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DPAS II Process and Procedures for Teachers and Specialists

DPAS II Process and Procedures for Teachers and Specialists. Developed by: Delaware Department of Education. Welcome and thank you for…. Turning off all cell phone ring tones. Actively participating. Listening to others. Being honest and respectful.

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DPAS II Process and Procedures for Teachers and Specialists

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  1. DPAS IIProcess and Proceduresfor Teachers and Specialists Developed by: Delaware Department of Education

  2. Welcome and thank you for… • Turning off all cell phone ring tones. • Actively participating. • Listening to others. • Being honest and respectful. • Having fun while learning something new. 

  3. DPAS I vs. DPAS II Take a look at the chart provided. Please note: each part of this process will be discussed in detail today.

  4. DPAS II Training Requirements

  5. DPAS II Purpose: • Professional growth— enhancing the skills and knowledge of educators. • Continuous improvement— educators commitment to continuously improving practice so that student performance is continuously enhanced. • Quality assurance— the collection of credible evidence about educator performance.

  6. DPAS II-- This process is a true partnership of ALL EDUCATORS in the state of Delaware— specialists, teachers and administrators. Our focus is always on the IMPROVEMENT of STUDENT ACHIEVEMENT.

  7. DPAS II Process • After two years as a pilot in two school districts, DPAS II is being implemented in six school districts and three charter schools—2007-2008. • The pilot experiences were evaluated by Progress Education Corporation.

  8. DPAS II Process • The Department of Education, working in concert with the pilot districts, DSEA, and DASA, listened carefully to the feedback. • Committed to continuously improve DPAS II, changes were made after Year 1 of the pilot. Additional changes were made following Year 2 of the pilot. • Beginning in the Fall of 2008, DPAS II will be implemented in ALL districts and charter schools in the state of Delaware. • DOE will continue to monitor and evaluate DPAS II, and will continue to revise DPAS II in response to feedback.

  9. DPAS II Process • DPAS II for teachers, specialists, and administrators has been designed to reflect the practice of each group of educators. • Each system is based on a framework of practice and aligns with DE standards. • Although the components differ slightly, there is considerable alignment between and among the three systems.

  10. DPAS II Process

  11. A special note: Who is included in the DPAS II for Specialists? Guide for Specialists p. 2 - 3

  12. Let’s take a walk through the guide-- Take notice of the following sections: • Introduction • DPAS II Components for each—teachers/specialists • Process overview – specific activities • Forms • Samples

  13. Let’s take a look at theOverall Summative Ratings Guide for Teachers, p. 37 Guide for Specialists, p. 37 and 38

  14. Instructional Video • We will work through the DPAS IIProcess and Procedures using the video for teachers. • NOTE—Instructional videos for teachers and specialists are now on the DOE website. www.doe.k12.de.us

  15. DPAS II Appraisal Criteria for Teachers and SpecialistsInstructional Video-Chapter 2 Components 1 through 3 Overview -- Guide for Teachers, p. 3 – 9 Guide for Specialists, p. 5 - 10

  16. DPAS II Appraisal Criteria for Teachers and Specialists Remember to think of EVIDENCE that would capture each component. • What should you be able to see? • What should you be able to hear? • What physical artifactsshould you be able to collect?

  17. Component 1: Planning and PreparationGuide for Teachers, p. 4- 5 DPAS II Appraisal Criteria for Teachers • Selecting Instructional Goals • Designing Coherent Instruction • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students

  18. DPAS II Appraisal Criteria for Specialists Component 1: Planning and Preparation Guide for Specialists, p. 5 - 6 • Designing Coherent Programs or Services • Demonstrating Knowledge of Basic Practice and Models of Delivery • Demonstrating Knowledge of Students or Clients • Demonstrating Knowledge of Resources

  19. DPAS II Appraisal Criteria for Teachers Component 2: Classroom Environment Guide for Teachers, p. 6 - 7 • Managing Classroom Procedures • Managing Student Behavior • Creating an Environment to Support Learning • Organizing Physical Space

  20. DPAS II Appraisal Criteria for Specialists Component 2 Professional Practice and Delivery of Service Guide for Specialists, p. 7 - 8 • Creating an Environment to Support Student or Client Needs • Demonstrating Flexibility and Responsiveness • Communicating Clearly and Accurately • Delivering Services to Students or Clients

  21. DPAS II Appraisal Criteria for Teachers Component 3: Instruction Guide for Teachers, p. 8 - 9 • Engaging Students in Learning • Demonstrating Flexibility and Responsiveness • Communicating Clearly and Accurately • Using Questioning and Discussion Techniques

  22. DPAS II Appraisal Criteria for Specialists Component 3 Professional Consultation and Collaboration Guide for Specialists, p. 9 – 10 • Collaborating with Others • Serving as a Consultant to the School Community • Providing Resources and Access • Maintaining Standards of Professional Practice

  23. DPAS II Appraisal Criteria for Teachers and SpecialistsInstructional Video-Chapter 2 Components 4 and 5 Overview – Guide for Teachers, p. 10 - 15 Guide for Specialists, p. 11 - 16

  24. DPAS II Appraisal Criteria for Teachers Component 4: Professional Responsibilities Guide for Teachers, p. 10 - 12 • Communicating with Families • Developing a Student Record System • Growing and Developing Professionally • Reflecting on Professional Practice

  25. DPAS II Appraisal Criteria for Specialists Component 4 Professional Responsibilities Guide for Specialists, p. 11 - 13 • Communicating with Families • Developing a Record System • Growing and Developing Professionally • Reflecting on Professional Practice

  26. DPAS II Appraisal Criteria for Teachers Component 5: Student Improvement Guide for Teachers, p. 13 - 15 • Showing Student Improvement • Aligning Assessments to Teacher Data Driven Goal(s) • Measuring Student Improvement • Reflecting on Student Improvement

  27. DPAS II Appraisal Criteria for Specialists Component 5 Student Improvement Guide for Specialists, p. 14 - 16 • Showing Student Improvement • Using Assessments to Promote Student or Client Improvement • Measuring Student Improvement • Reflecting on Student Improvement

  28. DPAS II Process/Procedures for Teachers and Specialists Instructional Video Chapter 3 Overview of the Process and Specific Activities Activities… How are they scheduled? Goal Setting…. Conferencing/Observations… Professional Responsibilities… Summative Evaluation… Improvement Plans…. Guide for Teachers, p. 16 - 20 Guide for Specialists, p. 17 - 21

  29. DPAS II Process/Procedures for Teachers and Specialists Instructional Video—Chapter 4 Goal Setting Guide for Teachers, p. 21 – 24; Forms, p. 43 - 44 Guide for Specialists, p. 22 – 24; Forms, p. 44 - 45

  30. DPAS II Process/Procedures for Teachers and Specialists GOAL SETTING-- • Read through the goals located in your table’s envelope. • Ask yourself if each goal is a realistic, appropriate goal? • If it is one that you believe needs improvement, think about changes you would recommend to make it better.

  31. DPAS II Process/Procedures for Teachers and Specialists GOAL SETTING Key points: Setting an appropriate goal… • Does it contribute to student improvement? • Is it connected to your school’s success plan? • Is it clear and measurable? • What evidence will be provided to document progress on the goal?

  32. DPAS II Process/Procedures for Teachers and Specialists Instructional Video—Chapter 5 Observations And Formative Feedback… Guide for Teachers, p. 25 – 31; Forms, p. 45 - 48 Guide for Specialists, p. 25 - 31; Forms, p 46 - 48

  33. DPAS II Process/Procedures for Teachers and Specialists Instructional Video—Chapter 6 Professional Responsibilities Reporting… Guide for Teachers, p. 32; Forms, p. 49 - 50 Guide for Specialists, p. 32; Form, p. 50

  34. DPAS II Process/Procedures for Teachers and Specialists Instructional Video—Chapter 7 Summative Evaluation Guide for Teachers, p. 33 – 37; Forms, p. 51 - 55 Guide for Specialists, p. 33 -38; Forms, p. 50 - 53

  35. DPAS II Process/Procedures for Teachers and Specialists Instructional Video—Chapter 8 Improvement Plan Guide for Teachers, p. 38 – 40; Forms, p. 56 - 60 Guide for Specialists, p. 39 – 41; Forms, p. 54 - 58

  36. Suggested Target DatesGuidelines—not mandates-- Novice Teachers/Specialists • Observation 1—October 31 • Observation 2—February 28 • Summative Evaluation—April 30 Experienced Teachers/Specialists • Observation—January 31 • Summative Evaluation—May 31

  37. KEY POINTS TO REMEMBER--- In order for this process to work as a continuous improvement model as it is intended, procedures must be followed correctly. • Suggested Timelines for Completion • Goal Setting • Conferencing/Observation • Professional Responsibilities • Summative Evaluation • Improvement Plans

  38. DPAS II Purpose: • Professional growth-- enhancing the skills and knowledge of educators. • Continuous improvement-- educators commitment to continuously improving practice so that student performance is continuously enhanced. • Quality assurance– the collection of credible evidence about educator performance.

  39. DPAS II-- This process is a true partnership of ALL EDUCATORS in the state of Delaware— specialists, teachers and administrators. Our focus is always on the IMPROVEMENT of STUDENT ACHIEVEMENT.

  40. Please contact us if we can be of any assistance to you. • All information is now located on the DOE website • Teacher, Specialist, Administrator Guides • Teacher, Specialist, Administrator Forms—PDF as well as WORD form • Instructional videos for teachers and specialists are now available on the DOE website. www.doe.k12.de.us 

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