The Delaware Performance Appraisal
System II (DPAS II) for Teachers
2013-2014
Training Module I
Introduction to DPAS II
Training for Teachers
Training Overview
 Four separate modules:
 Module 1: Introduction to DPAS II
 Module 2: DPAS II and the Delaware Framework
 Module 3: The DPAS II Process
 Module 4: Component Five – Student Improvement
Materials for this module
 Power Point Presentation
 DPAS II Guide for Teachers
 http://www.doe.k12.de.us/csa/dpasii/default.shtml
DPAS II Overview
 Statewide evaluation system
 Required for all public school educators
(state law)
 Three versions:



DPAS II for Teachers
DPAS II for Specialists
DPAS II for Administrators
Objectives of DPAS II
 Three objectives of DPAS II are to assure
and support:

Professional growth: enhancing the skills and
knowledge of educators.
 Continuous improvement of instructional
practice and student outcomes: educators
commitment to continuously improving practice so
that student performance is continuously
enhanced.
 Quality educators in every school building and
classroom: the collection of credible evidence
about educator performance.
Who is evaluated through DPAS II for
Teachers?
 Any educator who
 Holds a Delaware teaching license
 Holds a Delaware certificate in a particular content
area, AND
 Is employed as either a part-time or full-time
teacher in a Delaware public school.
 Also, any specialist who teaches in a
classroom setting part of the instructional day
may be evaluated using the teacher process.
Who evaluates teachers?
 Supervisors of teachers who:
 Have successfully completed the DPAS II training
and have been certified by the Department of
Education
 May be a direct supervisor
 May be another supervisor within the district (e.g.,
a district office administrator, an administrator
from another building, a designated teacher
leader)
Design of DPAS II for Teachers
 DPAS II for Teachers is aligned to
 Delaware Professional Teaching Standards
• Establish common set of knowledge, skills, and attributes
expected of Delaware Teachers
• Outlined in Delaware regulation
– AND

Charlotte Danielson’s Framework for Teaching
• Defines professional practice and outlines criteria and
elements of practice
Structure of DPAS II
 The DPAS II framework has three tiers
 Components – broad areas of teacher practice
and responsibility
 Criteria – essential knowledge and skills related
to each component
 Elements – observable areas of knowledge and
skills related to each criterion
DPAS II: Components
Use of DPAS II Rubrics
 Evaluators are expected to use rubrics:
 To rate Appraisal Criteria observed
 To focus pre-observation, post-observation, and
summative conference discussions with teachers
 To develop a common understanding of the
teacher’s strengths and areas for improvement
 As a guide to organize relevant evidence of
teacher performance
 Teachers are expected to use rubrics:
 For reflection and self-assessment
 To develop a common understanding of his or her
own strengths and areas for improvement
DOE monitoring/auditing of DPAS II
documentation quality
 Annual audit of DPAS II formative and
summative evaluation documents

Use of review criteria to ensure written evaluation
documents provide:
• Objective, specific, and relevant evidence of teacher
performance and areas of commendation
• Supportive, specific, and actionable guidance, including
timelines, for any recommendations and/or expectations
to improve performance


Conducted by DOE staff
All information is confidential
What’s new in 2013-2014?
 Changes to DPAS II, beginning in the 2013-
2014 school year:





Provide more flexibility in the announced vs.
unannounced observation(s)
Additional credentialing of educators/instructional
leaders not serving as “Evaluators.”
Opportunity for LEAs to utilize one less criterion in
each Component
Provide flexibility in when/how Improvement Plans
are utilized
Require ratings at the criteria-level for
observations and Summative Evaluations
More Information
http://www.doe.k12.de.us/csa/dpasii/default.shtml