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					PILOT
DPAS II


      Training for School Board
              Members



                                  1
Our Process - necessary for the
Superintendent and all Administrators
   Training I
       Overview of DPAS II
       Review the main components and timelines
       Review forms


   Training II
       Work through the process




                                                   2
Accountability Legislation – An Overview
DPAS II

   Only effective for those districts
    participating in the pilot
   For any administrator participating in the
    pilot, any rating received on a Summative
    Evaluation during the pilot period shall
    not be included in the determination of a
    pattern of ineffective administration



                                                 3
Who is an Administrator in this
Regulation?
   An administrator is a
    professional
    employee of a board
    in a supervisory
    capacity involving the
    oversight of an
    instructional program.




                                  4
Administrator

   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 that role




                                                   5
Linking DPAS II Evaluations

   Superintendent

       Assistant Superintendent
       District Office
           Directors/Supervisors
       School Administrators
           Principals/Assistant Principals
       Teachers/Specialists



                                              6
Evaluator Credentials

   Evaluators must complete DPAS II training
    developed by DOE.

   Evaluators will receive a certificate of
    completion which is valid for five years and is
    renewable upon professional development
    focused on DPAS II as specified by DOE.



                                                      7
FORMATIVE PROCESS

Consists of
 Goal setting Conference

 Self-Evaluation

 Survey of Staff Supervised by the
  Administrator
 Formative Conference/Reports




                                      8
Appraisal Criteria
    Component I – Assessment on Leader Standards

    Component II – Assessment on Goals and Priorities

    Component III – Assessment on School and District
     Improvement Plan (Strategic Plan)

    Component IV – Assessment on Measures of Student
     Improvement

        DSTP Accountability Ratings
        District adopted norm or criterion referenced assessments
        Assessments selected by districts to measure quality and equity of student
         learning across content areas
        Other measures of student performance that are used by teachers in the school
         are standards based and DSTP- like



                                                                                         9
Summative Evaluation
 Four Components Equally Weighted and Assigned a Rating of Satisfactory or Unsatisfactory

                             Satisfactory                Unsatisfactory
ISLLC Standards

                             Satisfactory                Unsatisfactory
Goals and Priorities

                             Satisfactory                Unsatisfactory
School Improvement Plan

                             Satisfactory                Unsatisfactory
Student Performance

Overall Summative rating     Effective            Needs Improvement Ineffective




                                                                                       10
Summative Evaluation Rating

   Effective – received Satisfactory in all four of
    the components.
   Needs Improvement received one
    Unsatisfactory Component rating out of the 4
    components. (Summative rating may be
    delayed until the DSTP data is available.)
   Ineffective – received two or more
    Unsatisfactory Component rating out of the
    four.
                                                       11
Let’s Break It Down!




                       12
Assessment of Leader Standards
Component I
1.Assessment of Leader Standards

2. Aggregated assessment on the DPAS II
  Surveys from (in summative evaluation)
         Those individuals who the administrator
          supervises,
         The administrator himself/herself,
         The supervisor


                                                    13
Assessment of Goals and Priorities
Component II

Adequate progress on the
  administrator’s
  professional goals

  (These are to be
  collaboratively agreed
  upon in the formative
  meeting.)


                                     14
Assessment of the School Or District
Improvement Plan - Component III

There is growth in the
  goals and objectives in
  the school or district
  improvement plan.

The school plans link to
  the district plans.



                                       15
Assessment on Measures of Student
Improvement - Component IV
A satisfactory rating on this component means the administrator demonstrates
       acceptable performance by:
      DSTP results show performance has improved.
      Based on formula for school accountability rating, there are consistent
       indicators of improvement in school accountability

And by Meeting at least four of the additional 5 criteria below:
1.   Makes progress on targets for school improvement on the DSTP
2.   There is improvement on goals established for the equitable distribution of
     learning outcomes based on gender, race, SES, special education status and
     language proficiency
3.   There is consistent evidence of improvement on district adopted norm and
     criterion referenced assessments.
4.   There is improvement in the per cent of student who are meeting the targets
     for school or district accountability.
5.   There is improvement on student attendance or graduation rate.


                                                                                 16
Improvement Plan

Developed for an administrator who receives
 an overall rating of Needs Improvement or
 Ineffective on the Summative Evaluation or
 an Unsatisfactory on any component on the
 Summative Evaluation regardless of the
 overall rating.
An Improvement Plan shall also be developed if
 performance on the Formative Process is
 Unsatisfactory.

                                             17
Improvement Plan Contents
   Identification of the specific deficiencies and recommended areas
    of growth.
   Measurable goals for improving the deficiencies to satisfactory
    levels.
   Specific resources necessary to implement the plan, including
    opportunities to work with curriculum specialists or other
    administrators with relevant experiences.
   Procedures and evidence that must be collected to determine
    that the goals of the plan were met.
   Timelines for the plan, including intermediate check points to
    determine progress.
   Procedures for determining satisfactory improvement.



                                                                   18
Improvement Plan

   Developed collaboratively by the administrator and
    evaluator.
   If can not be developed collaboratively, the
    evaluator has the authority to determine the plan.
   The administrator is responsible for implementation
    and completion of the IP.
   Upon completion the administrator and evaluator
    shall sign the documentation that determines the
    satisfactory or unsatisfactory completion of the plan.


                                                         19
Challenge Process
   Administrator can challenge any rating on the Summative
    Evaluation or the Formative Process.
   Must submit additional information within ten working days of the
    date of administrator’s receipt of the Summative Evaluation.
   This is part of the appraisal record.
   It is forwarded to supervisor of the evaluator.
   Within ten days of receiving the challenge, the supervisor will
    review all documentation and issue a written decision.
   If denied the decision, the supervisor shall state reasons for
    denial.
   The decision of the supervisor of the evaluator is final.




                                                                    20
Questions and Short Break




                            21
Working together toward a plan that
             works!




                                      22
Evaluators are responsible for Effective
Feedback that is…..
      Descriptive
      Specific
      First Hand
      Not Opinion
      Timely
      Behavioral Patterns
      Factual
      Honest
                                       23
Tips for Receiving Feedback

    Listen openly.
    Take time to digest.
    Acknowledge valid points.
    Accept compliments.
    Paraphrase what you heard.
    Show that you understand even if you don’t
     agree with the speaker’s interpretation.
    Ask for clarification.
    Request feedback.

                                              24
   School Leadership Standards

Interstate School Leaders Licensure Consortium
               (ISLLC) Standards




                                                 25
Uses of the ISLLC Standards

   Preparation for next generation of school
    administrators.

   Mentoring of new administrators.

   Professional development of practicing
    administrators.

   Administrator evaluation.

                                                26
Leader Standards
Component I
Wanted: School
  Administrator
“Must be more powerful
  than a locomotive,
  faster than a speeding
  bullet, able to leap tall
  buildings in a single
  bounce – blue uniform
  with tights and cape
  furnished.”
Apply Any School District

                              27
Understanding of Effective Leadership

    Heavy reliance on research based on linkages
     between educational leadership and productive
     schools, especially in terms of outcomes for children
     and youth.
    Emphasis on strong educators, anchoring their work
     on central issues of learning and teaching as well as
     school improvement
    Focus on school leaders who are moral agents and
     social advocates for the children and the communities
     they serve.
    Making the valuing and caring connections with others
     as individuals and as members of the educational
     community


                                                         28
The Changing Nature of Society

    The emergence of a more diverse society-
    racially, linguistically, and culturally.
   Changing economy, more information based
    with global emphasis.
   The decrease of social capital and the
    increase of poverty.
   The use of trend data.



                                                29
An Evolving Model of Schooling

    Rethinking teaching and learning to successfully
    engage and challenge all students.

   A new emphasis on caring centered and community
    focused conceptions of schooling.

   Stakeholders external to the school are playing
    significantly enhanced roles in education.



                                                        30
Central Themes

   A Vision for Success

   A Focus on Teaching and Learning

   An Involvement of All Stakeholders

   A Demonstration of Ethical Behavior


                                          31
Student Centered Reform
   The bottom line of schooling, after all, is student
    learning. Everything principals do- establishing a
    vision, setting goals, managing staff, rallying the
    community, creating effective learning
    environments, building support systems for
    students, guiding instruction, and so on must be in
    service of student learning. (Institute for Educational Leadership,
    2000, p.4)




   Superintendent oversees that happens in ALL
    schools and is consistent with District Plan and
    Goals

                                                                          32
Standards

                              Dispositions
    What does the administrator believe in, value and is committed to?

                                                             Core
                                                             Values


                                                Skills/Performances
         Knowledge                              What processes does the
  What does the administrator                      administrator
   know and understand?                      facilitate and what activities
                                              does he/she engage in?




                                                                              33
Standard 1
    A school administrator is an educational
     leader who promotes the success of all
     students by facilitating the development,
     articulation, implementation, and
     stewardship of a vision of learning that
     is shared and supported by the school
     community.




                                             34
Standard 2

   A school administrator is an educational
    leader who promotes the success of all
    students by advocating, nurturing, and
    sustaining a school culture and
    instructional program conducive to
    student learning and staff professional
    development.



                                           35
Standard 3

    A school administrator is an
     educational leader who promotes the
     success of all students by ensuring
     management of the organization,
     operation, and resources for a safe,
     efficient, and effective learning
     environment.



                                            36
Standard 4

    A school administrator is an
     educational leader who promotes the
     success of all students by collaborating
     with families and community members,
     responding to diverse community
     interests and needs, and mobilizing the
     community resources.



                                            37
Standard 5

    A school administrator is an
     educational leader who promotes the
     success of all students by acting with
     integrity, fairness, and in an ethical
     manner.




                                              38
Standard 6

    A school administrator is an
     educational leader who promotes the
     success of all students by
     understanding, responding to, and
     influencing the larger political, social,
     economic, legal, and cultural contexts.




                                                 39
Component II – Assessment of Goals
and Priorities

    What has been accomplished in the district
     plan to date?
    What other factors should be addressed
     that are not included in the district plan?
    What are the priorities for this evaluation
     year?
    What is reasonable to accomplish?


                                               40
Component III – Assessment of the
District Strategic Plan
     How are we using the plan?
     How well has the district communicated
      the plan?
     How are we doing?
     Has the board allocated appropriate
      resources and support for the plan?
     Are we addressing our priorities?


                                               41
DATA

The measure of success is not whether you
  have a tough problem to deal with, but
  whether it’s the same problem you had last
  year.

- John Foster Dulles



                                               42
Tools for Understanding Problems and
Improving Results
                   Data helps you:
   Refine the definition of a problem by
    quantifying its frequency or impact.

   Verify which potential causes of a problem
    are actual causes.

   Monitor whether changes you have made to
    fix a problem have had the desired impact.
                                                 43
Tools for Measuring Student Performance


     Standardized Assessments – (norm and
      criterion referenced)
         Year to Year
         Cohort Progress
     Curriculum –embedded assessments
      ( performance assessments, portfolios,
      and student assessment)
         District Assessments
     Other Factors

                                               44
Delaware’s AYP Intermediate Targets

     How is our district meeting AYP?
         Elementary
         Middle
         High
     Which schools are meeting AYP?
     Which schools did not make AYP?
     How are your schools doing on the State
      Progress Determination?
     What role did our superintendent play?
     What are the next steps for improvement?

                                                 45
        DSTP Reading (1998 – 2005)
         Percent of 3rd graders who
       Met or Exceeded the Standard
100%                                           95%
                                            91%
90%                82% 84%
80%
70%
60%
50%
40%
30%
20%
10%
 0%
          DE 3rd                  NN 3rd
           1998     1999     2000    2001
           2002     2003     2004    2005
                                                     46
        No Name Elementary School
      % of 3rd grade students who met
        or exceeded the standards
                   100
100           95                     94
 90                             84
                                                         79
 80                                                           1998
 70                                                           1999
                                                    60
 60                                                           2000
 50                                                           2001
 40                                                           2002
 30                                                           2003
 20                                                           2004
                                                              2005
 10
  0
        Reading          Math             Writing             47
Questions to Ask?

   What does the data tell us?
   What problems or challenges do they reveal?
   What can we do about what the data reveal?
   What strategies should we brainstorm?
   What research should we consult?
   What are data telling us about how effective
    our current efforts are in helping us achieve
    our goals?

                                                48
Goals and Priorities

The key: Linking Learning and Improvement
Using your District Strategic Plan & Goals
1. Make learning something that an entire
   district does.
2. Apply that learning to achieve continuous
   improvement.
3. What is accomplishable this year?




                                               49
SMART Goals
    Strategic and Specific

    Measurable

    Attainable

    Results-oriented

    Time bound

                              50
Strategic Goals

   Linked to strategic priorities that are part of a
    larger vision of school success for the entire
    district.
   These goals will have both broad based and
    long term impact because focused on the
    specific needs of the students for whom the
    goal is intended.



                                                        51
Measurable

   Being able to know whether actions made the
    kind of difference we wanted
   Being able to measure a change in results
    because of these actions.
   Should occur in a number of different ways
    using a variety of tools and strategies.
   Yielding consistent patterns gives greater
    confidence that actions have made a
    difference.
                                              52
Attainable

   A goal must be within the realm of our
    influence or control and doable given current
    resources.
   Must know your starting point (baseline).
   Must know how much time you have to
    accomplish the goal.
   Must know what kinds of resources you have
    to make the necessary changes.

                                                53
Results-Based

   Define what is expected.
   Communicate a desired end point.
   Answer the question, “So What?”
   Not process but results.
   Should come in the form of student
    achievement in a particular area, a
    percentage of students who improve in a
    certain area, or as a demonstration of
    learning that can be defined and measured.

                                                 54
Time-Bound

   Helps to determine attainability.
   Helps to keep the goal a priority.
   Gives the goal urgency.
   Requires periodic check on how well or how
    swiftly progressing toward the goal.
   Keeps goal dynamic part of improvement
    process.


                                                 55
Example

Within the next two years, increase by 50% the
 number of 6th and 7th grade students scoring
 proficient or advanced levels in reading and
 math. (Currently, only one third of students
 score at this level.)




                                             56
The Process




              57
Create an Evaluation Plan

    Reflect the Priorities and Goals discussed
     previously
        Reasonable and Obtainable
    Should have Mutual Agreement
        Clearly defined Superintendent AND Board
         Responsibilities
    Stages of Progress
        Have a mid term review and adjustments if
         necessary
        A final review that is fair and honest

                                                     58
Goal Setting Conference

   1. Board schedules conference with Administrator prior
    to August 15th.

   2. Conference held.

   3. Goals reviewed and agreed upon.

   4. SIP plan reviewed and agreed upon.

   5. Goals and plans signed by both parties.

   6. If revision needed, resubmitted to the board and process begins
   again.


                                                                    59
FORMATIVE FEEDBACK FORM
for Leader Standards
 Name _______________ Position ____________________________
 Appraiser ____________ Date of Conference __________________
 This form may be used to record the content of conferences held and to
  note any goals or performance expectations agreed upon, and any
  other pertinent information either party feels should be recorded.
 Component I: Assessment on Leader Standards
 Standard 1:
 Standard 2:
 Standard 3:
 Standard 4:
 Standard 5:
 Standard 6:
Narrative:



                                                                       60
Plan

   Develop a plan mutually with S.M.A.R.T.
    Goals
       Strategic and Specific
       Measurable
       Attainable
       Results-oriented
       Time bound




                                              61
             Mid Year Conference
   Board and Superintendent discuss progress toward goals.

   Discussion of unforeseen issues.

   The Board makes suggestions and necessary, mutually
    agreed upon adjustments are made.

   Board provides the administrator with two copies of the
    summary of the Mid Year Conference within a week of the
    conference.

   Superintendent signs and returns one copy to the
    supervisor.

                                                              62
              Mid Year Conference

Administrator____________                     Date____________
This will serve as a summary of the MId Year Conference held on______

Accomplishments and Commendations:
Narrative:




Areas for Growth and Improvement:
Narrative:




                                                                        63
Mid Year Conference Scheduled in
   January or February

   Board Schedules conference and reviews
    strategies and documentation submitted.
   Superintendent Submits strategies and
    documentation of what has been done or is
    being done to meet the goals established at
    the goal setting conference and on the
    School Improvement Plan


                                                  64
Evaluator Self- Assessment Survey

    Prior to Summative Conference




                                     65
Distribute the Leader Standards Survey

   Inexperienced or Administrators on an
    Improvement Plan distribute Survey to those
    staff members he/she Supervises by March 1.

 Experienced Administrators distribute Survey to
  those he/she supervises by April 1.
………………………………………………………
 Surveys are to be sent anonymously to Board.




                                                    66
Summative Appraisal: Board Analyzes
      Data from Surveys
   Important to carefully consider any outlying
    responses.
   Important to compare superintendent’s self-
    assessment with other surveys.
   Look for trends and patterns.
   Helps establish targets for professional
    development for the superintendent.



                                                   67
Preparing for the Summative Conference

   Superintendent supplies Board with all
    documentation of all four components a week
    prior to the conference.

   Survey results are compiled for review.




                                              68
Documentation

    Any additional documentation of Leader
     Standards
    Documentation of Goals
    Progress on District Improvement Plan
    Measures of Student Improvement -
     Testing data
    Other documentation as necessary



                                              69
Summative Conference

    Provides documentation of
        Leader Standards
        Goals and Priorities
            Adjustments made
        Student Assessment Data




                                   70
Board Meets with Superintendent

       Reviews and discusses documentation
       Analyzes documentation
       Completes summative form
        Lists accomplishments
        Recommendations
       Provides an end of the year Summative
        Evaluation within a week of the
        conference
       Administrator will sign and return.


                                                71
Questions….. Feedback

What else do you need
 from us to be
 successful?




                        72

				
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