DSEA Action!

What you said about DPAS II "Evaluation system needs improving" n late spring the Delaware Dept. of Education commissioned Progress Education Corp. of Chicago, IL to do its annual scientific survey of teachers, specialists and administrators about DPASII. This is the sixth year that DoE has undertaken this survey with the purpose of making improvements to our statewide evaluation system. Presented here are highlights of their findings, which you can read in their entirety at www.dsea.org/ Accountability/DPASII.html. I Key Findings 60% of teachers/64% specialists disagree that the criteria used to evaluate them for student improvement are effective indicators of their effectiveness. 59% of teachers/60% specialists disagree that the criteria used to evaluate them for student improvement can be accurately judged by their evaluator. 58% of teachers/63% specialists disagree that the time it takes to complete the paperwork requirements is reasonable; 49% of teachers/56% specialists disagree that the forms are easy to complete; 51% of teachers/57% specialists disagree that the forms make the process easy to implement. 45% of teachers/57% specialists disagree that the overall system is easy to follow. 50% of teachers/54% specialists disagree that they perceive the system to be fair. 46% of teachers/50% specialists disagree that training in the process is adequate. 46% of teachers/52% specialists disagree that there was enough training/support. 44% of teachers/42% specialists identified Component 5 where they need additional training. DPAS II communications from DOE was rated very poorly by teachers, specialists, and administrators. 59% of group 1 educators disagree that the 50% weighting given Statement Teachers Specialists Administrators DPAS System needs improving 86% agree 86% agree 95% agree System is being implemented appropriately in my work location 74% agree 68% agree 86% agree System should be continued in current form 75% disagree 79% disagree 88% disagree to measures A and B is a fair representation of effectiveness. trators found Component 5 difficult to implement. 50% of group 1 educators disagree that the combination of ratings to determine the summative is fair. 46% of teachers/46% specialists/38% administrators found Component 5 not fair at all. 55% of group 1 educators disagree that the growth targets set for measure A are fair. 40% of teachers disagree that the improvement plan process helped to direct their professional growth goals. 50% of teachers disagree that there are adequate resources to implement improvement plans. 61% of teachers/66% specialists, 59% administrators disagree that educators have been adequately involved in improving the DPAS II system. While 88% of teachers, 81% specialists, and 93% administrators found Component 5 to be very or somewhat important, 41% of teachers/46% specialists/47% adminis- 60% of teachers/58% specialists/37% administrators found data coaches of little or no value. 63% of teachers/23% specialists/95% administrators found PLC's to be very or somewhat valuable. 65% of teachers/76% of specialist and 76% of administrators gave the overall evaluation process a grade of "C" or less. Of the 5 components, professional responsibilities and student improvement were ranked the lowest as good indicators of performance for administrators – Prof. Resp. 61%, student improvement 64%. The other indicators ranked 80% and above. Of the 5 components, professional responsibilities and student improvement were ranked the low- est as good indicators of performance for teachers – Prof. Resp. 43%, student improvement 52%. The other indicators ranked 83% and above with Instruction ranked at 97%. 38% of administrators disagree that they could accurately evaluate teachers using the criteria for the student achievement component. 36% of teachers and 52% of specialists believe that DPASII has little or no impact on their effectiveness. The amounts are the same for the effectiveness of Component 5 and Unannounced Observations. The effectiveness of Announced Observations was even less: 28% of teachers and 48% of specialists believe they have little or no impact on their effectiveness. Half of teachers and specialists (50% and 48%) do not believe that the requirements for "Highly Effective" are fair (50% and 48%), appropriate (48% and 48%), aligned to their work (44% and 50%) or realistic (51% and 52%). Value of: Valuable to Teachers Valuable to Specialists Valuable to Administrators Valuable to Evaluators Announced observations 86% 80% 63% 70% Unannounced observations 79% 75% 98% 97% Announced walk-throughs 68% 60% 64% Unannounced walk-throughs 69% 95% 94% Peer observations 77% 74% 87% 88% Use of rubrics 49% 46% 90% 90% Mentoring 71% 92% 89% PLC's 63% 95% 92% 4 September 2013 DSEA ACTION! 60% www.dsea.org

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