Many of the key features of the DPAS-II teacher evaluation system, and other evaluation systems in place in Delaware, are teaching-focused. Teaching-focused observations and evaluations include:
- Emphasis on what the teacher has done, and how what the teacher has done aligns to the rubric
- Discussion of how the teacher "felt" the lesson went, what they liked and didn't like
- One to three observations for each teacher, with a rating on each part of the rubric after the observation
- Conferences to review reports and "sign off" on ratings
- Suggestions from leaders on activities to do after the observation
While there is nothing inherently wrong with teaching-focused observations, there is a key element missing: addressing the impact of the teaching on students! The Delaware Teacher Growth and Support System is grounded in a shift to a learning-focused evaluation system. Learning-focused observations and evaluations include:
- Emphasis on how the teaching has affected what students know and are able to do, and how the teachers' AND students' performance aligns to the framework and a set of high standards
- Discussion of the evidence of student learning after the lesson, and how the teacher's teaching affected that learning
- Frequent, brief observations over the course of the year, with rating only happening at the end of the year, after all observations are completed
- Conferences to set and monitor professional growth and student learning goals
- Suggestions, resources, and support for the teacher to grow aligned to shared expectations and goals
Making this shift will require training and support for administrators and teachers, and shifts in mindsets of all educators. The pilot of the Delaware Growth and Support System will enable the Department of Education to ensure training and support for the full roll-out of the system in 2022 is grounded in the resources and support teachers and leaders will need.
For more information on Learning-Focused Evaluations, see Strengthening Teacher Evaluation: Taking Action to Improve Effective Instruction by Alexander D. Platt and Caroline E. Tripp.
