Delaware Teacher Classroom Observation Framework
Delaware's teacher observation framework, used as part of the DPAS-II evaluation system, assesses teacher performance across five components. Based on research by Charlotte Danielson and adapted for Delaware's standards, it provides a structured approach to classroom observation and teacher development.
The Delaware DPAS-II is organized into 3 domains, 9 criteria, and a 4-level rating scale.
Used statewide in Delaware as part of the DPAS-II evaluation system.
Domains and Criteria
The Delaware DPAS-II domains and criteria
Performance Area 1: Learning Environment
Structuring the classroom for learning, maintaining a positive classroom climate, and providing equitable access to learning for all students.
1.1: Structures for Learning
Routines, procedures, and behavior expectations; instructional time; student behavior.
1.2: Positive Classroom Climate
Classroom interactions; ownership and responsibility; student perseverance.
1.3: Equitable Access
Expectations for learning and achievement; variety of tools and/or materials; opportunities; consideration of interests/perspectives; cultural differences.
Performance Area 2: Engagement in Learning
Establishing clear objectives for learning, designing learning experiences that engage students, and using checks for understanding and feedback to guide instruction.
2.1: Objectives for Learning
Aligned and student-friendly; accessible, communicated, and revisited; understood by students; criteria for success.
2.2: Learning Experiences
Aligned and sequenced; teacher and student led; processing time; balance of content input and process; activating and summarizing learning; use of explanatory devices.
2.3: Checks for Understanding and Feedback
Monitoring progress and adjusting instruction; opportunities for demonstrating learning; student self-assessment; feedback to students.
Performance Area 3: Maximizing Learning
Communicating clearly, using questioning and discussion techniques, engaging students in learning, and providing feedback to students.
3.1: Rigorous Assignments
Alignment to objective, content, and learner; relevant and meaningful; differentiated and supported; application of content.
3.2: Questioning and Discussion
Alignment to objective, content, and learner; continuum from simple to complex (concrete to abstract); wait time, prompting and scaffolds; robust and support engagement.
3.3: Academic Language and Vocabulary
Teacher models; explicitly taught; authentic and rigorous; students use to explain and elaborate thinking.
Rating Levels
Delaware DPAS-II rating levels
Level 1
A teacher rated at this level demonstrates limited success towards student learning. Routines, procedures and/or behavior expectations are not in place and/or are not clearly communicated. As a result, student behaviors and/or interruptions in the classroom impact instructional time. Students struggle to work cooperatively and do not persevere to complete quality work. Lesson objectives are not aligned to grade-level standards and/or not accessible to students. Students do not know what they are learning and/or cannot clearly communicate the objective. Learning experiences are not aligned and/or not rigorous. Students are not expected to apply content to answer questions, generate examples, participate in discussions, or analyze information. In some cases, it could be that the teacher is not actually attempting instruction at all, or effectively managing the environment to support learning. In classrooms with a rating of Level 1, very little student learning is happening.
Level 2
A teacher rated at this level typically has a plan for instruction, but often the plan falls short in implementation or delivery, or the teacher's successful implementation of the plan is inconsistent. Routines, procedures, and/or behavior expectations might not be clearly communicated or matched to student needs. Students could be quiet and compliant but are not engaged in learning meaningful content. Student learning is inconsistent or only some students are learning. Students might be unsuccessful working in small groups or with a partner. The teacher could demonstrate high expectations for learning but does not provide individual supports to help students meet those expectations. Lesson objectives might be clearly communicated but learning experiences and/or assignments are not clearly aligned. This performance level could describe a novice teacher who is doing the basic moves of teaching but has not yet mastered the higher-level skills that allow them to draw from a variety of strategies depending on the context.
Level 3
A teacher rated at this level consistently meets expectations for performance. The teacher develops standards-based instructional objectives, implements learning experiences that support the lesson objectives, and provides feedback to students based on the criteria for success. Classroom protocols are in place that support student engagement and learning. Students persevere and complete quality work. The teacher provides opportunities for students to demonstrate their learning through rigorous assignments to develop thinking skills and thought processes so that students engage with and apply the content they are learning. Questions posed by the teacher are high level and appropriately matched to learners. Classroom discussions include students supporting their answers with evidence and the use of academic language and vocabulary.
Level 4
A teacher rated at this level maintains performance beyond the standard and consistently exhibits skills and behaviors that have a strong impact on student learning. High expectations and solid instructional delivery reinforce student ownership for learning. Students can self-assess their progress towards mastery of the learning objective and determine the steps needed to improve. The teacher implements strategies that link student effort to achievement and students are actively engaged in learning. Students encourage others to persevere. Connections between academic and real-life goals are visible in the classroom. Learning experiences include choice, are differentiated, and/or incorporate the application of content through robust discussions, critically analyzing information, and/or creating alternate solutions.
Source
Official Delaware DPAS-II source
Source: Delaware Department of Education, DTGSS Guidebook for Administrators (Updated September 11, 2025) (2025-09-11). Verified 2026-06-01. View the official rubric
Rubric facts verified 2026-06-01 against the official source.
Giving feedback on the Delaware DPAS-II
The slow part is the write-up
Aligning observation evidence to every Delaware DPAS-II domain and standard by hand, for every teacher and every visit, is what eats a principal's week. Observation Copilot does that mapping for you.
How Observation Copilot Helps
AI-powered Delaware DPAS-II feedback in seconds
Paste your observation notes. Copilot maps your evidence to the right Delaware DPAS-II domains and drafts structured, rubric-aligned feedback - ready to review and share. Walkthrough notes return a focused single-indicator debrief; full lesson observations return a multi-domain rubric-aligned report.
- Maps observation notes to the five DPAS-II components
- Generates evidence-based feedback organized by each Delaware observation component
- Suggests performance ratings based on observed evidence across the four-level scale
- Creates targeted next steps tied to specific DPAS-II criteria
- Reduces post-observation write-up time for Delaware principals
Frequently Asked Questions
Delaware DPAS-II FAQ
- What is the DTGSS?
- Delaware's statewide classroom teacher observation framework used within the Delaware Teacher Growth and Support System (DTGSS), assessing teaching across three performance areas - Learning Environment, Engagement in Learning, and Maximizing Learning - using nine rated indicators at four levels of performance.
- What are the domains of the DTGSS?
- The DTGSS is organized into 3 domains: Performance Area 1: Learning Environment, Performance Area 2: Engagement in Learning, and Performance Area 3: Maximizing Learning.
- How is the DTGSS scored?
- Performance is rated on a 4-level scale: Level 1, Level 2, Level 3, and Level 4.
- What does DTGSS stand for?
- DTGSS stands for the Delaware Teacher Growth and Support System, the statewide evaluation system the classroom observation framework is part of.
- Which version of the DTGSS rubric is current?
- The current rubric comes from the DTGSS Guidebook for Administrators (updated September 11, 2025), verified against the Delaware Department of Education source on June 1, 2026.
Used In
States Using Delaware DPAS-II
Related Reading
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