delaware performance appraisal system

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Delaware Performance Appraisal System

Building greater skills and knowledge for educators

DPAS-II Guide for Administrators (Principals)Principal Supervisor Guide for Evaluating Principals

Updated August 2014

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CONTENTSI. INTRODUCTION TO DPAS-II ......................................................................................................... 4

Purpose of the Delaware Performance Appraisal System II (DPAS-II) .................................................. 4

Role of DPAS-II for Administrators ........................................................................................................... 4

Who is evaluated through DPAS-II for Administrators ........................................................................... 4

Who evaluates administrators through DPAS-II for Administrators ..................................................... 5

Design of the Principal Supervisor Guide for Evaluating Principals ..................................................... 5

II. THE FIVE COMPONENTS OF PRINCIPAL PERFORMANCE APPRAISAL ...................................... 7

Principal Practice Components (Components I-IV) ................................................................................. 7

Overview ............................................................................................................................................... 7

Component I – Vision and Goals........................................................................................................ 7

Component II – Teaching and Learning ............................................................................................ 7

Component III – People, Systems and Operations............................................................................ 7

Component IV – Professional Responsibilities ................................................................................. 8

Process for Ratings ............................................................................................................................... 8

Student Improvement (Component V)...................................................................................................... 9

Overview ............................................................................................................................................... 9

Process for Ratings ............................................................................................................................. 10

III. GOAL SETTING ............................................................................................................................ 11

Prior to the Conference ..................................................................................................................... 11

During the Conference ...................................................................................................................... 12

IV. COLLECTING AND USING EVIDENCE ........................................................................................ 13

Organizing for evidence collection ................................................................................................... 13

Observable Evidence ................................................................................................................... 13

Documented Evidence ............................................................................................................... 13

Collecting and Using Evidence ......................................................................................................... 14

V. THE MID-YEAR CONFERENCE PROCESS ................................................................................... 15

Prior to the Conference ..................................................................................................................... 15

During the Conference ...................................................................................................................... 15

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VI. THE SUMMATIVE EVALUATION ................................................................................................ 16

Assigning a summative rating .................................................................................................................. 16

Step 1: Assigning criteria-level ratings for Components I-IV ......................................................... 16

Step 2: Assigning a summative rating for Components I-V ........................................................... 16

Step 3: Assigning an overall summative rating ............................................................................... 16

The Summative Evaluation Conference .................................................................................................. 18

Prior to the conference ...................................................................................................................... 18

During the conference ....................................................................................................................... 18

Following the conference .................................................................................................................. 18

Summary of Responsibilities .................................................................................................................... 19

VII. DETERMINING A PATTERN OF INEFFECTIVE PRINCIPAL PERFORMANCE ............................ 21

VIII. IMPROVEMENT PLANS ...........................................................................................................22

Improvement Plan Requirements ................................................................................................... 22

Improvement Plan Conference ........................................................................................................ 22

Improvement Plan Implementation................................................................................................ 22

IX. THE CHALLENGE PROCESS ....................................................................................................... 23

X. PERFORMANCE APPRAISAL FORMS ......................................................................................... 24

The DPAS-II for Administrators Rubric ............................................................................................25

The Student Performance Goal-Setting Form ................................................................................. 36

The Leadership Priority Areas Form (Optional) ............................................................................. 37

The Observation Form (Optional) .................................................................................................... 38

The Mid-Year Conference Forms ...................................................................................................... 39

The Summative Evaluation Form ......................................................................................................41

Improvement Plan Form ................................................................................................................... 44

Challenge Form .................................................................................................................................. 46

APPENDICES ....................................................................................................................................47

Design of DPAS-II: Delaware’s Administrator Standards and Framework for Administrators ........ 48

The Six ISLLC Standards .......................................................................................................................... 48

Standard 1 .......................................................................................................................................... 48

Standard 2 .......................................................................................................................................... 48

Standard 3 ........................................................................................................................................... 49

Standard 4 ........................................................................................................................................... 49

Standard 5 ........................................................................................................................................... 49

Standard 6 ........................................................................................................................................... 49

Definitions .................................................................................................................................................. 50

DPAS-II Student Performance Measures Policy Statement ................................................................... 51

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DPAS-II is Delaware’s statewide educator evaluation system. As a statewide system, DPAS-II establishes consistent educator and student performance expectations and outcomes across all schools. There are three versions of DPAS-II:

1. DPAS-II for Teachers

2. DPAS-II for Specialists

3. DPAS-II for Administrators

The three main purposes of DPAS-II are to assure and support:

• Educators’ professional growth

• Continuous improvement of student outcomes

• Effective educators in every school building and classroom

DPAS-II for Administrators supports professional growth by helping evaluators and administrators iden-tify areas for growth and opportunities to enhance administrators’ skills and knowledge through:

• Reflecting on practice and self-assessment

• Working collaboratively with colleagues to improve curriculum, assessment, instruction, and other classroom practices

• Conducting action research

• Designing and piloting new instructional programs or techniques

• Analyzing student and school data to shape programming and classroom instruction

• Other learning opportunities

DPAS-II for Administrators supports continuous improvement of instructional practice and student out-comes by helping evaluators and administrators monitor professional growth and student improvement. Educational administration is a complex and ever-changing profession requiring an administrator’s com-mitment to continuously improve his or her practice and, in turn, student performance. Administrators need opportunities to try new tools, methods, and approaches for instructional leadership. At the same time, these opportunities must be monitored to ensure that students are reaping the intended benefits.

DPAS-II for Administrators assures effective administrators in every school building by helping evalu-ators and administrators select credible evidence about administrator performance. Evaluators use this evidence to make important decisions such as:

• Recognizing and rewarding effective practice

• Recommending continued employment and/or career growth opportunities

• Recommending strategies and/or activities that will enhance administrator effectiveness

• Developing a plan to improve administrator performance

• Beginning dismissal proceedings

For the purposes of DPAS-II, administrators are defined as:

• All licensed and certified administrators who oversee instruction.

• It does not include those who supervise non-instructional aspects of school and district operations such as but not limited to, transportation, maintenance, finance, nutrition, discipline and personnel.

PURPOSE OF THE DELAWARE PERFORMANCE

APPRAISAL SYSTEM II (DPAS-II)

ROLE OF DPAS-II FOR

ADMINISTRATORS

WHO IS EVALUATED

THROUGH DPAS-II FOR

ADMINISTRATORS?

I. INTRODUCTION TO DPAS-II

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Delaware Administrative Code, §108A requires all school districts and charter schools to evaluate administrators who oversee instruction using the DPAS-II Revised Guides for Administrators. Typically evaluators of administrators are their direct supervisors: district office supervisors and superintendents. This regulation also requires all evaluators to complete DPAS-II training, as developed by the Delaware Department of Education, and to be credentialed by the Delaware Department of Education.

A principal is to be evaluated by an individual who has successfully completed training as a Credentialed Evaluator. Usually, this individual is the principal’s direct supervisor, so the term “principal supervisor” is used throughout this guide interchangeably with the terms “Credentialed Evaluator” and “evaluator.”

The principal supervisor is responsible for completing all the steps in the cycle, from initial goal-setting through summative ratings. They may, however, enlist others to participate in the cycle. For example, in a district with multiple principal supervisors, the supervisors might co-observe principals as part of the evidence collection process.

Principal supervisors should prioritize the evaluation process by spending more time in schools con-ducting high-quality observations of practice and providing actionable feedback to principals. This will enable deep, professional conversations between the evaluator and the principal and guard against the evaluation process being merely a compliance exercise.

This guide applies specifically to the performance appraisal of principals. Principals play a central role improving teaching and learning in Delaware schools and are crucial to student success. Research shows that strong principals have a powerful multiplier effect: they support effective teaching, build an achievement-based school culture, and align resources to meet goals that translate into student success. Principals account for 25 percent of a school’s total impact on student achievement1 and can have a greater impact on all students than teachers because principals ensure effective instruction year to year across the entire school.2

Principals are required to be assessed annually and their appraisal requires three discrete activities at minimum: a goal-setting conference, a mid-year conference and a summative conference (which includes summative ratings of overall perfor-mance). Across these steps, the appraisal cycle should focus on continuous improvement and professional growth, using data on practices and outcomes from one year to influence the pro-fessional conversations and priorities for the next year.

The dates noted in each activity below establish a general eval-uation timeline. Needs, schedules, and procedures vary among school districts and charter schools, so the dates represent a flexible range.

WHO EVALUATES ADMINISTRATORS

THROUGH DPAS-II FOR

ADMINISTRATORS?

DESIGN OF THE PRINCIPAL

SUPERVISOR GUIDE FOR

EVALUATING PRINCIPALS

Why is there no longer a distinction in the process between experienced and inexperienced administrators?

The DPAS-II process focuses on continual growth and improvement for all principals, regardless of their level of experience. Having an annual evaluation fosters that emphasis. The rubric and appraisal process provide opportunity for detailed feedback at various levels of performance.

1 Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How Leadership Influences Student Learning. New York, NY: Wallace Foundation; Marzano, R.J., Waters, T., & McNulty, B. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.

2 Branch, G., Hanushek, E. A., & Rivkin, S. G. (2012). Estimating the effect of leaders on public sector productivity: The case of school principals (pp. 45). Washington, D.C.: National Center for Analysis of Longitudinal Data in Education.

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The following are suggested target dates:

Activity Timing Forms

Goal-Setting Conference June – September3 Goal Setting Form

Evidence Collection September – June (Optional Forms Provided)

Mid-Year Conference Mid-Winter Mid-Year Form

Summative Evaluation May – June Summative Evaluation Form This Guide describes the DPAS-II for Administrators Performance Appraisal System for Principals. Specifically, it outlines:

Section II: The Five Components of Principal Performance Appraisal Section III: Goal-SettingSection IV: Collecting and Using EvidenceSection V: The Mid-Year ConferenceSection VI: The Summative EvaluationSection VII: Determining a Pattern of IneffectivenessSection VIII: Improvement PlanSection IX: The Challenge ProcessSection X: Forms

In the appendices are additional resources.

The guide includes both the requirements for performance appraisal of a principal and recommenda-tions and guidance for high quality implementation. By including both, the guide promotes a system of performance appraisal that sets high standards for principals, reflects best practices from the field and preserves some degree of local flexibility in implementation.

3 For principals hired after September, the goal-setting conference should occur immediately after hiring, with evidence collection and remaining steps proceeding on the same time frame as for other principals

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II. THE FIVE COMPONENTS OF PRINCIPAL PERFORMANCE APPRAISAL

State law requires that principal evaluations be based on five components. Regulation 108A (http://regulations.delaware.gov/AdminCode/title14/100/108A.shtml#TopOfPage) specifies those five components as follows:

Component I: Vision and GoalsComponent II: Teaching and LearningComponent III: People, Systems and OperationsComponent IV: Professional ResponsibilitiesComponent V: Student Improvement

This section defines each of the five components and explains how principals should be appraised. Components I-IV outline the categorical leadership practices found in the DPAS-II rubric for Principals (note that these components align closely with the Delaware Administrator Standards. See the appendices for a detailed description of that alignment).

Overview:

Component I – Vision and Goals – focuses on the principal’s actions to establish, implement, promote and communicate the vision and goals of the school or district, including the use of data to establish goals aligned to the school or district success plan.

A principal’s practice in this component is assessed based upon the following criteria:

1A. Develops a vision for high student achievement1B. Establishes school goals and an aligned school plan using data1C. Establishes and reinforces school values and behaviors that align to the vision1D. Develops cultural competence and a commitment to equity

Component II – Teaching and Learning – focuses on the principal’s actions to implement rigorous curricula, assessments and high-quality instructional practices and to monitor student progress to inform instructional practices.


2A. Implements rigorous curriculum and assessments aligned to Delaware State Standards2B. Implements high-quality instructional practices2C. Increases teacher effectiveness through support and evaluation2D. Monitors student data to drive instructional practices

Component III – People, Systems and Operations – focuses on two substantive areas of principal practice: (1) the principal’s actions to manage resources and organize time, ensuring alignment with mandated policies and creating a safe, efficient and effective environment in the school or district that supports student learning; and (2) the principal’s actions to attract, support, develop, evaluate and retain high-performing educators.


3A. Manages resources in alignment with the school plan3B. Organizes school time to support all student learning and staff development priorities3C. Ensures school operations align with mandated policies3D. Hires and retains high-performing staff members3E. Develops a high-performing leadership team

PRINCIPAL PRACTICE

COMPONENTS (COMPONENTS I-IV)

http://regulations.delaware.gov/AdminCode/title14/100/108A.shtml#TopOfPage

http://regulations.delaware.gov/AdminCode/title14/100/108A.shtml#TopOfPage

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Component IV – Professional Responsibilities – focuses on the principal’s personal leadership actions, including building meaningful relationships and engaging in self-reflection and ongoing learning. The Component also focuses on the principal’s capacity to problem solve while keeping a constant focus on student learning, constructively managing change and effectively communicating with/engaging fami-lies and school community stakeholders.


4A. Builds professional relationships and constructively manages change4B. Engages in self-reflection and on-going professional development4C. Demonstrates relentless focus, proactive problem solving and advocacy for students4D. Engages families and the community in student learning

Process for Ratings:

A principal’s performance on Components I through IV is assessed against the DPAS-II for Administrators Principal Practice Rubric (see Section X). The rubric is structured as follows:

• Each component describes a major area of leadership practice (see above for the four components).

• Each component has four to five criteria, which are more specific areas of leadership practice (see above for the criteria descriptions).

• Each criterion is described by specific leadership actions across four levels of performance: Highly Effective, Effective, Needs Improvement, and Ineffective.

• For each component, the rubric includes examples and sources of evidence.

As noted, the rubric uses four distinct levels of performance across criteria, components and the summative rating:

• Highly-Effective: The principal consistently demonstrates an expert level of performance across all components and builds the capacity of others to lead as well.

• Effective: The principal consistently implements effective leadership practices across the full range of standards. While principals should aspire to be highly effective, this is the expected level of performance for most principals in Delaware.

• Needs Improvement: The principal demonstrates the knowledge and awareness of effective leadership practices, but does not consistently or effectively execute those prac-tices. Novice principals may find that they are rated “Needs Improvement” in some standards as they are developing their practice.

• Ineffective: The principal does not demonstrate acceptable levels of performance on one or more components.

Based on evidence collected throughout the year (see Section IV), the evaluator rates the principal at one level of performance for each criterion within Components I through IV. Then, the evaluator aggregates these to establish ratings for the components. The evaluator has discretion in aggregating the ratings, but should communicate his or her approach to collecting evidence and making determinations to the principal being appraised.

Why does Regulation 108A require criteria-level ratings for Principals?

Criteria-level ratings allow for more detailed feedback to principals on specific areas of their leadership practice. The rubric engages the evaluator in observing the full scope of the principal’s responsibilities. Additionally, data from criteria-level ratings can be used to inform decisions about professional development and resource allocation across a district.

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Overview:

The fifth component focuses on student improvement and consists of two equally weighted parts. Part A is based on student scores from the State Assessment in English Language Arts (ELA) and Mathematics, while Part B is based on locally-selected measures.

Important note for 2014-15: Because of the transition in State-administered assessments, Part A will not count toward principal evaluation in 2014-15. Part B has two sections, one focused on ELA and/or Mathematics and one focused on local priorities. The remainder of this section and guide discusses implementation in 2014-15 (i.e., Part B only). Additional details can be found in the appendices.

Part B, Section One, ELA and/or Math Student Growth (B-1): Principal effectiveness is assessed in this section by improvement of student achievement in English Language Arts (ELA) and/or Mathematics. The measure selected must be an approved Measure B assessment (internal or external). Principal supervisors, in consultation with principals, set an improvement target for one or more of these subjects for selected students. This first section of Part B should address ALL students for whom they are responsible.

Part B, Section Two, Additional student performance measures (B-2): Principal effectiveness is assessed in this section by improvement on other priority measures of student achievement. These additional measures may be Measure B assessments, state-approved measures, other state recommended measures, current success plan measures pertaining to student performance or other district priority achievement measures. Principal supervisors, in consultation with principals, set one improvement target on a mea-sure determined locally. Administrators may choose a cohort of students that is applicable to their role and area of responsibility, but the recommended cohort is ALL students for whom they are responsible.

There shall be no more than two total measures used for the purposes of Component V. Each Part B measure will be worth 50 percent unless the administrator and his or her evaluator choose the required measure in Part B-1 to comprise 100% of the rating.

It is imperative for the principal supervisor to acknowledge with the principal the specific targets for Satisfactory and Exceeds, as well as the methodology that will be used to determine the points the admin-istrator will receive in each section based on the student achievement results.

DIAGRAM OF COMPONENT MAPS

STUDENT IMPROVEMENT

(COMPONENT V)

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COMPONENT 1: VISION AND GOALS1

INEFFECTIVE2

NEEDS IMPROVEMENT3

EFFECTIVE4

HIGHLY EFFECTIVEA. DEVELOPS A VISION FOR HIGH STUDENT ACHIEVEMENTAdopts a vision with minimal focus on student achievement for all students

Creates a vision for high student achievement but does not explicitly state that expectation for all students

Develops and communicates a district-aligned vision for high student achievement and college and career readiness for all students

Engages diverse stakeholders in collaboratively developing a district-aligned vision for high student achievement and college and career readiness for all students and effective teaching practices for all teachers

Rarely demonstrates confidence in the potential of all students and educators to perform at high levels

Asserts belief that all students and educators can meet high expectations

Consistently models values, beliefs, and attitudes that reflect high expectations for all students and adults

Builds high expectations among educators, students, and parents that success is possible for all students

B. ESTABLISHES SCHOOL GOALS AND AN ALIGNED SCHOOL PLAN USING DATAReviews annual student achievement outcomes and develops goals that are vague and lack rigor

Reviews summative data metrics to develop student achievement-oriented school improve-ment goals that are rigorous for some groups of students

Engages the school leadership team in the analysis of quantitative and qualitative data to diagnose the current state of the school, inform decision-making processes, and develop rigorous and concrete student achievement-ori-ented school improvement goals

Develops all educators’ ability to collabo-ratively analyze a broad set of data points to diagnose the current state of the school, inform decision-making processes, and develop rigorous and concrete student achievement-oriented school improvement goals for all students

Rarely shares strategies to achieve school improvement goals

Drafts a school plan that identifies time-bound benchmarks and some strategies for achieving school improvement goals

Develops and implements a school plan with specific and time-bound benchmarks and strategies to achieve student achievement-ori-ented school improvement goals

Engages all educators in developing and imple-menting a detailed school plan with specific and time-bound benchmarks and strategies to meet the student achievement-oriented goals

Rarely monitors student achievement data and does not relate it to progress toward student achievement goals or use it to inform adjust-ments to strategies

Periodically reviews student achievement data but shows limited ability to adjust and/or revise strategies to meet student achievement goals

Develops and implements systems to analyze disaggregated formative and summative data to monitor student progress and implement revised strategies as supported by the data

Develops educators’ ability to analyze disaggregated formative and summative data to monitor, evaluate, and review progress, and systematically adjusts strategies as needed to meet student achievement goals

C. ESTABLISHES AND REINFORCES SCHOOL VALUES AND BEHAVIORS THAT ALIGN TO THE VISIONInconsistently reinforces behavioral expecta-tions for staff and students

Reinforces behavioral expectations for staff and students most times

Establishes and reinforces behavioral expec-tations for staff and students based on the school’s values

Develops school community’s ability to reinforce behavioral expectations for staff and students

Rarely demonstrates fairness when engaging with students and educators

Inconsistently demonstrates fairness when engaging with students and educators

Publicly models fairness and consistency when engaging with students and educators

Develops educators’ ability to be fair and consistent with students

Minimally supports students’ emotional and social development

Provides some supports for students’ emo-tional and social development

Develops educators’ ability to support and enhance students’ emotional and social development

Consistently monitors educators’ ability to support and enhance students’ emotional and social development

Inconsistently implements a school-wide behavior plan and unfairly applies positive and negative consequences

Develops a school-wide behavior plan and supports educators in implementing it

Leads the school leadership team in creating a positive school culture through the development and implementation of a clear, school-wide behavior plan

Develops others’ ability to create positive school culture by clearly articulating and implementing a school-wide behavior plan that includes systems to ensure consistent and fair implementation

Component: Broad domain of leadership practice

Performance Levels: Four levels of principal practice

Criteria: Specific area of leadership practice

Principal Actions: Principal actions that correspond to each criterion and performance level

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Process for Ratings:

Ratings for Component V are determined as follows:

• Principals and principal supervisors confer in a Goal Setting Conference (See Section III) and set targets on student improvement measures

• Principals and principal supervisors confer in a Mid-Year Conference (See Section V) and use interim student achievement data to review progress against the targets

• Principal supervisors use student achievement data to assess progress against targets and assign a rating as part of the Summative Evaluation (see Section VI)

Part Description Possible Measures Possible Points Method for Calculating Points

A Improvement in Student Scores on State Administered Assessments in ELA and Mathematics

None for SY14-15 0 for SY14-15 N/A

B, Section 1 Improvement in rate of students meeting goals on ELA and Mathematics assessments

State approved assess-ments of ELA and Math

0-50 Locally-Determined

B, Section 2 Improvement in rate of students meeting goals on other local priorities

State-approved measures, other state-recommended measures, current success plan measures pertaining to student performance, or other district priority student achievement measures

0-50 Locally-Determined

For 2014-15, a Component V score is the result of points received in Part B Section 1 plus points received in Part B Section 2, with 100 points possible, unless the administrator and principal supervisor designate Part B-1 as 100% of the Component V rating.

Overall Component V ratings shall be determined as follows:

• Component 5 Score of 80 – 100 = Exceeds

• Component 5 Score of 60 – 79 = Satisfactory

• Component 5 Score of 59 or below = Unsatisfactory

How should principal supervisors assign ratings to measures in Part B, Section 2?

These ratings are locally determined. Districts may consider the guidance below when determining their method:

• Exceeds target = 40–50• Meets target = 30–39• Somewhat On-Track to target = 20–29• Off-Track but progressing towards target = 10–19• Limited evidence of success towards the target = 0–9

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III. GOAL-SETTINGThe appraisal cycle begins with goal-setting, a collaborative process between a principal and his or her supervisor to establish student improvement goals and priorities for a principal’s growth as a leader. This section describes that process, including preparing for and engaging in a goal-setting conference.

Prior to the Conference:

Once the date and time for a Goal Setting Conference is established, the supervisor should encourage the principal to reflect on his or her practice and on student results by reviewing the following, or similar, information:

• This Guide (including especially the leadership practice rubric; see Section X)

• Any written materials describing how the appraisal process will be implemented in his/her district or charter school

• His/her most recent evaluation (if applicable)

• Available student learning data

• Feedback about his/her leadership practices (including stakeholder feedback) to identify areas of strength and areas of growth

• The district’s student learning priorities for the year

• The school’s improvement plan for the upcoming school year and any information about the effectiveness of the prior year’s improvement plan

The principal reviews and reflects on all of the relevant material and completes a draft of two forms (see Section X):

1. Student Performance Goal-Setting Form – Here the princi-pal chooses specific student performance measures and sets targets for improvement on those measures. These form the basis for assessing the principal in Component V (see Section II).

2. Priority Leadership Area Form – Here the principal iden-tifies areas of his/her practice where improvement would contribute both to his/her overall growth as a leader and to the accomplishment of the student performance goals. The priorities should focus on specific criteria in the DPAS II for Administrators Principal Rubric. (Optional, but strongly recommended.)

Once the principal submits the draft forms to his/her supervisor, the supervisor reviews and reflects on all of the relevant materials related to the principal, including the completed forms themselves. As a result, both the principal and the supervisor are well-prepared for a meaningful conference.

Why are there two forms, one for Student Performance Goal-Setting and one for setting Priority Leadership Areas for the year?

Done well, goal-setting should be a comprehensive process, beginning with a strong analysis of student performance data. A principal should be able to articulate how his/her student performance goals are meaningful, achievable and ambitious. However, setting student performance measures (as part of Component V) should not stop with the measures and targets. Once set, it is also important to name the key levers for the principal in driving student achievement at the school. Thus, the second form asks the principal and evaluator to identify the high-leverage strategies that have the potential to drive student performance outcomes.

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During the Conference:

The conference provides an opportunity for the principal and principal supervisor to review performance measures and leadership priorities together. Questions to explore include:

• Do the principal’s school performance targets focus on areas of needed improvement? Are they well aligned to district priorities?

• How well does the principal connect the leadership priorities and the student performance measures? Is improvement in the leadership priorities likely to lead to improvement in student performance?

• How will the principal and supervisor proceed together to collect evidence and provide feedback on the principal’s practice, especially in leadership priority areas.

At minimum, the conference includes a discussion of the content of the Student Performance Goal-Setting Form (See Section X). The conference should also include a discussion of the Leadership Priority Areas Form, as well as agreement on a plan for evidence collection: how often the principal supervisor will be on-site to observe the principal, when and how the principal supervisor will provide feedback, and what information the principal is expected to gather as evidence of his or her practice (see below for more details).

At the conclusion of the conference, the principal supervisor and principal agree on any revisions to the goals and strategies in the forms. If there is disagreement, the principal supervisor makes the final decision on the content of the forms. The principal makes agreed-upon revisions in the district’s online evaluation system and makes the final version available to the principal supervisor for approval. The content of the forms becomes the primary basis for evidence collection and feedback conversations.

Suggestions for a strong goal-setting process

• Keep the rigor high – A principal and a principal manager should both be able to provide a strong, data-based rationale for any student performance measure used as a basis for assessing student improvement (Component V).

• Make connections between goals and strategies – The Leadership Priority Areas should focus on areas where principals want to grow in their practice and should encompass the actions that will likely produce better outcomes for students. While this form is optional, it is strongly recommended in order to provide principals and principal supervisors the opportunity to identify key leadership actions to focus on for the year.

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Once the goal-setting process is complete, the principal supervisor and principal begin with evidence collection and can continue conducting observations and conferences throughout the year. Evidence collection, analysis, and synthesis form the basis of an evaluator’s assessment of principal practice. This section describes how a principal supervisor should (1) organize him or herself to collect evidence and (2) collect and use evidence as a basis for feedback and appraisal:

Organizing for evidence collection:

The principal supervisor is responsible for evaluating principal practice across four components of lead-ership practice in addition to evaluating student growth. Each of the four leadership practice components encompasses multiple leadership activities. Completing an evaluation that has adequate breadth (across the components) and depth (within the components) requires a focused plan. The principal supervisor can begin to construct this plan by answering the following questions:

• What are the core things I should see and review for all of my principals?

• What things should I be sure to see and review for prin-cipals based on their areas of focus? What do I need to be sure to see and review in the first half of the year to make the mid-year conference meaningful? How will I cover all components and criteria during the year?

• How often will I be in school buildings meeting with principals to reflect on progress? Can I carve out time in meetings I already have scheduled with principals to focus on their performance? How will I explain my per-formance appraisal process?

As he or she answers these questions, the principal supervisor can rely on observable evidence and documented evidence:

Observable Evidence

• Directly observing a principal at work, includ-ing but not limited to leadership team meetings, professional development sessions, parent meet-ings, and teacher feedback conversations.

• Observing the systems established by a princi-pal, including but not limited to team meetings or collaboration sessions (where the principal is not present) or observing teacher practice across multiple classrooms.

Documented Evidence

• Collecting artifacts, including but not limited to school improvement plans, school newsletters, and professional development agendas and materials.

• Reviewing school data, including but not limited to leading indicators, direct evidence of student performance, and all stakeholder feedback.

Note: The rubric includes specific examples of observable and doc-umented evidence for each of the four components.

IV. COLLECTING AND USING EVIDENCE

Does DPAS-II for Administrators require a minimum number of direct observations?

No. While direct observation of principal practice is central to effective evaluation, the frequency and types of observations is likely to vary according to the particular situation. Rather than offer a minimum, we focus on the types and quality of evidence that should inform principal supervisors about principal practice.

Should I ask principals to assemble evidence?

Asking a principal to assemble data and artifacts serves two good purposes. First, it provides evidence to complement observations (e.g., reviewing data team meeting protocols and notes as a complement to attending a data team meeting). And second, it encourages principals to track the actions related to their priorities. At the same time, portfolios can become burdensome if they are not focused. A good practice is to identify at the beginning of the year what types of information will be most useful to collect, especially to support conversations about leadership priority areas.

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The principal supervisor uses his or her discretion in determining the quantity and types of evidence collected, but evidence collection should include regular observation of principal practice. Doing so increases the likelihood that a principal will experience evaluation as a way to support and push him or her to improve practice. Not doing so increases the likelihood that evaluation will feel like a compliance exercise to a principal.

Conducting High-Quality School Site Visits Periodic, purposeful school visits offer critical opportunities for evaluators to observe, collect evidence, and analyze the work of principals to facilitate ongoing feedback, dialogue about principal practice, and continuous improvement. Evaluators provide timely feedback after each observation or collection of evidence. The following process ensures evaluators can make the most of their school site visits and collect the evidence needed to rate principal practice and support their leadership development.

Prepare Schedule Observe Follow-up

Review background information

• School improve-ment plan

• Student learning targets

• Staff learning priorities

• Principal’s leadership priority areas

Review school schedule to identify opportunities for evidence collection

• Leadership team meetings

• Professional learning sessions

• Principals observ-ing and providing feedback on teacher practice

Recording events and principal actions

• Pay particular attention to actions associated with the princi-pal’s leadership priority areas

• Monitor the through line from student learning priorities to staff learning priorities to principal’s lead-ership priorities

Provide detailed feedback

• Evaluator provides feedback to the principal, citing evidence and cur-rent progress on their leadership priority areas

• Evaluator reviews and discusses the evidence with the principal during the mid-year conference

Collecting and Using Evidence:

At the heart of effective evaluation is providing feedback based on high quality evidence. This requires a disciplined approach to collecting descriptive evidence (i.e., what is observed) and using that evidence in order to arrive at a conclusion regarding the effectiveness of a leadership practice. These conclusions are the basis both of specific feedback and ratings of practice.

With observable evidence, principal supervisors proceed as follows:

1. Begin with the rubric – Principal supervisors should determine which criteria in the rubric apply to what they will be observing.

2. Take written notes while observing -- The more specific the notes, the clearer the picture of principal practice available to a principal supervisor.

3. Draw conclusions from the notes – Using language from the rubric, principal supervisors should assess individual pieces of evidence.

4. Look for patterns – In order to provide strong feedback, principal supervisors should draw from multiple sources of evidence.

The Observation Form (which is provided as a resource, see Section X) can help principal supervisors to proceed through the first three steps. This form is not required for usage. However, Step 4 generally comes after multiple observations and the gathering of evidence.

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Approximately half-way through the school year, the principal and principal supervisor are required to meet to assess progress toward goals. Using the Mid-Year Conference forms, they document this meeting, including any feedback, outcomes, or next steps. This section describes what should happen before and during the conference.

Prior to the conference:

The principal supervisor:• Reviews the original evaluation plan, including goals and priorities

• Reviews evidence collected to date and prepares a small number of conclusions to share with the principal about his/her practice, especially in priority areas

• Examines interim student achievement data and determines progress-to-date

• Completes the Mid-Year Conference forms (Section X) and shares the forms with the principal

The principal:• Reviews the original evaluation plan, including goals and priorities

• Reflects on the quality of his or her own leadership practices, espe-cially on the criteria identified as priorities

• Examines interim student achievement data and determines progress-to-date

• Considers if any circumstances have arisen that would suggest a need to adjust strategies and priorities

During the conference:

The conference itself is an opportunity for the principal to share his or her reflections and for the principal supervisor to provide feedback. The conference does not result in a rating, but is an opportunity for the principal supervisor to indicate whether the principal is on track to meeting goals and, if necessary, to modify the evaluation plan.

Questions that might guide the discussion include:• What actions has the principal taken to accomplish goals?

• What positive accomplishments would the principal share?

• What evidence exists of progress toward goals?

• What resources/supports does the principal need to help accomplish their goals?

Suggestions for a strong mid-year conference

• Use the rubric – Both in identifying areas of strength and areas of growth, the rubric provides com-mon language to anchor conversations about performance and growth.

• Avoid the “dog and pony shows” – Spend some time recognizing and celebrating successes, but move quickly to a robust discussion about areas of improvement. A principal should know a principal supervisor’s most clear assessment of their status and progress.

• Share evidence – Especially when discussing priority areas, a principal supervisor can discuss specific observations and how that is contributing to their assessment.

• Make this one of many meetings during the year – While Regulation 108A only requires one mid-year conference, having regular meetings to provide feedback on practice will create more opportunities to support principals to improve.

V. THE MID-YEAR CONFERENCE PROCESS

Is the Mid-Year Conference the same as the conference formerly known as the “Formative Conference” in previous iterations of DPAS-II for Administrators?

No. There are many similarities in timing and structure. But, the Formative Conference required a formal assessment; the Mid-Year Conference does not require that. This change is due, in part, to the fact that ratings depend on a full year of evidence collection.

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All principals must receive an annual summative rating at one of four levels of performance, representing an aggregation of the ratings across each of the five components. This section outlines the methodology for assigning a rating and the purpose and structure of a summative evaluation conference.

At the end of the year, principal supervisors review their evidence and conclusions and assign a crite-ria-level rating for each component (Components I-IV), assign a summative rating for each component (Components I-V), and assign an overall summative rating. The Summative Evaluation Form in Section X is used to complete these steps.

Step 1: Assigning criteria-level ratings for Components I-IV

The principal supervisor reviews all of the evidence collected during the year. It is imperative that the principal supervisor gather multiple sources of evidence for each criterion, where applicable supplement-ing observable evidence with documented evidence. Reviewing the evidence collected and, particularly, the conclusions drawn from that evidence, principal supervisors assign a rating of Highly Effective, Effective, Needs Improvement, or Ineffective for each criterion.

Step 2: Assigning a summative rating for Components I-V

For Components I-IV, the principal supervisor reviews the criteria-level ratings and determines one over-all rating for each component. Principal supervisors use their judgment in determining these ratings (e.g., averaging the criteria-level ratings or weighting certain criteria over others). For Component V, the principal supervisor reviews the principal’s progress against student performance targets and assigns a rating as follows:

• Component V Score of 80 – 100 = Exceeds

• Component V Score of 60 – 79 = Satisfactory

• Component V Score of 59 or below = Unsatisfactory

Step 3: Assigning an overall summative rating

The method for combining component ratings into a summative rating is as follows (and summarized in the table below):

Highly Effective: A principal receives a summative rating of Highly Effective if he or she is at least Effective on all four Principal Practice components and receives a rating of Exceeds on the Student Improvement component. Highly effective principals consistently demonstrate an expert level of performance across all components, build the capacity of others to lead as well, and make consistent gains in student outcomes.

Effective: A principal receives a summative rating of Effective if he or she is at least Effective on three Leadership Practice com-ponents and receives a rating of Satisfactory or Exceeds on the Student Improvement component. A principal cannot receive a rating of Effective if he or she has any Ineffective component ratings. Effective principals consistently implement effective lead-ership practices across the full range of standards, though they may need improvement in one area of their practice; they also are making adequate gains in student outcomes.

Needs Improvement: A principal receives a rating of Needs Improvement in one of two ways: (1) if he or she is at least Effective on one or two Leadership Practice components (with fewer than

VI. THE SUMMATIVE EVALUATION

ASSIGNING A SUMMATIVE

RATING

Why does Regulation 108A have four levels of ratings across appraisal criteria, components and ultimately the Summative determination?

In Delaware’s administrator evaluation system, there are four ratings at every level (criterion, component, summative): Highly Effective, Effective, Needs Improvement, and Ineffective. This creates alignment of rigor and terminology for all levels of administrators and their evaluations.

17

three Ineffective ratings) and receives a rating of Satisfactory or Exceeds on the Student Improvement component; or (2) if he or she is at least Effective on three or more Leadership Practice components but earns Unsatisfactory on the Student Improvement component. Principals at this level may demonstrate the knowledge and awareness of effective leadership practices, but do not consistently or effectively exe-cute those practices; or they have implemented some leadership practices but are making adequate gains (based on approved goals) in student outcomes.

Ineffective: Three combinations of component ratings result in an Ineffective rating for a principal: (1) if he or she is at least Effective on fewer than three Leadership Practice components and Unsatisfactory on the Student Improvement component; (2) if he or she is below Effective on all Leadership Practice compo-nents but Satisfactory on the Student Improvement component; or (3) if he or she is rated Ineffective on at least three Leadership Practice components, regardless of the Student Improvement rating. Principals at this level do not demonstrate acceptable performance across multiple areas of practice and may also be making inadequate gains in student outcomes.

Leadership Practice(Components 1-4)

Student Improvement(Component 5)

Highly Effective Effective (E) or Highly Effective (HE) on all four

Exceeds

Effective E or HE on at least three + No Ineffective (I)

Satisfactory (or higher)

Needs Improvement E or HE on one or two + Fewer than 3 I

Satisfactory (or higher)

Needs Improvement E or HE on three or more Unsatisfactory

Ineffective E or HE on zero, one or two Unsatisfactory

Ineffective E or HE on zero Satisfactory (or higher)

Ineffective 3 or more I Any rating

Ineffective 3 or more I Any rating

Principal supervisors may include comments in addition to a rating, in order to give a picture of overall performance. If the principal supervisor chooses to include commendations, recommendations, or expec-tations, the recommended parameters are:

• Commendations should be reserved for principals with high levels of performance. Principals who perform above expectations and/or who clearly excel in any component are eligible for a commen-dation. Commendations are not intended for principals showing “expected” levels of performance.

• The evaluator is encouraged to make Recommendations specifically designed to help the principal improve his or her performance. Because DPAS-II is designed to promote continuous improvement, recommendations may be made to principals at any level of performance as long as they are relevant and meaningful. Recommendations are not binding. They are a suggested course of action that the principal can consider.

• Expectations are specific performances that must be carried out. If expectations for improvement are included in the Summative Evaluation, they must be clear and specific and include a description of the evidence the principal must exhibit/provide. There must also be clear timelines for when the principal must show evidence of meeting the expectation.

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Prior to the conference:

The principal:• Reviews the original evaluation plan

• Reflects on the quality of their own leadership practices, especially on the criteria identified as priorities

• Examines interim and summative student achievement data and determines if expected/aspirational progress against stu-dent performance measures has been made

The principal supervisor:• Reviews the original evaluation plan

• Examines all evidence collected

• Completes the Summative Evaluation Form

During the conference:

The conference itself is an opportunity for principals to share their reflections and for principal supervi-sors to provide feedback. The principal supervisor should share a copy of the summative evaluation form and review key observations from it.

Questions that might guide the discussion include:

• Did the principal achieve student achievement goals? Why or why not?

• What would the principal identify as strengths in practice this year?

• What would the principal identify as areas of improvement in practice?

• Did goal(s) lead to strengthened professional performance and improved student learning? To what extent? What evidence exists to support those conclusions?

• Reflecting on leadership practice, what are the principal’s professional growth plans for the upcom-ing year?

• What resources or support does the principal need from the principal supervisor?

Following the conference:

If the discussion prompts the principal supervisor to adjust ratings or comments, he/she makes these changes following the conference and then provides a revised Summative Evaluation Form to the princi-pal for signature. If a principal disagrees with any feedback on the Summative Evaluation Form or wishes to add additional information to support any comment, he or she may provide information in writing to the evaluator within fifteen (15) working days of receipt of the form. The principal may request a second conference with the evaluator to discuss concerns. Additional information provided will become part of the appraisal record.

THE SUMMATIVE EVALUATION CONFERENCE

Do principals have to complete a self-assessment at any point during the DPAS-II for Administrators appraisal cycle?

Although this action is not required, it is certainly recommended. It can be especially useful for principals to assess their performance against the rubric and submit it to their supervisor prior to the summative evaluation conference.

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The table below summarizes the responsibilities of principals and principal supervisors for each required step in the process:

Principal Responsibilities Principal Supervisor Responsibilities

Goal-Setting Conference

Prior to the Conference Prior to the Conference

Review and reflect on all relevant material, such as:• This Guide

• Written materials about the appraisal process

• His/her evaluation from the prior year

• All available student learning data and feed-back about their leadership practices


• A copy of the school’s improvement plan

Set student performance measures

Identify focus areas to improve leadership practice

Complete and submit the Student Performance Goal-Setting Form and the Leadership Priority Areas Form and be prepared to discuss

Establish the date and time of the Goal Setting Conference and notify the principal

Encourage principals to review the following, or similar, information:

• This Guide

• Written materials about the appraisal process

• His/her evaluation from the prior year

• All available student learning data and feed-back about their leadership practices


• A copy of the school’s improvement plan

Review the completed Student Performance Goal-Setting Form. Complete Leadership Priority Areas Form and be prepared to discuss if applicable (optional, but strongly recommended).

During Conference During Conference

Take an active part in the conference

Provide input into any revisions to the Goal-Setting Form

Provide input on plan for evidence collection

Lead the discussion

Agree on all content and any revisions to the Goal-Setting Form

Agree on plan for evidence collection

Following Conference Following Conference

Revise, sign and submit the Student Performance Goal-Setting Form and the Leadership Priority Areas Form

Sign revised Student Performance Goal-Setting Form and the Leadership Priority Areas Form and maintain a copy of each form and give a copy to the principal

Evidence Collection

Implement the evidence collection plan, providing documentation as requested

Implement the evidence collection plan, including collection of observable evidence and documented evidence

Mid-year Conference


Review the original evaluation plan

Reflect on the quality of leadership practices

Examine interim student achievement data and determine if adequate progress is being made

Review the original evaluation plan

Review evidence collected to date and prepare a small number of conclusions to share with the princi-pal about his/her practice, especially in priority areas

Examine interim student achievement data and determine if adequate progress is being made

Complete the Mid-Year Conference forms


Take an active part in the conference, providing reflections on leadership practice

Lead the discussion, providing candid feedback, especially on areas identified as priorities


Continue implementing the evidence collection plan, providing documentation as requested

Continue implementing the evidence collection plan, including collection of observable evidence and documented evidence

SUMMARY OF RESPONSIBILITIES

20

Principal Responsibilities Principal Supervisor Responsibilities

Summative Evaluation


Reflect on the quality of leadership practices

Examine interim student achievement data and determine if adequate progress has been made

Examine all evidence of principal practice and student improvement

Complete a Draft of the Summative Evaluation Form, including

• Criteria ratings

• Component ratings

• Overall summative rating

• Comments


Take an active part in the conference, providing reflections on leadership practice

Lead the discussion, providing candid feedback, especially on areas identified as priorities


Review, sign, and return the Summative Evaluation Form within five (5) working days of receipt. (Administrator’s signature does not indicate agreement, it only acknowledges receipt.)

Make Revisions to the Summative Evaluation Form and provide the revised version to the prin-cipal for signature.

Finalize evaluation ratings in the state-approved online platform utilized by your LEA.

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Regulation 108A establishes the criteria for determining whether a principal demonstrates a “pattern of ineffective administrative performance.” The following chart shows the consecutive Summative Evaluation ratings determined to be a pattern of ineffective principal performance:

Year 1 Year 2 Year 3

DPAS-II Rating

Ineffective Ineffective

Needs Improvement Needs Improvement Needs Improvement

Needs Improvement Ineffective Needs Improvement

Needs Improvement Needs Improvement Ineffective

Ineffective Needs Improvement Ineffective

Ineffective Needs Improvement Needs Improvement

Needs Improvement Ineffective Ineffective

VII. DETERMINING A PATTERN OF INEFFECTIVE PRINCIPAL PERFORMANCE

22

Based on the requirements of Regulation 108A, principal supervisors must develop and implement an improvement plan for a principal who receives an overall rating of “Needs Improvement” or “Ineffective” on the Summative Evaluation or a rating of “Needs Improvement” or “Ineffective” on any component on the Summative Evaluation, regardless of the overall rating.

Principal supervisors may also, at their discretion, develop and implement an improvement plan at any point to remedy weak performance by the principal on any component.

All improvement plans should include:• Identification of the specific deficiencies and recommended area(s) for growth

• Measurable goals for improving the deficiencies to satisfactory levels

• Clear and specific professional growth activities to accomplish the goal(s)

• Identified and accessible resources for each professional growth activity

• Procedures and evidence that must be provided and/or behaviors to determine that the goal(s) was met

• Timelines, including intermediate progress checkpoints and a final completion date

• Record of judgment and date completed, signed by the principal and principal supervisor

The principal and principal supervisor should review the Improvement Plan Form before the Improvement Plan Conference. This gives each time to prepare for discussion. At the Improvement Plan Conference, the principal and principal supervisor develop a plan using the Improvement Plan Form.

Delaware regulation requires that the principal and principal supervisor develop the Improvement Plan cooperatively. However, if cooperative development of the plan is not possible or if the administrator and evaluator cannot come to agreement on the plan, regulation gives the principal supervisor the authority and responsibility to determine the plan.

Principals, principal supervisors, and other professionals that may be named in the Improvement Plan are accountable for the implementation and completion of the plan. If amendments to the plan are necessary, all parties affected by the amendment must discuss the changes and document them in the appropriate space on the Improvement Plan. The principal and principal supervisor, at a minimum, must also sign the amendment to indicate their agreement.

Upon completion of the plan, the principal and principal supervisor shall sign the Improvement Plan Form, documenting the completion of the plan. If the principal’s practice is not deemed satisfactory at the completion of the Improvement Plan, then the appropriate consequences, as detailed in the Improvement Plan Form, will be carried out.

VIII. IMPROVEMENT PLANS

IMPROVEMENT PLAN

REQUIREMENTS

IMPROVEMENT PLAN

CONFERENCE

IMPROVEMENT PLAN

IMPLEMENTATION

23

Sometimes a principal will disagree with his or her evaluator’s assessment. It is desirable to resolve the differences directly with the evaluator, if at all possible. Administrators are encouraged to discuss their concerns with the evaluator and attempt to resolve the issues prior to submitting a formal challenge. Documents generated as part of this discussion shall be attached to the Summative Evaluation and become part of the appraisal record.

If resolution is not reached with the evaluator, the principal may submit a written challenge to the evalua-tor’s supervisor. Delaware regulation allows a principal to challenge unsatisfactory performance identified by his or her Credentialed Evaluator during the annual appraisal cycle.

A principal initiates the challenge by submitting information specific to the point of disagreement to the evaluator’s supervisor. This must be done in writing within fifteen (15) working days of the princi-pal’s receipt of the evaluation documentation. (Note: If the principal’s supervisor is the LEA’s Chief or Charter Director, the challenge may be presented to Human Resources or directly to the Board.)

Within fifteen (15) working days of receiving the written challenge, the supervisor of the evaluator or designated district or charter school-level credentialed evaluator shall meet with the principal to review and discuss the challenge and the appraisal record. The appraisal record consists of all documents used in the appraisal process, the written challenge, and any additional documents previously shared with the principal. The supervisor shall issue a written decision to the principal within fifteen (15) working days of the challenge hearing.

If the challenge is denied, the decision shall state the reasons for denial. The decision of the supervisor of the evaluator or designated district or charter school-level credentialed evaluator (or other responsible party) is final.

While a challenge process is taking place, the Improvement Plan may or may not be started by mutual agreement of principal and evaluator. If agreement cannot be reached, the evaluator’s decision will prevail.

IX. THE CHALLENGE PROCESS

24

This section includes all of the required forms for completing the performance appraisal of principals. The forms are:

• The DPAS-II for Administrators Rubric

• The Student Performance Goal-Setting Form

• The Leadership Priority Areas Form (Optional)

• The Observation Form (Optional)

• The Mid-Year Conference Form

• The Summative Evaluation Form

Important note: These forms are provided to show the content to be discussed and documented at each step in the principal evaluation process. It is the State’s expectation that principals and prin-cipal supervisors will enter the information required on these forms (and any additional relevant information) into the appropriate state-approved online systems.

X. PERFORMANCE APPRAISAL FORMS

25

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ents

Rar

ely

dem

onst

rate

s fa

irn

ess

whe

n e

nga

gin

g w

ith

stud

ents

an

d ed

ucat

ors

Inco

nsis

tent

ly d

emon

stra

tes f

airn

ess w

hen

en

gagi

ng

wit

h s

tude

nts

an

d ed

uca

tors

Pub

licly

mod

els

fair

nes

s an

d co

nsi

sten

cy w

hen

en

gagi

ng

wit

h st

uden

ts a

nd

educ

ator

sD

evel

ops

educ

ator

s’ a

bilit

y to

be

fair

an

d co

nsi

sten

t wit

h st

uden

ts

Min

imal

ly s

uppo

rts

stud

ents

’ em

otio

nal

an

d so

cial

dev

elop

men

tP

rovi

des

som

e su

ppor

ts fo

r st

uden

ts’ e

mo-

tion

al a

nd

soci

al d

evel

opm

ent

Dev

elop

s ed

ucat

ors’

abi

lity

to s

uppo

rt a

nd

enh

ance

stu

dent

s’ e

mot

ion

al a

nd

soci

al

deve

lopm

ent

Con

sist

entl

y m

onit

ors e

duca

tors

’ abi

lity

to

supp

ort a

nd e

nha

nce

stud

ents

’ em

otio

nal

and

so

cial

dev

elop

men

t

Inco

nsi

sten

tly

impl

emen

ts a

sch

ool-w

ide

beh

avio

r pl

an a

nd

un

fair

ly a

pplie

s po

siti

ve

and

neg

ativ

e co

nse

quen

ces

Dev

elop

s a sc

hool

-wid

e be

havi

or p

lan

and

supp

orts

edu

cato

rs in

impl

emen

tin

g it

Lead

s th

e sc

hool

lead

ersh

ip te

am in

cre

atin

g a

posi

tive

sch

ool c

ult

ure

th

rou

gh t

he

deve

lopm

ent a

nd

impl

emen

tati

on o

f a c

lear

, sc

hool

-wid

e be

hav

ior

plan

Dev

elop

s ot

hers

’ abi

lity

to c

reat

e po

siti

ve

scho

ol c

ult

ure

by

clea

rly

arti

cula

tin

g an

d im

plem

enti

ng

a sc

hool

-wid

e be

hav

ior

plan

th

at in

clud

es s

yste

ms

to e

nsu

re c

onsi

sten

t an

d fa

ir im

plem

enta

tion

26

3 D. D

EVELO

PS CULTU

RAL CO

MPETEN

CE AN

D A

COM

MITM

ENT TO

EQU

ITYP

rovides little to no access to diversity-related

professional learn

ing

Provides w

hole group un

differentiated

professional learn

ing about w

orking in

and

supporting a diverse com

mu

nity

Supports educators to improve their u

nder-

standin

g of how their person

al experiences

inform

their assum

ptions about students an

d the school com

mu

nity

Leads educators throu

gh processes to u

nderstan

d how their person

al experiences

and interpretation

of the world an

d can be

used to identify students’ stren

gths an

d assets

Rarely addresses situ

ations w

here students are system

atically excluded from accessin

g rigorou

s learnin

g opportun

ities

Provides m

ost students with access to rigorou

s learn

ing opportu

nities

Implem

ents equitable system

s to ensu

re all students h

ave access to rigorous learn

ing

opportun

ities

Creates an

d implem

ents equitable system

s and

procedures to en

sure all students h

ave access to rigorou

s learnin

g opportun

ities

Avoids conversation

s about diversity and

demon

strates limited aw

areness of the im

pact of diversity on

student learnin

g

Participates in conversation

s about diversity an

d cultu

re, but rarely initiates conversation

s or con

nects them

to student learnin

g

Initiates conversation

s about diversity and

cultu

re as well as about how

they may im

pact student learn

ing

Develops the school’s collective capacity

to engage in

conversations about diversity

and cu

lture as w

ell as how they m

ay impact

student learnin

g

Does n

ot address inappropriate an

d/or

intolerant statements directed at m

embers of

the school comm

un

ity

Attem

pts to address intolerant statements

directed at mem

bers of the school comm

un

ity w

ith limited success

Addresses intolerant statem

ents directed at m

embers of the school com

mu

nity

Con

sistently addresses intolerant statements

directed at mem

bers of the school comm

un

ity

27

4

SAM

PLE

OBS

ERVA

BLE

AN

D D

OCU

MEN

TED

IND

ICAT

ORS

OF

QU

ALI

TY P

ROFE

SSIO

NA

L PR

ACT

ICE

FOR

VIS

ION

AN

D G

OA

LS¢

= O

BSER

VABL

E

o =

DO

CUM

ENTE

D

DEV

ELO

PS A

VIS

ION

FO

R H

IGH

STU

DEN

T A

CHIE

VEM

ENT

¢

Vis

ion

focu

ses

on h

igh

expe

ctat

ion

s fo

r st

uden

t aca

dem

ic a

chie

vem

ent f

or a

ll s

tude

nts

¢

Pre

sent

atio

ns

at m

eeti

ngs

, for

um

s, t

rain

ings

, etc

. th

at h

igh

ligh

t ope

n d

ialo

gue

o

Env

iron

men

tal u

se o

f the

vis

ion

sta

tem

ent a

nd

goal

s

ESTA

BLIS

HES

SCH

OO

L G

OA

LS A

ND

AN

ALI

GN

ED S

CHO

OL

PLA

N U

SIN

G D

ATA

¢

Use

of v

isio

n s

tate

men

t in

mes

sagi

ng

(ver

ball

y an

d in

wri

tin

g) s

tude

nt a

chie

vem

ent-o

rien

ted

scho

ol im

prov

emen

t goa

ls

¢

Pers

onal

inte

ract

ion

wit

h st

aff, s

tude

nts,

par

ents

, an

d co

mm

un

ity

mem

bers

to c

omm

un

icat

e th

e sc

hool

vis

ion

an

d go

als

¢

Faci

litat

ion

of s

choo

l im

prov

emen

t tea

m m

eeti

ngs

wit

h m

ult

iple

sta

keho

lder

gro

ups

o

Con

cret

e an

alys

is o

f dis

aggr

egat

ed s

tude

nt p

erfo

rman

ce d

ata

by g

rade

, sub

grou

p, te

ache

r, co

hort

, etc

.

o

Stud

ent a

chie

vem

ent-o

rien

ted

scho

ol im

prov

emen

t goa

ls li

nke

d to

dat

a an

alys

is

o

Pro

cess

for

deci

sion

-mak

ing

base

d on

dat

a

o

Scho

ol P

lan

ali

gns

wit

h sc

hool

vis

ion

an

d go

als

o

Wri

tten

exp

ecta

tion

s fo

r te

ach

ing

and

lear

nin

g al

ign

ed to

sta

te s

tan

dard

s an

d st

uden

t ach

ieve

men

t-ori

ente

d sc

hool

impr

ovem

ent g

oals

ESTA

BLIS

HES

AN

D R

EIN

FORC

ES V

ALU

ES A

ND

BEH

AVIO

RS T

HAT

ALI

GN

TO

TH

E V

ISIO

N¢

Beh

avio

rs o

f the

sta

ff a

nd

stud

ents

is c

ongr

uent

wit

h th

e sc

hool

val

ues

¢

Faci

litat

ion

an

d/o

r co

-faci

litat

ion

of s

choo

l im

prov

emen

t tea

m m

eeti

ng

focu

sed

on s

choo

l-wid

e be

hav

ior

plan

¢

Staff

an

d st

uden

ts c

ondu

ct m

atch

the

sta

ted

expe

ctat

ion

s

¢

Posi

tive

an

d n

egat

ive

con

sequ

ence

s fo

r be

hav

ior

are

impl

emen

ted

con

sist

entl

y

¢

Inte

ract

ion

s w

ith

stud

ents

are

sup

port

ive

of t

heir

soc

ial a

nd

emot

ion

al d

evel

opm

ent

¢

Teac

hers

are

fair

an

d co

nsi

sten

t wit

h st

uden

ts

¢

Inte

ract

ion

s w

ith

stud

ents

an

d st

aff a

re c

onsi

sten

t an

d fa

ir

o

Stud

ent d

isci

plin

e da

ta is

con

tinu

ousl

y m

onit

ored

DEV

ELO

PS C

ULT

URA

L CO

MPE

TEN

CE A

ND

A C

OM

MIT

MEN

T TO

EQ

UIT

Y¢

Faci

litat

es a

nd

/or

co-fa

cilit

ates

on

goin

g co

nver

sati

ons

for

staff

to d

evel

op c

ult

ura

l com

pete

nce

an

d ex

plor

e th

eir

pers

onal

ass

um

ptio

ns

and

appr

oach

to d

iver

sity

o

Com

mu

nit

y co

nver

sati

ons

abou

t cu

ltu

re a

nd

dive

rsit

y oc

cur

regu

larl

y

28

5

COM

PON

ENT 2: TEA

CHIN

G A

ND

LEARN

ING

1

INEFFECTIV

E2

NEED

S IMPRO

VEM

ENT

3 EFFECTIV

E4

HIG

HLY

EFFECTIVE

A. IM

PLEMEN

TS RIGO

ROU

S CURRICU

LUM

AN

D A

SSESSMEN

TS ALIG

NED

TO D

ELAWA

RE STATE STAN

DA

RDS

Struggles to support educators’ im

plementa-

tion of a cu

rriculu

m align

ed to state standards

En

gages key stakeholders in developin

g, adaptin

g and im

plementin

g curricu

lum

align

ed to state standards to m

eet student learn

ing n

eeds

Con

sistently develops and supports educators’

implem

entation of a cu

rriculu

m align

ed to state stan

dards to meet student learn

ing n

eeds

Develops educators’ ability to develop, adapt,

articulate an

d implem

ent rigorous cu

rriculu

m

aligned to state stan

dards to effectively address

all student learnin

g needs

Allow

s educators to implem

ent lesson an

d u

nits plan

s that are discon

nected from

school goals an

d misalign

ed to state standards

En

courages educators to an

alyze standards,

curricu

la, and align

ed assessments to develop

and im

plement their ow

n lesson

and u

nit

plans

Leads educators’ analyses of stan

dards, cu

rricula, an

d aligned assessm

ents to develop an

d implem

ent standards-based lesson

and

un

it plans lin

ked to school goals

Develops educators’ ability to an

alyze stan

dards, curricu

la and align

ed assessments

to develop and im

plement align

ed lesson an

d u

nit plan

s linked to school goals

Rarely adju

sts lesson or u

nit plan

s based on

student outcomes

Adjusts som

e un

it and lesson plans based on

student progress tow

ard outcomes

Oversees revision

s to un

it and lesson

plans

based on student outcom

esIm

plements on

-going system

s to review an

d im

prove un

it and lesson

plans based on

student outcom

es

B. IMPLEM

ENTS H

IGH

-QU

ALITY IN

STRUCTIO

NA

L PRACTICES

Provides in

consistent support in

the use of

instruction

al strategies that support student

learnin

g

Attem

pts to ensu

re educators use a few

com

mon

instruction

al strategies that m

eet student n

eeds and drive student learn

ing

Supports educators in im

plementin

g rigorous

instruction

al strategies that m

eet student n

eeds and drive student learn

ing

Develops educators’ ability to eff

ectively imple-

ment rigorou

s instruction

al strategies that meet

student needs and drive student learnin

g

Rarely adapts in

structional practices

Identifies adaptations to in

structional practices

and assessm

ents with lim

ited implem

entationA

dapts instruction

and assessm

ents to ensu

re th

at all students master content

Creates and im

plements system

s to adapt in

struction and assessments to en

sure that all

students master content

C. INCREA

SES TEACH

ER EFFECTIVEN

ESS THRO

UG

H SU

PPORT A

ND

EVALU

ATION

Rarely in

corporates student outcomes or

evidence of teacher practice w

hen m

aking

decisions about teacher eff

ectiveness an

d in

structional im

provement

Uses som

e evidence of teacher practice an

d student outcom

es to make decision

s about teacher eff

ectiveness an

d instruction

al im

provement

Uses eviden

ce of teacher practice and student

outcomes to m

ake decisions about teacher

effectiven

ess and in

structional im

provement

Uses m

ultiple sou

rces of evidence of teacher

practice and student outcom

es to make

decisions about teacher eff

ectiveness an

d in

structional im

provement

On

ly conducts teacher observation

s as part of the evalu

ation system

or when

requested by a teacher

Incon

sistently implem

ents classroom observa-

tions to collect eviden

ce of teacher practiceC

onducts frequent form

al and in

formal

observations to collect eviden

ce of teacher practice

Develops the leadersh

ip team’s ability to col-

lect evidence of teacher practice an

d conducts

frequent formal an

d inform

al observations

Provides vague, n

on-specific feedback to

teachers based on lim

ited dataP

rovides global feedback based on either

observational or student perform

ance data

Provides frequent, in

dividualized, an

d action

able feedback based on eviden

ce from

observation an

d student performan

ce data

Provides continuou

s, individu

alized feedback based on

evidence from

observations an

d student perform

ance data

Rarely hold teachers accou

ntable for imple-

mentin

g feedbackA

ttempts to hold teachers accou

ntable for im

plementin

g feedback into their practiceE

nsu

res teachers implem

ent feedback into their practice

Mon

itors teachers to ensu

re they implem

ent feedback into their practice

29

6D. M

ON

ITO

RS S

TUD

ENT

DAT

A T

O D

RIV

E IN

STRU

CTIO

NA

L PR

ACT

ICES

Rar

ely

colle

cts

data

to d

raw

con

clu

sion

s ab

out

inst

ruct

ion

Inco

nsi

sten

tly

colle

cts

data

fro

m li

mit

ed

sou

rces

to d

raw

con

clu

sion

s ab

out i

nst

ruct

ion

Cre

ates

an

d im

plem

ents

sys

tem

s fo

r co

nsi

sten

t m

onit

orin

g an

d fr

eque

nt c

olle

ctio

n o

f dat

a to

iden

tify

stu

dent

out

com

e tr

ends

an

d dr

ive

cont

inuo

us

impr

ovem

ent

Dev

elop

s sta

ff m

embe

rs’ a

bilit

y to

cre

ate

and

impl

emen

t sys

tem

s for

con

sist

ent m

onito

ring

an

d fr

eque

nt c

olle

ctio

n of

dat

a to

iden

tify

st

uden

t out

com

e tr

ends

and

dri

ve c

onti

nuou

s st

uden

t im

prov

emen

t

Rar

ely

atte

mpt

s to

use

dis

aggr

egat

ed a

nd

stud

ent-s

peci

fic d

ata

to e

nsu

re in

stru

ctio

n is

di

ffer

enti

ated

bas

ed o

n s

tude

nt n

eed

or t

hat

st

uden

ts r

ecei

ve a

ppro

pria

te in

terv

enti

on

Dis

aggr

egat

es d

ata

to d

eter

min

es a

ppro

pria

te

diff

eren

tiat

ion

an

d in

terv

enti

on s

trat

egie

s ba

sed

on s

ome

stud

ents

’ lea

rnin

g n

eeds

En

gage

s al

l edu

cato

rs in

an

alyz

ing

disa

ggre

-ga

ted

and

stud

ent-s

peci

fic d

ata

to d

eter

min

e ap

prop

riat

e di

ffer

enti

atio

n a

nd

inte

rven

tion

st

rate

gies

bas

ed o

n in

divi

dual

stu

dent

s’

lear

nin

g n

eeds

Dev

elop

s in

stru

ctio

nal s

taff

’s ab

ility

to c

reat

e an

d im

plem

ent s

yste

ms t

o an

alyz

e di

sagg

rega

ted

and

stud

ent-s

peci

fic d

ata

to d

eter

min

e ap

prop

ri-

ate

diff

eren

tiat

ion

and

inte

rven

tion

stra

tegi

es

base

d on

indi

vidu

al st

uden

ts’ l

earn

ing

need

s

30

7

SAM

PLE OBSERVA

BLE AN

D D

OCU

MEN

TED IN

DICATO

RS OF Q

UA

LITY PROFESSIO

NA

L PRACTICE FO

R TEA

CHIN

G A

ND

LEARN

ING

¢ = O

BSERVABLE

o = D

OCU

MEN

TED

IMPLEM

ENTS RIG

ORO

US CU

RRICULU

M A

ND

ASSESSM

ENTS A

LIGN

ED TO

DELAW

ARE STATE STA

ND

ARD

S¢

Instruction

al strategies engage students in

cognitively ch

allengin

g work th

at is aligned to D

elaware state stan

dards

¢

Teachers use a broad ran

ge of pedagogical approaches

o

Cu

rricular m

aterials aligned to D

elaware state stan

dards

IMPLEM

ENTS H

IGH

-QU

ALITY IN

STRUCTIO

NA

L PRACTICES

¢

Facilitation of the form

al observation process (pre-con

ference, observation

, post-conferen

ce includin

g feedback) for every teacher and specialist

¢

Active, regu

lar involvement in

Profession

al Learnin

g Com

mu

nity m

eetings, com

mu

nity m

eetings, facu

lty meetin

gs, etc. to support teacher professional learn

ing

o

Record of feedback an

d accountability system

s for implem

enting feedback

o

Teacher lesson plan

s that show

evidence of profession

al learnin

g activities

o

Accou

ntability procedures for teach

ing an

d learnin

g are clearly comm

un

icated to staff

INCREA

SES TEACH

ER EFFECTIVEN

ESS THRO

UG

H SU

PPORT A

ND

EVALU

ATION

¢

Eff

ective completion

of all DPA

S evaluation

s of teachers and specialists

¢

Facilitation an

d/or co-facilitation

of professional learn

ing activities focu

sed on m

onitorin

g/evaluatin

g the effectiven

ess of curricu

lum

, instruction

, and assessm

ent

¢

Con

ferences w

ith evaluator to identify w

ay to improve profession

al practice

o

Clear procedu

res are in place for m

aintainin

g confidentiality of in

formation

MO

NITO

RS STUD

ENT D

ATA TO

DRIV

E INSTRU

CTION

AL PRA

CTICES¢

Facilitation an

d/or co-facilitation

of professional learn

ing activities focu

sed on m

onitorin

g/evaluatin

g the effectiven

ess of curricu

lum

, instruction

, and assessm

ent

o

Adm

inistrative or school clim

ate survey resu

lts and action

plan to: 1.) continue an

d fin

e-tun

e effective practices; an

d/or, 2.) im

prove areas of concern

o

Align

ment of tech

nological resou

rces to support student achievem

ent-oriented school improvem

ent goals

o

Student work sam

ples and classroom

observation data are u

sed to make decision

s about teacher effectiven

ess

31

8

COM

PON

ENT

3: P

EOPL

E, S

YST

EMS,

AN

D O

PER

ATIO

NS

1 IN

EFFE

CTIV

E2

NEE

DS

IMPR

OV

EMEN

T3

EFFE

CTIV

E4

HIG

HLY

EFF

ECTI

VE

A. M

AN

AG

ES R

ESO

URC

ES IN

ALI

GN

MEN

T W

ITH

TH

E SC

HO

OL

PLA

NA

lloca

tes

fisc

al a

nd

phys

ical

res

ourc

es to

in

itia

tive

s th

at d

o n

ot a

lign

to s

choo

l goa

lsD

istr

ibut

es fi

scal

an

d ph

ysic

al r

esou

rces

bas

ed

on s

tude

nt a

chie

vem

ent-o

rien

ted

scho

ol

impr

ovem

ent g

oals

Allo

cate

s fisc

al a

nd p

hysic

al re

sour

ces r

espo

nsib

ly,

effici

ently

, and

eff

ectiv

ely

in a

lign

men

t with

st

uden

t ach

ieve

men

t-ori

ente

d sc

hool

impr

ove-

men

t goa

ls

Cre

ativ

ely

leve

rage

s and

max

imiz

es fi

scal

and

ph

ysic

al r

esou

rces

res

pon

sibl

y, e

ffici

entl

y, a

nd

effec

tive

ly

Doe

s n

ot m

anag

e pa

rtn

ersh

ip a

gree

men

ts

effec

tive

lyIn

con

sist

entl

y m

anag

es p

artn

ersh

ip

agre

emen

tsPr

ovid

es o

ppor

tuni

ties f

or e

duca

tors

to m

anag

e th

eir o

wn

part

ners

hip

agre

emen

ts a

nd m

anag

es

scho

ol p

artn

ersh

ip a

gree

men

ts e

ffec

tivel

y

Dev

elop

s edu

cato

rs’ a

bilit

y to

eff

ecti

vely

m

anag

e th

eir

own

part

ners

hip

agr

eem

ents

and

m

anag

es a

ll sc

hool

par

tner

ship

agr

eem

ents

eff

ecti

vely

On

ly a

cces

ses

exis

tin

g re

sou

rces

an

d do

es

not

see

k ou

t in

form

atio

n a

bout

add

itio

nal

re

sou

rces

Seek

s in

form

atio

n a

bout

add

itio

nal

res

ourc

esSe

eks i

nfo

rmat

ion

abou

t add

ition

al re

sour

ces a

nd

acce

sses

thos

e re

sour

ces t

o ad

dres

s sch

ool n

eeds

Act

ivel

y ac

cess

es a

ddit

ion

al r

esou

rces

that

alig

n

wit

h st

uden

t ach

ieve

men

t-ori

ente

d sc

hool

im

prov

emen

t goa

ls

B. O

RGA

NIZ

ES S

CHO

OL

TIM

E TO

SU

PPO

RT A

LL S

TUD

ENT

LEA

RNIN

G A

ND

STA

FF D

EVEL

OPM

ENT

PRIO

RITI

ESA

llow

s n

on-in

stru

ctio

n r

elat

ed d

istr

acti

ons

to

inte

rfer

e w

ith

inst

ruct

ion

al t

ime

Dev

elop

s som

e ro

utin

es to

max

imiz

e in

stru

c-ti

onal

tim

eIm

plem

ents

sch

edu

les

and

rout

ines

to

max

imiz

e in

stru

ctio

nal

tim

eC

reat

es a

nd im

plem

ents

sch

edu

les a

nd r

outi

nes

to m

axim

ize

inst

ruct

ion

al ti

me

Rar

ely

plan

s an

d pr

iori

tize

s ow

n t

ime

and

neg

lect

s to

pro

tect

tim

e fo

r in

stru

ctio

nal

le

ader

ship

act

ivit

ies

Plan

s ow

n sc

hedu

le to

add

ress

inst

ruct

ion

al

lead

ersh

ip a

ctiv

itie

s but

is in

con

sist

ent o

n ho

w

tim

e is

spen

t

Plan

s an

d pr

iori

tize

s ow

n s

ched

ule

to p

rior

itiz

e in

stru

ctio

nal

lead

ersh

ip a

ctiv

itie

s fo

cuse

d on

te

ach

ing

and

lear

nin

g

Plan

s and

mon

itor

s ow

n sc

hedu

le fo

r th

e ye

ar,

mon

th, w

eek,

and

day

to p

rior

itiz

e in

stru

ctio

nal

le

ader

ship

act

ivit

ies f

ocu

sed

on te

ach

ing

and

lear

nin

g

C. E

NSU

RES

SCH

OO

L O

PERA

TIO

NS

ALI

GN

WIT

H M

AN

DAT

ED P

OLI

CIES

Ove

rsee

s sc

hool

ope

rati

ons

that

do

not

com

ply

wit

h fe

dera

l, st

ate,

an

d bo

ard

polic

ies,

or

wit

h

neg

otia

ted

agre

emen

ts

En

sure

s al

l sch

ool o

pera

tion

s co

mpl

y w

ith

fe

dera

l, st

ate,

an

d bo

ard

polic

ies

Ensu

res s

choo

l ope

rati

ons c

ompl

y w

ith

fede

ral,

stat

e, a

nd b

oard

pol

icie

s, an

d ne

goti

ated

ag

reem

ents

Col

labo

rate

s w

ith

dist

rict

offi

ce to

cre

ate

and

impl

emen

t sys

tem

s to

en

sure

all

sch

ool

oper

atio

ns

com

ply

wit

h fe

dera

l, st

ate,

an

d bo

ard

polic

ies

Rar

ely

fulfi

lls

repo

rtin

g re

quir

emen

tsFu

lfill

s re

port

ing

requ

irem

ents

wit

hin

a

reas

onab

le t

imef

ram

eC

onsi

sten

tly

fulfi

lls r

epor

tin

g re

quir

emen

ts

wit

hin

an

esta

blis

hed

tim

efra

me

Pro

acti

vely

fulfi

lls a

ll re

port

ing

requ

irem

ents

Doe

s n

ot m

aint

ain

con

fiden

tial

ity

or

rele

ases

pri

vate

sch

ool a

nd

/or

dist

rict

rec

ords

u

nn

eces

sari

ly

Mai

ntai

ns

con

fiden

tial

ity

and

priv

acy

of s

choo

l an

d/o

r di

stri

ct r

ecor

ds, i

ncl

udin

g st

uden

t an

d st

aff in

form

atio

n

Ensu

res a

ll sc

hool

pro

fess

ion

als m

aint

ain

the

hig

hest

leve

l of c

onfid

enti

alit

y an

d pr

ivac

y of

sc

hool

and

/or

dist

rict

rec

ords

, inc

ludi

ng

stud

ent

and

staff

info

rmat

ion

Dev

elop

s sch

ool p

rofe

ssio

nal

s’ ab

ilit

y to

m

aint

ain

the

hig

hest

leve

l of c

onfid

enti

alit

y an

d pr

ivac

y of

sch

ool a

nd/o

r di

stri

ct r

ecor

ds,

incl

udin

g st

uden

t and

sta

ff in

form

atio

n

Rar

ely

revi

ews

scho

ol s

afet

y pr

oced

ure

s an

d fa

ils

to m

ake

chan

ges

to p

roce

dure

s to

en

sure

a

safe

lear

nin

g en

viro

nm

ent

Man

ages

a s

afe

lear

nin

g en

viro

nm

ent

Rev

iew

s and

refi

nes s

choo

l saf

ety

proc

edu

res t

o en

sure

a sa

fe a

nd se

cure

lear

nin

g en

viro

nm

ent

Con

tinu

ally

ass

esse

s and

refi

nes s

choo

l pr

oced

ure

s to

ensu

re a

safe

and

sec

ure

lear

nin

g en

viro

nm

ent

32

9 D. H

IRES AN

D RETA

INS EFFECTIV

E STAFF

Does n

ot make an

effort to retain

or recognize

effective teachers

Attem

pts to retain eff

ective teachers by provid-in

g them grow

th or leadership opportu

nities

aligned w

ith the teacher’s interest

Retain

s effective teachers by providin

g them

growth or leadersh

ip opportun

ities aligned

with the teacher’s interest

Con

sistently retains highly-eff

ective teachers by providing them

growth or leadership opportu

ni-

ties aligned with the teacher’s interest

Implem

ents selection criteria th

at differs by

applicantD

rafts a basic criteria for selecting an

d hirin

g staff

Develops clear selection

criteria and h

iring

processesEngages all educators in developing and im

plementing clear, specific selection criteria

and hiring processes

Rarely involves others in

the hirin

g or selection

processR

arely uses available data to identify or

recognize eff

ective teachersR

eviews student w

ork, teacher observation

and evalu

ation data to identify an

d recognize

effective teachers

Review

s all student work, teacher observation

and evaluation data to identify and recogn

ize eff

ective and high potential teachers

Dem

onstrates a lack of aw

areness of how

collective bargain

ing agreem

ents create opportu

nities for h

iring an

d retainin

g high

perform

ing educators

Dem

onstrates in

consistent aw

areness of how

collective bargain

ing agreem

ents can create

opportun

ities for hirin

g and retain

ing h

igh

performin

g educators

Dem

onstrates in

consistent aw

areness of how

collective bargain

ing agreem

ents can create

opportun

ities for hirin

g and retain

ing h

igh

performin

g educators

Leverages an understanding of established

collective bargaining agreem

ents to create opportu

nities to hire and retain highly eff

ective educators

E. DEV

ELOPS A

HIG

HLY-EFFECTIV

E LEAD

ERSHIP TEA

MA

llows in

effective or m

isaligned educators to

serve on the leadersh

ip teamD

efin

es the role of the leadership team

and

selects some m

embers based on

skillE

stablishes a leadership team

made up of

high-perform

ing teachers w

ith a range of skill

sets

Establishes an effective leadership team

with a

relentless focus on student learning

Rarely provides support to the leadersh

ip teamD

evelops a plan an

d attempts to support the

leadership team

W

orks with leadersh

ip team m

embers to

lead teacher teams an

d conduct teacher

observations

Selects top-peforming teachers and en

sures the

team has a variety of skill sets

Develops the team

’s ability to oversee complex

projects, lead teacher teams, and conduct teacher

observations

33

10

SAM

PLE

OBS

ERVA

BLE

AN

D D

OCU

MEN

TED

IND

ICAT

ORS

OF

QU

ALI

TY P

ROFE

SSIO

NA

L PR

ACT

ICE

FOR

PEO

PLE,

SY

STEM

S, A

ND

OPE

RAT

ION

S¢

= O

BSER

VABL

E

o =

DO

CUM

ENTE

D

MA

NA

GES

RES

OU

RCES

IN A

LIG

NM

ENT

WIT

H T

HE

SCH

OO

L PL

AN

¢

On

goin

g bu

dget

mee

tin

gs s

eek

inpu

t fro

m s

take

hold

ers

and

shar

e up

date

s

¢

Part

ner

ship

s w

ith

com

mu

nit

y bu

sin

esse

s to

sup

plem

ent r

esou

rces

¢

Ali

gnm

ent o

f res

ourc

es (

hum

an &

fisc

al) t

o su

ppor

t stu

dent

ach

ieve

men

t-ori

ente

d sc

hool

impr

ovem

ent g

oals

¢

Faci

litat

ion

an

d/o

r co

-faci

litat

ion

of p

rofe

ssio

nal

lear

nin

g ac

tivi

ties

focu

sed

on c

ontr

actu

al a

gree

men

ts

o

Bud

gets

refl

ect r

esou

rce

allo

cati

ons

in a

lign

men

t wit

h st

uden

t ach

ieve

men

t-ori

ente

d sc

hool

impr

ovem

ent g

oals

o

Scho

ol e

xpen

ditu

re r

epor

ts r

eflec

t use

of r

esou

rces

in a

lign

men

t wit

h th

e vi

sion

an

d sc

hool

pla

n

ORG

AN

IZES

SCH

OO

L TI

ME

TO S

UPP

ORT

ALL

STU

DEN

T LE

ARN

ING

AN

D S

TAFF

DEV

ELO

PMEN

T PR

IORI

TIES

¢

Org

aniz

atio

n o

f sch

ool t

ime

to s

uppo

rt s

tude

nt a

chie

vem

ent-o

rien

ted

scho

ol im

prov

emen

t goa

ls

o

Pers

onal

sch

edu

le p

rior

itiz

es te

ach

ing

and

lear

nin

g

o

Year

ly c

alen

dar

of o

ppor

tun

itie

s fo

r st

aff to

dev

elop

cap

acit

y

ENSU

RES

SCH

OO

L O

PERA

TIO

NS

ALI

GN

WIT

H M

AN

DAT

ED P

OLI

CIES

¢

Faci

litat

ion

an

d/o

r co

-faci

litat

ion

of p

rofe

ssio

nal

lear

nin

g ac

tivi

ties

focu

sed

on b

oard

pol

icie

s

o

Cle

ar p

roce

dure

s ar

e in

pla

ce fo

r m

aint

ain

ing

con

fiden

tial

ity

of in

form

atio

n

o

Scho

ol s

afet

y pl

an s

trat

egie

s an

d ac

tivi

ties

are

un

ders

tood

by

all t

each

ers

and

stud

ents

HIR

ES A

ND

RET

AIN

S EF

FECT

IVE

STA

FF¢

Rec

ogn

izes

the

acc

ompl

ish

men

ts o

f stu

dent

s an

d st

aff in

Pro

fess

ion

al L

earn

ing

Com

mu

nit

y m

eeti

ngs

, com

mu

nit

y m

eeti

ngs

, fac

ult

y m

eeti

ngs

, etc

.

¢

Eac

h st

aff p

osit

ion

has

cle

ar p

erfo

rman

ce e

xpec

tati

ons

alig

ned

wit

h sc

hool

mis

sion

an

d sc

hool

-wid

e ex

pect

atio

ns

for

inst

ruct

ion

an

d cu

ltu

re

o

Ret

enti

on o

f tea

cher

s an

d re

com

men

dati

ons

for

lead

ersh

ip a

re p

artl

y de

term

ined

on

the

bas

is o

f dem

onst

rate

d eff

ecti

ven

ess

as m

easu

red

by s

tude

nt le

arn

ing

o

Hig

h pe

rcen

tage

of t

each

ers

rate

d eff

ecti

ve s

tay

in t

he s

choo

l

DEV

ELO

PS A

HIG

HLY

-EFF

ECTI

VE

LEA

DER

SHIP

TEA

M

¢

Lead

ersh

ip te

am fo

cuse

s on

fre

quen

t dis

cuss

ion

s of

stu

dent

lear

nin

g to

tar

get k

ey in

stru

ctio

nal

nee

ds

¢

Lead

ersh

ip te

am c

onsi

sten

tly

mod

els

and

enfo

rces

sch

ool-w

ide

philo

soph

y, c

ore

valu

es, r

espo

nsi

bilit

y an

d effi

cacy

o

Mu

ltip

le s

taff

mem

bers

ser

ve a

s in

stru

ctio

nal

lead

ers

in t

he s

choo

l

o

Lead

ersh

ip te

am is

com

pris

ed o

f fu

lly

alig

ned

an

d h

igh

ly s

kille

d st

aff

34

11

COM

PON

ENT 4: PRO

FESSION

AL RESPO

NSIBILITIES

1 IN

EFFECTIVE

2 N

EEDS IM

PROV

EMEN

T3

EFFECTIVE

4 H

IGH

LY EFFECTIV

EA

. BUILD

S PROFESSIO

NA

L RELATION

SHIPS A

ND

CON

STRUCTIV

ELY MA

NA

GES CH

AN

GE

Struggles to bu

ild positive relationsh

ips with

adu

lts and

/or studentsA

ttempts to bu

ild professional relation

ships

with adu

lts and students

Builds positive professional relationships w

ith

adults and studentsB

uilds and m

aintains positive, tru

sting profes-

sional relation

ships w

ith adults and students

Rarely respon

ds to educators’ opinion

s or con

cerns about the ch

ange process

Provides m

inim

al time or support for

educators to process or adapt to chan

ge processSupports staff

through change process by encouraging questions and dialogue on a regular basis

Proactively leads and supports educators

through the chan

ge process by creating oppor-

tun

ities for them to express both supportive and

contrary opinion

s/perceptions

B. ENG

AG

ES IN SELF-REFLECTIO

N A

ND

ON

-GO

ING

PROFESSIO

NA

L DEV

ELOPM

ENT

Does n

ot seek and is u

nwillin

g to accept feedback

Dem

onstrates a non-defen

sive attitude when

receivin

g feedback on own profession

al practiceSeeks feedback on

own

professional practice

Responds to the needs of educators and develops

their ability to seek feedback on their own

profession

al practice

Does n

ot adapt leadership practice based on

feedback

Makes m

inor adjustm

ents to practice based on

feedbackSelf-reflects an

d adjusts ow

n practice based on

feedback

Develops educators’ ability to self-reflect and

adjust their practice based on that feedback

Resists en

gaging in

professional learn

ing

opportun

ities aligned w

ith the needs of the

school

Engages in som

e professional learn

ing opportu-

nities aligned w

ith the needs of the schoolE

ngages often

in profession

al learnin

g opportu

nities align

ed with the n

eeds of the school

Engages in m

ultiple profession

al learnin

g opportu

nities aligned w

ith the needs of the school

C. DEM

ON

STRATES A PERSISTEN

T FOCU

S ON

PROA

CTIVE PRO

BLEM SO

LVIN

G A

ND

AD

VO

CACY

E

asily loses focus w

hen problem

-solving an

d reacts w

ith visible frustration

when

faced with

ch

allenges

Attem

pts to react when

faced with im

mediate

challen

ges, but struggles to follow

-throu

gh on

problem-solvin

g strategies

Leads staff in problem

-solving processes to

address challenges

Develops educators’ ability to proactively

problem-solve to address challen

ges

Rarely resolves issues w

ithin

a reasonable

timefram

eR

esolves issues as they ariseQ

uickly resolves issues as they arise

Qu

ickly and decisively resolves issues

Does n

ot advocate on for the diverse n

eeds of all students

Attem

pts to advocate for students but does not

focus on

all students’ needs

Advocates on behalf of the diverse needs of all

studentsD

evelops educators’ ability to advocate on

behalf of the diverse n

eeds of all students in all

decision-m

aking related to social an

d academic

goals

D. EN

GA

GES FA

MILIES A

ND

THE CO

MM

UN

ITY IN STU

DEN

T LEARN

ING

Rarely w

elcomes fam

ilies and com

mu

nity

mem

bers into the schoolSets expectation

s for educators on the process

for welcom

ing fam

ilies and com

mu

nity

mem

bers into the school

Welcom

es all families an

d comm

un

ity m

embers into the school

Creates a school-w

ide cultu

re in which all fam

-ilies and com

mu

nity m

embers are w

elcomed

into the school

Rarely en

gages families an

d comm

un

ity m

embers in

ways to support student learn

ing

Com

mu

nicates key in

formation

about student learn

ing to fam

ilies and the com

mu

nity

and identifies som

e ways they can

support ch

ildren’s learnin

g

Shares explicit in

formation

about student learn

ing expectation

s with fam

ilies and the

comm

un

ity and identifies specific w

ays they can

participate in their ch

ildren’s learnin

g.

Develops educators’ ability to im

plement m

ulti-

ple structures to m

eaningfu

lly engage families

and the comm

un

ity in achieving student achievem

ent-oriented school improvem

ent goals and priorities

Shares in

accurate an

d/or in

complete in

forma-

tion about progress tow

ards meetin

g school im

provement goals

Shares lim

ited and

/or incom

plete inform

ation

about progress towards m

eeting school

improvem

ent goals with stakeholders

Con

ducts and supports com

mu

nication

w

ith stakeholders to share progress tow

ards m

eeting student ach

ievement-oriented goals

Implem

ents effective com

mu

nication strategies

with stakeholders to share progress tow

ards m

eeting student achievement-oriented goals

35

12

SAM

PLE

OBS

ERVA

BLE

AN

D D

OCU

MEN

TED

IND

ICAT

ORS

OF

QU

ALI

TY P

ROFE

SSIO

NA

L PR

ACT

ICE

FOR

PRO

FESS

ION

AL

RESP

ON

SIBI

LITI

ES¢

= O

BSER

VABL

E

o =

DO

CUM

ENTE

D

BUIL

DS

PRO

FESS

ION

AL

RELA

TIO

NSH

IPS

AN

D C

ON

STRU

CTIV

ELY

MA

NA

GES

CH

AN

GE

¢

Supp

orts

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36

DPAS-II FOR ADMINISTRATORSSTUDENT PERFORMANCE GOAL-SETTING FORM FOR PRINCIPALS

FOR 2014-2015 (REQUIRED)

Administrator Evaluator

School Date of Conference

Instructions to principals: This form is intended to help you establish goals related to student performance mea-sures. Please complete the top section of the form and submit it to your supervisor prior to your Goal-Setting Conference. The goals set here form the basis of your rating on Component V.

STUDENT PERFORMANCE GOALS (For 2014-2015)

Goal 1: English Language Arts and/or Mathematics (Part B, Section 1)

Measure

Baseline Data

Target for Measure Satisfactory:

Exceeds:

Goal 2: Other Locally-Determined Measure (Part B, Section 2)

Measure

Baseline Data

Target for Measure Satisfactory:

Exceeds:

Note: While Part A for Administrators (results from “Smarter”) are not an official part of Component V in 2014-2015, the Department of Education will calculate and provide reports to principals for informational purposes (and following the completion of their appraisal cycle).

APPROVALInstructions to principals: After the goal-setting conference with your supervisor, revise the form as needed, sign it, and submit to your supervisor for his/her signature. The principal’s signature indicates acknowledgment of the goals; the principal supervisor’s signature indicates approval of the goals.

Principal Signature:

Evaluator Signature:

Date of Conference:

37

DPAS-II FOR ADMINISTRATORSLEADERSHIP PRIORITY AREAS FORM FOR PRINCIPALS (STRONGLY RECOMMENDED)

Principal Evaluator


Instructions to principals: This form is intended to help you identify the leadership strategies you intend to pursue to achieve your student performance goals in the coming school year. Using the Rubric, identify one or two priority leadership areas that you will focus on this year in order to meet your student performance goals and improve your practice as a principal. For each area, describe three things: which criterion or criteria from the Rubric you are focus-ing on, what specific leadership actions you intend to take, and what will be your indicators of success during the year. The priorities you establish here become a focal point for your supervisor’s observation of your practice. Please complete the top section of the form and submit it to your supervisor prior to your Goal-Setting Conference.

PRIORITY LEADERSHIP AREAS

PRIORITY LEADERSHIP AREA #1

Criterion (or Criteria)

Leadership Actions

Indicators of Success



Leadership Actions

Indicators of Success

APPROVAL

Instructions to principals: After the goal-setting conference with your supervisor, revise the form as needed, sign it, and submit to your supervisor for his/her signature. The principal’s signature indicates acknowledgment of the priority leadership areas; the principal supervisor’s signature indicates approval of the priority leadership areas.

Principal Signature:

Evaluator Signature:

Date of Conference:

38

DPA

S-II FOR A

DM

INISTR

ATO

RS

OBSERV

ATIO

N FO

RM

(OPTIO

NA

L)

Prin

cipal School

Evaluator

Date of O

bservation

Type of Observation

Focus C

riteria

Instruction

s to supervisors: Th

is form is in

tended to help you

capture n

otes and eviden

ce durin

g direct and in

direct observations. N

ote the type of observation

(e.g., “assistant prin

cipal-teacher feedback session” or “grade level plann

ing m

eeting” an

d the criteria (from the list below

) that you

expect to focus on

in the

observation. Script n

otes durin

g the observation an

d list the criteria from the R

ubric to wh

ich pieces of eviden

ce apply. Sum

marize key con

clusion

s from the

evidence th

at you m

ight use in

feedback conversations w

ith the assistan

t principal.

Notes

Criteria (from

list below – e.g. “3A

”)

Con

clusion

s

Com

ponen

ts and C

riteria from the D

PAS II for A

dmin

istrators Rubric

1. Vision

and G

oalsA

. Develops a vision

for high

stu

dent ach

ievemen

t

B. E

stablishes school goals and an

align

ed school plan u

sing data

C. E

stablishes and rein

forces school valu

es and beh

aviors th

at align to the vision

D. D

evelops cultu

ral competen

ce an

d a comm

itmen

t to equity

2. Teachin

g and Learn

ing

A. Im

plemen

ts rigorous cu

rricu-

lum

and assessm

ents align

ed to the D

elaware State Stan

dards

B. Im

plemen

ts high

-quality

instruction

al practices

C. In

creases teacher effective-

ness th

rough

support and

evaluation

D. M

onitors stu

dent data to drive

instruction

al practices

3. People, Systems, an

d Operation

sA

. Man

ages resources in

align-

men

t with

the school plan

B. O

rganizes school tim

e to sup-

port all studen

t learnin

g and

staff developm

ent priorities

C. E

nsu

res school operations align

w

ith m

andated policies

D. H

ires and retain

s high

-per-form

ing staff

E. D

evelops a high

-performin

g school leadersh

ip team

4. Profession

al Respon

sibilitiesA

. Bu

ilds professional relation

-sh

ips and con

structively m

anages ch

ange

B. E

ngages in

self-reflection

and on

-going profession

al developm

ent

C. D

emon

strates a relentless focu

s an

d proactive problem solvin

g an

d advocacy for studen

ts

D. E

ngages fam

ilies and the com

-m

un

ity in stu

dent learn

ing

39

DPAS-II FOR ADMINISTRATORSMID-YEAR CONFERENCE FORM FOR ASSESSING PRINCIPAL PROGRESS TO GOALS (REQUIRED)

Principal Evaluator


Instructions to principal supervisors: This form is intended to help you share feedback with principals on their progress toward student performance goals midway through the year. Please complete the form and share it with the principal prior to the Mid-Year Conference

PROGRESS TOWARD STUDENT PERFORMANCE GOALSInstructions to principal supervisors: Restate the goal. Indicate whether or not the principal’s school is on-track to meet the student performance goals. Provide any necessary comments to explain this determination.


Goal

Progress Made ¨ The principal is on-track to meet the student performance goal.¨ The principal is not on-track to meet the student performance goal.

Comments


Goal

Progress Made ¨ The principal is on-track to meet the student performance goal.¨ The principal is not on-track to meet the student performance goal.

Comments

Other Evaluator Feedback

ACKNOWLEDGMENTSign below to indicate that the goal-setting conference has been completed.

Principal Signature: Evaluator Signature:

Date of Conference:

40

DPAS-II FOR ADMINISTRATORSMID-YEAR CONFERENCE FORM FOR ASSESSING PRINCIPAL PROGRESS ON LEADERSHIP PRIORITY

AREAS (STRONGLY RECOMMENDED)

Principal Evaluator


Instructions to principal supervisors: This form is intended to help you share feedback with principals about their practice midway through the year. Please complete the form and share it with the principal prior to the Mid-Year Conference.

PRIORITY LEADERSHIP AREASInstructions to principal supervisors: Restate the Priority Leadership Area. Summarize performance to-date.



Areas of Strength

Areas of Concern

Comments



Areas of Strength

Areas of Concern

Comments

Other Evaluator Feedback

ACKNOWLEDGMENT Sign below to indicate that the goal-setting conference has been completed.

Principal Signature: Evaluator Signature:

Date of Conference:

41

DPAS-II FOR ADMINISTRATORSSUMMATIVE EVALUATION FORM FOR PRINCIPALS

Principal Evaluator


COMPONENT 1: VISION AND GOALS

CRITERIA IneffectiveNeeds

Improvement EffectiveHighly

Effective

Develops a vision for high student achievement ¨ ¨ ¨ ¨

Establish school goals and an aligned school plan using data ¨ ¨ ¨ ¨

Establishes and reinforces school values and behaviors that align to the vision

¨ ¨ ¨ ¨

Develops cultural competence and a commitment to equity ¨ ¨ ¨ ¨

Overall Rating for VISION AND GOALS ¨ ¨ ¨ ¨

Comments:

Recommended Actions:

Expected Actions:

COMPONENT 2: TEACHING AND LEARNING



Effective

Implements rigorous curriculum and assessments aligned to Delaware State Standards

¨ ¨ ¨ ¨

Implements high quality instructional practices ¨ ¨ ¨ ¨

Increases teacher effectiveness through support and evaluation ¨ ¨ ¨ ¨

Monitors student data to drive instructional practices ¨ ¨ ¨ ¨

Overall Rating for TEACHING AND LEARNING ¨ ¨ ¨ ¨

Comments:


Expected Actions:

42

COMPONENT 3: PEOPLE, SYSTEMS, AND OPERATIONS



Effective

Manages resources in alignment with the school plan ¨ ¨ ¨ ¨

Organizes school time to support all student learning and staff development priorities

¨ ¨ ¨ ¨

Ensures school operations align with mandated policies ¨ ¨ ¨ ¨

Hires and retains effective staff ¨ ¨ ¨ ¨

Develops a highly effective leadership team ¨ ¨ ¨ ¨

Overall Rating for PEOPLE, SYSTEMS AND OPERATIONS ¨ ¨ ¨ ¨

Comments:


Expected Actions:

COMPONENT 4: PROFESSIONAL RESPONSIBILITIES



Effective

Builds professional relationships and constructively man-ages change

¨ ¨ ¨ ¨

Engages in self-reflection and ongoing professional development

¨ ¨ ¨ ¨

Demonstrates a persistent focus on proactive problem solving and advocacy for students

¨ ¨ ¨ ¨

Engages families and the community in student learning ¨ ¨ ¨ ¨

Overall Rating for PROFESSIONAL RESPONSIBILITIES ¨ ¨ ¨ ¨

Comments:


Expected Actions:

43

COMPONENT 5: STUDENT IMPROVEMENT


Measure

Target for Measure

Score (0-50)


Measure

Target for Measure

Score (0-50)

COMPONENT 5 PERFORMANCE: ¨ Unsatisfactory (0-59) ¨ Satisfactory (60-79) ¨ Exceeds (80-100)

PERFORMANCE SUMMARY

Ineffective Needs Improvement Effective Highly Effective

Summary performance Rating

¨ ¨ ¨ ¨

Criteria Met to Justify Rating

Components 1-4: 0, 1 or 2 E/HE &

Component 5: Unsatisfactory

***OR***

Components 1-4: 0 E/HE &

Component 5: Satisfactory or Exceeds

***OR***

Components 1-4: 3 or more I &

Component 5: Any rating

Components 1-4: 1 or 2 E/HE + fewer than 3 I

& Component 5: Satisfactory or

Exceeds

***OR***

Components 1-4: 3 or 4 E/HE

& Component 5: Unsatisfactory

Components 1-4:

All E/HE + no I&

Component 5: Satisfactory or

Exceeds

Components 1-4:

All E or HE&

Component 5: Exceeds

An Improvement Plan shall be developed for an administrator who receives an overall rating of “Needs Improvement” or “Ineffective” on the Summative Evaluation.

Summary of Commendations/Expectations/Recommended Area(s) of Growth:

Additional Evaluator Feedback:

SIGNATURESThe principal and evaluator shall sign the Summative Evaluation Form to indicate that it has been reviewed and discussed, not that the principal necessarily agrees with comments on this form.

Administrator’s Signature: Date:

Evaluator’s Signature: Date:

If the principal disagrees with any feedback on this form, the administrator may provide information in writing to the evaluator within fifteen (15) working days of the receipt of this form. The principal may request a second confer-ence with the evaluator to discuss concerns. Any additional information will become part of the appraisal record.

44

DELAWARE PERFORMANCE APPRAISAL SYSTEM IIIMPROVEMENT PLAN FOR PRINCIPALS

Principal Evaluator


The principal and evaluator will share preliminary recommendations at an Improvement Plan Conference. If consensus between the principal and evaluator is not reached, the evaluator shall develop the principal’s Improvement Plan.

Areas of growthIdentify specific concerns and recommended areas of growth related to one or more of the DPAS-II components.

Measurable GoalsList specific measurable goals for improving the deficiencies and recommended growth areas to satisfactory levels.

Resources and StrategiesIdentify resources and strategies necessary to implement the Improvement Plan.

EvidenceList evidence that must be submitted to evaluate growth and improvement of the identified deficiencies or recom-mended areas of growth.

Timeline for Goal CompletionIdentify a timeline for completion of the Improvement Plan, along with times for intermediate checkpoints.

Plan CompletionDescribe how satisfactory or unsatisfactory completion of the plan will be determined. Indicate potential conse-quences of unsatisfactory completion of the plan.

Plan Agreement:My signature below means that I have received the Improvement Plan, understand what is expected of me, and will work on the plan as described.


My signature below means that I have carefully reviewed the Improvement Plan with the administrator and have clearly communicated what is expected of the administrator to complete this plan.


45

Amendments to the Plan:Specify any changes to the Improvement Plan if it is amended during implementation.



Improvement Plan Completion:The administrator’s completion of the Improvement Plan is:

¨ Satisfactory ¨ Unsatisfactory



46

DELAWARE PERFORMANCE APPRAISAL SYSTEM II CHALLENGE FORM FOR PRINCIPALS

Principal Evaluator


The principal shall write a specific description of the rating in dispute, and shall attach any documentation to be considered as part of the challenge.

47

1. Design of DPAS-II: Delaware’s Administrator Standards and Framework for Administrators

2. Definitions

3. DPAS-II Student Performance Measures Policy Statement

APPENDICES

48

The design of DPAS-II was driven by the Delaware Administrative Standards, which align with the Interstate School Leaders’ Licensure Consortium (ISLLC) Standards, aligning the evaluation of school and district administrators with student learning and school improvement. DPAS-II for administrators is grounded in research and an understanding of leader performance in high-achieving schools.

The DPAS-II system provides a strong focus on teaching and learning. The data and evidence collected as part of the process should be a natural harvest of an administrator’s ongoing work.In 1998, the State Board of Education approved the Delaware Administrator Standards. In 2002, the Professional Standards Board and the State Board, recognizing the close correlation between the two sets of standards, adopted the standards for educational leaders developed by the Interstate School Leaders Licensure Consortium (ISLLC) as the Delaware Administrator Standards. The ISLLC standards were revised in 2008 and in 2009; the Professional Standards Board adopted the revised ISLLC standards.

A Composite of Educational LeadershipThe ISLLC standards represent levels of performance to which all school administrators aspire. Individual school administrators are not expected to attain high performance levels on all standards at the same time in their careers. More likely, they will focus time and energy on certain standards and performances directly related to their current administrative role. Therefore, performance on standards may vary over an administrator’s career depending on the school or district’s needs and the administrator’s role within the school or district.

Standard 1An education leader promotes the success of every student by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by all stakeholders.

Functions:A. Collaboratively develop and implement a shared vision and mission

B. Collect and use data to identify goals, assess organizational effectiveness, and promote organiza-tional learning

C. Create and implement plans to achieve goals

D. Promote continuous and sustainable improvement

E. Monitor and evaluate progress and revise plans

Standard 2An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Functions:A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations

B. Create a comprehensive, rigorous, and coherent curricular program

C. Create a personalized and motivating learning environment for students

D. Supervise instruction

E. Develop assessment and accountability systems to monitor student progress

F. Develop the instructional and leadership capacity of staff

G. Maximize time spent on quality instruction

H. Promote the use of the most effective and appropriate technologies to support teaching and learning

I. Monitor and evaluate the impact of the instructional program

DESIGN OF DPAS-II: DELAWARE’S

ADMINISTRATOR STANDARDS AND

FRAMEWORK FOR ADMINISTRATORS

THE SIX ISLLC STANDARDS

49

Standard 3An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.

Functions:A. Monitor and evaluate the management and operational systems

B. Obtain, allocate, align, and efficiently utilize human, fiscal, and technological resources

C. Promote and protect the welfare and safety of students and staff

D. Develop the capacity for distributed leadership

E. Ensure teacher and organizational time is focused to support quality instruction and student learning

Standard 4An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.

Functions:A. Collect and analyze data and information pertinent to the educational environment

B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources

C. Build and sustain positive relationships with families and caregivers

D. Build and sustain productive relationships with community partners

Standard 5An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.

Functions:A. Ensure a system of accountability for every student’s academic and social success

B. Model principles of self-awareness, reflective practice, transparency, and ethical behavior

C. Safeguard the values of democracy, equity, and diversity

D. Consider and evaluate the potential moral and legal consequences of decision-making

E. Promote social justice and ensure that individual student needs inform all aspects of schooling

Standard 6An education leader promotes the success of every student by understanding, responding to, and influ-encing the political, social, economic, legal, and cultural context.

Functions:A. Advocate for children, families, and caregivers

B. Act to influence local, district, state, and national decisions affecting student learning

C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies

50

Regulation 108A has an extensive list of definitions of terms relevant to principal evaluation and the eval-uation of other administrators. Excerpted here are definitions of terms that are applicable to principals specifically and are identified in this guide.

“Credentialed Evaluator” shall mean the individual, usually the supervisor of the administrator, who has successfully completed the evaluation training in accordance with Regulation 108A, Section 10.0. A superin-tendent shall be evaluated by a member(s) of the Board who shall also have successfully completed the evalu-ation training. The Credentialed Evaluator may also be referred to as “Evaluator” or “Principal Supervisor.”

“DPAS II Revised Guides for Administrators” shall mean the manuals that contain the prescribed forms, detailed procedures, evaluation criteria and other relevant documents that are used to implement the appraisal process. This guide, relating to the evaluation of principals, is one of the guides that the Department of Education is developing.

“Goal-Setting Conference” shall mean a meeting that occurs between the principal and the Credentialed Evaluator, typically in the summer or fall at the beginning of the annual appraisal cycle. The meeting shall include but not be limited to establishing goals for the year and discussing areas of support, as described in this guide.

“Improvement Plan” shall be the plan that an administrator and evaluator mutually develop in accor-dance with Section 8.0 of Regulation 108A.

“Mid-Year Conference” shall mean a meeting that occurs between the administrator and the Credentialed Evaluator, typically midway through the school year as part of the annual appraisal cycle. The meeting shall include but not be limited to discussion of progress toward goals and areas of support, as described in this guide.

“Satisfactory Evaluation” shall be equivalent to the overall “Highly Effective” or “Effective” rating on the Summative Evaluation.

“Sign” shall mean an individual hand writing or typing their signature, initials, or declaring their con-sent on any documentation in paper copy or electronic form.

“Student Achievement” shall mean

(a) For tested grades and subjects: (1) Students scores on the state assessment system; and, as appropri-ate, (2) Other measures of student learning, such as those described in paragraph (b) of this definition, provided they are rigorous and comparable across classrooms.

(b) For non-tested grades and subjects: alternative measures of student learning and performance such as student scores on pre-tests and end-of-course tests; student performance on English language proficiency assessments; and other measures of student achievement that are rigorous and compara-ble across classrooms. Such alternative measures shall be approved by the Department and developed in partnership with the Delaware Association of School Administrators (DASA) and the Delaware School Boards Association (DSBA).

(c) For the 2014-15 school year only, student scores on the Smarter Balanced assessment shall not be incorporated into any administrators’ performance appraisal.

“Student Growth” shall mean the change in Student Achievement data for an individual student between two points in time. Growth may also include other measures that are rigorous and comparable across classrooms.

“Summative Evaluation” shall be the final evaluation at the conclusion of the annual appraisal cycle.

“Unsatisfactory Evaluation” shall be the equivalent to the overall “Needs Improvement” or “Ineffective” rating on the Summative Evaluation.

DEFINITIONS

51

Delaware Department of Education—Teacher & Leader Effectiveness Unit (TLEU) DPAS-‐II: Component V for Administrators

2014-‐2015

Component V of DPAS-‐II for Administrators shall be comprised of two sections equally weighted (50% for each part). Administrators may choose to select Part B-‐1 as 100% of their Student Improvement Goals/Component if

agreed upon with their evaluator during the Goal-‐Setting Conference.

Part A: ELA/Math Student Growth: Part A will be based on student scores from the State Assessment in ELA and Math. In 2014-‐2015 only, Part A will not be officially incorporated into administrator evaluation. However, information regarding student achievement results (“Smarter”) and unofficial ratings will be provided to educators, administrators, schools, and districts for informational purposes in Fall 2015 (after official summative ratings have been determined and documented in Spring 2014).

Part B: Student Performance Measures: Part B will have two sections. The first measure of student growth will be worth 50 percent of the component rating and be based upon student performance on any approved Measure B assessment in ELA and/or math. The second measure will be an additional student performance measure agreed upon by the administrator and his or her evaluator (this may include the use of approved Measure B assessments). There shall be no more than two total measures used for the purposes of Component V in 2014-‐2015. Each Part B measure will be worth 50 percent (points) unless the administrator and his or her evaluator choose the required measure in Part B-‐1 to comprise 100% of the goal/rating. Part B, Section One (B-‐1): The first section of C-‐V in 2014-‐2015 will be based upon the local selection of state-‐approved Measure B assessments (“External” or “Internal”) in ELA and/or Mathematics for students in the applicable grade levels taught by Group 1 Educators supervised and/or led by that administrator. The guidelines for the first section of Part B measures (B-‐1) are outlined below:

I. Measure selection and goal/target identification must be approved by each administrator’s evaluator during the Goal-‐Setting Conference.

II. For each administrator, students from a school, subset of schools, subset of classrooms or the district’s schools in their entirety shall constitute a “roster” for each “administrator-‐of-‐record.” For example, Assistant Principals or District Administrators would be assigned (and thereby create a “roster” for) particular subsets of students (e.g. “the entire 9th grade” or “all Special Education students” or “all Elementary Schools”) so that each administrator acknowledges for which students he/she is responsible. For Principals, it is recommended to choose a cohort of “all students within the building.” The total number of students on an administrator’s roster for this section shall not be less than 25.

III. It is recommended that the student growth measures and targets selected by administrators in the

first section of Part B be concurrently applied with the relevant and applicable educators (generally “Group 1”) within a school, subset of schools, subset of classrooms, or of the district’s schools in their entirety. Administrators should consider how student achievement goals in ELA/Mathematics will align with rigorous state standards and assessments to be administered in 2014-‐2015.

IV. Scoring on the first section of Part B (B-‐1) for administrators shall be determined by local goal-‐setting that shall cover the degree of student achievement on state-‐approved assessments in ELA, Mathematics, or both. Measures must be state-‐approved, and LEAs/administrators must adhere to all state-‐required data entry procedures for the 2014-‐2015 school year. Calculations for ELA/Mathematics are determined at the local level. Scoring guidance is provided below.

V. All administrators earn a score of 0-‐50 in Part B-‐1.

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Delaware Department of Education—Teacher & Leader Effectiveness Unit (TLEU) DPAS-‐II: Component V for Administrators

2014-‐2015

Part B, Section Two: Additional student performance measure (B-‐2): The second section of Part B (B-‐2) shall be based upon state-‐approved measures, other state-‐recommended measures, current success plan measures pertaining to student performance, or other district priority student achievement measures. The guidelines for the second section of Part B are outlined below:

VI. The LEA has flexibility in determining which student performance measure shall be used as Part B-‐2. Final approval for these measures rests with the evaluator, though this should be done in collaboration with the administrator being evaluated. Measures and targets for Part B-‐2 are set during the Goal-‐Setting Conference between the evaluator and the administrator.

VII. Measures can be chosen from a list of state-‐approved measures or state-‐recommended measures relevant to the administrator’s responsibilities but shall be determined/administered/calculated at the local level. Guidelines for development of a “roster” for each administrator from the previous section (B-‐1) also apply to the implementation of B-‐2.

VIII. Calculations for determining the scoring of student performance measures are determined at the local level. Evaluators should communicate at the Goal-‐Setting Conference their methodology for determining levels of student achievement. Administrators may consider the guidance below when setting goals and determining how they will be considered:

1. Exceeds target = 40-‐50 2. Meets target = 30-‐-‐39 3. Somewhat On-‐Track to target = 20-‐29 4. Off-‐Track but progressing towards target = 10-‐19 5. Limited evidence of student progress towards the target = 0-‐9

Total Component V score = Result of local tabulation for Part B (Section B-‐1) (ELA and/or Mathematics) + local tabulation of additional student performance measures Part B (Section B-‐2):

(Part B-‐1 score + Part B-‐2 score) = Component V score Overall Component V ratings shall be determined as follows:

a. Component 5 Score of 80—100 = Exceeds b. Component 5 Score of 60 – 79 = Satisfactory c. Component 5 Score of 59 or below = Unsatisfactory

Request for Administrator Exemption: The LEA Chief or Charter Director shall have the ability to submit a letter to the TLEU (by September 17th of each academic year) which outlines the specific administrators for whom the first section of Part B (B-‐1) as written should not apply and what alternative measure (for this section) he/she therefore recommends. This process should be completed for administrators who oversee work that is instructional in-‐nature but not most appropriately measured by state-‐approved ELA/Mathematics assessments. All measures/targets set within Component V shall be in the spirit of departmental regulation 108A. DDOE will review such requests annually and respond within one month of receiving each LEA’s exemption request.