a Basic level, that teacher should receive clear expectations for improving their performance including goals, measures, timelines, and appropriate supports. These expectations should be documented in the written evaluation feedback.
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11. Summative Evaluation Requirements and Timelines Evidence
Summative ratings
Summative evaluation forms
Summative Evaluation
The Summative Evaluation means the comprehensive, end-of-cycle appraisal. It may be yearly or every other year depending upon the experience of the teacher and his or her past summative evaluation ratings.
Appraisal cycles for Summative and Formative evaluations may be found in Section III of the guides for teachers. Please review this information carefully.
The first step is the Summative Evaluation Conference, followed by completion of the Summative Evaluation Form. This process is the same for both novice and experienced teachers. The Spring Conference (required for Component Five) may be combined with the Summative Evaluation Conference. (More about the Spring Conference in Module 4).
At the Summative Evaluation Conference, your evaluator shares overall impressions of your teaching practice based upon previously shared evidence, as well as a summary of your performance as it relates to all five components. This is time for professional conversations about whether goals have been met or not, levels of performance, commendations, recommendations, and/or expectations. It is an opportunity for a rich conversation between you and your evaluator, where clarification and additional information may be provided, and where your evaluator and you may discuss future professional development goals that support continuous professional growth.
All evidence documented in the Summative Evaluation Form must be:
Fact-based
Include specific detail about relevant observed events
Show clear evidence of pre and post-observation conferencing discussions
Be related to components and criteria, and
Reflect the appropriate rating as indicated in component rubrics
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12. Summative Ratings Chart
Total # of Satisfactory ratings in Components I-IV
Component V
Summative Rating
4/4
Exceeds
Highly Effective
Satisfactory
Effective
Unsatisfactory
Needs Improvement
3/4
2/4
Ineffective
1/4
0/4
Summative Ratings Chart
A teacher’s overall rating on a Summative evaluation is based upon their performance on all five (5) components. Teachers will earn a rating of “Satisfactory” or “Unsatisfactory” in Components 1 through 4, while they can earn ratings of “Exceeds”, “Satisfactory”, or “Unsatisfactory” for Component Five.
This chart shows how Summative Ratings are currently determined. Remember, a teacher cannot be rated “Effective” unless they have a “Satisfactory” rating in Component Five. Additionally, a teacher cannot be rated “Ineffective” if they have a “Satisfactory” rating in Component Five.
Summative ratings are defined in state regulation. Specific information about summative rating criteria may be found in Section III of the guide.
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13. Pattern of Ineffective Teaching
DPAS II Rating
Year I
Year 2
Year 3
Ineffective
Needs Improvement
Pattern of Ineffective Teaching
A “pattern of ineffective teaching” is based on the educator’s most recent Summative Evaluation ratings. Under state law, novice educators who have a pattern of ineffective teaching are not eligible for a Continuing License until they have earned at least two (2) satisfactory Summative Ratings.
The chart shows the consecutive Summative Evaluation Ratings that are considered a pattern of ineffective teaching.
According to Title 14, Section 1273: A pattern of ineffective teaching shall be defined pursuant to § 1270 of this title, provided that the local school district has complied with § 1272(a) of this title.
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14. Overall Feedback Commendations Recommendations and expectations
Difference between expectations and recommendations
How expectations are communicated
How evaluators asses teacher performance toward expectation outcomes
Documenting completed expectations
Additional feedback
Overall Feedback
At the end of both the formative and summative forms the evaluator writes his or her overall feedback on the teacher’s performance. First, the evaluator records commendations, recommendations and/or expectations for the teacher. Next, the evaluator records other relevant feedback for that teacher.
Commendations should be reserved for teachers who show high levels of performance or in the case of novice teachers, those who have demonstrated substantial professional growth. Teachers who perform above expectations and/or who clearly excel in any criterion or element are eligible for a commendation. Commendations are not intended for teachers showing “expected” levels of performance.
Recommendations are designed to help the teacher improve his or her performance. They are a suggested course of action promoting continuous improvement that the teacher can consider. Recommendations are not binding.
Expectations are specific standards of conduct or performance that must be carried out within the specific timeline indicated.
The evaluator is expected to come to the Post-observation Conference prepared to discuss expectations for improvement if basic or unsatisfactory performance for any component is being discussed. After the Post-observation Conference, the expectations must be clearly documented on the Formative Feedback form.
A teacher with an overall rating of “Effective” but with less than four (4) Satisfactory Appraisal Components on the Summative Evaluation must have clear and specific improvement expectations outlined in the teacher’s written evaluation documentation. This is required by state regulation.
If expectations for improvement are included in either a Formative or Summative Evaluation, they must be clear and specific and include a description of the evidence the teacher must exhibit/provide. There must also be clear timelines for when the teacher must show evidence of meeting the expectation.
If a teacher is given expectations in the written feedback, must that teacher undergo additional observations?
Not necessarily. It depends upon the expectations and the evidence required to show the expectation is met. For instance, if a teacher is expected to learn and use certain instructional strategies, then an observation would be required to assess whether or not the teacher is using those strategies. However, if the expectation is for a teacher to enter data into an online system in a timely manner, then progress can be assessed by regular checks of that teacher’s data entries.
Regardless, expectations should be clearly and explicitly written in the evaluation document. This includes a description of the evidence the teacher must exhibit or provide, clear timelines for when the teacher must show evidence of meeting the expectation, and clear information about any supports being provided to the teacher.
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15. Challenge Process
Used when a teacher disagrees with the evaluator’s assessment
Different from Grievance (can only grieve process infractions)
Must try to resolve difference with evaluator first
Submit written challenge to evaluator’s supervisor within 1 working days of receipt of evaluation document
Within 15 working days the supervisor of the evaluator must meet with the teacher
Within 15 work days the supervisor of the evaluator must issue a written decision
Challenge Process
Sometimes a teacher will disagree with his or her evaluator’s assessment. If that happens, you should first try to resolve the differences directly with your evaluator. Teachers are encouraged to discuss their concerns with their evaluator and attempt to resolve the issues prior to submitting a formal challenge. Documents generated as part of this discussion will be attached to the Summative Evaluation and become part of the appraisal record.
If resolution is not reached with your evaluator, you may submit a written challenge to your evaluator’s supervisor. Delaware regulation allows a teacher to challenge:
Conclusions of a lesson observation if the statement “Performance is Unsatisfactory” has been included on the Formative Feedback
Any rating on the Summative Evaluation, either a Component Rating or the Overall Summative Rating.
A teacher initiates the challenge by submitting information specific to the point of disagreement to their evaluator’s supervisor. This must be done in writing within fifteen (15) working days of the teacher’s receipt of the evaluation document.
If the evaluator’s supervisor is in the same building as the teacher, the challenge and appraisal record are submitted to a designated district or charter school-level credentialed evaluator.
Within fifteen (15) working days of receiving the written challenge, the supervisor of the evaluator or designated credentialed evaluator shall meet with the teacher to review and discuss the challenge and the appraisal record. The appraisal record consists of all documents used in the appraisal process, the written challenge, and any additional documents previously shared with the teacher. The supervisor shall issue a written decision to the teacher within fifteen (15) working days of the challenge hearing.
If the challenge is denied, the decision shall state the reasons for denial. The decision of the supervisor of the evaluator or designated credentialed evaluator is final.
While a challenge is taking place, the Improvement Plan may or may not be started by mutual agreement of teacher and evaluator. If agreement cannot be reached, the evaluator’s decision will prevail.
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16. DOE monitoring of DPAS II
Annual audit of DPAS II formative and summative evaluation documents
Conducted by DOE staff
All information is strictly confidential
Use of review criteria to ensure written evaluation documents provide
Objective, specific, and relevant evidence of teacher performance and areas for commendation
Supportive, specific, and actionable guidance, including timelines, for any recommendations and/or expectations
DOE monitoring of DPAS II
Each year the Department of Education will monitor the quality of DPAS II formative and summative documentation. An audit of evaluation documents will be conducted by DOE staff in collaboration with LEA Expert Evaluators. Documentation Analysis rubrics and sample evaluation documents are located in Section V of the guide.
Districts and charter schools are also strongly encouraged to conduct internal evaluations of the DPAS II process. This may be done through documentation analysis, evaluator PLC’s – where evaluators conduct peer review and feedback, and/or evaluation coaching and shadowing conducted by a Development Coach or Expert Evaluator.
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