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DPAS II Jessica Baker & Cheryl Cresci MED 7701 Dr. Joseph Massare.

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Presentation on theme: "DPAS II Jessica Baker & Cheryl Cresci MED 7701 Dr. Joseph Massare."— Presentation transcript:

1 DPAS II Jessica Baker & Cheryl Cresci MED 7701 Dr. Joseph Massare

2 2011-2012 Five Components 1. Planning & Preparation
2. Classroom Environment 3. Instruction 4. Professional Responsibilities 5. Student Improvement – Doesn’t count this year

3 DPAS II Process Step One:
School Wide Goal Set Teacher Goal Setting Conference Aligns with School Goal Revision Student Growth Measurement Conference Student Growth Measurement Form Completed

4 Step Two: Pre-Observation
Pre-Observation Form Announced observation Optional for experienced teachers if administration & teacher both agree Pre-Observation Conference Teacher discusses Component One Turn in Professional Development Form (if not done) May discuss Component Four Have lesson plans & artifacts

5 Step Three -Observation
“Experienced” Teacher – (Continuing or Advanced License/or Standard or Professional Status Certificate Prior to August 1, 2003) Tenured Teacher Satisfactory 1 Announced 1 Summative every two years Unsatisfactory 1 Unannounced 1 Summative each year Improvement Plan Revision- Experienced Teacher Rated: “Highly Effective or Effective” on Summative Rated: “Needs Improvement or Ineffective” on Summative

6 Observation “Novice” Teacher Initial Licence (Non-Tenured)
2 Announced 1 Unannounced 1 Summative each year If they have “Needs Improvement” & “Ineffective” on their Summative it can require more observations with their Improvement Plan Should be at least 30 minutes long Can not occur during the first or last 5 days of school

7 Step 4 Post-Observation
Lesson Reflection Form- optional Conference within 10 days of observation Takes place in the teacher’s room if possible Teacher & evaluator discuss data collected Update Professional Responsibilities Form if needed

8 Step 5 – Level of Performance Ratings
At the end of the Post-Observation Conference teacher and evaluator should have an understanding of the teacher’s performance during the evaluation.

9 Step 6 Formative Feedback Documentation
Formative Feedback Form- Required for announced & unannounced Must be given to teacher within 10 days of observation Teacher signs & returns form within 5 days. This is not for agreement but acknowledgement If teacher disagrees- 15 days to submit in writing Teacher can request second conference Formative Feedback Documentation placed on DDOE’s online Education Reporting System

10 Step 7 Summative Evaluation Conference
Review all documents for full cycle: Student Growth Measures Selection Form(s), Professional Responsibilities Form(s), Formative Feedback Form(s), and other relevant written communications from evaluator. Collect data, track, and analyze progress toward attaining Component 5 goal(s).

11 Step 8 Summative Documentation Process
Within 10 days of the Summative Conference evaluator fills out Summative Evaluation Form Components One to Four teacher is rated either “satisfactory” or “unsatisfactory” Component Five (which doesn’t count this year) teacher is rated: 80-100% “Exceeds” 50-79% “Satisfactory” Below 50% “Unsatisfactory”

12 Component 5 2011-2012 Data Part I – School Wide 30% All Staff
Option 1 Reading DCAS Scores Option 2 Math DCAS Scores Best results for “AYP” Fall-Spring Growth Calculations Part II – Student Cohort 20% DCAS teachers (Grades 3-10) All students DCAS Instructional Scores – Fall to Spring Growth Model Non DCAS teachers (Grades 3-10) Select cohort ahead (min 25) Part III- Teacher Specific Measures 50% A Non DCAS Assessment Approved by Department of Education & Secretary of Education Directly tied to teaching assignment

13 If missing Parts: If school doesn’t have Part III
Then teacher evaluated on: Part 1 = 30% Part 2 = 70% If school doesn’t have Part II Part 3 = 70% If school doesn’t have Part II & Part III Part 1 = 100%

14 2011-2012 Summative Evaluation Ratings
“Satisfactory” Met criteria in at least 3 of the 4 components “Unsatisfactory” Did not meet criteria in 2 of the 4 components If Unsatisfactory then put on an Improvement Plan

15 2012-2013 "Highly Effective" means: "Effective" means:
Satisfactory in 4 of the 5 components including a rating of “Exceeds” for Component Five. "Effective" means: Satisfactory rating in at least 3 of the 5 components including the Component V, but the teacher does not meet the student growth requirements for a "Highly Effective" rating.

16 "Needs Improvement" means:
Has earned 1 or 2 satisfactory ratings out of the 5 components including a satisfactory rating in Component Five, or Has earned 3 or 4 satisfactory ratings out of the 5 components and the teacher has earned an unsatisfactory rating in Component Five. "Ineffective" means: Has received 0, 1, or 2 satisfactory ratings out of the 5 components, and the teacher has received an unsatisfactory rating in Component Five, or The teacher's overall Summative Evaluation rating is "Needs Improvement" for three consecutive years. In this case, the teacher's rating is re-categorized as “Ineffective.”

17 Resources: State of Delaware (Oct. 2011) DPAS II Delaware Performance Appraisal System Retrieved from:

18 Component One –Planning & Preparation
The following criteria and elements are evaluated under Component 1 1a. Selecting Instructional Goals 1b. Designing Coherent Instruction 1c. Demonstrating Knowledge of Content and Pedagogy 1d. Demonstrating Knowledge of Students 1e. Designing Student Assessments

19 Component Two 2a. Managing Classroom Procedures
2b. Managing Student Behavior 2c. Creating an Environment to Support Learning 2d. Organizing Physical Space

20 Component Three 3a. Engaging Students in Learning
3b. Demonstrating Flexibility and Responsiveness 3c. Communicating Clearly and Accurately 3d. Using Questioning and Discussion Techniques 3e. Using Assessment in Instruction

21 Component Four 4a. Communicating with Family
4b. Recording Data in a Student Record System 4c. Growing and Developing Professionally 4d. Reflecting on Professional Practice

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