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DPAS II Process and Procedures for Teachers and Specialists

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1 DPAS II Process and Procedures for Teachers and Specialists
Developed by: Delaware Department of Education Welcome

2 Welcome and thank you for…
Turning off all cell phone ring tones. Actively participating. Listening to others. Being honest and respectful. Having fun while learning something new. A friendly reminder of group norms.

3 DPAS I vs. DPAS II Take a look at the chart provided. Please note: each part of this process will be discussed in detail today. Handout # 1 -- DPAS I vs. DPAS II is a chart of similarities and differences between the 2 processes. It is suggested that you hand this to your staff at the start of your training session. Be certain to state that the DPAS II process will be thoroughly explained in this training session.

4 DPAS II Training Requirements
Training Type and Length Teacher/Specialist YES/NO Administrative Framework Training 3 Hours YES DPAS II Process and Procedures for Teachers and Specialists DPAS II Process and Procedures for Administrators NO Supervision and Evaluation Training for Certifying Evaluators Handout # 2-- DPAS II Training Requirements The purpose of this chart is to clarify the minimum DPAS II training requirements for all—teachers, specialists as well as administrators. Framework Training—was delivered by school teams throughout the school year by using a Train the Trainer Model. DPAS II Process and Procedures for Teachers and Specialists (this training) is required to be delivered by school teams to all teachers, specialists and administrators within their respective schools prior to the implementation of the DPAS II process—Fall, The focus of this training is how teachers and specialists will be evaluated by their administrator using the DPAS II process. IMPORTANT NOTE: ALL teachers and specialists must receive this training prior to being evaluated with the DPAS II process. DPAS II Process and Procedures for Administrators is the DPAS II process used by their supervisors to evaluate administrators. Supervision and Evaluation Training for Certifying Evaluators is the training required for administrators who will be evaluating teachers and specialists. The focus of this training is how administrators will evaluate teachers and specialists using the DPAS II process.

5 Continuous improvement—
DPAS II Purpose: Professional growth— enhancing the skills and knowledge of educators. Continuous improvement— educators commitment to continuously improving practice so that student performance is continuously enhanced. Quality assurance— the collection of credible evidence about educator performance. Introduction, Guide for Teachers and Guide for Specialists, p. 1. Professional growth focuses on enhancing the skills and knowledge of educators. Continuous improvement focuses on the educator’s commitment to continuously improving practice so that student performance is continuously enhanced. Quality assurance focuses on the collection of credible evidence about educator performance.

6 IMPROVEMENT of STUDENT ACHIEVEMENT.
DPAS II-- This process is a true partnership of ALL EDUCATORS in the state of Delaware— specialists, teachers and administrators. Our focus is always on the IMPROVEMENT of STUDENT ACHIEVEMENT. Remind all participants that this process is a true partnership of ALL educators— specialists, teachers and administrators.

7 DPAS II Process After two years as a pilot in two school districts, DPAS II is being implemented in six school districts and three charter schools— The pilot experiences were evaluated by Progress Education Corporation. History of DPAS II

8 DPAS II Process The Department of Education, working in concert with the pilot districts, DSEA, and DASA, listened carefully to the feedback. Committed to continuously improve DPAS II, changes were made after Year 1 of the pilot. Additional changes were made following Year 2 of the pilot. Beginning in the Fall of 2008, DPAS II will be implemented in ALL districts and charter schools in the state of Delaware. DOE will continue to monitor and evaluate DPAS II, and will continue to revise DPAS II in response to feedback. Continued history of DPAS II. Teacher, specialist, and administrator feedback is very important. At the end of each year, an evaluation will take place to make improvements to the DPAS II process. DOE is committed to making improvements each year as needed. It is important that each participant respond to the evaluation process at the end of each year.

9 DPAS II Process DPAS II for teachers, specialists, and administrators has been designed to reflect the practice of each group of educators. Each system is based on a framework of practice and aligns with DE standards. Although the components differ slightly, there is considerable alignment between and among the three systems. A DPAS II process exists for all 3 groups of educators—teachers, specialists and administrators.

10 DPAS II Process Teachers Specialists Administrators Component 1
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 Component 5 Student Improvement This chart shows the component titles of the 3 groups evaluated by the DPAS II process— teachers, specialists and administrators. Although the components differ slightly, there is considerable alignment between and among the three systems. The biggest differences are seen in components 1 through 3. Components 4 and 5 are very similar for all 3 groups. A thorough explanation will be given for each of the components for teachers and specialists in this training.

11 DPAS II for Specialists?
A special note: Who is included in the DPAS II for Specialists? Guide for Specialists p Refer to p. 2 and 3 in the Guide for Specialists--clarify for participants the definition of a specialist as it exists for the DPAS II process; examples are, but are not limited to… guidance counselors, instructional support specialists, library media specialists, school psychologists, speech therapists, school nurses, student support specialists. Specialists in the Classroom, p. 2 in the Guide for Teachers— “In addition, any specialist, as defined in the specialist DPAS II regulation who teaches in a classroom type of setting at least half of the instructional day may be evaluated using the teacher process for one formative observation.”

12 Let’s take a walk through the guide--
Take notice of the following sections: Introduction DPAS II Components for each—teachers/specialists Process overview – specific activities Forms Samples Allow participants to see where information is located in each guide. Tab 1—Introduction to DPAS II Tab 2—Detailed explanation of each component, the criteria for each as well as potential evidence of each. Tab 3—Process at a glance in an overview format and then the specific activities. Tab 4—Forms needed to complete the process can be found on line in word document format for printing and writing on as needed or saving to a computer document format to be typed on prior to printing. Tab 5—Sample forms for the process.

13 Let’s take a look at the Overall Summative Ratings
Guide for Teachers, p. 37 Guide for Specialists, p. 37 and 38 Beginning with the “end in mind”. Review the DPAS II Component and Summative Ratings Charts—for understanding of the rating scales and the importance of discussing the criteria of each component. In order for a teacher or specialist to receive an effective overall rating he/she must receive 4 out of 5 satisfactory component ratings. Each component has 4 criteria. At least 3 out of the 4 criteria in each component must receive a satisfactory rating for the component to be rated satisfactory. Detailed explanations of the criteria in each component are discussed in detail throughout this training, in each of the respective guides, as well as the instructional videos.

14 Instructional Video We will work through the DPAS II Process and Procedures using the video for teachers. NOTE—Instructional videos for teachers and specialists are now on the DOE website. Explain that the largest difference between the process for teachers and specialists lies within components 1 through 3. Suggestion: As you are showing the video for teachers, allow the specialists in the room to view their videos (chapter 2) in another section of the room—if possible. All videos are available on the DOE website for viewing by all teachers, specialists, and administrators. It is recommended that each be viewed as a review of this training.

15 Guide for Specialists, p. 5 - 10
DPAS II Appraisal Criteria for Teachers and Specialists Instructional Video-Chapter 2 Components 1 through 3 Overview -- Guide for Teachers, p. 3 – 9 Guide for Specialists, p Instructional video—view Chapter 2 Introduction and Overview of the Five Components (8:06) It is suggested that you view the video from beginning to end, pausing at the completion of component 3. Be certain to emphasize the criteria for each component. Ideally you should show the video for specialists, Chapter 2, at this time (Components 1-3)— possibly in another section of the room. Possible activities to use during training: Be certain to allow time for reviewing the guides—emphasize criteria for each component. Guide for Teachers, p. 3 – 9; Guide for Specialists, p. 5 – 10. Teacher/specialist—what evidence would I be able to see, hear, and/or show to capture the criteria in each component? Evidence can be collected using HANDOUT #3—Collection of Evidence Chart— one for teachers as well as one for specialists. Divide your group into smaller groups—assign 1 component to each group—chart responses to share with the entire group. Carousel—label chart paper/each chart 1 component—have groups walk to add potential evidence to each component.

16 DPAS II Appraisal Criteria for Teachers and Specialists
Remember to think of EVIDENCE that would capture each component. What should you be able to see? What should you be able to hear? What physical artifacts should you be able to collect? Have all discuss what specific evidence could be collected in order to capture each component. Allow time to review each section in the guide. Use the next set of slides as guides for this discussion.

17 Component 1: Planning and Preparation Guide for Teachers, p. 4 - 5
DPAS II Appraisal Criteria for Teachers Component 1: Planning and Preparation Guide for Teachers, p Selecting Instructional Goals Designing Coherent Instruction Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Guide for discussion. Have the group share an example of specific evidence for each of the criteria in each component. Remind all that they must show evidence of satisfactory performance in at least 3 of the 4 criteria in each component to receive an overall satisfactory rating within that component.

18 DPAS II Appraisal Criteria for Specialists
Component 1: Planning and Preparation Guide for Specialists, p Designing Coherent Programs or Services Demonstrating Knowledge of Basic Practice and Models of Delivery Demonstrating Knowledge of Students or Clients Demonstrating Knowledge of Resources Guide for discussion. Have the group share an example of specific evidence for each of the criteria in each component. Remind all that they must show evidence of satisfactory performance in at least 3 of the 4 criteria in each component to receive an overall satisfactory rating within that component.

19 Classroom Environment
DPAS II Appraisal Criteria for Teachers Component 2: Classroom Environment Guide for Teachers, p Managing Classroom Procedures Managing Student Behavior Creating an Environment to Support Learning Organizing Physical Space Guide for discussion. Have the group share an example of specific evidence for each of the criteria in each component. Remind all that they must show evidence of satisfactory performance in at least 3 of the 4 criteria in each component to receive an overall satisfactory rating within that component.

20 DPAS II Appraisal Criteria for Specialists
Component 2 Professional Practice and Delivery of Service Guide for Specialists, p Creating an Environment to Support Student or Client Needs Demonstrating Flexibility and Responsiveness Communicating Clearly and Accurately Delivering Services to Students or Clients Guide for discussion. Have the group share an example of specific evidence for each of the criteria in each component. Remind all that they must show evidence of satisfactory performance in at least 3 of the 4 criteria in each component to receive an overall satisfactory rating within that component.

21 DPAS II Appraisal Criteria for Teachers
Component 3: Instruction Guide for Teachers, p Engaging Students in Learning Demonstrating Flexibility and Responsiveness Communicating Clearly and Accurately Using Questioning and Discussion Techniques Guide for discussion. Have the group share an example of specific evidence for each of the criteria in each component. Remind all that they must show evidence of satisfactory performance in at least 3 of the 4 criteria in each component to receive an overall satisfactory rating within that component.

22 DPAS II Appraisal Criteria for Specialists
Component 3 Professional Consultation and Collaboration Guide for Specialists, p. 9 – 10 Collaborating with Others Serving as a Consultant to the School Community Providing Resources and Access Maintaining Standards of Professional Practice Guide for discussion. Have the group share an example of specific evidence for each of the criteria in each component. Remind all that they must show evidence of satisfactory performance in at least 3 of the 4 criteria in each component to receive an overall satisfactory rating within that component.

23 Guide for Specialists, p. 11 - 16
DPAS II Appraisal Criteria for Teachers and Specialists Instructional Video-Chapter 2 Components 4 and 5 Overview – Guide for Teachers, p Guide for Specialists, p Instructional Video—continue to view Chapter 2 Introduction and Overview of Five Components This is very similar for teachers/specialists so viewing just the teacher video is perfectly acceptable during this training session. Discuss each, spending more time with component 5 – note that more time will be spent on each as you work through the training process.

24 DPAS II Appraisal Criteria for Teachers
Component 4: Professional Responsibilities Guide for Teachers, p Communicating with Families Developing a Student Record System Growing and Developing Professionally Reflecting on Professional Practice Guide for discussion. Allow all each participant to write a specific example of evidence for each of the criteria. Have the group share an example of specific evidence for each of the criteria in each component. Remind all that they must show evidence of satisfactory performance in at least 3 of the 4 criteria in each component to receive an overall satisfactory rating within that component.

25 DPAS II Appraisal Criteria for Specialists
Component 4 Professional Responsibilities Guide for Specialists, p Communicating with Families Developing a Record System Growing and Developing Professionally Reflecting on Professional Practice Guide for discussion. Allow each participant to write a specific example of evidence for each of the criteria. Have the group share an example of specific evidence for each of the criteria in each component. Remind all that they must show evidence of satisfactory performance in at least 3 of the 4 criteria in each component to receive an overall satisfactory rating within that component.

26 DPAS II Appraisal Criteria for Teachers
Component 5: Student Improvement Guide for Teachers, p Showing Student Improvement Aligning Assessments to Teacher Data Driven Goal(s) Measuring Student Improvement Reflecting on Student Improvement IMPORTANT—Component 5: Improvement of student learning is the overall goal of all of the components. Make a connection between this component and components 1 through 4. An explanation of the importance of this connection can be found in the Guide for Teachers, p. 13 and in the Guide for Specialists, p. 15. Allow each participant to write a specific example of evidence for each of the criteria. Have the group share an example of specific evidence for each of the criteria in each component. Remind all that they must show evidence of satisfactory performance in at least 3 of the 4 criteria in each component to receive an overall satisfactory rating within that component.

27 DPAS II Appraisal Criteria for Specialists
Component 5 Student Improvement Guide for Specialists, p Showing Student Improvement Using Assessments to Promote Student or Client Improvement Measuring Student Improvement Reflecting on Student Improvement IMPORTANT—Component 5: Improvement of student learning is the overall goal of all of the components. Make a connection between this component and components 1 through 4. An explanation of the importance of this connection can be found in the Guide for Specialists, p. 15. Allow each participant to write a specific example of evidence for each of the criteria. Have the group share an example of specific evidence for each of the criteria in each component. Remind all that they must show evidence of satisfactory performance in at least 3 of the 4 criteria in each component to receive an overall satisfactory rating within that component.

28 Overview of the Process and Specific Activities Activities…
DPAS II Process/Procedures for Teachers and Specialists Instructional Video Chapter 3 Overview of the Process and Specific Activities Activities… How are they scheduled? Goal Setting…. Conferencing/Observations… Professional Responsibilities… Summative Evaluation… Improvement Plans…. Guide for Teachers, p Guide for Specialists, p Instructional Video-view Chapter 3 Overview of Process and Specific Activities (2:34) Be certain to allow time for reviewing the overview in the guides Points to ponder upon completion of viewing, using the guides as references Suggested Timelines—dates are guidelines, not mandates Activities and how they are scheduled Forms—located in the back of each guide—blank forms in tab 4, p. 42 and sample forms in tab 5, p. 61.

29 Goal Setting DPAS II Process/Procedures for Teachers and Specialists
Instructional Video—Chapter 4 Goal Setting Guide for Teachers, p. 21 – 24; Forms, p Guide for Specialists, p. 22 – 24; Forms, p Instructional Video—view Chapter 4 Goal-Setting (3:32) Be certain to allow time for reviewing the guides. Make a definite connection to the criteria in Component 5.

30 Read through the goals located in your table’s envelope.
DPAS II Process/Procedures for Teachers and Specialists GOAL SETTING-- Read through the goals located in your table’s envelope. Ask yourself if each goal is a realistic, appropriate goal? If it is one that you believe needs improvement, think about changes you would recommend to make it better. Goal setting activity Follow the directions on (HANDOUT #4—Component 5—Student Improvement— Goal Setting Activity)

31 GOAL SETTING Setting an appropriate goal…
DPAS II Process/Procedures for Teachers and Specialists GOAL SETTING Key points: Setting an appropriate goal… Does it contribute to student improvement? Is it connected to your school’s success plan? Is it clear and measurable? What evidence will be provided to document progress on the goal? Be certain to allow time for reviewing the guides. Make a definite connection to the criteria in Component 5. Criteria for each goal— Does it contribute to student improvement? Is it connected to school success plan? Is it clear and measurable? Doable—will the teacher be able to implement activities to work towards its completion? What evidence will be provided to document progress of the goal? Using your School Success Plan, develop a goal that would be a possibility for you to use in this process. Discuss this with your table group, using the above criteria. Again—be certain this is connected to the criteria in Component 5.

32 Observations And Formative Feedback…
DPAS II Process/Procedures for Teachers and Specialists Instructional Video—Chapter 5 Observations And Formative Feedback… Guide for Teachers, p. 25 – 31; Forms, p Guide for Specialists, p ; Forms, p Instructional Video—view Chapter 5 Observation and Formative Feedback (4:36) Key points to discuss- Novice teachers (initial license)—minimum of 2 observations each year—at least one announced and at least one unannounced. It is suggested that the first one be announced. Experienced teachers (continuing or advanced license)—minimum of one announced each year Pre observation conference (try to complete in teacher’s or specialist’s room) Observation—a minimum of 30 minutes Post observation conference (try to complete in teacher’s or specialist’s room) The Formative Feedback form will be completed following the conference. This will be a verification of what was discussed in the conference, as it relates to what was observed. Response to this form, if there is a disagreement—p. 31 in the guide. Be certain to allow time for reviewing the guides.

33 Professional Responsibilities Reporting…
DPAS II Process/Procedures for Teachers and Specialists Instructional Video—Chapter 6 Professional Responsibilities Reporting… Guide for Teachers, p. 32; Forms, p Guide for Specialists, p. 32; Form, p. 50 Instructional Video--view Chapter 6 Professional Responsibilities Reporting (1:17) Key points- Complete by January 31 Update throughout cycles Suggested Activity Be certain to allow time for reviewing the guides, including the form required. Table talk—list possibilities – discuss the list created from video chapter 2 activity.

34 DPAS II Process/Procedures for Teachers and Specialists
Instructional Video—Chapter 7 Summative Evaluation Guide for Teachers, p. 33 – 37; Forms, p Guide for Specialists, p ; Forms, p Instructional Video—view Chapter 7 Summative Evaluation (4:08) Guide for Teachers, p. 33 – 37; Forms p Guide for Specialists, p ; Forms p. 50 – 53 Key points Novice teachers (Initial License) are on a 1 year cycle and will receive a summative evaluation every year. Experienced teachers whose last evaluations were satisfactory (Continuing License or Advanced License) are on a maximum 2 year cycle. The Summative Evaluation is written feedback of all 5 components compiled from data sources relative to a teacher or specialist's performance on all 5 components. The Summative Evaluation Conference occurs prior to the written record. Discussion of the ratings for each component and an overall rating are discussed at this conference. The Summative Evaluation Form includes the evaluator’s ratings of the performance in each component, and an overall rating. P 37 and 38 in each guide. Suggested activities Be certain to allow time for reviewing the guides. Table talk using guide as a reference. Be certain to discuss the ratings of satisfactory and unsatisfactory for each component.

35 DPAS II Process/Procedures for Teachers and Specialists
Instructional Video—Chapter 8 Improvement Plan Guide for Teachers, p. 38 – 40; Forms, p Guide for Specialists, p. 39 – 41; Forms, p Instructional Video—view Chapter 8 Improvement Plans and Challenge Process (1:16) Key points: Improvement plans are developed to help teachers focus on areas where they need extra assistance to improve their practice. The plan is written with collaboration between teacher/specialist and their evaluator. One will be implemented if an unsatisfactory rating occurs in any of the 5 components on the Summative Evaluation. Suggested activities Be certain to allow time for reviewing the guides. Table talk using guides as a reference. Be certain to note what triggers an Improvement Plan—Guide for Teachers, p. 38; Guide for Specialists, p. 39. Review forms located in the form section for each topic.

36 Suggested Target Dates Guidelines—not mandates--
Novice Teachers/Specialists Observation 1—October 31 Observation 2—February 28 Summative Evaluation—April 30 Experienced Teachers/Specialists Observation—January 31 Summative Evaluation—May 31 Dates are suggested dates—guidelines, not mandates.

37 KEY POINTS TO REMEMBER---
In order for this process to work as a continuous improvement model as it is intended, procedures must be followed correctly. Suggested Timelines for Completion Goal Setting Conferencing/Observation Professional Responsibilities Summative Evaluation Improvement Plans Review key points.

38 Professional growth-- enhancing the skills and knowledge of educators.
DPAS II Purpose: Professional growth-- enhancing the skills and knowledge of educators. Continuous improvement-- educators commitment to continuously improving practice so that student performance is continuously enhanced. Quality assurance– the collection of credible evidence about educator performance. Introduction, Guides, p. 1. Professional growth focuses on enhancing the skills and knowledge of educators. Continuous improvement focuses on the educator’s commitment to continuously improving practice so that student performance is continuously enhanced. Quality assurance focuses on the collection of credible evidence about educator performance.

39 IMPROVEMENT of STUDENT ACHIEVEMENT.
DPAS II-- This process is a true partnership of ALL EDUCATORS in the state of Delaware— specialists, teachers and administrators. Our focus is always on the IMPROVEMENT of STUDENT ACHIEVEMENT. Continue to emphasize the importance of a true partnership of all educators— specialists, teachers and administrators.

40 Please contact us if we can be of any assistance to you.
All information is now located on the DOE website Teacher, Specialist, Administrator Guides Teacher, Specialist, Administrator Forms—PDF as well as WORD form Instructional videos for teachers and specialists are now available on the DOE website. Contact information: Jeffrey Lawson Patricia Guzzo Tina Whittington


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