Delaware Performance Appraisal System II for Teachers and Specialists : Revised July 2011

1. Delaware Performance Appraisal System II for Teachers and Specialists : Revised July 2011 Training Module 3 The DPAS II Process Training for Teachers and 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 • Conferences (pre- and post-observation) • Observations • Written documents (Forms) • Improvement Plans • Challenges • Module 4: Component Five – Student Improvement

3. Materials for this module • PowerPoint Presentation • DPAS II Guide for Teachers • DPAS II Brochure for easy component reference

4. Review Five Components of DPAS II

5. DPAS II: Process • Student Growth Measures and Professional Responsibilities • Component 4 and 5 New beginning 2011-2012! • Pre-observation Conference • Component 1, 2, 3, and 4 • Observation • Components 1, 2, 3, and 4 • Post-observation Conference • Components 1, 2, 3, and 4 • Level of Performance Ratings • Components 1, 2, 3, and 4 • Formative Feedback Documentation • Component 1, 2, 3, and 4

6. DPAS II Process, (continued) 7. Summative Evaluation Conference • Component 1, 2, 3, 4, and 5 8. Summative Evaluation Documentation • Component 1, 2, 3, 4, and 5 Improvement Plans The Challenge Process

7. What is new in the DPAS II Process in 2011? • Changes to the DPAS II process, beginning in the 2011-2012 school year • Component 4 assessed throughout the evaluation process • Use of rubrics during the evaluation process • Addition of “expectations” and definition of recommendation versus expectation • District administrator must meet with the teacher during the challenge process

8. Student Growth Measures • Replaces Goal Setting in previous version of DPAS II • Will be discussed in detail in Training Module 4

9. Professional Responsibilities • Form completed in Fall • Discussions held during pre and post-observation conferences • Changes to Professional Responsibilities document • Discussion during summative evaluation conference

10. Pre-observation • Form • Required for Novice Teachers and Specialists • May be waived for Experienced Teachers and Specialists • ONLY IF both the teacher or specialist 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 specialist’s work area

11. Component 4 Discussions Throughout the Process • Form • Pre-observation discussions • Post-observation discussions • Reflection Sheet • Summative Conference

12. Observations • Announced or Unannounced • Length of observations • Frequency of observations • Limitations on when observations may occur • Evidence collection

13. Post-observation Conference • Requirements • Teacher Responsibilities • Lesson Reflection Template - New beginning 2011-2012! – OPTIONAL • Whenever possible, held in teacher’s classroom or specialist’s work area • Timing

14. Levels of Performance Rating • Common understanding between teacher or specialist and the evaluator • Teachers are expected to use rubrics: • For reflection and self-assessment AND • To develop a common understanding of his or her own strengths and areas for improvement • Evaluators are expected to use rubrics: • 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 AND • As a guide to organize relevant evidence of teacher performance

15. Formative Feedback • Requirements and Timeline • Evidence • Formative rating documentation • How do rubric levels translate to Satisfactory or Unsatisfactory performance?

16. Summative Evaluation • Requirements and Timeline • Evidence • Summative ratings • Summative evaluation forms

17. Overall Feedback • Commendations • Recommendations and expectations • Difference between expectations and recommendations • How expectations are communicated • How expectations are documented • How evaluators assess teacher and specialist performance toward expectation outcomes • Documenting completed expectations • Additional feedback

18. 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 15 work days of receipt of the evaluation document • Within 15 work days the supervisor of the evaluator must meet with the teacher or specialist New beginning 2011-2012! • Within 15 work days the supervisor of the evaluator must issue a written decision

19. DOE monitoring of DPAS II documentation quality • Annual audit of DPAS II formative and summative evaluation documents • Conducted by DOE staff in collaboration with LEA Expert Evaluators • All information is strictly confidential – no evaluation documents leave the site or are specifically referenced • 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 to improve performance

20. Module completion • Read Section III of the DPAS II Guide for Teachers • Using DPAS II Guide for Teachers answer the questions below– we recommend that you complete this work with an experienced peer or in a PLC. • What are my responsibilities during the evaluation process? • How often will I be observed this year? • What level of practice do I need to reach in order to receive a commendation? • What is the difference between recommendations and expectations? • What are my responsibilities if my practice is not satisfactory in one or more component? Continue to Module 4, Component 5