Developing PrincipalsOne State’s Initiative

Dr. Sharon Brittingham RTTT Project Director, Development Coaches

Dr. Jacquelyn Wilson Director, Delaware Academy for School

Leadership, University of Delaware

PresentersDr. Jackie O. Wilson Dr. Sharon Brittingham

• 2000 Lt. Governor’s Award for Innovative School

• 2001 USDOE Blue Ribbon School• 2002 DE National Distinguished Elementary Principal (NAESP)• Executive Director, Delaware Academy

for School Leadership

• 2002 USDOE Blue Ribbon School• 2003 DE National Distinguished

Elementary Principal (NAESP)• 2004 ED Trust Dispelling the Myth

School• Project Director, RTTT

Development Coaches/DPAS II Training

Theory of Action• School leadership is a highly challenging, complex and

knowledge-based professional career.• School leaders need sophisticated knowledge and skills to be

effective in improving schools and increasing student achievement.

• School leaders develop sophisticated knowledge and skills when provided with appropriate highly quality professional learning experiences, specific interventions and follow up support.

• School Leadership has a powerful effect on school improvement and student achievement.

Highly challenging, complex and

knowledge-based professional career.

School leaders need sophisticated

knowledge and skills to be effective

High Quality Learning

Experiences

Interventions and Support

Student Achievement

Beliefs about LeadershipAgree or Disagree

1. The school is only as good as its weakest link.

2. Developing the staff is the greatest way to improve student achievement.

Measuring Educator Effectiveness

Delaware Academy for School Leadership

Delaware Performance Appraisal System

• SB 260 (2001) was the lever for Phase 1 of statewide reform

• Appointment of Professional Standards Board responsible for developing regulations in collaboration with DOE in the following areas:– Licensure & Certification– Educator Standards– DOE Approval of University Preparation Programs – Revising DE’s Performance Appraisal System – Professional Development aligned to educator standards – Mentoring support for teachers and principals

Delaware Academy for School Leadership

Revising Delaware’s Performance Appraisal System

Delaware Academy for School Leadership

Delaware Academy for School Leadership

Administrators Teachers & Specialists

Assistant Principal/Principal

School Leader 1

School Leader 2

Teachers

Specialists

Who Goes First??We All Go Together!!

Professional Standards Board & DOE

Committees

Regulations

Delaware Academy for School Leadership

Process

Performance Appraisal

Standards Recruitment & Hiring

DEEDS Data Management

Professional Development Career Continuum

Licensure & Certification

University Preparation

Program Redesign

Driver of System Change

Measuring Performance

STANDARDS

Recruitment, Licensure, Hiring

CoachingRetention

Performance Evaluation

Pre-Service Preparation

• University Preparation Programs

Professional Development for Licensure Renewal

Phase 1 (2001-2004)

Work Groups Develop Appraisal Systems

PSB Develops Regulations

PSB Approval of Regulations

State Board Approval of Regulations

Phase 2 (2004-2010)

Operationalize Regulations

Pilot Sites Determined

Training

Pilot & Evaluation

Revisions

Phased Training

Statewide Implementation

Phase 3 (2010-2014)

RTTT –new regulations

Advisory Committees revise regulationsPhase in changes over four years

Work Groups

Training, training & training

Delaware Academy for School Leadership

Delaware Performance Evaluation System for Teachers & Specialists

• Based on Danielson's Frameworks

• Twenty plus years as the framework for the statewide evaluation system of Delaware

DPAS II Framework – 5 Components

1. Planning and Preparation

2. Classroom Environment

3. Instruction

4. Professional

Responsibilities

5. Student Achievement

Delaware Academy for School Leadership

CriteriaListed under each Component1a. Selecting Instructional Goals

Criterion 1a. Performance:

Unsatisfactory Basic Proficient Distinguished Not Observed

RatingsTeachers are rated for every Component and Criteria.

Feedback:RecommendationExpectation Commendation Improvement Plan

Results: Increase in Number of Expectations and Improvement Plans

• 97% of Teachers who were placed on an Improvement Plan improved.

• 98% of Teachers who were given Expectations met those Expectations.

• Those who did not complete their Improvement Plans retired, left the profession, or transferred to another district.

Rubrics

Current DPAS II Key Points• Evaluators have to be credentialed by completing

DPAS II e-Learning Modules.

• DPAS formative and summative evaluations are audited by the Department of Education monthly for completion.

Delaware Academy for School Leadership

Development Coach Project• 7 coaches throughout the State

• 63 participating schools representing 18 Delaware School Districts and five charters

• Supported over 140 principals, 400 assistant principals, and district expert evaluators

• Reviewed and provided feedback on over 2000 formative and summative evaluation reports for school administrators

• Participated in 100’s of pre/ post conferences, observations and walkthroughs with school administrators.

DPAS II Modules Presented

• Understanding the Frameworks (Danielson)

• Writing Expectations and Improvement Plans

• Observing Specialists• Goal Setting (Component 5)• Conferencing – Pre and Post • Conducting Difficult Conversations• Calibrating Observations

Delaware Academy for School Leadership

Supports for Principals• New Leader (Boot Camp)

– Three day Training on the Teacher and Specialist Evaluation System

-Provided three different times (August, December & February)

• Process• Procedures• Practice

• All newly hired administrators are encouraged to attend by DOE and their districts.

Delaware Academy for School Leadership

Development Coaches • Are the experts in DPAS II • Provide DPAS II training• Support “deeper and richer”

conversations about instruction • Increase the level and degree of

accountability

Development Coaches

• Work three hours a week with Principal and or the Administrative Team.

• Provide support for the implementation of the revised DPAS process.

• Collaborate with District Office to calibrate formatives, provide professional development, and determine training needs.

• Support the principal as the instructional leader of the school and in non DPAS related areas.

• Provide additional instructional resources for teacher development. https://sites.google.com/a/udel.edu/fred/

Principal Role in Project• Debrief with Development Coach weekly

• Learn to prioritize formative observations

• Work with the Development Coach to enhance their knowledge and skills in the DPAS process.

• Learn to use data from PLCs and Component V to help individual teachers work toward instructional growth.

Implications• What gets monitored, gets done. • Schools, districts and DOE need to monitor

the process and content of any evaluation system.

• Districts must have a clearly defined procedure for monitoring DPAS and provide resources and supports.

• School leaders need supports and resources.

Delaware Academy for School Leadership

Coming Attractions in Nashville• Learn about the day to day life of a

Development Coach

• Participate in calibration activities• Learn how to have difficult

conversations

Questions

Contact Information

Sharon Brittingham sharonbr@udel.edu

Jackie Wilsonjowilson@udel.edu