The Delaware Performance Appraisal System for Administrators, as described in this document, was developed by a committee of educators, primarily administrators, in response to legislation requiring new methods of personnel assessment in Delaware's schools and school districts. The Committee is a sub-committee of the Delaware Professional Standards Board's Standing Committee on the Delaware Performance Appraisal System. The Delaware Performance Appraisal System for Administrators is the appraisal system for all licensed and certified administrators. The construction of the system was driven by the Delaware Administrator Standards and was designed to align the evaluation of school and district administrators with our best understanding of student learning and school improvement. Beginning from the research and an understanding of leader performance in high achieving schools, as well as the mandated requirements of the Professional Development and Educator Accountability Act of 2000, the committee decided to measure progress and success in four components:  

View the Delaware Performance Appraisal System II (DPAS II).

The Delaware Performance Appraisal System (DPAS II) is a system for educators which promotes continuous growth and improvement and provides for quality assurance.  DPAS II for teachers and specialists is based on the work of Charlotte Danielson, A Framework for Teaching (2nd ed.).  Charlotte Danielson’s Framework is not dependent on any particular teaching style or strategy and effectively promotes a common language through which educators can engage in meaningful, in-depth discussion about teaching and learning.  DPAS II for Administrators is grounded in the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders.

DPAS II has five components.  The first four components of the teacher and specialist DPAS II are based on Danielson’s Framework. The first four components of the administrator DPAS II are based on the ISLLC standards and focus on vision, culture, and management.  The fourth component of the administrator DPAS II mirrors the teacher and specialist Component 4, Professional Responsibilities.   The fifth component for all three groups of educators, which is unique to Delaware, focuses on student improvement.

The five components of DPAS II for Teachers are:

• Planning and Preparation
• Classroom Environment
• Instruction
• Professional Responsibilities
• Student Improvement

The five components of DPAS II for Specialists are:

• Planning and Preparation
• The Environment
• Delivery of Services
• Professional Responsibilities
• Student Improvement

The five components of DPAS II for Administrators are:

• Vision and Goals
• Culture of Learning
• Management
• Professional Responsibilities
• Student Improvement

All educators engage in goal setting as part of the DPAS II process.  Goals are data-driven and measurable and align with the school or district improvement plan.  Data collected and analyzed as part of the goal setting process serves as the basis for evaluation of Component 5, Student Improvement.  All educators complete a Professional Responsibilities form, which highlights their involvement with professional growth, communication with students, parents, and school colleagues, and their contributions to the professional community.  Evidence for performance on Components 1, 2, and 3 for teachers and specialists is gathered through observation, accompanied by completion of a pre-observation form and conference and formative feedback conference.  Evidence for performance on Components 1, 2, and 3 for administrators is gathered through a survey completed by professional staff that is supervised by the administrator, the administrator’s self-reflection on the ISLLC standards, and the evaluator’s survey data.

The first four components help to inform the data collection and analysis used in Component 5.  A Summative Evaluation completed annually for novice educators and experienced educators whose performance is less than Effective, and completed every other year for experienced educators whose performance is Effective, is conducted to provide the quality assurance aspect of DPAS II.  The formative feedback and frequent conferences and self-reflection by educators lead to continuous improvement for educators.  The ultimate goal is to continuously improve performance for all students.

After a two-year pilot, DPAS II was instituted in six school districts and three charter schools in September, 2007.  All teachers, specialists, and administrators were trained in both A Framework for Teaching and in the process and procedures associated with implementing DPAS II.  Implementation has been monitored throughout the year, and, to date, educators express satisfaction with the instrument and with the process.  A formal evaluation of the system’s effectiveness will be conducted in May, 2008.

 

Back to the Top