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Delaware Performance Appraisal System
Building greater skills and knowledge for educators
DPAS-II Guide for Administrators (Principals)Principal Supervisor Guide for Evaluating Principals
Updated August 2014
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CONTENTSI. INTRODUCTION TO DPAS-II ......................................................................................................... 4
Purpose of the Delaware Performance Appraisal System II (DPAS-II) .................................................. 4
Role of DPAS-II for Administrators ........................................................................................................... 4
Who is evaluated through DPAS-II for Administrators ........................................................................... 4
Who evaluates administrators through DPAS-II for Administrators ..................................................... 5
Design of the Principal Supervisor Guide for Evaluating Principals ..................................................... 5
II. THE FIVE COMPONENTS OF PRINCIPAL PERFORMANCE APPRAISAL ...................................... 7
Principal Practice Components (Components I-IV) ................................................................................. 7
Overview ............................................................................................................................................... 7
Component I – Vision and Goals........................................................................................................ 7
Component II – Teaching and Learning ............................................................................................ 7
Component III – People, Systems and Operations............................................................................ 7
Component IV – Professional Responsibilities ................................................................................. 8
Process for Ratings ............................................................................................................................... 8
Student Improvement (Component V)...................................................................................................... 9
Overview ............................................................................................................................................... 9
Process for Ratings ............................................................................................................................. 10
III. GOAL SETTING ............................................................................................................................ 11
Prior to the Conference ..................................................................................................................... 11
During the Conference ...................................................................................................................... 12
IV. COLLECTING AND USING EVIDENCE ........................................................................................ 13
Organizing for evidence collection ................................................................................................... 13
Observable Evidence ................................................................................................................... 13
Documented Evidence ............................................................................................................... 13
Collecting and Using Evidence ......................................................................................................... 14
V. THE MID-YEAR CONFERENCE PROCESS ................................................................................... 15
Prior to the Conference ..................................................................................................................... 15
During the Conference ...................................................................................................................... 15
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VI. THE SUMMATIVE EVALUATION ................................................................................................ 16
Assigning a summative rating .................................................................................................................. 16
Step 1: Assigning criteria-level ratings for Components I-IV ......................................................... 16
Step 2: Assigning a summative rating for Components I-V ........................................................... 16
Step 3: Assigning an overall summative rating ............................................................................... 16
The Summative Evaluation Conference .................................................................................................. 18
Prior to the conference ...................................................................................................................... 18
During the conference ....................................................................................................................... 18
Following the conference .................................................................................................................. 18
Summary of Responsibilities .................................................................................................................... 19
VII. DETERMINING A PATTERN OF INEFFECTIVE PRINCIPAL PERFORMANCE ............................ 21
VIII. IMPROVEMENT PLANS ...........................................................................................................22
Improvement Plan Requirements ................................................................................................... 22
Improvement Plan Conference ........................................................................................................ 22
Improvement Plan Implementation................................................................................................ 22
IX. THE CHALLENGE PROCESS ....................................................................................................... 23
X. PERFORMANCE APPRAISAL FORMS ......................................................................................... 24
The DPAS-II for Administrators Rubric ............................................................................................25
The Student Performance Goal-Setting Form ................................................................................. 36
The Leadership Priority Areas Form (Optional) ............................................................................. 37
The Observation Form (Optional) .................................................................................................... 38
The Mid-Year Conference Forms ...................................................................................................... 39
The Summative Evaluation Form ......................................................................................................41
Improvement Plan Form ................................................................................................................... 44
Challenge Form .................................................................................................................................. 46
APPENDICES ....................................................................................................................................47
Design of DPAS-II: Delaware’s Administrator Standards and Framework for Administrators ........ 48
The Six ISLLC Standards .......................................................................................................................... 48
Standard 1 .......................................................................................................................................... 48
Standard 2 .......................................................................................................................................... 48
Standard 3 ........................................................................................................................................... 49
Standard 4 ........................................................................................................................................... 49
Standard 5 ........................................................................................................................................... 49
Standard 6 ........................................................................................................................................... 49
Definitions .................................................................................................................................................. 50
DPAS-II Student Performance Measures Policy Statement ................................................................... 51
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DPAS-II is Delaware’s statewide educator evaluation system. As a statewide system, DPAS-II establishes consistent educator and student performance expectations and outcomes across all schools. There are three versions of DPAS-II:
1. DPAS-II for Teachers
2. DPAS-II for Specialists
3. DPAS-II for Administrators
The three main purposes of DPAS-II are to assure and support:
• Educators’ professional growth
• Continuous improvement of student outcomes
• Effective educators in every school building and classroom
DPAS-II for Administrators supports professional growth by helping evaluators and administrators iden-tify areas for growth and opportunities to enhance administrators’ skills and knowledge through:
• Reflecting on practice and self-assessment
• Working collaboratively with colleagues to improve curriculum, assessment, instruction, and other classroom practices
• Conducting action research
• Designing and piloting new instructional programs or techniques
• Analyzing student and school data to shape programming and classroom instruction
• Other learning opportunities
DPAS-II for Administrators supports continuous improvement of instructional practice and student out-comes by helping evaluators and administrators monitor professional growth and student improvement. Educational administration is a complex and ever-changing profession requiring an administrator’s com-mitment to continuously improve his or her practice and, in turn, student performance. Administrators need opportunities to try new tools, methods, and approaches for instructional leadership. At the same time, these opportunities must be monitored to ensure that students are reaping the intended benefits.
DPAS-II for Administrators assures effective administrators in every school building by helping evalu-ators and administrators select credible evidence about administrator performance. Evaluators use this evidence to make important decisions such as:
• Recognizing and rewarding effective practice
• Recommending continued employment and/or career growth opportunities
• Recommending strategies and/or activities that will enhance administrator effectiveness
• Developing a plan to improve administrator performance
• Beginning dismissal proceedings
For the purposes of DPAS-II, administrators are defined as:
• All licensed and certified administrators who oversee instruction.
• It does not include those who supervise non-instructional aspects of school and district operations such as but not limited to, transportation, maintenance, finance, nutrition, discipline and personnel.
PURPOSE OF THE DELAWARE PERFORMANCE
APPRAISAL SYSTEM II (DPAS-II)
ROLE OF DPAS-II FOR
ADMINISTRATORS
WHO IS EVALUATED
THROUGH DPAS-II FOR
ADMINISTRATORS?
I. INTRODUCTION TO DPAS-II
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Delaware Administrative Code, §108A requires all school districts and charter schools to evaluate administrators who oversee instruction using the DPAS-II Revised Guides for Administrators. Typically evaluators of administrators are their direct supervisors: district office supervisors and superintendents. This regulation also requires all evaluators to complete DPAS-II training, as developed by the Delaware Department of Education, and to be credentialed by the Delaware Department of Education.
A principal is to be evaluated by an individual who has successfully completed training as a Credentialed Evaluator. Usually, this individual is the principal’s direct supervisor, so the term “principal supervisor” is used throughout this guide interchangeably with the terms “Credentialed Evaluator” and “evaluator.”
The principal supervisor is responsible for completing all the steps in the cycle, from initial goal-setting through summative ratings. They may, however, enlist others to participate in the cycle. For example, in a district with multiple principal supervisors, the supervisors might co-observe principals as part of the evidence collection process.
Principal supervisors should prioritize the evaluation process by spending more time in schools con-ducting high-quality observations of practice and providing actionable feedback to principals. This will enable deep, professional conversations between the evaluator and the principal and guard against the evaluation process being merely a compliance exercise.
This guide applies specifically to the performance appraisal of principals. Principals play a central role improving teaching and learning in Delaware schools and are crucial to student success. Research shows that strong principals have a powerful multiplier effect: they support effective teaching, build an achievement-based school culture, and align resources to meet goals that translate into student success. Principals account for 25 percent of a school’s total impact on student achievement1 and can have a greater impact on all students than teachers because principals ensure effective instruction year to year across the entire school.2
Principals are required to be assessed annually and their appraisal requires three discrete activities at minimum: a goal-setting conference, a mid-year conference and a summative conference (which includes summative ratings of overall perfor-mance). Across these steps, the appraisal cycle should focus on continuous improvement and professional growth, using data on practices and outcomes from one year to influence the pro-fessional conversations and priorities for the next year.
The dates noted in each activity below establish a general eval-uation timeline. Needs, schedules, and procedures vary among school districts and charter schools, so the dates represent a flexible range.
WHO EVALUATES ADMINISTRATORS
THROUGH DPAS-II FOR
ADMINISTRATORS?
DESIGN OF THE PRINCIPAL
SUPERVISOR GUIDE FOR
EVALUATING PRINCIPALS
Why is there no longer a distinction in the process between experienced and inexperienced administrators?
The DPAS-II process focuses on continual growth and improvement for all principals, regardless of their level of experience. Having an annual evaluation fosters that emphasis. The rubric and appraisal process provide opportunity for detailed feedback at various levels of performance.
1 Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How Leadership Influences Student Learning. New York, NY: Wallace Foundation; Marzano, R.J., Waters, T., & McNulty, B. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.
2 Branch, G., Hanushek, E. A., & Rivkin, S. G. (2012). Estimating the effect of leaders on public sector productivity: The case of school principals (pp. 45). Washington, D.C.: National Center for Analysis of Longitudinal Data in Education.
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The following are suggested target dates:
Activity Timing Forms
Goal-Setting Conference June – September3 Goal Setting Form
Evidence Collection September – June (Optional Forms Provided)
Mid-Year Conference Mid-Winter Mid-Year Form
Summative Evaluation May – June Summative Evaluation Form This Guide describes the DPAS-II for Administrators Performance Appraisal System for Principals. Specifically, it outlines:
Section II: The Five Components of Principal Performance Appraisal Section III: Goal-SettingSection IV: Collecting and Using EvidenceSection V: The Mid-Year ConferenceSection VI: The Summative EvaluationSection VII: Determining a Pattern of IneffectivenessSection VIII: Improvement PlanSection IX: The Challenge ProcessSection X: Forms
In the appendices are additional resources.
The guide includes both the requirements for performance appraisal of a principal and recommenda-tions and guidance for high quality implementation. By including both, the guide promotes a system of performance appraisal that sets high standards for principals, reflects best practices from the field and preserves some degree of local flexibility in implementation.
3 For principals hired after September, the goal-setting conference should occur immediately after hiring, with evidence collection and remaining steps proceeding on the same time frame as for other principals
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II. THE FIVE COMPONENTS OF PRINCIPAL PERFORMANCE APPRAISAL
State law requires that principal evaluations be based on five components. Regulation 108A (http://regulations.delaware.gov/AdminCode/title14/100/108A.shtml#TopOfPage) specifies those five components as follows:
Component I: Vision and GoalsComponent II: Teaching and LearningComponent III: People, Systems and OperationsComponent IV: Professional ResponsibilitiesComponent V: Student Improvement
This section defines each of the five components and explains how principals should be appraised. Components I-IV outline the categorical leadership practices found in the DPAS-II rubric for Principals (note that these components align closely with the Delaware Administrator Standards. See the appendices for a detailed description of that alignment).
Overview:
Component I – Vision and Goals – focuses on the principal’s actions to establish, implement, promote and communicate the vision and goals of the school or district, including the use of data to establish goals aligned to the school or district success plan.
A principal’s practice in this component is assessed based upon the following criteria:
1A. Develops a vision for high student achievement1B. Establishes school goals and an aligned school plan using data1C. Establishes and reinforces school values and behaviors that align to the vision1D. Develops cultural competence and a commitment to equity
Component II – Teaching and Learning – focuses on the principal’s actions to implement rigorous curricula, assessments and high-quality instructional practices and to monitor student progress to inform instructional practices.
A principal’s practice in this component is assessed based upon the following criteria:
2A. Implements rigorous curriculum and assessments aligned to Delaware State Standards2B. Implements high-quality instructional practices2C. Increases teacher effectiveness through support and evaluation2D. Monitors student data to drive instructional practices
Component III – People, Systems and Operations – focuses on two substantive areas of principal practice: (1) the principal’s actions to manage resources and organize time, ensuring alignment with mandated policies and creating a safe, efficient and effective environment in the school or district that supports student learning; and (2) the principal’s actions to attract, support, develop, evaluate and retain high-performing educators.
A principal’s practice in this component is assessed based upon the following criteria:
3A. Manages resources in alignment with the school plan3B. Organizes school time to support all student learning and staff development priorities3C. Ensures school operations align with mandated policies3D. Hires and retains high-performing staff members3E. Develops a high-performing leadership team
PRINCIPAL PRACTICE
COMPONENTS (COMPONENTS I-IV)
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Component IV – Professional Responsibilities – focuses on the principal’s personal leadership actions, including building meaningful relationships and engaging in self-reflection and ongoing learning. The Component also focuses on the principal’s capacity to problem solve while keeping a constant focus on student learning, constructively managing change and effectively communicating with/engaging fami-lies and school community stakeholders.
A principal’s practice in this component is assessed based upon the following criteria:
4A. Builds professional relationships and constructively manages change4B. Engages in self-reflection and on-going professional development4C. Demonstrates relentless focus, proactive problem solving and advocacy for students4D. Engages families and the community in student learning
Process for Ratings:
A principal’s performance on Components I through IV is assessed against the DPAS-II for Administrators Principal Practice Rubric (see Section X). The rubric is structured as follows:
• Each component describes a major area of leadership practice (see above for the four components).
• Each component has four to five criteria, which are more specific areas of leadership practice (see above for the criteria descriptions).
• Each criterion is described by specific leadership actions across four levels of performance: Highly Effective, Effective, Needs Improvement, and Ineffective.
• For each component, the rubric includes examples and sources of evidence.
As noted, the rubric uses four distinct levels of performance across criteria, components and the summative rating:
• Highly-Effective: The principal consistently demonstrates an expert level of performance across all components and builds the capacity of others to lead as well.
• Effective: The principal consistently implements effective leadership practices across the full range of standards. While principals should aspire to be highly effective, this is the expected level of performance for most principals in Delaware.
• Needs Improvement: The principal demonstrates the knowledge and awareness of effective leadership practices, but does not consistently or effectively execute those prac-tices. Novice principals may find that they are rated “Needs Improvement” in some standards as they are developing their practice.
• Ineffective: The principal does not demonstrate acceptable levels of performance on one or more components.
Based on evidence collected throughout the year (see Section IV), the evaluator rates the principal at one level of performance for each criterion within Components I through IV. Then, the evaluator aggregates these to establish ratings for the components. The evaluator has discretion in aggregating the ratings, but should communicate his or her approach to collecting evidence and making determinations to the principal being appraised.
Why does Regulation 108A require criteria-level ratings for Principals?
Criteria-level ratings allow for more detailed feedback to principals on specific areas of their leadership practice. The rubric engages the evaluator in observing the full scope of the principal’s responsibilities. Additionally, data from criteria-level ratings can be used to inform decisions about professional development and resource allocation across a district.
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Overview:
The fifth component focuses on student improvement and consists of two equally weighted parts. Part A is based on student scores from the State Assessment in English Language Arts (ELA) and Mathematics, while Part B is based on locally-selected measures.
Important note for 2014-15: Because of the transition in State-administered assessments, Part A will not count toward principal evaluation in 2014-15. Part B has two sections, one focused on ELA and/or Mathematics and one focused on local priorities. The remainder of this section and guide discusses implementation in 2014-15 (i.e., Part B only). Additional details can be found in the appendices.
Part B, Section One, ELA and/or Math Student Growth (B-1): Principal effectiveness is assessed in this section by improvement of student achievement in English Language Arts (ELA) and/or Mathematics. The measure selected must be an approved Measure B assessment (internal or external). Principal supervisors, in consultation with principals, set an improvement target for one or more of these subjects for selected students. This first section of Part B should address ALL students for whom they are responsible.
Part B, Section Two, Additional student performance measures (B-2): Principal effectiveness is assessed in this section by improvement on other priority measures of student achievement. These additional measures may be Measure B assessments, state-approved measures, other state recommended measures, current success plan measures pertaining to student performance or other district priority achievement measures. Principal supervisors, in consultation with principals, set one improvement target on a mea-sure determined locally. Administrators may choose a cohort of students that is applicable to their role and area of responsibility, but the recommended cohort is ALL students for whom they are responsible.
There shall be no more than two total measures used for the purposes of Component V. Each Part B measure will be worth 50 percent unless the administrator and his or her evaluator choose the required measure in Part B-1 to comprise 100% of the rating.
It is imperative for the principal supervisor to acknowledge with the principal the specific targets for Satisfactory and Exceeds, as well as the methodology that will be used to determine the points the admin-istrator will receive in each section based on the student achievement results.
DIAGRAM OF COMPONENT MAPS
STUDENT IMPROVEMENT
(COMPONENT V)
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COMPONENT 1: VISION AND GOALS1
INEFFECTIVE2
NEEDS IMPROVEMENT3
EFFECTIVE4
HIGHLY EFFECTIVEA. DEVELOPS A VISION FOR HIGH STUDENT ACHIEVEMENTAdopts a vision with minimal focus on student achievement for all students
Creates a vision for high student achievement but does not explicitly state that expectation for all students
Develops and communicates a district-aligned vision for high student achievement and college and career readiness for all students
Engages diverse stakeholders in collaboratively developing a district-aligned vision for high student achievement and college and career readiness for all students and effective teaching practices for all teachers
Rarely demonstrates confidence in the potential of all students and educators to perform at high levels
Asserts belief that all students and educators can meet high expectations
Consistently models values, beliefs, and attitudes that reflect high expectations for all students and adults
Builds high expectations among educators, students, and parents that success is possible for all students
B. ESTABLISHES SCHOOL GOALS AND AN ALIGNED SCHOOL PLAN USING DATAReviews annual student achievement outcomes and develops goals that are vague and lack rigor
Reviews summative data metrics to develop student achievement-oriented school improve-ment goals that are rigorous for some groups of students
Engages the school leadership team in the analysis of quantitative and qualitative data to diagnose the current state of the school, inform decision-making processes, and develop rigorous and concrete student achievement-ori-ented school improvement goals
Develops all educators’ ability to collabo-ratively analyze a broad set of data points to diagnose the current state of the school, inform decision-making processes, and develop rigorous and concrete student achievement-oriented school improvement goals for all students
Rarely shares strategies to achieve school improvement goals
Drafts a school plan that identifies time-bound benchmarks and some strategies for achieving school improvement goals
Develops and implements a school plan with specific and time-bound benchmarks and strategies to achieve student achievement-ori-ented school improvement goals
Engages all educators in developing and imple-menting a detailed school plan with specific and time-bound benchmarks and strategies to meet the student achievement-oriented goals
Rarely monitors student achievement data and does not relate it to progress toward student achievement goals or use it to inform adjust-ments to strategies
Periodically reviews student achievement data but shows limited ability to adjust and/or revise strategies to meet student achievement goals
Develops and implements systems to analyze disaggregated formative and summative data to monitor student progress and implement revised strategies as supported by the data
Develops educators’ ability to analyze disaggregated formative and summative data to monitor, evaluate, and review progress, and systematically adjusts strategies as needed to meet student achievement goals
C. ESTABLISHES AND REINFORCES SCHOOL VALUES AND BEHAVIORS THAT ALIGN TO THE VISIONInconsistently reinforces behavioral expecta-tions for staff and students
Reinforces behavioral expectations for staff and students most times
Establishes and reinforces behavioral expec-tations for staff and students based on the school’s values
Develops school community’s ability to reinforce behavioral expectations for staff and students
Rarely demonstrates fairness when engaging with students and educators
Inconsistently demonstrates fairness when engaging with students and educators
Publicly models fairness and consistency when engaging with students and educators
Develops educators’ ability to be fair and consistent with students
Minimally supports students’ emotional and social development
Provides some supports for students’ emo-tional and social development
Develops educators’ ability to support and enhance students’ emotional and social development
Consistently monitors educators’ ability to support and enhance students’ emotional and social development
Inconsistently implements a school-wide behavior plan and unfairly applies positive and negative consequences
Develops a school-wide behavior plan and supports educators in implementing it
Leads the school leadership team in creating a positive school culture through the development and implementation of a clear, school-wide behavior plan
Develops others’ ability to create positive school culture by clearly articulating and implementing a school-wide behavior plan that includes systems to ensure consistent and fair implementation
Component: Broad domain of leadership practice
Performance Levels: Four levels of principal practice
Criteria: Specific area of leadership practice
Principal Actions: Principal actions that correspond to each criterion and performance level
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Process for Ratings:
Ratings for Component V are determined as follows:
• Principals and principal supervisors confer in a Goal Setting Conference (See Section III) and set targets on student improvement measures
• Principals and principal supervisors confer in a Mid-Year Conference (See Section V) and use interim student achievement data to review progress against the targets
• Principal supervisors use student achievement data to assess progress against targets and assign a rating as part of the Summative Evaluation (see Section VI)
Part Description Possible Measures Possible Points Method for Calculating Points
A Improvement in Student Scores on State Administered Assessments in ELA and Mathematics
None for SY14-15 0 for SY14-15 N/A
B, Section 1 Improvement in rate of students meeting goals on ELA and Mathematics assessments
State approved assess-ments of ELA and Math
0-50 Locally-Determined
B, Section 2 Improvement in rate of students meeting goals on other local priorities
State-approved measures, other state-recommended measures, current success plan measures pertaining to student performance, or other district priority student achievement measures
0-50 Locally-Determined
For 2014-15, a Component V score is the result of points received in Part B Section 1 plus points received in Part B Section 2, with 100 points possible, unless the administrator and principal supervisor designate Part B-1 as 100% of the Component V rating.
Overall Component V ratings shall be determined as follows:
• Component 5 Score of 80 – 100 = Exceeds
• Component 5 Score of 60 – 79 = Satisfactory
• Component 5 Score of 59 or below = Unsatisfactory
How should principal supervisors assign ratings to measures in Part B, Section 2?
These ratings are locally determined. Districts may consider the guidance below when determining their method:
• Exceeds target = 40–50• Meets target = 30–39• Somewhat On-Track to target = 20–29• Off-Track but progressing towards target = 10–19• Limited evidence of success towards the target = 0–9
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III. GOAL-SETTINGThe appraisal cycle begins with goal-setting, a collaborative process between a principal and his or her supervisor to establish student improvement goals and priorities for a principal’s growth as a leader. This section describes that process, including preparing for and engaging in a goal-setting conference.
Prior to the Conference:
Once the date and time for a Goal Setting Conference is established, the supervisor should encourage the principal to reflect on his or her practice and on student results by reviewing the following, or similar, information:
• This Guide (including especially the leadership practice rubric; see Section X)
• Any written materials describing how the appraisal process will be implemented in his/her district or charter school
• His/her most recent evaluation (if applicable)
• Available student learning data
• Feedback about his/her leadership practices (including stakeholder feedback) to identify areas of strength and areas of growth
• The district’s student learning priorities for the year
• The school’s improvement plan for the upcoming school year and any information about the effectiveness of the prior year’s improvement plan
The principal reviews and reflects on all of the relevant material and completes a draft of two forms (see Section X):
1. Student Performance Goal-Setting Form – Here the princi-pal chooses specific student performance measures and sets targets for improvement on those measures. These form the basis for assessing the principal in Component V (see Section II).
2. Priority Leadership Area Form – Here the principal iden-tifies areas of his/her practice where improvement would contribute both to his/her overall growth as a leader and to the accomplishment of the student performance goals. The priorities should focus on specific criteria in the DPAS II for Administrators Principal Rubric. (Optional, but strongly recommended.)
Once the principal submits the draft forms to his/her supervisor, the supervisor reviews and reflects on all of the relevant materials related to the principal, including the completed forms themselves. As a result, both the principal and the supervisor are well-prepared for a meaningful conference.
Why are there two forms, one for Student Performance Goal-Setting and one for setting Priority Leadership Areas for the year?
Done well, goal-setting should be a comprehensive process, beginning with a strong analysis of student performance data. A principal should be able to articulate how his/her student performance goals are meaningful, achievable and ambitious. However, setting student performance measures (as part of Component V) should not stop with the measures and targets. Once set, it is also important to name the key levers for the principal in driving student achievement at the school. Thus, the second form asks the principal and evaluator to identify the high-leverage strategies that have the potential to drive student performance outcomes.
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During the Conference:
The conference provides an opportunity for the principal and principal supervisor to review performance measures and leadership priorities together. Questions to explore include:
• Do the principal’s school performance targets focus on areas of needed improvement? Are they well aligned to district priorities?
• How well does the principal connect the leadership priorities and the student performance measures? Is improvement in the leadership priorities likely to lead to improvement in student performance?
• How will the principal and supervisor proceed together to collect evidence and provide feedback on the principal’s practice, especially in leadership priority areas.
At minimum, the conference includes a discussion of the content of the Student Performance Goal-Setting Form (See Section X). The conference should also include a discussion of the Leadership Priority Areas Form, as well as agreement on a plan for evidence collection: how often the principal supervisor will be on-site to observe the principal, when and how the principal supervisor will provide feedback, and what information the principal is expected to gather as evidence of his or her practice (see below for more details).
At the conclusion of the conference, the principal supervisor and principal agree on any revisions to the goals and strategies in the forms. If there is disagreement, the principal supervisor makes the final decision on the content of the forms. The principal makes agreed-upon revisions in the district’s online evaluation system and makes the final version available to the principal supervisor for approval. The content of the forms becomes the primary basis for evidence collection and feedback conversations.
Suggestions for a strong goal-setting process
• Keep the rigor high – A principal and a principal manager should both be able to provide a strong, data-based rationale for any student performance measure used as a basis for assessing student improvement (Component V).
• Make connections between goals and strategies – The Leadership Priority Areas should focus on areas where principals want to grow in their practice and should encompass the actions that will likely produce better outcomes for students. While this form is optional, it is strongly recommended in order to provide principals and principal supervisors the opportunity to identify key leadership actions to focus on for the year.
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Once the goal-setting process is complete, the principal supervisor and principal begin with evidence collection and can continue conducting observations and conferences throughout the year. Evidence collection, analysis, and synthesis form the basis of an evaluator’s assessment of principal practice. This section describes how a principal supervisor should (1) organize him or herself to collect evidence and (2) collect and use evidence as a basis for feedback and appraisal:
Organizing for evidence collection:
The principal supervisor is responsible for evaluating principal practice across four components of lead-ership practice in addition to evaluating student growth. Each of the four leadership practice components encompasses multiple leadership activities. Completing an evaluation that has adequate breadth (across the components) and depth (within the components) requires a focused plan. The principal supervisor can begin to construct this plan by answering the following questions:
• What are the core things I should see and review for all of my principals?
• What things should I be sure to see and review for prin-cipals based on their areas of focus? What do I need to be sure to see and review in the first half of the year to make the mid-year conference meaningful? How will I cover all components and criteria during the year?
• How often will I be in school buildings meeting with principals to reflect on progress? Can I carve out time in meetings I already have scheduled with principals to focus on their performance? How will I explain my per-formance appraisal process?
As he or she answers these questions, the principal supervisor can rely on observable evidence and documented evidence:
Observable Evidence
• Directly observing a principal at work, includ-ing but not limited to leadership team meetings, professional development sessions, parent meet-ings, and teacher feedback conversations.
• Observing the systems established by a princi-pal, including but not limited to team meetings or collaboration sessions (where the principal is not present) or observing teacher practice across multiple classrooms.
Documented Evidence
• Collecting artifacts, including but not limited to school improvement plans, school newsletters, and professional development agendas and materials.
• Reviewing school data, including but not limited to leading indicators, direct evidence of student performance, and all stakeholder feedback.
Note: The rubric includes specific examples of observable and doc-umented evidence for each of the four components.
IV. COLLECTING AND USING EVIDENCE
Does DPAS-II for Administrators require a minimum number of direct observations?
No. While direct observation of principal practice is central to effective evaluation, the frequency and types of observations is likely to vary according to the particular situation. Rather than offer a minimum, we focus on the types and quality of evidence that should inform principal supervisors about principal practice.
Should I ask principals to assemble evidence?
Asking a principal to assemble data and artifacts serves two good purposes. First, it provides evidence to complement observations (e.g., reviewing data team meeting protocols and notes as a complement to attending a data team meeting). And second, it encourages principals to track the actions related to their priorities. At the same time, portfolios can become burdensome if they are not focused. A good practice is to identify at the beginning of the year what types of information will be most useful to collect, especially to support conversations about leadership priority areas.
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The principal supervisor uses his or her discretion in determining the quantity and types of evidence collected, but evidence collection should include regular observation of principal practice. Doing so increases the likelihood that a principal will experience evaluation as a way to support and push him or her to improve practice. Not doing so increases the likelihood that evaluation will feel like a compliance exercise to a principal.
Conducting High-Quality School Site Visits Periodic, purposeful school visits offer critical opportunities for evaluators to observe, collect evidence, and analyze the work of principals to facilitate ongoing feedback, dialogue about principal practice, and continuous improvement. Evaluators provide timely feedback after each observation or collection of evidence. The following process ensures evaluators can make the most of their school site visits and collect the evidence needed to rate principal practice and support their leadership development.
Prepare Schedule Observe Follow-up
Review background information
• School improve-ment plan
• Student learning targets
• Staff learning priorities
• Principal’s leadership priority areas
Review school schedule to identify opportunities for evidence collection
• Leadership team meetings
• Professional learning sessions
• Principals observ-ing and providing feedback on teacher practice
Recording events and principal actions
• Pay particular attention to actions associated with the princi-pal’s leadership priority areas
• Monitor the through line from student learning priorities to staff learning priorities to principal’s lead-ership priorities
Provide detailed feedback
• Evaluator provides feedback to the principal, citing evidence and cur-rent progress on their leadership priority areas
• Evaluator reviews and discusses the evidence with the principal during the mid-year conference
Collecting and Using Evidence:
At the heart of effective evaluation is providing feedback based on high quality evidence. This requires a disciplined approach to collecting descriptive evidence (i.e., what is observed) and using that evidence in order to arrive at a conclusion regarding the effectiveness of a leadership practice. These conclusions are the basis both of specific feedback and ratings of practice.
With observable evidence, principal supervisors proceed as follows:
1. Begin with the rubric – Principal supervisors should determine which criteria in the rubric apply to what they will be observing.
2. Take written notes while observing -- The more specific the notes, the clearer the picture of principal practice available to a principal supervisor.
3. Draw conclusions from the notes – Using language from the rubric, principal supervisors should assess individual pieces of evidence.
4. Look for patterns – In order to provide strong feedback, principal supervisors should draw from multiple sources of evidence.
The Observation Form (which is provided as a resource, see Section X) can help principal supervisors to proceed through the first three steps. This form is not required for usage. However, Step 4 generally comes after multiple observations and the gathering of evidence.
15
Approximately half-way through the school year, the principal and principal supervisor are required to meet to assess progress toward goals. Using the Mid-Year Conference forms, they document this meeting, including any feedback, outcomes, or next steps. This section describes what should happen before and during the conference.
Prior to the conference:
The principal supervisor:• Reviews the original evaluation plan, including goals and priorities
• Reviews evidence collected to date and prepares a small number of conclusions to share with the principal about his/her practice, especially in priority areas
• Examines interim student achievement data and determines progress-to-date
• Completes the Mid-Year Conference forms (Section X) and shares the forms with the principal
The principal:• Reviews the original evaluation plan, including goals and priorities
• Reflects on the quality of his or her own leadership practices, espe-cially on the criteria identified as priorities
• Examines interim student achievement data and determines progress-to-date
• Considers if any circumstances have arisen that would suggest a need to adjust strategies and priorities
During the conference:
The conference itself is an opportunity for the principal to share his or her reflections and for the principal supervisor to provide feedback. The conference does not result in a rating, but is an opportunity for the principal supervisor to indicate whether the principal is on track to meeting goals and, if necessary, to modify the evaluation plan.
Questions that might guide the discussion include:• What actions has the principal taken to accomplish goals?
• What positive accomplishments would the principal share?
• What evidence exists of progress toward goals?
• What resources/supports does the principal need to help accomplish their goals?
Suggestions for a strong mid-year conference
• Use the rubric – Both in identifying areas of strength and areas of growth, the rubric provides com-mon language to anchor conversations about performance and growth.
• Avoid the “dog and pony shows” – Spend some time recognizing and celebrating successes, but move quickly to a robust discussion about areas of improvement. A principal should know a principal supervisor’s most clear assessment of their status and progress.
• Share evidence – Especially when discussing priority areas, a principal supervisor can discuss specific observations and how that is contributing to their assessment.
• Make this one of many meetings during the year – While Regulation 108A only requires one mid-year conference, having regular meetings to provide feedback on practice will create more opportunities to support principals to improve.
V. THE MID-YEAR CONFERENCE PROCESS
Is the Mid-Year Conference the same as the conference formerly known as the “Formative Conference” in previous iterations of DPAS-II for Administrators?
No. There are many similarities in timing and structure. But, the Formative Conference required a formal assessment; the Mid-Year Conference does not require that. This change is due, in part, to the fact that ratings depend on a full year of evidence collection.
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All principals must receive an annual summative rating at one of four levels of performance, representing an aggregation of the ratings across each of the five components. This section outlines the methodology for assigning a rating and the purpose and structure of a summative evaluation conference.
At the end of the year, principal supervisors review their evidence and conclusions and assign a crite-ria-level rating for each component (Components I-IV), assign a summative rating for each component (Components I-V), and assign an overall summative rating. The Summative Evaluation Form in Section X is used to complete these steps.
Step 1: Assigning criteria-level ratings for Components I-IV
The principal supervisor reviews all of the evidence collected during the year. It is imperative that the principal supervisor gather multiple sources of evidence for each criterion, where applicable supplement-ing observable evidence with documented evidence. Reviewing the evidence collected and, particularly, the conclusions drawn from that evidence, principal supervisors assign a rating of Highly Effective, Effective, Needs Improvement, or Ineffective for each criterion.
Step 2: Assigning a summative rating for Components I-V
For Components I-IV, the principal supervisor reviews the criteria-level ratings and determines one over-all rating for each component. Principal supervisors use their judgment in determining these ratings (e.g., averaging the criteria-level ratings or weighting certain criteria over others). For Component V, the principal supervisor reviews the principal’s progress against student performance targets and assigns a rating as follows:
• Component V Score of 80 – 100 = Exceeds
• Component V Score of 60 – 79 = Satisfactory
• Component V Score of 59 or below = Unsatisfactory
Step 3: Assigning an overall summative rating
The method for combining component ratings into a summative rating is as follows (and summarized in the table below):
Highly Effective: A principal receives a summative rating of Highly Effective if he or she is at least Effective on all four Principal Practice components and receives a rating of Exceeds on the Student Improvement component. Highly effective principals consistently demonstrate an expert level of performance across all components, build the capacity of others to lead as well, and make consistent gains in student outcomes.
Effective: A principal receives a summative rating of Effective if he or she is at least Effective on three Leadership Practice com-ponents and receives a rating of Satisfactory or Exceeds on the Student Improvement component. A principal cannot receive a rating of Effective if he or she has any Ineffective component ratings. Effective principals consistently implement effective lead-ership practices across the full range of standards, though they may need improvement in one area of their practice; they also are making adequate gains in student outcomes.
Needs Improvement: A principal receives a rating of Needs Improvement in one of two ways: (1) if he or she is at least Effective on one or two Leadership Practice components (with fewer than
VI. THE SUMMATIVE EVALUATION
ASSIGNING A SUMMATIVE
RATING
Why does Regulation 108A have four levels of ratings across appraisal criteria, components and ultimately the Summative determination?
In Delaware’s administrator evaluation system, there are four ratings at every level (criterion, component, summative): Highly Effective, Effective, Needs Improvement, and Ineffective. This creates alignment of rigor and terminology for all levels of administrators and their evaluations.
17
three Ineffective ratings) and receives a rating of Satisfactory or Exceeds on the Student Improvement component; or (2) if he or she is at least Effective on three or more Leadership Practice components but earns Unsatisfactory on the Student Improvement component. Principals at this level may demonstrate the knowledge and awareness of effective leadership practices, but do not consistently or effectively exe-cute those practices; or they have implemented some leadership practices but are making adequate gains (based on approved goals) in student outcomes.
Ineffective: Three combinations of component ratings result in an Ineffective rating for a principal: (1) if he or she is at least Effective on fewer than three Leadership Practice components and Unsatisfactory on the Student Improvement component; (2) if he or she is below Effective on all Leadership Practice compo-nents but Satisfactory on the Student Improvement component; or (3) if he or she is rated Ineffective on at least three Leadership Practice components, regardless of the Student Improvement rating. Principals at this level do not demonstrate acceptable performance across multiple areas of practice and may also be making inadequate gains in student outcomes.
Leadership Practice(Components 1-4)
Student Improvement(Component 5)
Highly Effective Effective (E) or Highly Effective (HE) on all four
Exceeds
Effective E or HE on at least three + No Ineffective (I)
Satisfactory (or higher)
Needs Improvement E or HE on one or two + Fewer than 3 I
Satisfactory (or higher)
Needs Improvement E or HE on three or more Unsatisfactory
Ineffective E or HE on zero, one or two Unsatisfactory
Ineffective E or HE on zero Satisfactory (or higher)
Ineffective 3 or more I Any rating
Ineffective 3 or more I Any rating
Principal supervisors may include comments in addition to a rating, in order to give a picture of overall performance. If the principal supervisor chooses to include commendations, recommendations, or expec-tations, the recommended parameters are:
• Commendations should be reserved for principals with high levels of performance. Principals who perform above expectations and/or who clearly excel in any component are eligible for a commen-dation. Commendations are not intended for principals showing “expected” levels of performance.
• The evaluator is encouraged to make Recommendations specifically designed to help the principal improve his or her performance. Because DPAS-II is designed to promote continuous improvement, recommendations may be made to principals at any level of performance as long as they are relevant and meaningful. Recommendations are not binding. They are a suggested course of action that the principal can consider.
• Expectations are specific performances that must be carried out. If expectations for improvement are included in the Summative Evaluation, they must be clear and specific and include a description of the evidence the principal must exhibit/provide. There must also be clear timelines for when the principal must show evidence of meeting the expectation.
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Prior to the conference:
The principal:• Reviews the original evaluation plan
• Reflects on the quality of their own leadership practices, especially on the criteria identified as priorities
• Examines interim and summative student achievement data and determines if expected/aspirational progress against stu-dent performance measures has been made
The principal supervisor:• Reviews the original evaluation plan
• Examines all evidence collected
• Completes the Summative Evaluation Form
During the conference:
The conference itself is an opportunity for principals to share their reflections and for principal supervi-sors to provide feedback. The principal supervisor should share a copy of the summative evaluation form and review key observations from it.
Questions that might guide the discussion include:
• Did the principal achieve student achievement goals? Why or why not?
• What would the principal identify as strengths in practice this year?
• What would the principal identify as areas of improvement in practice?
• Did goal(s) lead to strengthened professional performance and improved student learning? To what extent? What evidence exists to support those conclusions?
• Reflecting on leadership practice, what are the principal’s professional growth plans for the upcom-ing year?
• What resources or support does the principal need from the principal supervisor?
Following the conference:
If the discussion prompts the principal supervisor to adjust ratings or comments, he/she makes these changes following the conference and then provides a revised Summative Evaluation Form to the princi-pal for signature. If a principal disagrees with any feedback on the Summative Evaluation Form or wishes to add additional information to support any comment, he or she may provide information in writing to the evaluator within fifteen (15) working days of receipt of the form. The principal may request a second conference with the evaluator to discuss concerns. Additional information provided will become part of the appraisal record.
THE SUMMATIVE EVALUATION CONFERENCE
Do principals have to complete a self-assessment at any point during the DPAS-II for Administrators appraisal cycle?
Although this action is not required, it is certainly recommended. It can be especially useful for principals to assess their performance against the rubric and submit it to their supervisor prior to the summative evaluation conference.
19
The table below summarizes the responsibilities of principals and principal supervisors for each required step in the process:
Principal Responsibilities Principal Supervisor Responsibilities
Goal-Setting Conference
Prior to the Conference Prior to the Conference
Review and reflect on all relevant material, such as:• This Guide
• Written materials about the appraisal process
• His/her evaluation from the prior year
• All available student learning data and feed-back about their leadership practices
• The district’s student learning priorities for the year
• A copy of the school’s improvement plan
Set student performance measures
Identify focus areas to improve leadership practice
Complete and submit the Student Performance Goal-Setting Form and the Leadership Priority Areas Form and be prepared to discuss
Establish the date and time of the Goal Setting Conference and notify the principal
Encourage principals to review the following, or similar, information:
• This Guide
• Written materials about the appraisal process
• His/her evaluation from the prior year
• All available student learning data and feed-back about their leadership practices
• The district’s student learning priorities for the year
• A copy of the school’s improvement plan
Review the completed Student Performance Goal-Setting Form. Complete Leadership Priority Areas Form and be prepared to discuss if applicable (optional, but strongly recommended).
During Conference During Conference
Take an active part in the conference
Provide input into any revisions to the Goal-Setting Form
Provide input on plan for evidence collection
Lead the discussion
Agree on all content and any revisions to the Goal-Setting Form
Agree on plan for evidence collection
Following Conference Following Conference
Revise, sign and submit the Student Performance Goal-Setting Form and the Leadership Priority Areas Form
Sign revised Student Performance Goal-Setting Form and the Leadership Priority Areas Form and maintain a copy of each form and give a copy to the principal
Evidence Collection
Implement the evidence collection plan, providing documentation as requested
Implement the evidence collection plan, including collection of observable evidence and documented evidence
Mid-year Conference
Prior to the Conference Prior to the Conference
Review the original evaluation plan
Reflect on the quality of leadership practices
Examine interim student achievement data and determine if adequate progress is being made
Review the original evaluation plan
Review evidence collected to date and prepare a small number of conclusions to share with the princi-pal about his/her practice, especially in priority areas
Examine interim student achievement data and determine if adequate progress is being made
Complete the Mid-Year Conference forms
During Conference During Conference
Take an active part in the conference, providing reflections on leadership practice
Lead the discussion, providing candid feedback, especially on areas identified as priorities
Following Conference Following Conference
Continue implementing the evidence collection plan, providing documentation as requested
Continue implementing the evidence collection plan, including collection of observable evidence and documented evidence
SUMMARY OF RESPONSIBILITIES
20
Principal Responsibilities Principal Supervisor Responsibilities
Summative Evaluation
Prior to the Conference Prior to the Conference
Reflect on the quality of leadership practices
Examine interim student achievement data and determine if adequate progress has been made
Examine all evidence of principal practice and student improvement
Complete a Draft of the Summative Evaluation Form, including
• Criteria ratings
• Component ratings
• Overall summative rating
• Comments
During Conference During Conference
Take an active part in the conference, providing reflections on leadership practice
Lead the discussion, providing candid feedback, especially on areas identified as priorities
Following Conference Following Conference
Review, sign, and return the Summative Evaluation Form within five (5) working days of receipt. (Administrator’s signature does not indicate agreement, it only acknowledges receipt.)
Make Revisions to the Summative Evaluation Form and provide the revised version to the prin-cipal for signature.
Finalize evaluation ratings in the state-approved online platform utilized by your LEA.
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Regulation 108A establishes the criteria for determining whether a principal demonstrates a “pattern of ineffective administrative performance.” The following chart shows the consecutive Summative Evaluation ratings determined to be a pattern of ineffective principal performance:
Year 1 Year 2 Year 3
DPAS-II Rating
Ineffective Ineffective
Needs Improvement Needs Improvement Needs Improvement
Needs Improvement Ineffective Needs Improvement
Needs Improvement Needs Improvement Ineffective
Ineffective Needs Improvement Ineffective
Ineffective Needs Improvement Needs Improvement
Needs Improvement Ineffective Ineffective
VII. DETERMINING A PATTERN OF INEFFECTIVE PRINCIPAL PERFORMANCE
22
Based on the requirements of Regulation 108A, principal supervisors must develop and implement an improvement plan for a principal who receives an overall rating of “Needs Improvement” or “Ineffective” on the Summative Evaluation or a rating of “Needs Improvement” or “Ineffective” on any component on the Summative Evaluation, regardless of the overall rating.
Principal supervisors may also, at their discretion, develop and implement an improvement plan at any point to remedy weak performance by the principal on any component.
All improvement plans should include:• Identification of the specific deficiencies and recommended area(s) for growth
• Measurable goals for improving the deficiencies to satisfactory levels
• Clear and specific professional growth activities to accomplish the goal(s)
• Identified and accessible resources for each professional growth activity
• Procedures and evidence that must be provided and/or behaviors to determine that the goal(s) was met
• Timelines, including intermediate progress checkpoints and a final completion date
• Record of judgment and date completed, signed by the principal and principal supervisor
The principal and principal supervisor should review the Improvement Plan Form before the Improvement Plan Conference. This gives each time to prepare for discussion. At the Improvement Plan Conference, the principal and principal supervisor develop a plan using the Improvement Plan Form.
Delaware regulation requires that the principal and principal supervisor develop the Improvement Plan cooperatively. However, if cooperative development of the plan is not possible or if the administrator and evaluator cannot come to agreement on the plan, regulation gives the principal supervisor the authority and responsibility to determine the plan.
Principals, principal supervisors, and other professionals that may be named in the Improvement Plan are accountable for the implementation and completion of the plan. If amendments to the plan are necessary, all parties affected by the amendment must discuss the changes and document them in the appropriate space on the Improvement Plan. The principal and principal supervisor, at a minimum, must also sign the amendment to indicate their agreement.
Upon completion of the plan, the principal and principal supervisor shall sign the Improvement Plan Form, documenting the completion of the plan. If the principal’s practice is not deemed satisfactory at the completion of the Improvement Plan, then the appropriate consequences, as detailed in the Improvement Plan Form, will be carried out.
VIII. IMPROVEMENT PLANS
IMPROVEMENT PLAN
REQUIREMENTS
IMPROVEMENT PLAN
CONFERENCE
IMPROVEMENT PLAN
IMPLEMENTATION
23
Sometimes a principal will disagree with his or her evaluator’s assessment. It is desirable to resolve the differences directly with the evaluator, if at all possible. Administrators are encouraged to discuss their concerns with the evaluator and attempt to resolve the issues prior to submitting a formal challenge. Documents generated as part of this discussion shall be attached to the Summative Evaluation and become part of the appraisal record.
If resolution is not reached with the evaluator, the principal may submit a written challenge to the evalua-tor’s supervisor. Delaware regulation allows a principal to challenge unsatisfactory performance identified by his or her Credentialed Evaluator during the annual appraisal cycle.
A principal initiates the challenge by submitting information specific to the point of disagreement to the evaluator’s supervisor. This must be done in writing within fifteen (15) working days of the princi-pal’s receipt of the evaluation documentation. (Note: If the principal’s supervisor is the LEA’s Chief or Charter Director, the challenge may be presented to Human Resources or directly to the Board.)
Within fifteen (15) working days of receiving the written challenge, the supervisor of the evaluator or designated district or charter school-level credentialed evaluator shall meet with the principal 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 principal. The supervisor shall issue a written decision to the principal 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 district or charter school-level credentialed evaluator (or other responsible party) is final.
While a challenge process is taking place, the Improvement Plan may or may not be started by mutual agreement of principal and evaluator. If agreement cannot be reached, the evaluator’s decision will prevail.
IX. THE CHALLENGE PROCESS
24
This section includes all of the required forms for completing the performance appraisal of principals. The forms are:
• The DPAS-II for Administrators Rubric
• The Student Performance Goal-Setting Form
• The Leadership Priority Areas Form (Optional)
• The Observation Form (Optional)
• The Mid-Year Conference Form
• The Summative Evaluation Form
Important note: These forms are provided to show the content to be discussed and documented at each step in the principal evaluation process. It is the State’s expectation that principals and prin-cipal supervisors will enter the information required on these forms (and any additional relevant information) into the appropriate state-approved online systems.
X. PERFORMANCE APPRAISAL FORMS
25
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s sc
hool
com
mu
nit
y’s
abil
ity
to
rein
forc
e be
hav
iora
l exp
ecta
tion
s fo
r st
aff a
nd
stud
ents
Rar
ely
dem
onst
rate
s fa
irn
ess
whe
n e
nga
gin
g w
ith
stud
ents
an
d ed
ucat
ors
Inco
nsis
tent
ly d
emon
stra
tes f
airn
ess w
hen
en
gagi
ng
wit
h s
tude
nts
an
d ed
uca
tors
Pub
licly
mod
els
fair
nes
s an
d co
nsi
sten
cy w
hen
en
gagi
ng
wit
h st
uden
ts a
nd
educ
ator
sD
evel
ops
educ
ator
s’ a
bilit
y to
be
fair
an
d co
nsi
sten
t wit
h st
uden
ts
Min
imal
ly s
uppo
rts
stud
ents
’ em
otio
nal
an
d so
cial
dev
elop
men
tP
rovi
des
som
e su
ppor
ts fo
r st
uden
ts’ e
mo-
tion
al a
nd
soci
al d
evel
opm
ent
Dev
elop
s ed
ucat
ors’
abi
lity
to s
uppo
rt a
nd
enh
ance
stu
dent
s’ e
mot
ion
al a
nd
soci
al
deve
lopm
ent
Con
sist
entl
y m
onit
ors e
duca
tors
’ abi
lity
to
supp
ort a
nd e
nha
nce
stud
ents
’ em
otio
nal
and
so
cial
dev
elop
men
t
Inco
nsi
sten
tly
impl
emen
ts a
sch
ool-w
ide
beh
avio
r pl
an a
nd
un
fair
ly a
pplie
s po
siti
ve
and
neg
ativ
e co
nse
quen
ces
Dev
elop
s a sc
hool
-wid
e be
havi
or p
lan
and
supp
orts
edu
cato
rs in
impl
emen
tin
g it
Lead
s th
e sc
hool
lead
ersh
ip te
am in
cre
atin
g a
posi
tive
sch
ool c
ult
ure
th
rou
gh t
he
deve
lopm
ent a
nd
impl
emen
tati
on o
f a c
lear
, sc
hool
-wid
e be
hav
ior
plan
Dev
elop
s ot
hers
’ abi
lity
to c
reat
e po
siti
ve
scho
ol c
ult
ure
by
clea
rly
arti
cula
tin
g an
d im
plem
enti
ng
a sc
hool
-wid
e be
hav
ior
plan
th
at in
clud
es s
yste
ms
to e
nsu
re c
onsi
sten
t an
d fa
ir im
plem
enta
tion
26
3 D. D
EVELO
PS CULTU
RAL CO
MPETEN
CE AN
D A
COM
MITM
ENT TO
EQU
ITYP
rovides little to no access to diversity-related
professional learn
ing
Provides w
hole group un
differentiated
professional learn
ing about w
orking in
and
supporting a diverse com
mu
nity
Supports educators to improve their u
nder-
standin
g of how their person
al experiences
inform
their assum
ptions about students an
d the school com
mu
nity
Leads educators throu
gh processes to u
nderstan
d how their person
al experiences
and interpretation
of the world an
d can be
used to identify students’ stren
gths an
d assets
Rarely addresses situ
ations w
here students are system
atically excluded from accessin
g rigorou
s learnin
g opportun
ities
Provides m
ost students with access to rigorou
s learn
ing opportu
nities
Implem
ents equitable system
s to ensu
re all students h
ave access to rigorous learn
ing
opportun
ities
Creates an
d implem
ents equitable system
s and
procedures to en
sure all students h
ave access to rigorou
s learnin
g opportun
ities
Avoids conversation
s about diversity and
demon
strates limited aw
areness of the im
pact of diversity on
student learnin
g
Participates in conversation
s about diversity an
d cultu
re, but rarely initiates conversation
s or con
nects them
to student learnin
g
Initiates conversation
s about diversity and
cultu
re as well as about how
they may im
pact student learn
ing
Develops the school’s collective capacity
to engage in
conversations about diversity
and cu
lture as w
ell as how they m
ay impact
student learnin
g
Does n
ot address inappropriate an
d/or
intolerant statements directed at m
embers of
the school comm
un
ity
Attem
pts to address intolerant statements
directed at mem
bers of the school comm
un
ity w
ith limited success
Addresses intolerant statem
ents directed at m
embers of the school com
mu
nity
Con
sistently addresses intolerant statements
directed at mem
bers of the school comm
un
ity
27
4
SAM
PLE
OBS
ERVA
BLE
AN
D D
OCU
MEN
TED
IND
ICAT
ORS
OF
QU
ALI
TY P
ROFE
SSIO
NA
L PR
ACT
ICE
FOR
VIS
ION
AN
D G
OA
LS¢
= O
BSER
VABL
E
o =
DO
CUM
ENTE
D
DEV
ELO
PS A
VIS
ION
FO
R H
IGH
STU
DEN
T A
CHIE
VEM
ENT
¢
Vis
ion
focu
ses
on h
igh
expe
ctat
ion
s fo
r st
uden
t aca
dem
ic a
chie
vem
ent f
or a
ll s
tude
nts
¢
Pre
sent
atio
ns
at m
eeti
ngs
, for
um
s, t
rain
ings
, etc
. th
at h
igh
ligh
t ope
n d
ialo
gue
o
Env
iron
men
tal u
se o
f the
vis
ion
sta
tem
ent a
nd
goal
s
ESTA
BLIS
HES
SCH
OO
L G
OA
LS A
ND
AN
ALI
GN
ED S
CHO
OL
PLA
N U
SIN
G D
ATA
¢
Use
of v
isio
n s
tate
men
t in
mes
sagi
ng
(ver
ball
y an
d in
wri
tin
g) s
tude
nt a
chie
vem
ent-o
rien
ted
scho
ol im
prov
emen
t goa
ls
¢
Pers
onal
inte
ract
ion
wit
h st
aff, s
tude
nts,
par
ents
, an
d co
mm
un
ity
mem
bers
to c
omm
un
icat
e th
e sc
hool
vis
ion
an
d go
als
¢
Faci
litat
ion
of s
choo
l im
prov
emen
t tea
m m
eeti
ngs
wit
h m
ult
iple
sta
keho
lder
gro
ups
o
Con
cret
e an
alys
is o
f dis
aggr
egat
ed s
tude
nt p
erfo
rman
ce d
ata
by g
rade
, sub
grou
p, te
ache
r, co
hort
, etc
.
o
Stud
ent a
chie
vem
ent-o
rien
ted
scho
ol im
prov
emen
t goa
ls li
nke
d to
dat
a an
alys
is
o
Pro
cess
for
deci
sion
-mak
ing
base
d on
dat
a
o
Scho
ol P
lan
ali
gns
wit
h sc
hool
vis
ion
an
d go
als
o
Wri
tten
exp
ecta
tion
s fo
r te
ach
ing
and
lear
nin
g al
ign
ed to
sta
te s
tan
dard
s an
d st
uden
t ach
ieve
men
t-ori
ente
d sc
hool
impr
ovem
ent g
oals
ESTA
BLIS
HES
AN
D R
EIN
FORC
ES V
ALU
ES A
ND
BEH
AVIO
RS T
HAT
ALI
GN
TO
TH
E V
ISIO
N¢
Beh
avio
rs o
f the
sta
ff a
nd
stud
ents
is c
ongr
uent
wit
h th
e sc
hool
val
ues
¢
Faci
litat
ion
an
d/o
r co
-faci
litat
ion
of s
choo
l im
prov
emen
t tea
m m
eeti
ng
focu
sed
on s
choo
l-wid
e be
hav
ior
plan
¢
Staff
an
d st
uden
ts c
ondu
ct m
atch
the
sta
ted
expe
ctat
ion
s
¢
Posi
tive
an
d n
egat
ive
con
sequ
ence
s fo
r be
hav
ior
are
impl
emen
ted
con
sist
entl
y
¢
Inte
ract
ion
s w
ith
stud
ents
are
sup
port
ive
of t
heir
soc
ial a
nd
emot
ion
al d
evel
opm
ent
¢
Teac
hers
are
fair
an
d co
nsi
sten
t wit
h st
uden
ts
¢
Inte
ract
ion
s w
ith
stud
ents
an
d st
aff a
re c
onsi
sten
t an
d fa
ir
o
Stud
ent d
isci
plin
e da
ta is
con
tinu
ousl
y m
onit
ored
DEV
ELO
PS C
ULT
URA
L CO
MPE
TEN
CE A
ND
A C
OM
MIT
MEN
T TO
EQ
UIT
Y¢
Faci
litat
es a
nd
/or
co-fa
cilit
ates
on
goin
g co
nver
sati
ons
for
staff
to d
evel
op c
ult
ura
l com
pete
nce
an
d ex
plor
e th
eir
pers
onal
ass
um
ptio
ns
and
appr
oach
to d
iver
sity
o
Com
mu
nit
y co
nver
sati
ons
abou
t cu
ltu
re a
nd
dive
rsit
y oc
cur
regu
larl
y
28
5
COM
PON
ENT 2: TEA
CHIN
G A
ND
LEARN
ING
1
INEFFECTIV
E2
NEED
S IMPRO
VEM
ENT
3 EFFECTIV
E4
HIG
HLY
EFFECTIVE
A. IM
PLEMEN
TS RIGO
ROU
S CURRICU
LUM
AN
D A
SSESSMEN
TS ALIG
NED
TO D
ELAWA
RE STATE STAN
DA
RDS
Struggles to support educators’ im
plementa-
tion of a cu
rriculu
m align
ed to state standards
En
gages key stakeholders in developin
g, adaptin
g and im
plementin
g curricu
lum
align
ed to state standards to m
eet student learn
ing n
eeds
Con
sistently develops and supports educators’
implem
entation of a cu
rriculu
m align
ed to state stan
dards to meet student learn
ing n
eeds
Develops educators’ ability to develop, adapt,
articulate an
d implem
ent rigorous cu
rriculu
m
aligned to state stan
dards to effectively address
all student learnin
g needs
Allow
s educators to implem
ent lesson an
d u
nits plan
s that are discon
nected from
school goals an
d misalign
ed to state standards
En
courages educators to an
alyze standards,
curricu
la, and align
ed assessments to develop
and im
plement their ow
n lesson
and u
nit
plans
Leads educators’ analyses of stan
dards, cu
rricula, an
d aligned assessm
ents to develop an
d implem
ent standards-based lesson
and
un
it plans lin
ked to school goals
Develops educators’ ability to an
alyze stan
dards, curricu
la and align
ed assessments
to develop and im
plement align
ed lesson an
d u
nit plan
s linked to school goals
Rarely adju
sts lesson or u
nit plan
s based on
student outcomes
Adjusts som
e un
it and lesson plans based on
student progress tow
ard outcomes
Oversees revision
s to un
it and lesson
plans
based on student outcom
esIm
plements on
-going system
s to review an
d im
prove un
it and lesson
plans based on
student outcom
es
B. IMPLEM
ENTS H
IGH
-QU
ALITY IN
STRUCTIO
NA
L PRACTICES
Provides in
consistent support in
the use of
instruction
al strategies that support student
learnin
g
Attem
pts to ensu
re educators use a few
com
mon
instruction
al strategies that m
eet student n
eeds and drive student learn
ing
Supports educators in im
plementin
g rigorous
instruction
al strategies that m
eet student n
eeds and drive student learn
ing
Develops educators’ ability to eff
ectively imple-
ment rigorou
s instruction
al strategies that meet
student needs and drive student learnin
g
Rarely adapts in
structional practices
Identifies adaptations to in
structional practices
and assessm
ents with lim
ited implem
entationA
dapts instruction
and assessm
ents to ensu
re th
at all students master content
Creates and im
plements system
s to adapt in
struction and assessments to en
sure that all
students master content
C. INCREA
SES TEACH
ER EFFECTIVEN
ESS THRO
UG
H SU
PPORT A
ND
EVALU
ATION
Rarely in
corporates student outcomes or
evidence of teacher practice w
hen m
aking
decisions about teacher eff
ectiveness an
d in
structional im
provement
Uses som
e evidence of teacher practice an
d student outcom
es to make decision
s about teacher eff
ectiveness an
d instruction
al im
provement
Uses eviden
ce of teacher practice and student
outcomes to m
ake decisions about teacher
effectiven
ess and in
structional im
provement
Uses m
ultiple sou
rces of evidence of teacher
practice and student outcom
es to make
decisions about teacher eff
ectiveness an
d in
structional im
provement
On
ly conducts teacher observation
s as part of the evalu
ation system
or when
requested by a teacher
Incon
sistently implem
ents classroom observa-
tions to collect eviden
ce of teacher practiceC
onducts frequent form
al and in
formal
observations to collect eviden
ce of teacher practice
Develops the leadersh
ip team’s ability to col-
lect evidence of teacher practice an
d conducts
frequent formal an
d inform
al observations
Provides vague, n
on-specific feedback to
teachers based on lim
ited dataP
rovides global feedback based on either
observational or student perform
ance data
Provides frequent, in
dividualized, an
d action
able feedback based on eviden
ce from
observation an
d student performan
ce data
Provides continuou
s, individu
alized feedback based on
evidence from
observations an
d student perform
ance data
Rarely hold teachers accou
ntable for imple-
mentin
g feedbackA
ttempts to hold teachers accou
ntable for im
plementin
g feedback into their practiceE
nsu
res teachers implem
ent feedback into their practice
Mon
itors teachers to ensu
re they implem
ent feedback into their practice
29
6D. M
ON
ITO
RS S
TUD
ENT
DAT
A T
O D
RIV
E IN
STRU
CTIO
NA
L PR
ACT
ICES
Rar
ely
colle
cts
data
to d
raw
con
clu
sion
s ab
out
inst
ruct
ion
Inco
nsi
sten
tly
colle
cts
data
fro
m li
mit
ed
sou
rces
to d
raw
con
clu
sion
s ab
out i
nst
ruct
ion
Cre
ates
an
d im
plem
ents
sys
tem
s fo
r co
nsi
sten
t m
onit
orin
g an
d fr
eque
nt c
olle
ctio
n o
f dat
a to
iden
tify
stu
dent
out
com
e tr
ends
an
d dr
ive
cont
inuo
us
impr
ovem
ent
Dev
elop
s sta
ff m
embe
rs’ a
bilit
y to
cre
ate
and
impl
emen
t sys
tem
s for
con
sist
ent m
onito
ring
an
d fr
eque
nt c
olle
ctio
n of
dat
a to
iden
tify
st
uden
t out
com
e tr
ends
and
dri
ve c
onti
nuou
s st
uden
t im
prov
emen
t
Rar
ely
atte
mpt
s to
use
dis
aggr
egat
ed a
nd
stud
ent-s
peci
fic d
ata
to e
nsu
re in
stru
ctio
n is
di
ffer
enti
ated
bas
ed o
n s
tude
nt n
eed
or t
hat
st
uden
ts r
ecei
ve a
ppro
pria
te in
terv
enti
on
Dis
aggr
egat
es d
ata
to d
eter
min
es a
ppro
pria
te
diff
eren
tiat
ion
an
d in
terv
enti
on s
trat
egie
s ba
sed
on s
ome
stud
ents
’ lea
rnin
g n
eeds
En
gage
s al
l edu
cato
rs in
an
alyz
ing
disa
ggre
-ga
ted
and
stud
ent-s
peci
fic d
ata
to d
eter
min
e ap
prop
riat
e di
ffer
enti
atio
n a
nd
inte
rven
tion
st
rate
gies
bas
ed o
n in
divi
dual
stu
dent
s’
lear
nin
g n
eeds
Dev
elop
s in
stru
ctio
nal s
taff
’s ab
ility
to c
reat
e an
d im
plem
ent s
yste
ms t
o an
alyz
e di
sagg
rega
ted
and
stud
ent-s
peci
fic d
ata
to d
eter
min
e ap
prop
ri-
ate
diff
eren
tiat
ion
and
inte
rven
tion
stra
tegi
es
base
d on
indi
vidu
al st
uden
ts’ l
earn
ing
need
s
30
7
SAM
PLE OBSERVA
BLE AN
D D
OCU
MEN
TED IN
DICATO
RS OF Q
UA
LITY PROFESSIO
NA
L PRACTICE FO
R TEA
CHIN
G A
ND
LEARN
ING
¢ = O
BSERVABLE
o = D
OCU
MEN
TED
IMPLEM
ENTS RIG
ORO
US CU
RRICULU
M A
ND
ASSESSM
ENTS A
LIGN
ED TO
DELAW
ARE STATE STA
ND
ARD
S¢
Instruction
al strategies engage students in
cognitively ch
allengin
g work th
at is aligned to D
elaware state stan
dards
¢
Teachers use a broad ran
ge of pedagogical approaches
o
Cu
rricular m
aterials aligned to D
elaware state stan
dards
IMPLEM
ENTS H
IGH
-QU
ALITY IN
STRUCTIO
NA
L PRACTICES
¢
Facilitation of the form
al observation process (pre-con
ference, observation
, post-conferen
ce includin
g feedback) for every teacher and specialist
¢
Active, regu
lar involvement in
Profession
al Learnin
g Com
mu
nity m
eetings, com
mu
nity m
eetings, facu
lty meetin
gs, etc. to support teacher professional learn
ing
o
Record of feedback an
d accountability system
s for implem
enting feedback
o
Teacher lesson plan
s that show
evidence of profession
al learnin
g activities
o
Accou
ntability procedures for teach
ing an
d learnin
g are clearly comm
un
icated to staff
INCREA
SES TEACH
ER EFFECTIVEN
ESS THRO
UG
H SU
PPORT A
ND
EVALU
ATION
¢
Eff
ective completion
of all DPA
S evaluation
s of teachers and specialists
¢
Facilitation an
d/or co-facilitation
of professional learn
ing activities focu
sed on m
onitorin
g/evaluatin
g the effectiven
ess of curricu
lum
, instruction
, and assessm
ent
¢
Con
ferences w
ith evaluator to identify w
ay to improve profession
al practice
o
Clear procedu
res are in place for m
aintainin
g confidentiality of in
formation
MO
NITO
RS STUD
ENT D
ATA TO
DRIV
E INSTRU
CTION
AL PRA
CTICES¢
Facilitation an
d/or co-facilitation
of professional learn
ing activities focu
sed on m
onitorin
g/evaluatin
g the effectiven
ess of curricu
lum
, instruction
, and assessm
ent
o
Adm
inistrative or school clim
ate survey resu
lts and action
plan to: 1.) continue an
d fin
e-tun
e effective practices; an
d/or, 2.) im
prove areas of concern
o
Align
ment of tech
nological resou
rces to support student achievem
ent-oriented school improvem
ent goals
o
Student work sam
ples and classroom
observation data are u
sed to make decision
s about teacher effectiven
ess
31
8
COM
PON
ENT
3: P
EOPL
E, S
YST
EMS,
AN
D O
PER
ATIO
NS
1 IN
EFFE
CTIV
E2
NEE
DS
IMPR
OV
EMEN
T3
EFFE
CTIV
E4
HIG
HLY
EFF
ECTI
VE
A. M
AN
AG
ES R
ESO
URC
ES IN
ALI
GN
MEN
T W
ITH
TH
E SC
HO
OL
PLA
NA
lloca
tes
fisc
al a
nd
phys
ical
res
ourc
es to
in
itia
tive
s th
at d
o n
ot a
lign
to s
choo
l goa
lsD
istr
ibut
es fi
scal
an
d ph
ysic
al r
esou
rces
bas
ed
on s
tude
nt a
chie
vem
ent-o
rien
ted
scho
ol
impr
ovem
ent g
oals
Allo
cate
s fisc
al a
nd p
hysic
al re
sour
ces r
espo
nsib
ly,
effici
ently
, and
eff
ectiv
ely
in a
lign
men
t with
st
uden
t ach
ieve
men
t-ori
ente
d sc
hool
impr
ove-
men
t goa
ls
Cre
ativ
ely
leve
rage
s and
max
imiz
es fi
scal
and
ph
ysic
al r
esou
rces
res
pon
sibl
y, e
ffici
entl
y, a
nd
effec
tive
ly
Doe
s n
ot m
anag
e pa
rtn
ersh
ip a
gree
men
ts
effec
tive
lyIn
con
sist
entl
y m
anag
es p
artn
ersh
ip
agre
emen
tsPr
ovid
es o
ppor
tuni
ties f
or e
duca
tors
to m
anag
e th
eir o
wn
part
ners
hip
agre
emen
ts a
nd m
anag
es
scho
ol p
artn
ersh
ip a
gree
men
ts e
ffec
tivel
y
Dev
elop
s edu
cato
rs’ a
bilit
y to
eff
ecti
vely
m
anag
e th
eir
own
part
ners
hip
agr
eem
ents
and
m
anag
es a
ll sc
hool
par
tner
ship
agr
eem
ents
eff
ecti
vely
On
ly a
cces
ses
exis
tin
g re
sou
rces
an
d do
es
not
see
k ou
t in
form
atio
n a
bout
add
itio
nal
re
sou
rces
Seek
s in
form
atio
n a
bout
add
itio
nal
res
ourc
esSe
eks i
nfo
rmat
ion
abou
t add
ition
al re
sour
ces a
nd
acce
sses
thos
e re
sour
ces t
o ad
dres
s sch
ool n
eeds
Act
ivel
y ac
cess
es a
ddit
ion
al r
esou
rces
that
alig
n
wit
h st
uden
t ach
ieve
men
t-ori
ente
d sc
hool
im
prov
emen
t goa
ls
B. O
RGA
NIZ
ES S
CHO
OL
TIM
E TO
SU
PPO
RT A
LL S
TUD
ENT
LEA
RNIN
G A
ND
STA
FF D
EVEL
OPM
ENT
PRIO
RITI
ESA
llow
s n
on-in
stru
ctio
n r
elat
ed d
istr
acti
ons
to
inte
rfer
e w
ith
inst
ruct
ion
al t
ime
Dev
elop
s som
e ro
utin
es to
max
imiz
e in
stru
c-ti
onal
tim
eIm
plem
ents
sch
edu
les
and
rout
ines
to
max
imiz
e in
stru
ctio
nal
tim
eC
reat
es a
nd im
plem
ents
sch
edu
les a
nd r
outi
nes
to m
axim
ize
inst
ruct
ion
al ti
me
Rar
ely
plan
s an
d pr
iori
tize
s ow
n t
ime
and
neg
lect
s to
pro
tect
tim
e fo
r in
stru
ctio
nal
le
ader
ship
act
ivit
ies
Plan
s ow
n sc
hedu
le to
add
ress
inst
ruct
ion
al
lead
ersh
ip a
ctiv
itie
s but
is in
con
sist
ent o
n ho
w
tim
e is
spen
t
Plan
s an
d pr
iori
tize
s ow
n s
ched
ule
to p
rior
itiz
e in
stru
ctio
nal
lead
ersh
ip a
ctiv
itie
s fo
cuse
d on
te
ach
ing
and
lear
nin
g
Plan
s and
mon
itor
s ow
n sc
hedu
le fo
r th
e ye
ar,
mon
th, w
eek,
and
day
to p
rior
itiz
e in
stru
ctio
nal
le
ader
ship
act
ivit
ies f
ocu
sed
on te
ach
ing
and
lear
nin
g
C. E
NSU
RES
SCH
OO
L O
PERA
TIO
NS
ALI
GN
WIT
H M
AN
DAT
ED P
OLI
CIES
Ove
rsee
s sc
hool
ope
rati
ons
that
do
not
com
ply
wit
h fe
dera
l, st
ate,
an
d bo
ard
polic
ies,
or
wit
h
neg
otia
ted
agre
emen
ts
En
sure
s al
l sch
ool o
pera
tion
s co
mpl
y w
ith
fe
dera
l, st
ate,
an
d bo
ard
polic
ies
Ensu
res s
choo
l ope
rati
ons c
ompl
y w
ith
fede
ral,
stat
e, a
nd b
oard
pol
icie
s, an
d ne
goti
ated
ag
reem
ents
Col
labo
rate
s w
ith
dist
rict
offi
ce to
cre
ate
and
impl
emen
t sys
tem
s to
en
sure
all
sch
ool
oper
atio
ns
com
ply
wit
h fe
dera
l, st
ate,
an
d bo
ard
polic
ies
Rar
ely
fulfi
lls
repo
rtin
g re
quir
emen
tsFu
lfill
s re
port
ing
requ
irem
ents
wit
hin
a
reas
onab
le t
imef
ram
eC
onsi
sten
tly
fulfi
lls r
epor
tin
g re
quir
emen
ts
wit
hin
an
esta
blis
hed
tim
efra
me
Pro
acti
vely
fulfi
lls a
ll re
port
ing
requ
irem
ents
Doe
s n
ot m
aint
ain
con
fiden
tial
ity
or
rele
ases
pri
vate
sch
ool a
nd
/or
dist
rict
rec
ords
u
nn
eces
sari
ly
Mai
ntai
ns
con
fiden
tial
ity
and
priv
acy
of s
choo
l an
d/o
r di
stri
ct r
ecor
ds, i
ncl
udin
g st
uden
t an
d st
aff in
form
atio
n
Ensu
res a
ll sc
hool
pro
fess
ion
als m
aint
ain
the
hig
hest
leve
l of c
onfid
enti
alit
y an
d pr
ivac
y of
sc
hool
and
/or
dist
rict
rec
ords
, inc
ludi
ng
stud
ent
and
staff
info
rmat
ion
Dev
elop
s sch
ool p
rofe
ssio
nal
s’ ab
ilit
y to
m
aint
ain
the
hig
hest
leve
l of c
onfid
enti
alit
y an
d pr
ivac
y of
sch
ool a
nd/o
r di
stri
ct r
ecor
ds,
incl
udin
g st
uden
t and
sta
ff in
form
atio
n
Rar
ely
revi
ews
scho
ol s
afet
y pr
oced
ure
s an
d fa
ils
to m
ake
chan
ges
to p
roce
dure
s to
en
sure
a
safe
lear
nin
g en
viro
nm
ent
Man
ages
a s
afe
lear
nin
g en
viro
nm
ent
Rev
iew
s and
refi
nes s
choo
l saf
ety
proc
edu
res t
o en
sure
a sa
fe a
nd se
cure
lear
nin
g en
viro
nm
ent
Con
tinu
ally
ass
esse
s and
refi
nes s
choo
l pr
oced
ure
s to
ensu
re a
safe
and
sec
ure
lear
nin
g en
viro
nm
ent
32
9 D. H
IRES AN
D RETA
INS EFFECTIV
E STAFF
Does n
ot make an
effort to retain
or recognize
effective teachers
Attem
pts to retain eff
ective teachers by provid-in
g them grow
th or leadership opportu
nities
aligned w
ith the teacher’s interest
Retain
s effective teachers by providin
g them
growth or leadersh
ip opportun
ities aligned
with the teacher’s interest
Con
sistently retains highly-eff
ective teachers by providing them
growth or leadership opportu
ni-
ties aligned with the teacher’s interest
Implem
ents selection criteria th
at differs by
applicantD
rafts a basic criteria for selecting an
d hirin
g staff
Develops clear selection
criteria and h
iring
processesEngages all educators in developing and im
plementing clear, specific selection criteria
and hiring processes
Rarely involves others in
the hirin
g or selection
processR
arely uses available data to identify or
recognize eff
ective teachersR
eviews student w
ork, teacher observation
and evalu
ation data to identify an
d recognize
effective teachers
Review
s all student work, teacher observation
and evaluation data to identify and recogn
ize eff
ective and high potential teachers
Dem
onstrates a lack of aw
areness of how
collective bargain
ing agreem
ents create opportu
nities for h
iring an
d retainin
g high
perform
ing educators
Dem
onstrates in
consistent aw
areness of how
collective bargain
ing agreem
ents can create
opportun
ities for hirin
g and retain
ing h
igh
performin
g educators
Dem
onstrates in
consistent aw
areness of how
collective bargain
ing agreem
ents can create
opportun
ities for hirin
g and retain
ing h
igh
performin
g educators
Leverages an understanding of established
collective bargaining agreem
ents to create opportu
nities to hire and retain highly eff
ective educators
E. DEV
ELOPS A
HIG
HLY-EFFECTIV
E LEAD
ERSHIP TEA
MA
llows in
effective or m
isaligned educators to
serve on the leadersh
ip teamD
efin
es the role of the leadership team
and
selects some m
embers based on
skillE
stablishes a leadership team
made up of
high-perform
ing teachers w
ith a range of skill
sets
Establishes an effective leadership team
with a
relentless focus on student learning
Rarely provides support to the leadersh
ip teamD
evelops a plan an
d attempts to support the
leadership team
W
orks with leadersh
ip team m
embers to
lead teacher teams an
d conduct teacher
observations
Selects top-peforming teachers and en
sures the
team has a variety of skill sets
Develops the team
’s ability to oversee complex
projects, lead teacher teams, and conduct teacher
observations
33
10
SAM
PLE
OBS
ERVA
BLE
AN
D D
OCU
MEN
TED
IND
ICAT
ORS
OF
QU
ALI
TY P
ROFE
SSIO
NA
L PR
ACT
ICE
FOR
PEO
PLE,
SY
STEM
S, A
ND
OPE
RAT
ION
S¢
= O
BSER
VABL
E
o =
DO
CUM
ENTE
D
MA
NA
GES
RES
OU
RCES
IN A
LIG
NM
ENT
WIT
H T
HE
SCH
OO
L PL
AN
¢
On
goin
g bu
dget
mee
tin
gs s
eek
inpu
t fro
m s
take
hold
ers
and
shar
e up
date
s
¢
Part
ner
ship
s w
ith
com
mu
nit
y bu
sin
esse
s to
sup
plem
ent r
esou
rces
¢
Ali
gnm
ent o
f res
ourc
es (
hum
an &
fisc
al) t
o su
ppor
t stu
dent
ach
ieve
men
t-ori
ente
d sc
hool
impr
ovem
ent g
oals
¢
Faci
litat
ion
an
d/o
r co
-faci
litat
ion
of p
rofe
ssio
nal
lear
nin
g ac
tivi
ties
focu
sed
on c
ontr
actu
al a
gree
men
ts
o
Bud
gets
refl
ect r
esou
rce
allo
cati
ons
in a
lign
men
t wit
h st
uden
t ach
ieve
men
t-ori
ente
d sc
hool
impr
ovem
ent g
oals
o
Scho
ol e
xpen
ditu
re r
epor
ts r
eflec
t use
of r
esou
rces
in a
lign
men
t wit
h th
e vi
sion
an
d sc
hool
pla
n
ORG
AN
IZES
SCH
OO
L TI
ME
TO S
UPP
ORT
ALL
STU
DEN
T LE
ARN
ING
AN
D S
TAFF
DEV
ELO
PMEN
T PR
IORI
TIES
¢
Org
aniz
atio
n o
f sch
ool t
ime
to s
uppo
rt s
tude
nt a
chie
vem
ent-o
rien
ted
scho
ol im
prov
emen
t goa
ls
o
Pers
onal
sch
edu
le p
rior
itiz
es te
ach
ing
and
lear
nin
g
o
Year
ly c
alen
dar
of o
ppor
tun
itie
s fo
r st
aff to
dev
elop
cap
acit
y
ENSU
RES
SCH
OO
L O
PERA
TIO
NS
ALI
GN
WIT
H M
AN
DAT
ED P
OLI
CIES
¢
Faci
litat
ion
an
d/o
r co
-faci
litat
ion
of p
rofe
ssio
nal
lear
nin
g ac
tivi
ties
focu
sed
on b
oard
pol
icie
s
o
Cle
ar p
roce
dure
s ar
e in
pla
ce fo
r m
aint
ain
ing
con
fiden
tial
ity
of in
form
atio
n
o
Scho
ol s
afet
y pl
an s
trat
egie
s an
d ac
tivi
ties
are
un
ders
tood
by
all t
each
ers
and
stud
ents
HIR
ES A
ND
RET
AIN
S EF
FECT
IVE
STA
FF¢
Rec
ogn
izes
the
acc
ompl
ish
men
ts o
f stu
dent
s an
d st
aff in
Pro
fess
ion
al L
earn
ing
Com
mu
nit
y m
eeti
ngs
, com
mu
nit
y m
eeti
ngs
, fac
ult
y m
eeti
ngs
, etc
.
¢
Eac
h st
aff p
osit
ion
has
cle
ar p
erfo
rman
ce e
xpec
tati
ons
alig
ned
wit
h sc
hool
mis
sion
an
d sc
hool
-wid
e ex
pect
atio
ns
for
inst
ruct
ion
an
d cu
ltu
re
o
Ret
enti
on o
f tea
cher
s an
d re
com
men
dati
ons
for
lead
ersh
ip a
re p
artl
y de
term
ined
on
the
bas
is o
f dem
onst
rate
d eff
ecti
ven
ess
as m
easu
red
by s
tude
nt le
arn
ing
o
Hig
h pe
rcen
tage
of t
each
ers
rate
d eff
ecti
ve s
tay
in t
he s
choo
l
DEV
ELO
PS A
HIG
HLY
-EFF
ECTI
VE
LEA
DER
SHIP
TEA
M
¢
Lead
ersh
ip te
am fo
cuse
s on
fre
quen
t dis
cuss
ion
s of
stu
dent
lear
nin
g to
tar
get k
ey in
stru
ctio
nal
nee
ds
¢
Lead
ersh
ip te
am c
onsi
sten
tly
mod
els
and
enfo
rces
sch
ool-w
ide
philo
soph
y, c
ore
valu
es, r
espo
nsi
bilit
y an
d effi
cacy
o
Mu
ltip
le s
taff
mem
bers
ser
ve a
s in
stru
ctio
nal
lead
ers
in t
he s
choo
l
o
Lead
ersh
ip te
am is
com
pris
ed o
f fu
lly
alig
ned
an
d h
igh
ly s
kille
d st
aff
34
11
COM
PON
ENT 4: PRO
FESSION
AL RESPO
NSIBILITIES
1 IN
EFFECTIVE
2 N
EEDS IM
PROV
EMEN
T3
EFFECTIVE
4 H
IGH
LY EFFECTIV
EA
. BUILD
S PROFESSIO
NA
L RELATION
SHIPS A
ND
CON
STRUCTIV
ELY MA
NA
GES CH
AN
GE
Struggles to bu
ild positive relationsh
ips with
adu
lts and
/or studentsA
ttempts to bu
ild professional relation
ships
with adu
lts and students
Builds positive professional relationships w
ith
adults and studentsB
uilds and m
aintains positive, tru
sting profes-
sional relation
ships w
ith adults and students
Rarely respon
ds to educators’ opinion
s or con
cerns about the ch
ange process
Provides m
inim
al time or support for
educators to process or adapt to chan
ge processSupports staff
through change process by encouraging questions and dialogue on a regular basis
Proactively leads and supports educators
through the chan
ge process by creating oppor-
tun
ities for them to express both supportive and
contrary opinion
s/perceptions
B. ENG
AG
ES IN SELF-REFLECTIO
N A
ND
ON
-GO
ING
PROFESSIO
NA
L DEV
ELOPM
ENT
Does n
ot seek and is u
nwillin
g to accept feedback
Dem
onstrates a non-defen
sive attitude when
receivin
g feedback on own profession
al practiceSeeks feedback on
own
professional practice
Responds to the needs of educators and develops
their ability to seek feedback on their own
profession
al practice
Does n
ot adapt leadership practice based on
feedback
Makes m
inor adjustm
ents to practice based on
feedbackSelf-reflects an
d adjusts ow
n practice based on
feedback
Develops educators’ ability to self-reflect and
adjust their practice based on that feedback
Resists en
gaging in
professional learn
ing
opportun
ities aligned w
ith the needs of the
school
Engages in som
e professional learn
ing opportu-
nities aligned w
ith the needs of the schoolE
ngages often
in profession
al learnin
g opportu
nities align
ed with the n
eeds of the school
Engages in m
ultiple profession
al learnin
g opportu
nities aligned w
ith the needs of the school
C. DEM
ON
STRATES A PERSISTEN
T FOCU
S ON
PROA
CTIVE PRO
BLEM SO
LVIN
G A
ND
AD
VO
CACY
E
asily loses focus w
hen problem
-solving an
d reacts w
ith visible frustration
when
faced with
ch
allenges
Attem
pts to react when
faced with im
mediate
challen
ges, but struggles to follow
-throu
gh on
problem-solvin
g strategies
Leads staff in problem
-solving processes to
address challenges
Develops educators’ ability to proactively
problem-solve to address challen
ges
Rarely resolves issues w
ithin
a reasonable
timefram
eR
esolves issues as they ariseQ
uickly resolves issues as they arise
Qu
ickly and decisively resolves issues
Does n
ot advocate on for the diverse n
eeds of all students
Attem
pts to advocate for students but does not
focus on
all students’ needs
Advocates on behalf of the diverse needs of all
studentsD
evelops educators’ ability to advocate on
behalf of the diverse n
eeds of all students in all
decision-m
aking related to social an
d academic
goals
D. EN
GA
GES FA
MILIES A
ND
THE CO
MM
UN
ITY IN STU
DEN
T LEARN
ING
Rarely w
elcomes fam
ilies and com
mu
nity
mem
bers into the schoolSets expectation
s for educators on the process
for welcom
ing fam
ilies and com
mu
nity
mem
bers into the school
Welcom
es all families an
d comm
un
ity m
embers into the school
Creates a school-w
ide cultu
re in which all fam
-ilies and com
mu
nity m
embers are w
elcomed
into the school
Rarely en
gages families an
d comm
un
ity m
embers in
ways to support student learn
ing
Com
mu
nicates key in
formation
about student learn
ing to fam
ilies and the com
mu
nity
and identifies som
e ways they can
support ch
ildren’s learnin
g
Shares explicit in
formation
about student learn
ing expectation
s with fam
ilies and the
comm
un
ity and identifies specific w
ays they can
participate in their ch
ildren’s learnin
g.
Develops educators’ ability to im
plement m
ulti-
ple structures to m
eaningfu
lly engage families
and the comm
un
ity in achieving student achievem
ent-oriented school improvem
ent goals and priorities
Shares in
accurate an
d/or in
complete in
forma-
tion about progress tow
ards meetin
g school im
provement goals
Shares lim
ited and
/or incom
plete inform
ation
about progress towards m
eeting school
improvem
ent goals with stakeholders
Con
ducts and supports com
mu
nication
w
ith stakeholders to share progress tow
ards m
eeting student ach
ievement-oriented goals
Implem
ents effective com
mu
nication strategies
with stakeholders to share progress tow
ards m
eeting student achievement-oriented goals
35
12
SAM
PLE
OBS
ERVA
BLE
AN
D D
OCU
MEN
TED
IND
ICAT
ORS
OF
QU
ALI
TY P
ROFE
SSIO
NA
L PR
ACT
ICE
FOR
PRO
FESS
ION
AL
RESP
ON
SIBI
LITI
ES¢
= O
BSER
VABL
E
o =
DO
CUM
ENTE
D
BUIL
DS
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36
DPAS-II FOR ADMINISTRATORSSTUDENT PERFORMANCE GOAL-SETTING FORM FOR PRINCIPALS
FOR 2014-2015 (REQUIRED)
Administrator Evaluator
School Date of Conference
Instructions to principals: This form is intended to help you establish goals related to student performance mea-sures. Please complete the top section of the form and submit it to your supervisor prior to your Goal-Setting Conference. The goals set here form the basis of your rating on Component V.
STUDENT PERFORMANCE GOALS (For 2014-2015)
Goal 1: English Language Arts and/or Mathematics (Part B, Section 1)
Measure
Baseline Data
Target for Measure Satisfactory:
Exceeds:
Goal 2: Other Locally-Determined Measure (Part B, Section 2)
Measure
Baseline Data
Target for Measure Satisfactory:
Exceeds:
Note: While Part A for Administrators (results from “Smarter”) are not an official part of Component V in 2014-2015, the Department of Education will calculate and provide reports to principals for informational purposes (and following the completion of their appraisal cycle).
APPROVALInstructions to principals: After the goal-setting conference with your supervisor, revise the form as needed, sign it, and submit to your supervisor for his/her signature. The principal’s signature indicates acknowledgment of the goals; the principal supervisor’s signature indicates approval of the goals.
Principal Signature:
Evaluator Signature:
Date of Conference:
37
DPAS-II FOR ADMINISTRATORSLEADERSHIP PRIORITY AREAS FORM FOR PRINCIPALS (STRONGLY RECOMMENDED)
Principal Evaluator
School Date of Conference
Instructions to principals: This form is intended to help you identify the leadership strategies you intend to pursue to achieve your student performance goals in the coming school year. Using the Rubric, identify one or two priority leadership areas that you will focus on this year in order to meet your student performance goals and improve your practice as a principal. For each area, describe three things: which criterion or criteria from the Rubric you are focus-ing on, what specific leadership actions you intend to take, and what will be your indicators of success during the year. The priorities you establish here become a focal point for your supervisor’s observation of your practice. Please complete the top section of the form and submit it to your supervisor prior to your Goal-Setting Conference.
PRIORITY LEADERSHIP AREAS
PRIORITY LEADERSHIP AREA #1
Criterion (or Criteria)
Leadership Actions
Indicators of Success
PRIORITY LEADERSHIP AREA #1
Criterion (or Criteria)
Leadership Actions
Indicators of Success
APPROVAL
Instructions to principals: After the goal-setting conference with your supervisor, revise the form as needed, sign it, and submit to your supervisor for his/her signature. The principal’s signature indicates acknowledgment of the priority leadership areas; the principal supervisor’s signature indicates approval of the priority leadership areas.
Principal Signature:
Evaluator Signature:
Date of Conference:
38
DPA
S-II FOR A
DM
INISTR
ATO
RS
OBSERV
ATIO
N FO
RM
(OPTIO
NA
L)
Prin
cipal School
Evaluator
Date of O
bservation
Type of Observation
Focus C
riteria
Instruction
s to supervisors: Th
is form is in
tended to help you
capture n
otes and eviden
ce durin
g direct and in
direct observations. N
ote the type of observation
(e.g., “assistant prin
cipal-teacher feedback session” or “grade level plann
ing m
eeting” an
d the criteria (from the list below
) that you
expect to focus on
in the
observation. Script n
otes durin
g the observation an
d list the criteria from the R
ubric to wh
ich pieces of eviden
ce apply. Sum
marize key con
clusion
s from the
evidence th
at you m
ight use in
feedback conversations w
ith the assistan
t principal.
Notes
Criteria (from
list below – e.g. “3A
”)
Con
clusion
s
Com
ponen
ts and C
riteria from the D
PAS II for A
dmin
istrators Rubric
1. Vision
and G
oalsA
. Develops a vision
for high
stu
dent ach
ievemen
t
B. E
stablishes school goals and an
align
ed school plan u
sing data
C. E
stablishes and rein
forces school valu
es and beh
aviors th
at align to the vision
D. D
evelops cultu
ral competen
ce an
d a comm
itmen
t to equity
2. Teachin
g and Learn
ing
A. Im
plemen
ts rigorous cu
rricu-
lum
and assessm
ents align
ed to the D
elaware State Stan
dards
B. Im
plemen
ts high
-quality
instruction
al practices
C. In
creases teacher effective-
ness th
rough
support and
evaluation
D. M
onitors stu
dent data to drive
instruction
al practices
3. People, Systems, an
d Operation
sA
. Man
ages resources in
align-
men
t with
the school plan
B. O
rganizes school tim
e to sup-
port all studen
t learnin
g and
staff developm
ent priorities
C. E
nsu
res school operations align
w
ith m
andated policies
D. H
ires and retain
s high
-per-form
ing staff
E. D
evelops a high
-performin
g school leadersh
ip team
4. Profession
al Respon
sibilitiesA
. Bu
ilds professional relation
-sh
ips and con
structively m
anages ch
ange
B. E
ngages in
self-reflection
and on
-going profession
al developm
ent
C. D
emon
strates a relentless focu
s an
d proactive problem solvin
g an
d advocacy for studen
ts
D. E
ngages fam
ilies and the com
-m
un
ity in stu
dent learn
ing
39
DPAS-II FOR ADMINISTRATORSMID-YEAR CONFERENCE FORM FOR ASSESSING PRINCIPAL PROGRESS TO GOALS (REQUIRED)
Principal Evaluator
School Date of Conference
Instructions to principal supervisors: This form is intended to help you share feedback with principals on their progress toward student performance goals midway through the year. Please complete the form and share it with the principal prior to the Mid-Year Conference
PROGRESS TOWARD STUDENT PERFORMANCE GOALSInstructions to principal supervisors: Restate the goal. Indicate whether or not the principal’s school is on-track to meet the student performance goals. Provide any necessary comments to explain this determination.
Goal 1: English Language Arts and/or Mathematics (Part B, Section 1)
Goal
Progress Made ¨ The principal is on-track to meet the student performance goal.¨ The principal is not on-track to meet the student performance goal.
Comments
Goal 2: Other Locally-Determined Measure (Part B, Section 2)
Goal
Progress Made ¨ The principal is on-track to meet the student performance goal.¨ The principal is not on-track to meet the student performance goal.
Comments
Other Evaluator Feedback
ACKNOWLEDGMENTSign below to indicate that the goal-setting conference has been completed.
Principal Signature: Evaluator Signature:
Date of Conference:
40
DPAS-II FOR ADMINISTRATORSMID-YEAR CONFERENCE FORM FOR ASSESSING PRINCIPAL PROGRESS ON LEADERSHIP PRIORITY
AREAS (STRONGLY RECOMMENDED)
Principal Evaluator
School Date of Conference
Instructions to principal supervisors: This form is intended to help you share feedback with principals about their practice midway through the year. Please complete the form and share it with the principal prior to the Mid-Year Conference.
PRIORITY LEADERSHIP AREASInstructions to principal supervisors: Restate the Priority Leadership Area. Summarize performance to-date.
PRIORITY LEADERSHIP AREA #1
Criterion (or Criteria)
Areas of Strength
Areas of Concern
Comments
PRIORITY LEADERSHIP AREA #2
Criterion (or Criteria)
Areas of Strength
Areas of Concern
Comments
Other Evaluator Feedback
ACKNOWLEDGMENT Sign below to indicate that the goal-setting conference has been completed.
Principal Signature: Evaluator Signature:
Date of Conference:
41
DPAS-II FOR ADMINISTRATORSSUMMATIVE EVALUATION FORM FOR PRINCIPALS
Principal Evaluator
School Date of Conference
COMPONENT 1: VISION AND GOALS
CRITERIA IneffectiveNeeds
Improvement EffectiveHighly
Effective
Develops a vision for high student achievement ¨ ¨ ¨ ¨
Establish school goals and an aligned school plan using data ¨ ¨ ¨ ¨
Establishes and reinforces school values and behaviors that align to the vision
¨ ¨ ¨ ¨
Develops cultural competence and a commitment to equity ¨ ¨ ¨ ¨
Overall Rating for VISION AND GOALS ¨ ¨ ¨ ¨
Comments:
Recommended Actions:
Expected Actions:
COMPONENT 2: TEACHING AND LEARNING
CRITERIA IneffectiveNeeds
Improvement EffectiveHighly
Effective
Implements rigorous curriculum and assessments aligned to Delaware State Standards
¨ ¨ ¨ ¨
Implements high quality instructional practices ¨ ¨ ¨ ¨
Increases teacher effectiveness through support and evaluation ¨ ¨ ¨ ¨
Monitors student data to drive instructional practices ¨ ¨ ¨ ¨
Overall Rating for TEACHING AND LEARNING ¨ ¨ ¨ ¨
Comments:
Recommended Actions:
Expected Actions:
42
COMPONENT 3: PEOPLE, SYSTEMS, AND OPERATIONS
CRITERIA IneffectiveNeeds
Improvement EffectiveHighly
Effective
Manages resources in alignment with the school plan ¨ ¨ ¨ ¨
Organizes school time to support all student learning and staff development priorities
¨ ¨ ¨ ¨
Ensures school operations align with mandated policies ¨ ¨ ¨ ¨
Hires and retains effective staff ¨ ¨ ¨ ¨
Develops a highly effective leadership team ¨ ¨ ¨ ¨
Overall Rating for PEOPLE, SYSTEMS AND OPERATIONS ¨ ¨ ¨ ¨
Comments:
Recommended Actions:
Expected Actions:
COMPONENT 4: PROFESSIONAL RESPONSIBILITIES
CRITERIA IneffectiveNeeds
Improvement EffectiveHighly
Effective
Builds professional relationships and constructively man-ages change
¨ ¨ ¨ ¨
Engages in self-reflection and ongoing professional development
¨ ¨ ¨ ¨
Demonstrates a persistent focus on proactive problem solving and advocacy for students
¨ ¨ ¨ ¨
Engages families and the community in student learning ¨ ¨ ¨ ¨
Overall Rating for PROFESSIONAL RESPONSIBILITIES ¨ ¨ ¨ ¨
Comments:
Recommended Actions:
Expected Actions:
43
COMPONENT 5: STUDENT IMPROVEMENT
Goal 1: English Language Arts and/or Mathematics (Part B, Section 1)
Measure
Target for Measure
Score (0-50)
Goal 2: Other Locally-Determined Measure (Part B, Section 2)
Measure
Target for Measure
Score (0-50)
COMPONENT 5 PERFORMANCE: ¨ Unsatisfactory (0-59) ¨ Satisfactory (60-79) ¨ Exceeds (80-100)
PERFORMANCE SUMMARY
Ineffective Needs Improvement Effective Highly Effective
Summary performance Rating
¨ ¨ ¨ ¨
Criteria Met to Justify Rating
Components 1-4: 0, 1 or 2 E/HE &
Component 5: Unsatisfactory
***OR***
Components 1-4: 0 E/HE &
Component 5: Satisfactory or Exceeds
***OR***
Components 1-4: 3 or more I &
Component 5: Any rating
Components 1-4: 1 or 2 E/HE + fewer than 3 I
& Component 5: Satisfactory or
Exceeds
***OR***
Components 1-4: 3 or 4 E/HE
& Component 5: Unsatisfactory
Components 1-4:
All E/HE + no I&
Component 5: Satisfactory or
Exceeds
Components 1-4:
All E or HE&
Component 5: Exceeds
An Improvement Plan shall be developed for an administrator who receives an overall rating of “Needs Improvement” or “Ineffective” on the Summative Evaluation.
Summary of Commendations/Expectations/Recommended Area(s) of Growth:
Additional Evaluator Feedback:
SIGNATURESThe principal and evaluator shall sign the Summative Evaluation Form to indicate that it has been reviewed and discussed, not that the principal necessarily agrees with comments on this form.
Administrator’s Signature: Date:
Evaluator’s Signature: Date:
If the principal disagrees with any feedback on this form, the administrator may provide information in writing to the evaluator within fifteen (15) working days of the receipt of this form. The principal may request a second confer-ence with the evaluator to discuss concerns. Any additional information will become part of the appraisal record.
44
DELAWARE PERFORMANCE APPRAISAL SYSTEM IIIMPROVEMENT PLAN FOR PRINCIPALS
Principal Evaluator
School Date of Conference
The principal and evaluator will share preliminary recommendations at an Improvement Plan Conference. If consensus between the principal and evaluator is not reached, the evaluator shall develop the principal’s Improvement Plan.
Areas of growthIdentify specific concerns and recommended areas of growth related to one or more of the DPAS-II components.
Measurable GoalsList specific measurable goals for improving the deficiencies and recommended growth areas to satisfactory levels.
Resources and StrategiesIdentify resources and strategies necessary to implement the Improvement Plan.
EvidenceList evidence that must be submitted to evaluate growth and improvement of the identified deficiencies or recom-mended areas of growth.
Timeline for Goal CompletionIdentify a timeline for completion of the Improvement Plan, along with times for intermediate checkpoints.
Plan CompletionDescribe how satisfactory or unsatisfactory completion of the plan will be determined. Indicate potential conse-quences of unsatisfactory completion of the plan.
Plan Agreement:My signature below means that I have received the Improvement Plan, understand what is expected of me, and will work on the plan as described.
Administrator’s Signature: Date:
My signature below means that I have carefully reviewed the Improvement Plan with the administrator and have clearly communicated what is expected of the administrator to complete this plan.
Evaluator’s Signature: Date:
45
Amendments to the Plan:Specify any changes to the Improvement Plan if it is amended during implementation.
Administrator’s Signature: Date:
Evaluator’s Signature: Date:
Improvement Plan Completion:The administrator’s completion of the Improvement Plan is:
¨ Satisfactory ¨ Unsatisfactory
Administrator’s Signature: Date:
Evaluator’s Signature: Date:
46
DELAWARE PERFORMANCE APPRAISAL SYSTEM II CHALLENGE FORM FOR PRINCIPALS
Principal Evaluator
School Date of Conference
The principal shall write a specific description of the rating in dispute, and shall attach any documentation to be considered as part of the challenge.
47
1. Design of DPAS-II: Delaware’s Administrator Standards and Framework for Administrators
2. Definitions
3. DPAS-II Student Performance Measures Policy Statement
APPENDICES
48
The design of DPAS-II was driven by the Delaware Administrative Standards, which align with the Interstate School Leaders’ Licensure Consortium (ISLLC) Standards, aligning the evaluation of school and district administrators with student learning and school improvement. DPAS-II for administrators is grounded in research and an understanding of leader performance in high-achieving schools.
The DPAS-II system provides a strong focus on teaching and learning. The data and evidence collected as part of the process should be a natural harvest of an administrator’s ongoing work.In 1998, the State Board of Education approved the Delaware Administrator Standards. In 2002, the Professional Standards Board and the State Board, recognizing the close correlation between the two sets of standards, adopted the standards for educational leaders developed by the Interstate School Leaders Licensure Consortium (ISLLC) as the Delaware Administrator Standards. The ISLLC standards were revised in 2008 and in 2009; the Professional Standards Board adopted the revised ISLLC standards.
A Composite of Educational LeadershipThe ISLLC standards represent levels of performance to which all school administrators aspire. Individual school administrators are not expected to attain high performance levels on all standards at the same time in their careers. More likely, they will focus time and energy on certain standards and performances directly related to their current administrative role. Therefore, performance on standards may vary over an administrator’s career depending on the school or district’s needs and the administrator’s role within the school or district.
Standard 1An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.
Functions:A. Collaboratively develop and implement a shared vision and mission
B. Collect and use data to identify goals, assess organizational effectiveness, and promote organiza-tional learning
C. Create and implement plans to achieve goals
D. Promote continuous and sustainable improvement
E. Monitor and evaluate progress and revise plans
Standard 2An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Functions:A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations
B. Create a comprehensive, rigorous, and coherent curricular program
C. Create a personalized and motivating learning environment for students
D. Supervise instruction
E. Develop assessment and accountability systems to monitor student progress
F. Develop the instructional and leadership capacity of staff
G. Maximize time spent on quality instruction
H. Promote the use of the most effective and appropriate technologies to support teaching and learning
I. Monitor and evaluate the impact of the instructional program
DESIGN OF DPAS-II: DELAWARE’S
ADMINISTRATOR STANDARDS AND
FRAMEWORK FOR ADMINISTRATORS
THE SIX ISLLC STANDARDS
49
Standard 3An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
Functions:A. Monitor and evaluate the management and operational systems
B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources
C. Promote and protect the welfare and safety of students and staff
D. Develop the capacity for distributed leadership
E. Ensure teacher and organizational time is focused to support quality instruction and student learning
Standard 4An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
Functions:A. Collect and analyze data and information pertinent to the educational environment
B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources
C. Build and sustain positive relationships with families and caregivers
D. Build and sustain productive relationships with community partners
Standard 5An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
Functions:A. Ensure a system of accountability for every student’s academic and social success
B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior
C. Safeguard the values of democracy, equity, and diversity
D. Consider and evaluate the potential moral and legal consequences of decision-making
E. Promote social justice and ensure that individual student needs inform all aspects of schooling
Standard 6An education leader promotes the success of every student by understanding, responding to, and influ-encing the political, social, economic, legal, and cultural context.
Functions:A. Advocate for children, families, and caregivers
B. Act to influence local, district, state, and national decisions affecting student learning
C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies
50
Regulation 108A has an extensive list of definitions of terms relevant to principal evaluation and the eval-uation of other administrators. Excerpted here are definitions of terms that are applicable to principals specifically and are identified in this guide.
“Credentialed Evaluator” shall mean the individual, usually the supervisor of the administrator, who has successfully completed the evaluation training in accordance with Regulation 108A, Section 10.0. A superin-tendent shall be evaluated by a member(s) of the Board who shall also have successfully completed the evalu-ation training. The Credentialed Evaluator may also be referred to as “Evaluator” or “Principal Supervisor.”
“DPAS II Revised Guides for Administrators” shall mean the manuals that contain the prescribed forms, detailed procedures, evaluation criteria and other relevant documents that are used to implement the appraisal process. This guide, relating to the evaluation of principals, is one of the guides that the Department of Education is developing.
“Goal-Setting Conference” shall mean a meeting that occurs between the principal and the Credentialed Evaluator, typically in the summer or fall at the beginning of the annual appraisal cycle. The meeting shall include but not be limited to establishing goals for the year and discussing areas of support, as described in this guide.
“Improvement Plan” shall be the plan that an administrator and evaluator mutually develop in accor-dance with Section 8.0 of Regulation 108A.
“Mid-Year Conference” shall mean a meeting that occurs between the administrator and the Credentialed Evaluator, typically midway through the school year as part of the annual appraisal cycle. The meeting shall include but not be limited to discussion of progress toward goals and areas of support, as described in this guide.
“Satisfactory Evaluation” shall be equivalent to the overall “Highly Effective” or “Effective” rating on the Summative Evaluation.
“Sign” shall mean an individual hand writing or typing their signature, initials, or declaring their con-sent on any documentation in paper copy or electronic form.
“Student Achievement” shall mean
(a) For tested grades and subjects: (1) Students scores on the state assessment system; and, as appropri-ate, (2) Other measures of student learning, such as those described in paragraph (b) of this definition, provided they are rigorous and comparable across classrooms.
(b) For non-tested grades and subjects: alternative measures of student learning and performance such as student scores on pre-tests and end-of-course tests; student performance on English language proficiency assessments; and other measures of student achievement that are rigorous and compara-ble across classrooms. Such alternative measures shall be approved by the Department and developed in partnership with the Delaware Association of School Administrators (DASA) and the Delaware School Boards Association (DSBA).
(c) For the 2014-15 school year only, student scores on the Smarter Balanced assessment shall not be incorporated into any administrators’ performance appraisal.
“Student Growth” shall mean the change in Student Achievement data for an individual student between two points in time. Growth may also include other measures that are rigorous and comparable across classrooms.
“Summative Evaluation” shall be the final evaluation at the conclusion of the annual appraisal cycle.
“Unsatisfactory Evaluation” shall be the equivalent to the overall “Needs Improvement” or “Ineffective” rating on the Summative Evaluation.
DEFINITIONS
51
Delaware Department of Education—Teacher & Leader Effectiveness Unit (TLEU) DPAS-‐II: Component V for Administrators
2014-‐2015
Component V of DPAS-‐II for Administrators shall be comprised of two sections equally weighted (50% for each part). Administrators may choose to select Part B-‐1 as 100% of their Student Improvement Goals/Component if
agreed upon with their evaluator during the Goal-‐Setting Conference.
Part A: ELA/Math Student Growth: Part A will be based on student scores from the State Assessment in ELA and Math. In 2014-‐2015 only, Part A will not be officially incorporated into administrator evaluation. However, information regarding student achievement results (“Smarter”) and unofficial ratings will be provided to educators, administrators, schools, and districts for informational purposes in Fall 2015 (after official summative ratings have been determined and documented in Spring 2014).
Part B: Student Performance Measures: Part B will have two sections. The first measure of student growth will be worth 50 percent of the component rating and be based upon student performance on any approved Measure B assessment in ELA and/or math. The second measure will be an additional student performance measure agreed upon by the administrator and his or her evaluator (this may include the use of approved Measure B assessments). There shall be no more than two total measures used for the purposes of Component V in 2014-‐2015. Each Part B measure will be worth 50 percent (points) unless the administrator and his or her evaluator choose the required measure in Part B-‐1 to comprise 100% of the goal/rating. Part B, Section One (B-‐1): The first section of C-‐V in 2014-‐2015 will be based upon the local selection of state-‐approved Measure B assessments (“External” or “Internal”) in ELA and/or Mathematics for students in the applicable grade levels taught by Group 1 Educators supervised and/or led by that administrator. The guidelines for the first section of Part B measures (B-‐1) are outlined below:
I. Measure selection and goal/target identification must be approved by each administrator’s evaluator during the Goal-‐Setting Conference.
II. For each administrator, students from a school, subset of schools, subset of classrooms or the district’s schools in their entirety shall constitute a “roster” for each “administrator-‐of-‐record.” For example, Assistant Principals or District Administrators would be assigned (and thereby create a “roster” for) particular subsets of students (e.g. “the entire 9th grade” or “all Special Education students” or “all Elementary Schools”) so that each administrator acknowledges for which students he/she is responsible. For Principals, it is recommended to choose a cohort of “all students within the building.” The total number of students on an administrator’s roster for this section shall not be less than 25.
III. It is recommended that the student growth measures and targets selected by administrators in the
first section of Part B be concurrently applied with the relevant and applicable educators (generally “Group 1”) within a school, subset of schools, subset of classrooms, or of the district’s schools in their entirety. Administrators should consider how student achievement goals in ELA/Mathematics will align with rigorous state standards and assessments to be administered in 2014-‐2015.
IV. Scoring on the first section of Part B (B-‐1) for administrators shall be determined by local goal-‐setting that shall cover the degree of student achievement on state-‐approved assessments in ELA, Mathematics, or both. Measures must be state-‐approved, and LEAs/administrators must adhere to all state-‐required data entry procedures for the 2014-‐2015 school year. Calculations for ELA/Mathematics are determined at the local level. Scoring guidance is provided below.
V. All administrators earn a score of 0-‐50 in Part B-‐1.
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Delaware Department of Education—Teacher & Leader Effectiveness Unit (TLEU) DPAS-‐II: Component V for Administrators
2014-‐2015
Part B, Section Two: Additional student performance measure (B-‐2): The second section of Part B (B-‐2) shall be based upon state-‐approved measures, other state-‐recommended measures, current success plan measures pertaining to student performance, or other district priority student achievement measures. The guidelines for the second section of Part B are outlined below:
VI. The LEA has flexibility in determining which student performance measure shall be used as Part B-‐2. Final approval for these measures rests with the evaluator, though this should be done in collaboration with the administrator being evaluated. Measures and targets for Part B-‐2 are set during the Goal-‐Setting Conference between the evaluator and the administrator.
VII. Measures can be chosen from a list of state-‐approved measures or state-‐recommended measures relevant to the administrator’s responsibilities but shall be determined/administered/calculated at the local level. Guidelines for development of a “roster” for each administrator from the previous section (B-‐1) also apply to the implementation of B-‐2.
VIII. Calculations for determining the scoring of student performance measures are determined at the local level. Evaluators should communicate at the Goal-‐Setting Conference their methodology for determining levels of student achievement. Administrators may consider the guidance below when setting goals and determining how they will be considered:
1. Exceeds target = 40-‐50 2. Meets target = 30-‐-‐39 3. Somewhat On-‐Track to target = 20-‐29 4. Off-‐Track but progressing towards target = 10-‐19 5. Limited evidence of student progress towards the target = 0-‐9
Total Component V score = Result of local tabulation for Part B (Section B-‐1) (ELA and/or Mathematics) + local tabulation of additional student performance measures Part B (Section B-‐2):
(Part B-‐1 score + Part B-‐2 score) = Component V score Overall Component V ratings shall be determined as follows:
a. Component 5 Score of 80—100 = Exceeds b. Component 5 Score of 60 – 79 = Satisfactory c. Component 5 Score of 59 or below = Unsatisfactory
Request for Administrator Exemption: The LEA Chief or Charter Director shall have the ability to submit a letter to the TLEU (by September 17th of each academic year) which outlines the specific administrators for whom the first section of Part B (B-‐1) as written should not apply and what alternative measure (for this section) he/she therefore recommends. This process should be completed for administrators who oversee work that is instructional in-‐nature but not most appropriately measured by state-‐approved ELA/Mathematics assessments. All measures/targets set within Component V shall be in the spirit of departmental regulation 108A. DDOE will review such requests annually and respond within one month of receiving each LEA’s exemption request.