Delaware Performance Appraisal System
(DPAS I): The Process
For the exact wording in the Delaware
Administrative Code of regulations,
click here.
REQUIRED READING: Top Ten Things Every Teacher/Specialist needs to know about their
evaluation For the exact wording in the
Delaware Administrative Code of regulations,
click here.
This evaluation
system, known as DPAS I, is still in effect for teachers, specialists and administrators
in all districts and charter schools but Caesar Rodney, Appoquinimink and - beginning
in 07-08 - Smyrna, Lake Forest, Colonial, Sussex Tech, Laurel and the following
charter schools: Southern Delaware School of the Arts, Providence Creek and M.O.T.
OBSERVATIONS
Non-Tenured Teachers/Specialists
Minimum of three observations per year
Mixture of announced and unannounced - at least two announced and one unannounced
Must be at least 20 minutes in length
Must be sufficient time between observations to improve
Shall not begin before the first full week of school
Shall be completed before the last full week of school
Tenured Teachers/specialists
Minimum of one formative conference/report each of two years, and a performance
appraisal/conference at the end of a two-year cycle using the short narrative instrument.
A district can opt to shorten the length of the appraisal cycle for tenured
teachers/specialists to one year provided the performance appraisal is supported
by a minimum of two formative conferences/reports.
ANNOUNCED OBSERVATIONS
Must be preceded by a pre-observation conference
Requires a pre-observation form be completed
Pre-observation conference must be held during the workday preceding the date
of the observation
Observation is then held
Complete lesson/job analysis is completed by evaluator, which is submitted to
the teacher/specialist within three working days following the observation
Post-observation Conference is held no earlier than one working day following
the submission of the lesson/job analysis
Rebuttal to lesson/job analysis may be filed. If so, teacher may file within fifteen
work days of signing the appraisal form
PERFORMANCE APPRAISAL
Summary document is prepared based upon lesson/job analyses and other
data previously shared with the teacher/specialist in writing
Four point rating scale - Exemplary, Effective, Needs Improvement, Unsatisfactory
Post conference is held no earlier than one working day following the submission
of the performance appraisal to the teacher/specialist
Additional information (rebuttal) may be filed within fifteen working days of
the signed appraisal
INDIVIDUAL IMPROVEMENT PLAN
Plan developed when:
Lesson analysis is identified as "Performance is unsatisfactory"
Any category in the Performance Appraisal is listed as unsatisfactory or needs
improvement
Plan shall contain:
Recommended areas or objectives for growth
Activities and/or methods to accomplish objectives
Resources to be used
Appropriate timelines
Means of assessment
Plan shall be developed cooperatively by the teacher and the appraiser.
SUGGESTED TARGET DATES
Non-Tenured Teachers /Specialists
Lesson/Job Analysis 1 October 31
Lesson/Job Analysis 2 January 31
Lesson/Job Analysis 3 April 30
Performance Appraisal May 31
Tenured Teachers/Specialists
Lesson Analysis 1 November 30
Lesson Analysis 2 April 30
Lesson Analysis 1 (Alt Yr) February 28
Performance Appraisal May 31
CRITERIA FOR TEACHER APPRAISAL ARE BASED
ON SIX ELEMENTS OF EFFECTIVE TEACHING
Instructional Planning
Provides appropriate instructional objectives
Provides methods and materials which maximize learning
Includes provisions for evaluating objectives
Provides scope and sequence for lesson
Organization and Management of Classroom
Arranges classroom for instructional effectiveness
Establishes, communicates and maintains standards for students
Uses instructional time efficiently
Maintains high engagement rate
Maintains a positive classroom atmosphere
Monitors the learning activities of students
Instructional Strategies
Uses and organizes appropriate methods and activities in their proper
sequence and time frame, i.e.. reviews, modeling, guided and independent practice,
and closure
Demonstrates sufficient knowledge of subject matter being taught
Uses available instructional media and materials effectively
Establishes a mind set for learning
Focuses lesson on teaching objective
Uses level of instruction that is appropriate
Maintains pace of learning
Provides opportunities for student differences
Checks for student understanding
Conveys appropriately high expectations for students
Teacher/Student Interaction
Promotes high rate of student interest
Provides prompt and specific feedback in a constructive manner
Provides opportunities for active participation
Uses questioning techniques effectively
Demonstrates fairness and consistency in dealing with students
Speaks and writes clearly, correctly, and at an appropriate level for student
understanding
Evaluation of student performance
Uses appropriate formative and summative tools and techniques
Makes effective use of norm- and/or criterion-referenced test data
Provides prompt feedback and constructive comments on tests, homework and other
assignments
Maintains accurate records documenting student performance
Related Responsibilities
Complies with policies, regulations and procedures of school district/building
Engages in professional development
Communicates effectively with parents
Works cooperatively with staff
Performs non-instructional responsibilities as assigned