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Training Module 3 The DPAS II Process Training for Teachers and Specialists Delaware Performance Appraisal System II for Teachers and Specialists : Revised.

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Presentation on theme: "Training Module 3 The DPAS II Process Training for Teachers and Specialists Delaware Performance Appraisal System II for Teachers and Specialists : Revised."— Presentation transcript:

1 Training Module 3 The DPAS II Process Training for Teachers and Specialists Delaware Performance Appraisal System II for Teachers and Specialists : Revised July

2 Training Overview 2 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

3 Materials for this module PowerPoint Presentation DPAS II Guide for Teachers DPAS II Brochure for easy component reference 3

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

5 DPAS II: Process 1. Student Growth Measures and Professional Responsibilities Component 4 and 5 New beginning ! 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

6 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

7 What is new in the DPAS II Process in 2011? 7 Changes to the DPAS II process, beginning in the 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

8 Student Growth Measures Replaces Goal Setting in previous version of DPAS II Will be discussed in detail in Training Module 4 8

9 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

10 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 teachers classroom or specialists work area 10

11 Component 4 Discussions Throughout the Process Form Pre-observation discussions Post-observation discussions Reflection Sheet Summative Conference 11

12 Observations Announced or Unannounced Length of observations Frequency of observations Limitations on when observations may occur Evidence collection 12

13 Post-observation Conference Requirements Teacher Responsibilities Lesson Reflection Template - New beginning ! – OPTIONAL Whenever possible, held in teachers classroom or specialists work area Timing 13

14 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 teachers strengths and areas for improvement AND As a guide to organize relevant evidence of teacher performance 14

15 Formative Feedback Requirements and Timeline Evidence Formative rating documentation How do rubric levels translate to Satisfactory or Unsatisfactory performance? 15

16 Summative Evaluation Requirements and Timeline Evidence Summative ratings Summative evaluation forms 16

17 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

18 Challenge Process Used when a teacher disagrees with the evaluators assessment Different from Grievance (can only grieve process infractions) Must try to resolve difference with evaluator first Submit written challenge to evaluators 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 ! Within 15 work days the supervisor of the evaluator must issue a written decision 18

19 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

20 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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