Delaware’s Performance Appraisal System for Administrators

DPAS 2.5

Jacquelyn O. Wilson, Ed.D.University of Delaware

DirectorDelaware Academy for School Leadership

College of Education and Human Development

Skills and Behaviors

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• University Programs• Aspiring Leader

Programs• District Succession

Planning

Professional Development for Licensure Renewal

Delaware Performance Appraisal System for Administrators

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• Component 1: Vision and Goals• Component 2: Culture of Learning• Component 3: Management• Component 4: Professional Responsibilities• Component 5: Student Improvement• 360 Survey

Aligned to the ISLLC Standards

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Delaware Performance Appraisal System

1. Vision & GoalsAssessing dataImplementing vision and goalsPromoting vision and goalsCommunicating vision and goals

2. Culture of LearningAdvocating a culture of learningMonitoring the culture of learningSustaining the culture of learningMaintaining the culture of learning

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3. ManagementSolving problems or concernsManaging resourcesComplying with policiesProtecting the welfare and safety of students and staff

4. Professional Responsibilities

Maintaining professional relationshipsPromoting family and community involvementDemonstrating fairnessGrowing and developing professionally

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Component 5 (2011-2012)

Showing Student Improvement: Administrator uses school or district goals from the school or district improvement process to set his or her personal annual data-driven goal(s) for student improvement. Data used to establish goals shall include school or district accountability data, State Assessment data, and other assessment data where available.

Measuring Student Improvement: Administrator has specific, measurable evidence to show progress towards or attainment of goal(s) for student improvement.

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Implementing Strategies for Student Improvement: Administrator designs and implements appropriate strategies to show progress towards or attainment of goal(s) for student improvement.

Reflecting on Student Improvement: Administrator reflects on goal setting process and outcomes for the purpose of continuous professional improvement and shares student improvement information with other staff as appropriate.

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Rating: Superintendents or their designees may set the cut points for individual administrators’ performance ratings (unsatisfactory, effective, and highly effective). Goals, targets, and actual performance data will be recorded under Component 5 in the Summative Evaluation Form.

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Component 5 considered “too vague” and was not being implemented equitably across districts

resulting in changes to meet rigor of RTTT

Component 5 considered “too vague” and was not being implemented equitably across districts

resulting in changes to meet rigor of RTTT

2011-2012 2012-2013

Showing Student Improvement School/District-wide DCAS Measures

Measuring Student Improvement

School/District-wide Success Plan Measures

Measuring Strategies for Student Improvement

Reflecting on Student Improvement

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2012-2013

School/District-wide DCAS Measures

• Percent of subgroups meeting state and/or district Annual Measurable Objectives (AMOs) for ELA and mathematics under ESEA Flexibility OR

• Percent of subgroups meeting state and/or district AYP targets.

Targets must be aligned with state targets for each subgroup or the school or district’s Success Plan targets (each target may be met using absolute or growth performance – all business rules for AYP apply)

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2012-2013

School/District-wide Success Plan Measures

The district has flexibility in determining which School/District-wide Success Plan Measures indicators will be used; however, there shall be at least two measures used. Measures are to be selected from the school or district Success Plan and relevant to the administrator’s responsibilities.

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• Starts with Goal Setting and a Review of Data• Strategies• Targets• Evidence

• Formative feedback conferences and progress monitoring throughout year

• 360 Survey administered in Spring DPAS II Delaware e-survey or VAL-ED

• Ends with a summative conference to determine progress on goals and a review of data

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Training , Coaching & Monitoring

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Stakeholder involvement throughout the design and implementation process of a

principal evaluation system

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• Pilot the system

• Collect regular feedback from participants using an external evaluator….. and make changes if necessary based on the feedback to improve the system

Select measures that are: rigorous but fairdirectly tied to the work of the principalEncourages professional growth

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Implications of Data Collection

PRINCIPALS NEED TRAINING

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Contact Information

Jacquelyn O. Wilson302-855-1621 (office)302-547-0043 (cell)

Email jowilson@udel.edu

http://www.doe.k12.de.us/csa/dpasii/default.shtml

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