1 / 72

PILOT DPAS II

PILOT DPAS II. Training for School Board Members. Our Process - necessary for the Superintendent and all Administrators. Training I Overview of DPAS II Review the main components and timelines Review forms Training II Work through the process.

vaschel
Download Presentation

PILOT DPAS II

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. PILOT DPAS II Training for School Board Members

  2. Our Process - necessary for the Superintendent and all Administrators • Training I • Overview of DPAS II • Review the main components and timelines • Review forms • Training II • Work through the process

  3. Accountability Legislation – An OverviewDPAS II • Only effective for those districts participating in the pilot • For any administrator participating in the pilot, any rating received on a Summative Evaluation during the pilot period shall not be included in the determination of a pattern of ineffective administration

  4. Who is an Administrator in this Regulation? • An administrator is a professional employee of a board in a supervisory capacity involving the oversight of an instructional program.

  5. Administrator • Inexperienced – less than three years of service as an administrator • Experienced – three or more years of service as an administrator • Role Experienced - three or more years of service as an administrator in that role

  6. Linking DPAS II Evaluations • Superintendent • Assistant Superintendent • District Office • Directors/Supervisors • School Administrators • Principals/Assistant Principals • Teachers/Specialists

  7. Evaluator Credentials • Evaluators must complete DPAS II training developed by DOE. • Evaluators will receive a certificate of completion which is valid for five years and is renewable upon professional development focused on DPAS II as specified by DOE.

  8. FORMATIVE PROCESS Consists of • Goal setting Conference • Self-Evaluation • Survey of Staff Supervised by the Administrator • Formative Conference/Reports

  9. Appraisal Criteria • Component I – Assessment on Leader Standards • Component II – Assessment on Goals and Priorities • Component III – Assessment on School and District Improvement Plan (Strategic Plan) • Component IV – Assessment on Measures of Student Improvement • DSTP Accountability Ratings • District adopted norm or criterion referenced assessments • Assessments selected by districts to measure quality and equity of student learning across content areas • Other measures of student performance that are used by teachers in the school are standards based and DSTP- like

  10. Summative Evaluation Four Components Equally Weighted and Assigned a Rating of Satisfactory or Unsatisfactory

  11. Summative Evaluation Rating • Effective – received Satisfactory in all four of the components. • Needs Improvement received one Unsatisfactory Component rating out of the 4 components. (Summative rating may be delayed until the DSTP data is available.) • Ineffective – received two or more Unsatisfactory Component rating out of the four.

  12. Let’s Break It Down!

  13. Assessment of Leader StandardsComponent I 1. Assessment of Leader Standards 2. Aggregated assessment on the DPAS II Surveys from (in summative evaluation) • Those individuals who the administrator supervises, • The administrator himself/herself, • The supervisor

  14. Assessment of Goals and PrioritiesComponent II Adequate progress on the administrator’s professional goals (These are to be collaboratively agreed upon in the formative meeting.)

  15. Assessment of the School Or District Improvement Plan - Component III There is growth in the goals and objectives in the school or district improvement plan. The school plans link to the district plans.

  16. Assessment on Measures of Student Improvement - Component IV A satisfactory rating on this component means the administrator demonstrates acceptable performance by: • DSTP results show performance has improved. • Based on formula for school accountability rating, there are consistent indicators of improvement in school accountability And by Meeting at least four of the additional 5 criteria below: • Makes progress on targets for school improvement on the DSTP • There is improvement on goals established for the equitable distribution of learning outcomes based on gender, race, SES, special education status and language proficiency • There is consistent evidence of improvement on district adopted norm and criterion referenced assessments. • There is improvement in the per cent of student who are meeting the targets for school or district accountability. • There is improvement on student attendance or graduation rate.

  17. Improvement Plan Developed for an administrator who receives an overall rating of Needs Improvement or Ineffective on the Summative Evaluation or an Unsatisfactory on any component on the Summative Evaluation regardless of the overall rating. An Improvement Plan shall also be developed if performance on the Formative Process is Unsatisfactory.

  18. Improvement Plan Contents • Identification of the specific deficiencies and recommended areas of growth. • Measurable goals for improving the deficiencies to satisfactory levels. • Specific resources necessary to implement the plan, including opportunities to work with curriculum specialists or other administrators with relevant experiences. • Procedures and evidence that must be collected to determine that the goals of the plan were met. • Timelines for the plan, including intermediate check points to determine progress. • Procedures for determining satisfactory improvement.

  19. Improvement Plan • Developed collaboratively by the administrator and evaluator. • If can not be developed collaboratively, the evaluator has the authority to determine the plan. • The administrator is responsible for implementation and completion of the IP. • Upon completion the administrator and evaluator shall sign the documentation that determines the satisfactory or unsatisfactory completion of the plan.

  20. Challenge Process • Administrator can challenge any rating on the Summative Evaluation or the Formative Process. • Must submit additional information within ten working days of the date of administrator’s receipt of the Summative Evaluation. • This is part of the appraisal record. • It is forwarded to supervisor of the evaluator. • Within ten days of receiving the challenge, the supervisor will review all documentation and issue a written decision. • If denied the decision, the supervisor shall state reasons for denial. • The decision of the supervisor of the evaluator is final.

  21. Questions and Short Break

  22. Working together toward a plan that works!

  23. Evaluators are responsible for Effective Feedback that is….. • Descriptive • Specific • First Hand • Not Opinion • Timely • Behavioral Patterns • Factual • Honest

  24. Tips for Receiving Feedback • Listen openly. • Take time to digest. • Acknowledge valid points. • Accept compliments. • Paraphrase what you heard. • Show that you understand even if you don’t agree with the speaker’s interpretation. • Ask for clarification. • Request feedback.

  25. School Leadership Standards Interstate School Leaders Licensure Consortium (ISLLC) Standards

  26. Uses of the ISLLC Standards • Preparation for next generation of school administrators. • Mentoring of new administrators. • Professional development of practicing administrators. • Administrator evaluation.

  27. Leader StandardsComponent I Wanted: School Administrator “Must be more powerful than a locomotive, faster than a speeding bullet, able to leap tall buildings in a single bounce – blue uniform with tights and cape furnished.” Apply Any School District

  28. Understanding of Effective Leadership • Heavy reliance on research based on linkages between educational leadership and productive schools, especially in terms of outcomes for children and youth. • Emphasis on strong educators, anchoring their work on central issues of learning and teaching as well as school improvement • Focus on school leaders who are moral agents and social advocates for the children and the communities they serve. • Making the valuing and caring connections with others as individuals and as members of the educational community

  29. The Changing Nature of Society • The emergence of a more diverse society- racially, linguistically, and culturally. • Changing economy, more information based with global emphasis. • The decrease of social capital and the increase of poverty. • The use of trend data.

  30. An Evolving Model of Schooling • Rethinking teaching and learning to successfully engage and challenge all students. • A new emphasis on caring centered and community focused conceptions of schooling. • Stakeholders external to the school are playing significantly enhanced roles in education.

  31. Central Themes • A Vision for Success • A Focus on Teaching and Learning • An Involvement of All Stakeholders • A Demonstration of Ethical Behavior

  32. Student Centered Reform • The bottom line of schooling, after all, is student learning. Everything principals do- establishing a vision, setting goals, managing staff, rallying the community, creating effective learning environments, building support systems for students, guiding instruction, and so on must be in service of student learning. (Institute for Educational Leadership, 2000, p.4) • Superintendent oversees that happens in ALL schools and is consistent with District Plan and Goals

  33. Standards Core Values

  34. Standard 1 • A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

  35. Standard 2 • A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional development.

  36. Standard 3 • A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

  37. Standard 4 • A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing the community resources.

  38. Standard 5 • A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

  39. Standard 6 • A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural contexts.

  40. Component II – Assessment of Goals and Priorities • What has been accomplished in the district plan to date? • What other factors should be addressed that are not included in the district plan? • What are the priorities for this evaluation year? • What is reasonable to accomplish?

  41. Component III – Assessment of the District Strategic Plan • How are we using the plan? • How well has the district communicated the plan? • How are we doing? • Has the board allocated appropriate resources and support for the plan? • Are we addressing our priorities?

  42. DATA The measure of success is not whether you have a tough problem to deal with, but whether it’s the same problem you had last year. - John Foster Dulles

  43. Tools for Understanding Problems and Improving Results Data helps you: • Refine the definition of a problem by quantifying its frequency or impact. • Verify which potential causes of a problem are actual causes. • Monitor whether changes you have made to fix a problem have had the desired impact.

  44. Tools for Measuring Student Performance • Standardized Assessments – (norm and criterion referenced) • Year to Year • Cohort Progress • Curriculum –embedded assessments ( performance assessments, portfolios, and student assessment) • District Assessments • Other Factors

  45. Delaware’s AYP Intermediate Targets • How is our district meeting AYP? • Elementary • Middle • High • Which schools are meeting AYP? • Which schools did not make AYP? • How are your schools doing on the State Progress Determination? • What role did our superintendent play? • What are the next steps for improvement?

  46. DSTP Reading (1998 – 2005)Percent of 3rd graders who Met or Exceeded the Standard

  47. No Name Elementary School% of 3rd grade students who met or exceeded the standards

  48. Questions to Ask? • What does the data tell us? • What problems or challenges do they reveal? • What can we do about what the data reveal? • What strategies should we brainstorm? • What research should we consult? • What are data telling us about how effective our current efforts are in helping us achieve our goals?

  49. Goals and Priorities The key: Linking Learning and Improvement Using your District Strategic Plan & Goals • Make learning something that an entire district does. • Apply that learning to achieve continuous improvement. • What is accomplishable this year?

  50. SMART Goals • Strategic and Specific • Measurable • Attainable • Results-oriented • Time bound

More Related