Digging deeper: Focusing on behavior and routines
Teachers know that one key to a successful school year is to ensure classroom expectations and routines are well-established within the first few weeks of school. Criterion 2a and 2b in the DPAS-II framework articulate the characteristics of successful classroom procedures and behavior management systems. Classroom walk-throughs early in the year can focus on classroom procedures and student behavior systems to ensure feedback and support for teachers to find success in early efforts.

Criterion 2a is “Managing Classroom Procedures.” In an effective classroom, “classroom routines and procedures have been established and function smoothly for the most part, with little loss of instructional time.” The elements of this criterion, listed below, describe procedures that might be considered:

  • Management of instructional groups
  • Management of transitions
  • Management of materials and supplies
  • Performance non-instructional duties

A classroom with successful procedures may seem to “run itself;” students know what to do and when to do it in order to keep learning moving smoothly.

Criterion 2b is “Managing Student Behavior.” In an effective classroom, the “teacher is aware of student behavior, has established clear standards of conduct, and responds to student misbehavior in ways that are appropriate and respectful of the students.” The elements of the criterion describe the three essential steps in managing behavior:

  • Expectations
  • Monitoring of student behavior
  • Response to student misbehavior

Getting to a classroom that “runs itself” and student behavior that is well managed requires up-front planning by the teacher, and early work to set expectations and to teach students to adhere to those expectations. Spending early days and weeks making clear what students should (and should not) be doing in the classroom can set a teacher up for success over the year, and, most importantly, ensure that learning is maximized in the classroom.
Share this with your teachers!
Setting clear procedures and behavior expectations may seem like easy tasks for teachers, but even the most veteran teacher can have difficulty ensuring that his or her students understand and abide by routines and expectations. The materials at the right support you to deliver a 75-minute training to help teachers deeply understand how the DPAS-II framework defines success in managing classroom procedures and student behavior, and provides real-life examples of strategies teachers can deploy.
Profiles in leadership: Angela Socorso
Angela Socorso (in pink in the photo on the left, with new teachers to her district) knows the power of a shared language to describe great teaching. As a human resources supervisor in the Smyrna School District, Angela is responsible for ensuring that all of Smyrna leaders and teachers understand the DPAS-II rubric and use it to drive excellence in classrooms across the district. “My goal with principals is to develop a growth mindset to help them think differently about DPAS and communicate that with teachers. In the past, DPAS has been seen as a gotcha, but this is a tool to help all of us grow and be proactive,” said Socorso. When asked about how she overcomes that perspective of DPAS as a compliance tool, she credits relationships. “I respect and trust the administrators I work with, and in turn they trust me,” she said. She develops that trust in concrete ways: attending DOE trainings with new administrators so that they can learn side-by-side and providing honest feedback on evaluation forms so that administrators can ensure a productive conversation and support for a teacher. “I always take the mindset of ‘how can I help,’ and leaders reach out to me for help.”

Angela also takes advantage of all of the trainings and resources offered by the department. “The webinars with Danielson are extremely helpful,” she said. “I review the webinars myself, and then share my notes and reflections with leaders to support them in reviewing the content.” Angela also uses the monthly ACCESS newsletter. “When I get the newsletter every month, I share the items for the monthly to-do list, as well as any relevant DPAS information with administrators.” She uses the Comprehensive Induction Program notes and resources with mentor teachers, and makes clear for her staff how all are aligned and interconnected.

“The bottom line is that we are all focused on kids,” said Socorso. “What motivates us as administrators is that we are aiming to understand and create best practices that lead to student learning. The common language of DPAS can help us do that across our schools."
Student Improvement Component
Supporting great goal-setting conferences
One of the first steps teachers will take at the beginning of the school-year is to select their measures for the Student Improvement Component (Component 5) and to collect baseline data to inform the measures. The Goal-Setting Conference provides the opportunity for administrators and teachers together to review data and set targets for student learning. It is also a chance to review and discuss the teacher’s professional goals for the year, and to set a plan for how the administrator will support the teacher.

Prior to the conference teachers and administrators should work together to select measures and verify rosters. Using the DPAS-II Guide as a resource, teachers and administrators should determine the appropriate Educator Group given the teacher's teaching assignment, and select the measures the teacher will use for the Student Improvement Component. The teacher should also identify student rosters, and the administrator should approve that roster. Finally, the teacher should begin to collect benchmarking data.

Once those preliminary steps are complete, you as an administrator should:
  • Review the teacher’s Student Improvement Component outcomes from last year, as well as any professional goals you and the teacher discussed in the spring
  • Reflect on the teacher’s performance and brainstorm ways you want to support the teacher this year

During the conference, you should:
  • Review the baseline data that the teacher as collected related to their selected measure and targets.
  • Refer to the Goal-Setting suite resources to support setting ambitious goals and tracking Measure B growth scores
  • Understand the teacher’s rationale for selecting those targets, and provide feedback and make adjustments if necessary
  • Sign Part III of the Fall Conference form
  • Discuss the teacher’s professional goals for the year ahead, and agree on ways to work together to ensure the teacher finds success in his or her goals.

The DPAS-II Guide for Teachers includes details on the required steps and forms for the Fall Goal-Setting Conference.
All teachers share a goal of improving outcomes for students. The training and resources linked to the left go deep on how the DPAS-II framework describes student improvement, and what teachers can do to accelerate that improvement. It’s a great focus area for any teacher as we start a new school year!
What's on the agenda?
What should be on your DPAS-II to-do list this month:

  • Ensure teachers have selected their Student Improvement Component measures as close to the beginning of the year as possible (refer to pages 12 and 18 in the DPAS-II Guide) and begin to gather baseline data
  • Ensure goal target conferences are held prior to October 31 (refer to pages 18-19 in the DPAS-II Guide)
  • Complete and discuss Professional Responsibility Forms with each educator (this may be completed and/or updated at any point over the course of the year)
  • Complete Formative Observation #1 for Novice Educators
  • Find relevant resources and information you need at the Educator Evaluation homepage on the DDOE website
5-Day Boot Camp Training
Required to become a credentialed observer
PDMS Course #26990
Dates offered August-October
Ensure a common understanding of what practice looks like at different performance levels
Offered monthly beginning in October, 2018
PDMS Course #26995
Professional Development Series
Component 1 PDMS Course #26991
Component 2 PDMS Course #26992
Component 3 PDMS Course #26993