DPAS II

1. DPAS II DPAS II Evaluation 2012 Progress Education Corporation

2. First Effort - 2006 • Spring 2006 Progress Education Signed Contract • Surveyed teachers, specialists, administrators • Interviewed approximately 5% • Ran three focus groups • Three pilot districts • June presented first report • Lots of things to work on • Training • Forms • Processes • support Progress Education Corporation

3. Second Effort 2006 - 2007 • Another round with the pilot districts • Most respondents felt DPAS II provided a better picture • Richer conversations about instruction • Positive about conferences • Forms getting better • Manuals and training still needed work • Most felt system fair, easy to follow • Still work to do in training, manuals, forms • Much less confusion in the second year Progress Education Corporation

4. Invite More in 2007 - 2008 • Expanded the project • Interviews and focus group conversations stronger • Concerns more sophisticated • Data availability • Types of data – qualitative versus quantitative • Goals • Support • Use of Professional Learning Communities • How can we update goals Progress Education Corporation

5. How about everyone join the fun! • 2008 - 2009 is first full implementation • Over 10,000 invitations to survey sent • Response rate about 40% • Pilots more positive than new participants • Experience helps • 321 interviews and six focus groups • Most graded the DPAS II a “B” • Most feel no additional training needed • Goal setting still an issue Progress Education Corporation

6. 2008 - 2009 RECOMMENDATIONS INCLUDED • Training on qualitative and quantitative data. • Increase district level support for specialists. • Establish statewide data warehouse for easy access. • Facilitate peer support groups for goal setting and data analysis. • Create new opportunities for experienced teachers. • Create an online forum to share ideas. • Create videos to demonstrate reflective practice conferencing. • And more… Progress Education Corporation

7. Maturing in 2010! • Best statewide response to surveys yet – 60%! • Most still positive about DPAS II. • Conversations about instruction getting better. • Goals are still a problem. • Data availability to measure growth still a concern. • Concern about process becoming routine. • Worry about support and training for new teachers. • Confusion about “growth models”. • Specialists still need more support. Progress Education Corporation

8. General Findings 2011 • The Majority give DPAS II a grade of B. • The Student Improvement area needs attention. • Overwhelming agreement conferences positive. • Most teachers and specialists spend less than 5 hours on paperwork. • Administrators spend more than 120 hours. • Most do not need more training but they do need refreshers. • DOE Website very helpful. Progress Education Corporation

9. General Findings 2012 • Little difference in grade last three years. Still a “B”. • Teachers believe the best indicator is “instruction”. • Everyone believes discussion most valuable. • Announced versus unannounced observations. • Evaluators believe unannounced observations more valuable. • Forms not difficult but some duplication exists. Progress Education Corporation

10. Teachers Grade DPAS II 2012 Progress Education Corporation

11. Specialists Grade DPAS II 2012 Progress Education Corporation

12. Administrators Grade DPAS II 2012 Progress Education Corporation

13. What Did Teachers Say? • Increase the amount of unannounced observations. • Increase walkthrough observations. • Be viewed through more than one lens. • May include peer visitation and observation. • Walkthrough observations (multiple) should be the basis of the experienced teacher’s yearly reflection. • Make evidence part of the normal routine. • Make use of technology to provide feedback. • Provide brief conferencing after walkthrough observations. Progress Education Corporation

14. More From Teachers • Eliminate formal announced observations for prepared teachers and replace with walkthrough observations. • Expand some form of mentoring for experienced teachers. • Training focusing on observation and feedback techniques for evaluators and peer observers. • Remove the word “Evaluator” from DPAS II. Progress Education Corporation

15. Communication • Create additional vehicles for conversations and communication for teachers. • Use the Internet to share information and ideas. • Build in refresher training for all teachers to reconnect with the philosophy of reflective practice. • No changes in DPAS II once the school year begins. • Eliminate the routine questions contained in Professional Responsibilities. • Train teachers with the same information given to evaluators. “It was more insightful.” • Make certain emphasis on goal setting and sharing extends to areas like parent communication. Progress Education Corporation

16. What Did Specialists Say? • Use walkthroughs with several different observers. • Use peer evaluation. • Tie goals and expectations to national standards from the various professional associations. • Increase training for evaluators on specialist DPAS II. • Review current classification to assure correct instrument is being used, teacher versus specialist. • Customize rubrics and forms by specialty. Progress Education Corporation

17. What Did Administrators Say? • Use walkthroughs on a regular basis. • Several individuals to participate at different times in walkthroughs. • Observations from walkthroughs basis of reflective feedback. • Use announced, formal observations and walkthroughs for new teachers. • Improve and customize rubrics and forms for specialists. • Continuation training for reflective practice conferences. • Find a way to increase unannounced observations, the best part of DPAS II. • Separate formal Improvement Process actions from the DPAS II program. • Summative conversations should be as much about the future as the past. Progress Education Corporation

18. Thanks to YOU!!! We at Progress Education could not do this without the cooperation of all educators in Delaware!! Progress Education Corporation