The Delaware Performance Appraisal System II for Teachers
August 2013
Training Module I
Introduction to DPAS II
Training for Teachers
Training Overview
Four separate modules:Module 1: Introduction to DPAS IIModule 2: DPAS II and the Delaware FrameworkModule 3: The DPAS II ProcessModule 4: Component Five – Student
Improvement
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Materials for this module
Power Point Presentation DPAS II Guide for Teachers http://www.doe.k12.de.us/csa/dpasii/default.shtml.
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DPAS II Overview
Statewide evaluation system Required for all public school educators
(state law) Three versions:
DPAS II for TeachersDPAS II for SpecialistsDPAS II for Administrators
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Objectives of DPAS II
Three objectives of DPAS II are to assure and support:Professional growth: enhancing the skills and
knowledge of educators.Continuous improvement of instructional
practice and student outcomes: educators commitment to continuously improving practice so that student performance is continuously enhanced.
Quality educators in every school building and classroom: the collection of credible evidence about educator performance.
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Who is evaluated through DPAS II for Teachers?
Any educator whoHolds a Delaware teaching licenseHolds a Delaware certificate in a particular content
area, AND Is employed as either a part-time or full-time
teacher in a Delaware public school.
Also, any specialist who teaches in a classroom setting part of the instructional day may be evaluated using the teacher process.
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Who evaluates teachers?
Supervisors of teachers who:Have successfully completed the DPAS II training
and have been certified by the Department of Education
May be a direct supervisor May be another supervisor within the district (e.g.,
a district office administrator, an administrator from another building, a designated teacher leader)
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Design of DPAS II for Teachers
DPAS II for Teachers is aligned toDelaware Professional Teaching Standards
• Establish common set of knowledge, skills, and attributes expected of Delaware Teachers
• Outlined in Delaware regulation– AND
Charlotte Danielson’s Framework for Teaching• Defines professional practice and outlines criteria and
elements of practice
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Structure of DPAS II
The DPAS II framework has three tiersComponents – broad areas of teacher practice
and responsibilityCriteria – essential knowledge and skills related
to each componentElements – observable areas of knowledge and
skills related to each criterion
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DPAS II: Components
Teachers Specialists Administrators
Component I Planning & Preparation
Planning & Preparation
Vision & Goals
Component 2 Classroom Environment
Professional Practice & Delivery of Services
Culture of Learning
Component 3 Instruction Professional Collaboration & Consultation
Management
Component 4 Professional Responsibilities
Professional Responsibilities
Professional Responsibilities
Component 5 Student Improvement
Student Improvement
Student Improvement
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Use of DPAS II Rubrics
Evaluators are expected to use rubrics: To rate Appraisal Criteria observed To focus pre-observation, post-observation, and
summative conference discussions with teachers To develop a common understanding of the
teacher’s strengths and areas for improvement As a guide to organize relevant evidence of teacher
performance
Teachers are expected to use rubrics: For reflection and self-assessment To develop a common understanding of his or her
own strengths and areas for improvement
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DOE monitoring/auditing of DPAS II documentation quality
Annual audit of DPAS II formative and summative evaluation documentsUse of review criteria to ensure written evaluation
documents provide:• Objective, specific, and relevant evidence of teacher
performance and areas of commendation• Supportive, specific, and actionable guidance, including
timelines, for any recommendations and/or expectations to improve performance
Conducted by DOE staffAll information is confidential
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What’s new in 2013-2014?
Changes to DPAS II, beginning in the 2013-2014 school year:Provide more flexibility in the announced vs.
unannounced observation(s)Additional credentialing of educators/instructional
leaders not serving as “Evaluators.”Opportunity for LEAs to utilize one less criterion in
each ComponentProvide flexibility in when/how Improvement Plans
are utilizedRequire ratings at the criteria-level for
observations and Summative Evaluations
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