DPAS II for Teachers: Introduction

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DPAS II for Teachers: Introduction Powered By Docstoc
					    Delaware Performance Appraisal System II
         for Teachers and Specialists :
                   Revised July 2011

                Training Module 3
                  The DPAS II Process
          Training for Teachers and Specialists



1
    Training Overview
     Four separate modules:
       Module 1: Introduction to DPAS II
       Module 2: DPAS II and the Delaware Framework
       Module 3: The DPAS II Process
         Conferences (pre- and post-observation)
         Observations
         Written documents (Forms)
         Improvement Plans
         Challenges
       Module 4: Component Five – Student Improvement



2
    Materials for this module
     PowerPoint Presentation
     DPAS II Guide for Teachers
     DPAS II Brochure for easy component reference




3
    Review
    Five Components of DPAS II
                     Teachers            Specialists        Administrators
                     Planning &          Planning &
     Component 1                                             Vision & Goals
                     Preparation         Preparation
                                         Professional
                     Classroom                                 Culture of
     Component 2                      Practice & Delivery
                    Environment                                Learning
                                          of Services
                                        Professional
     Component 3     Instruction       Collaboration &       Management
                                        Consultation
                    Professional        Professional         Professional
     Component 4
                   Responsibilities    Responsibilities     Responsibilities
                      Student             Student              Student
     Component 5
                    Improvement         Improvement          Improvement

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


5
    DPAS II Process, (continued)
     7. Summative Evaluation Conference
         Component 1, 2, 3, 4, and 5
     8. Summative Evaluation Documentation
         Component 1, 2, 3, 4, and 5


       Improvement Plans

       The Challenge Process




6
    What is new in the DPAS II Process in 2011?
     Changes to the DPAS II process, beginning in the 2011-2012
      school year
       Component 4 assessed throughout the evaluation process
       Use of rubrics during the evaluation process
       Addition of “expectations” and definition of recommendation
        versus expectation
       District administrator must meet with the teacher during the
        challenge process




7
    Student Growth Measures
     Replaces Goal Setting in previous version of DPAS II
     Will be discussed in detail in Training Module 4




8
    Professional Responsibilities
     Form completed in Fall
     Discussions held during pre and post-observation
      conferences
     Changes to Professional Responsibilities document
     Discussion during summative evaluation conference




9
     Pre-observation
      Form
        Required for Novice Teachers and Specialists
        May be waived for Experienced Teachers and Specialists
          ONLY IF both the teacher or specialist and evaluator agree

      Conference
        Required for all announced observations – may not be waived
        Does not apply to unannounced observations
        Whenever possible, held in teacher’s classroom or specialist’s
         work area



10
     Component 4 Discussions Throughout
     the Process
      Form
      Pre-observation discussions
      Post-observation discussions
      Reflection Sheet
      Summative Conference




11
     Observations
      Announced or Unannounced
      Length of observations
      Frequency of observations
      Limitations on when observations may occur
      Evidence collection




12
     Post-observation Conference
      Requirements
      Teacher Responsibilities
        Lesson Reflection Template - New beginning 2011-2012! –
         OPTIONAL
      Whenever possible, held in teacher’s classroom or specialist’s
       work area
      Timing




13
     Levels of Performance Rating
      Common understanding between teacher or specialist and
       the evaluator
      Teachers are expected to use rubrics:
        For reflection and self-assessment AND
        To develop a common understanding of his or her own strengths and
         areas for improvement
      Evaluators are expected to use rubrics:
        To focus pre-observation, post-observation, and summative
         conference discussions with teachers
        To develop a common understanding of the teacher’s strengths and
         areas for improvement AND
        As a guide to organize relevant evidence of teacher performance


14
     Formative Feedback
      Requirements and Timeline
      Evidence
      Formative rating documentation
      How do rubric levels translate to Satisfactory or
       Unsatisfactory performance?




15
     Summative Evaluation
      Requirements and Timeline
      Evidence
      Summative ratings
      Summative evaluation forms




16
     Overall Feedback
      Commendations
      Recommendations and expectations
        Difference between expectations and recommendations
        How expectations are communicated
        How expectations are documented
        How evaluators assess teacher and specialist performance
         toward expectation outcomes
        Documenting completed expectations
      Additional feedback



17
     Challenge Process
      Used when a teacher disagrees with the evaluator’s
       assessment
      Different from Grievance (can only grieve process
       infractions)
        Must try to resolve difference with evaluator first
        Submit written challenge to evaluator’s supervisor within 15
         work days of receipt of the evaluation document
        Within 15 work days the supervisor of the evaluator must meet
         with the teacher or specialist New beginning 2011-2012!
        Within 15 work days the supervisor of the evaluator must issue
         a written decision

18
     DOE monitoring of DPAS II
      documentation quality
      Annual audit of DPAS II formative and summative evaluation
       documents
        Conducted by DOE staff in collaboration with LEA Expert
         Evaluators
        All information is strictly confidential – no evaluation
         documents leave the site or are specifically referenced
        Use of review criteria to ensure written evaluation documents
         provide
          Objective, specific, and relevant evidence of teacher performance and
           areas for commendation
          Supportive, specific, and actionable guidance, including timelines, for any
           recommendations and/or expectations to improve performance

19
     Module completion
     1. Read Section III of the DPAS II Guide for Teachers
     2. Using DPAS II Guide for Teachers answer the questions
        below– we recommend that you complete this work with an
        experienced peer or in a PLC.
             What are my responsibilities during the evaluation process?
             How often will I be observed this year?
             What level of practice do I need to reach in order to receive a
              commendation?
             What is the difference between recommendations and expectations?
             What are my responsibilities if my practice is not satisfactory in one
              or more component?
                         Continue to Module 4, Component 5
20

				
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