The Delaware Performance Appraisal
System II for Specialists
August 2013
Training Module I
Introduction to DPAS II
Training for Specialists
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
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Materials for this module
 Power Point Presentation
 DPAS II Guide for Specialists
http://www.doe.k12.de.us/csa/dpasii/default.shtml.
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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
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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.
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Who is evaluated through DPAS II for
Specialists?
 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.
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Who evaluates specialists?
 Supervisors of specialists 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)
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Design of DPAS II for Specialists
 DPAS II for Specialists 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
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Structure of DPAS II
 The DPAS II framework has three tiers
 Components – broad areas of specialist practice
and responsibility
 Criteria – essential knowledge and skills related
to each component
 Elements – observable areas of knowledge and
skills related to each criterion
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DPAS II: Components
Teachers
Specialists
Administrators
Component I
Planning &
Preparation
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
Professional
Responsibilities
Professional
Responsibilities
Component 5
Student
Improvement
Student
Improvement
Student
Improvement
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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
specialists
 To develop a common understanding of the
specialist’s strengths and areas for improvement
 As a guide to organize relevant evidence of
specialist performance
 Specialists 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
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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 specialist
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
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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
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