DPAS II by wuzhengqin


									DPAS II

  Updated Training for DPAS II for
Educator Accountability
 Educator Professional Development
  and Accountability Act of 2000
   Established DPAS II for all educators
   Required that the system have no more
    than 5 components, with one component
    addressing student improvement.
   Required that evaluators be properly
    trained and credentialed.
 Regulations apply only to the two
  districts piloting DPAS II
   Appoquinimink
   Caesar Rodney
 During the pilot, any rating received
  on a Summative Evaluation is not
  included in the determination of a
  pattern of ineffective administration.
Who is an Administrator?
 For the purposes of DPAS II, an
  administrator is a professional
  employee of a school board serving in
  a supervisory capacity which involves
  the oversight of an instructional
 Inexperienced – less than three years
  of service as an administrator
 Experienced – three or more years of
  service as an administrator
 Role Experienced – three or more
  years of service as an administrator
  in the role in which employed
DPAS II for Administrators
 Four Components
   Each component weighted equally
   Taken together, the components of the DPAS II
    system provide a strong focus on teaching and
   Components 2 through 4 directly relate to an
    administrator’s daily responsibilities
   Component 1 examines the administrator’s
    performance in light of national standards for
    school leaders
  Component 1 – Leader Standards
  Component 2 – Goals and Priorities
  Component 3 – School or District
   Improvement Plan
  Component 4 – Measures of Student
Component 1 – Leader Standards
 Assesses the administrator’s
  performance against six national
 Establish a context in which
  administrators focus on components
  2, 3, and 4
 Assessed through an electronic
Component 1
 School Leader Survey
   Provides judgment about 4 components
    of professional practice for each of six
    school leader standards
   Survey completed by:
     Administrator completes a self-assessment
     Teachers who are supervised by the
      administrator complete an anonymous
      survey by April 1
     Evaluator completes a survey
Component 1
 School Leader Survey
   All surveys are forwarded electronically
    to the evaluator, who develops a
    composite score of the data from the
    three surveys
   Evaluator develops a summary
    assessment in the spring of the year
Components 2, 3 and 4
 Components 2, 3 and 4 are intentionally
  aligned with the school improvement plan
  and the district strategic plan
 Designed to work together to reinforce and
  support improved student performance and
  to drive continuous improvement
 Data and evidence collected by
  administrator as part of the process should
  be a natural harvest of the administrator’s
  ongoing work.
Component 2 – Goals and Priorities
 Sources of Goals
   Most should be linked directly to an
    administrator’s school or district improvement
   Should be focused on improving practice and
    student performance
   May include a goal based on leader standards
   May focus on unique school or district conditions
   May result from the administrator’s self-
Component 2 – Goals and Priorities
 Substance of goals should:
   Connect to ISLLC Standards for School Leaders
   Be organizationally grounded
   Emphasize the direct contributions of the
   Be anchored in analysis of data
   Be limited in number
   Have a longitudinal focus
   Be challenging
   Be mutually determined
Component 2 – Goals and Priorities
 Process
   Spotlights mutual determination
   Features ongoing dialogue between the
    administrator and the evaluator
   Delineates clearly expected
   Specifies evidence that will be provided
   Establishes criteria for success
Component 3 – School or District
Improvement Plan
 Process mirrors that employed in
  Component 2
 Evaluator and administrator review
  school or district improvement plan
  and identify specific goals and targets
 An agreed upon timeline for
  achievement of targets will be
Component 4 – Student
 Achievement and improvement in 3
  broad areas grounds this part of the
   School Accountability
   DSTP data
   Other measures of student achievement


           Leader       Mid-Year
          Standards    Conference
 Determine administrators to be
  evaluated and their status
 Administrator submits completed goal
  form prior to August 15, based on the
  Summative Evaluation conference
  held during the summer. New
  administrators should complete the
  goal form within one month of
 Administrator and evaluator meet within
  one month of summative conference, and
  no later than September 15 to agree upon
  goals. For superintendents, conference
  with the Board will take place prior to June
 Mid-year conference will be held in
  December or January
 Written summary of mid-year conference
  prepared by the evaluator
 Evaluator and administrator agree on who
  will complete Leader Standards Survey
 Survey completed by April 1
 Evaluator develops a composite of data
  from survey
 Administrator compiles student
  achievement data and progress on goals
  and submits to evaluator at least one week
  in advance of summative conference
 Summative Conference
   Held during the summer (Superintendent and
    Board will hold a summative conference no later
    than June 15)
   All four components reviewed and discussed
   Initiate discussion of goals for the upcoming
   Evaluator completes Summative Evaluation
    Form and forwards to administrator within one
    week of conference
Waiver Process
 DPAS II features an annual process,
  but certain aspects may be waived for
  experienced educators whose
  performance is at least satisfactory.
   One year cycle for inexperienced
   Two year cycle for experienced
    administrators whose performance is
Waiver Year
 During a waiver year, the goal setting
  process and conference continue
 Evaluator and administrator meet at least
  four times over the two-year cycle
   Summer or early fall of year 1 for agreement on
   Mid year each year to discuss progress
   End of year 2 to for summative conference
 The Leader Standards survey is conducted
  in the spring of year two
Component Performance Levels
 Satisfactory Performance
   Clear and convincing evidence that the
    administrator has met established targets;
   Demonstrated flexibility in adapting to unusual
   School leader know what to do and does it;
   Administrator understands the concept
    underlying the component and implements it
Component Performance Levels
 Unsatisfactory Performance
   Little or no evidence of achievement of
    established targets
   Administrator does not yet appear to
    understand the concepts underlying the
    component and was unable to meet the
    established targets
Summative Performance Levels
 Effective
   Four satisfactory ratings among the four
 Needs Improvement
   One unsatisfactory rating among the four
 Ineffective
   Two or more unsatisfactory ratings
    among the four components
Pattern of Ineffective
 Needs
                         Effective     Ineffective   Ineffective

  Improvement            Needs

  rating for a third     Needs         Ineffective   Needs
  consecutive year       Improvement                 Improvement

  results in a pattern   Needs
                                       Ineffective   Ineffective

  of ineffective         Ineffective   Ineffective   Ineffective

  administration         Ineffective   Ineffective   Needs

                         Ineffective   Needs         Ineffective

                         Ineffective   Needs         Needs
                                       Improvement   Improvement
Improvement Plan
 Developed when an administrator
   An overall rating of Needs Improvement
    or Ineffective on the Summative
   A rating of Unsatisfactory on any
    component of the Summative Evaluation
Improvement Plan
 Must include:
   Definition of specific deficiencies
   Measurable goals for improving
    deficiencies to satisfactory level
   Evidence that must be provided or
    behaviors that must be demonstrated
   Procedures for evaluating and
    documenting improvement
   Timeline
   Record of judgment and date completed
Development of Improvement Plan
 Expectation of mutual development
 Both evaluator and administrator
  complete a preliminary Assistance
 Meet to bring two preliminary plans
  together into one final Assistance
 If consensus cannot be reached, the
  evaluator will develop the Plan.
Appeal Process
 An administrator may appeal any rating on
  the Summative Evaluation, either a
  component rating or the overall rating
   Must submit additional information specific to
    the point pf disagreement in writing within 10
   If the differences cannot be resolved, the appeal
    is forwarded to the supervisor of the evaluator.
   If the Superintendent is also the evaluator, the
    appeal is directed to him/her
   The decision of the evaluator is final

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