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Be a part of the DPAS-II Teacher Rubric Revisions!
The Delaware Department of Education is redesigning the DPAS-II teacher rubric! A lot has changed since the last time the DPAS-II rubric was revised, particularly the adoption of Common Core and InTASC Model Core Teaching Standards. The department has also received feedback from educators across the state that the rubric needs to be revised to be more streamlined and better aligned to current standards. We are excited to begin a multi-year strategy to redesign, pilot and implement a new rubric across the state in the fall of 2021! You can learn more about the rubric redesign and timeline here.

We need all educators in Delaware to be involved in this work. The first opportunity is to apply to serve on the Rubric Redesign Steering Committee. Applications are due on Friday October 5 . To learn more about the Steering Committee and to find the application, click here . Updates on the redesign process will also be posted to this website.

Please note, the current rubric and DPAS-II system will continue to be implemented until the fall of 2021. All educators are expected to implement DPAS-II with fidelity; use this newsletter to support you.
Join us for the next DPAS-II Advisory Committee Meeting!
Townsend Building, Cabinet Room, 2nd floor in Dover

10/15/18 9:00am - 10/15/18 11:00am

I'll be there!
I can't make it
Digging Deeper: Component 1 - Planning and Preparation
Great teachers know that every good lesson starts with a good plan. Component 1 in the DPAS-II teacher framework provides a common language and set of expectations for what constitutes good planning. There are five Criterion in Component 1, and each Criterion work together and complement one another, providing clear language to guide the development of lesson and unit plans.

When creating plans, educators often start with identifying the lesson outcomes. Criterion 1a: Selecting Instructional Goals defines the characteristics of strong instructional goals. As educators identify goals for their lesson, the critical attributes of Criterion 1a can help to ensure goals are well-aligned to the expectations of the DPAS-II framework. Specifically, an instructional goal should be a statement of the intended outcome of the day’s lesson. It should describe, in student friendly terms, what students should know and be able to do as a result of the lesson. Instructional goals are not simply the academic standards being taught that day. Nor are they a written agenda for the day’s lesson.

Criterion 1b: Designing Coherent Instruction describes the heart of planning, which is designing the actual lesson and activities to support students to achieve the instructional goals. While this criterion is the second listed in Component 1, successful lesson design relies heavily on Criterion 1c: Demonstrating Knowledge of Content and Pedagogy and 1d: Demonstrating Knowledge of Students . As a teacher identifies instructional goals and the plan to ensure students meet those goals, the teacher must be aware of several of the elements of Criterion 1a:

  • Knowledge of content and the structure of the discipline;
  • Knowledge of prerequisite relationships; and
  • Knowledge of content-related pedagogy.

The Critical Attributes of Criterion 1a describe these elements in more detail.

While the teacher has to consider the content in selecting goals and designing instruction, the teacher also has to consider his or her students and the backgrounds, skills and interests. Criterion 1d describes several elements that a teacher should consider, including:

  • Knowledge of child and adolescent development
  • Knowledge of the learning process
  • Knowledge of students’ skills, knowledge, and language proficiency
  • Knowledge of students’ interests and cultural heritage; and
  • Knowledge of students’ special needs.

When a teacher considers both what the content or discipline demands, and what students bring to their learning in terms of skills, knowledge and background, the teacher is then able to design instruction that helps students achieve the learning goal(s) set for them.

Teachers know that it is not enough to just select a goal and design a lesson; the teacher must also have a mechanism planned to assess whether or not students were successful at meeting the goal. Criterion 1e: Designing Student Assessments describes the elements of effective assessments that educators use in the classroom. The elements are:

  • Congruence with the instructional outcome
  • Criteria and standards
  • Design of formative assessments
  • Use for planning

The Critical Attributes document for Component 1 outlines each of the Criterion in Component 1 in detail, including the elements and indicators that define effectiveness in each of these Criterion. This resource is an excellent tool for not only assessing Component 1 as a part of a DPAS-II evaluation, but also as a planning tool for teachers as they work to create and/or improve lesson plans. In next month’s issue we’ll take a deeper dive into lesson planning, and examine tools and templates educators can use.
Share This With Your Teachers!
Lesson planning and preparation is a critical “off stage” component of great teaching as defined by the DPAS-II framework. When examined together, the Criteria in Component 1 can serve as a roadmap for the creation of a strong lesson plan. The meeting-in-a-box materials below review each of the Criteria in Component 1, and walk teachers through an examination of the elements of each Criteria in an effort to support instructional planning
Practice Perfect: Using Walkthroughs to Support Teachers
Regular observation provides an opportunity for leaders to gather evidence to guide both teacher evaluation and teacher development. However, regular lesson-length observations are not always practical given constraints on leader and teacher time. Short walk-throughs focused on specific criteria, with attention to the specific elements, in the DPAS-II rubric and provide regular opportunities for leaders to understand where things are going well in classrooms and what needs to improve, and for teachers to get regular, timely feedback to improve their practice.

This report , from the National Association of Elementary School Principals, outlines key elements of classroom walkthroughs. They include:

  • Making walkthroughs routine: making regular, very short (5-15 minute) classroom visits a part of every leader’s daily routines
  • Identifying the focus of the walkthroughs: the leader may identify a specific DPAS-II criterion as a school-wide focus, and observe a number of classrooms paying attention to that criterion, or a leader may identify a specific criterion that a teacher is working on and use that as a focus for the walkthrough
  • Reflect after the walkthrough: after visiting a classroom, leaders take a few minutes to note reflections and observations, and to provide feedback to the teacher. It can be as simple as a post-it left on the teacher’s desk, or an email when the leader returns to his or her desk.

The key to effective walkthroughs is to ensure that they are focused on teacher support and school improvement, and that they are aligned to the DPAS-II framework . When leaders focus their short time observing a classroom on one or two criterion and/or elements of the DPAS-II framework, they are more likely to be able to identify strengths and growth areas that will help the teacher improve. Making specific connections between what is observed during a walkthrough and the specific criterion and/or element in the DPAS-II framework can help educators draw connections between the feedback and expectations of the evaluation system. Walkthroughs can also illuminate an educator’s lack of progress after feedback and support has been given; this can help a leader determine when a growth area might become a recommendation or expectation given to the teacher. Walkthroughs should not replace regular DPAS-II observations, but instead augment leaders’ efforts to recognize teacher success and support improvement.
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
DPAS-II for Administrators
October 3, 2018 from 8:30-3:30
PDMS Course #27146
DPAS-II Boot Camp Training for the Teacher/Specialist System - Observation and Evaluation
October 29-November 2
PDMS Course #26990
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 2 PDMS Course #26992
Component 3 PDMS Course #26993