Three Types of Rubrics (Components One through Four)

1. Overall Levels of Performance - (used in the summative process for teachers only)
2. Bulleted Component Description - (used in formative and summative process)
3. Specific Element Description Chart - (used at specific levels in the formative process)

(To request a copy of the above rubrics, please contact Tina Whittington at twhittington@doe.k12.de.us)

Reminders:

The Danielson text remains the source which clearly describes the elements and the evidence of the implementation of each component and element. When using the rubrics it is important that the text be reviewed to assist educators in developing a clear target for practice. Administrators and teachers need to use the text in conferencing as well as in writing.

The purpose of embedding rubrics into the text of the formative evaluation is to present evidence and to describe the level of practice. We do not use the descriptors such as basic or proficient at any time. It is much more meaningful for an educator to read the text and identify what level is being described. This process provides feedback and encourages the educator to set goals for professional growth.

Rubric Documents - Teacher and specialists rubrics have been modified to reflect only the components and elements that were adopted for the Delaware Performance Appraisal System II (DPAS II). In addition, the descriptor red and white component cards have also been modified.

Red and White Component CardsÂ

Indicating Levels of Performance with Rubrics

Levels of practice may not always fall into a single level of performance. In those cases stems from both levels would be used to describe the practice. In short, an educator's practice may be somewhat basic and somewhat proficient according to the rubric. In such a case, it is important for the educator to clearly understand the reasons for the lower rating. This will allow the educator to set goals to improve the specific practice.

Using Rubric Ratings to Set Goals

If the ratings of a teacher on the formative and/or summative documents are in the proficient or distinguished level, they should be allowed to consider their practice and identify areas in which they would like to grow. After review of their formative documents and consideration of the conference discussions, they would submit personal goals to be included in the recommendation section of either process. Such practice allows the educator to be in control of their personal professional growth and encourages both reflection and continuous improvement.

If any of the ratings on the formative and/or summative documents are between basic and proficient or basic, the educator and the administrator should identify goals for personal growth. The educator should seek support that would allow him/her to move to the proficient level. Such ratings do not indicate the need for an improvement plan.

If the ratings on the formative and/or summative are between unsatisfactory and basic or unsatisfactory, the educator and the administrator should identify how performance will be improved. Ratings in the unsatisfactory level generally result in learning shutting down. Â An improvement plan designed to improve the specific areas of deficiency should be constructed.Â

 Application of Rubric Statements in DPAS II

 1. Formative Process Applications

The documents noted as Components (bullets) are used in the writing of the formative documents. These documents are provided here in a format that will allow for the stem or part of the stem statement to be lifted and placed in the document. It must be followed by an evidence statement. For example: All students were cognitively engaged in the math activity designed by the teacher requiring them to explore the concept of addition of negative integers and formulate a rule related to the concept.  Â

It is not expected that each of the elements be referenced in the formative document. The administrator should select a few to highlight for the teacher to reflect upon. This process evokes reflection on practice and helps to support two of the major goals of DPAS II - professional growth and continuous improvement.

 Sample - Formative Feedback Form - Teacher

If performance ranges in the proficient or distinguished level there would be no need for the administrator to use the second set of rubrics unless he/she wanted to commend specific performance within an element of a component.

If performance ranges in the basic to unsatisfactory level the administrator should use the second set of rubrics, elements of practice, to provide a deeper analysis of the practice. This can be equated to the use of a microscope lens being used to clarify for the educator the exact areas for growth or improvement. As in the description above, the administrator should use the stem(s) followed by the evidence to assist the teacher in understanding the specific areas of concern. Â In the event that the administrator is going to recommend that an improvement plan be written, he/she should identify when and how the deficient elements "shut down learning."

Sample - Formative Feedback Form - Teacher

2. Rubric Application in the Summative Process

Matching Bullets

As the administrator constructs statements to match each of the bullets on the summative form, he/she should use selected stems to describe performance on the specific bullets. For examples: In both observations Mr. J.'s lessons had a clearly defined structure and his activities were organized to support his stated goals. Â

The one-pager rubric describes the overall performance of a teacher in the component. It collapses all elements into one statement. This document is used to construct an overall performance statement at the end of each component (except five) on the summative document.

Sample - Summative Evaluation Form - Teacher

3. Rubrics and Improvement Plans

The specific element rubrics can clarify what the teacher needs to improve. It allows for a more targeted improvement plan and helps to clearly establish the goal for satisfactory performance. Thus the description of the performance is public as described in the rubric and the Danielson text. The clarity assists the administrator and educator in aligning the need for improvement with specific activities, resources, and support for improvement.

Under description of deficiencies the administrator would list specific elements of practice to be improved. These would be drawn directly from the element specific rubrics.

Sample - Improvement Plan Form - Teacher (will soon be available)