Alabama

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Alabama Professional Education Personnel Evaluatio
n Program
Teacher and Specialty Area Educator Systems
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Teacher and Specialty Area Evaluation Systems

• Teacher System

• Special Education II (teachers of students with
  severe
• 
  disabilities)

• Speech/Language Pathologist

• Library/Media Specialist

• Counselor

• Psychologist/Psychometrist

Alabama Department of Education PEPE Program
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Teachers and Specialty Area Educators

• Development and Construct of Teacher Type
  Systems
• Regular Classroom Teacher

• Special Education II Teacher
• Speech Language Pathologist
• Library Media Specialist
• School Guidance Counselor
• School Psychologist/Psychometrist

• Outcome of Evaluation Process
• Summary Report of the Evaluation (Standards
  based)
• Formulation of a Professional Development Plan

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Teachers and Specialty Area Educators

• Structure
• Competency Structures are Similar
• Instruments are Conceptually Similar
• Data Collection and Scoring Processes are
  Same/Similar

• Summary Reporting
• Pattern Analysis for Determining Competency
  Scores
• Rationales Provided

• Professional Development Plans
• Objectives Based on Identified Need
• Activities Identified for Accomplishing
  Objectives
• Identification of Planned Assessment Measures
• Assessment of Results of the Plan

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Teacher-Type Evaluation Systems

• With Some Variation, Competencies Focus Around

1. Planning (Preparation for Instruction or
Delivery of Services)
2. Delivery of Instruction, Program, and/or
Services
3. Assessment of Student Performance or
Evaluation of Students or Services
4. Management (classroom, student, or program)
5. Positive Climate
6. Communication (oral and written)
7. Professional Development/Leadership
8. Professional Responsibility
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Definition Items Around Technology
1.2 Identifies Various Instructional
Strategies plans creative and innovative
activities appropriate to objectives, including
the use of technology
1.3 Prepares Instructional Resources for
Use selects and uses technology/media, bulletin
boards, models, realia, and/or displays plans
for ensuring equitable and effective student
access to available technology and other resources
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Definition Items Around Technology
2.0 PRESENTATION OF ORGANIZED INSTRUCTION Effe
ctive teachers organize instruction. They
introduce students to lessons, give clear
directions, develop lesson content
systematically, provide appropriate
summarizations of knowledge and student practice
of skills and employ or discuss the use of
technology
2.3 Develops the Lesson
uses technology when appropriate facilitates
students individual and collaborative use of
technologies during instruction
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Definition Items Around Technology
3.2 Measures Student Progress Systematically
uses variety of appropriate assessment methods
and instruments, including online and computer
adaptive assessments, where appropriate
7.1 Improves Professional Knowledge and Skills
uses ideas from books, professional journals,
websites, internet dialog with colleagues, and
professional organizations to improve teaching
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Technology in Instruction and Learning
The teacher uses the technology or the products
of the technology Students use the technology or
the products of the technology The technology is
the medium of instruction Technological
concepts, principles, impact, and applications
are the focus of classroom activities and
discussions
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Teacher-Type Evaluation Systems

• Scoring
• 4-point rating scale with each Competency and
  Indicator rated
• Scoring by instrument by Indicator with roll-up
  to Competency level

• Evaluators
• Trained in conducting evaluations
• Must meet reliability standards

• Evaluatees
• Evaluation content and instruments vary by
  system
• Evaluation process is similar across systems

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Teacher-Type Evaluation Systems

• Instrumentation/Data Sources

• Summary Report Sources

• Optional Instrumentation

1. Self-Assessment Form (completed by
evaluatee, but not considered in
evaluation scoring)
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Teacher and Specialty Area Educator Data Sources
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Alabama Department of Education PEPE Program
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Alabama Department of Education PEPE Program
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Teacher-Type Evaluation Systems
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Teacher-Type Evaluation Systems
Self Assmnt
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Professional Development Plan
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Procedures - Scoring
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Procedures

• Steps in Evaluation Process

1. Orientation (LEA responsibility)
2. Self-assessment (evaluatee)
3. Prepare portfolio, when applicable (evaluatee)
4. Conduct observations multiple in some
systems (evaluator)
5. Distribute and analyze surveys, when
applicable (evaluatee)
6. Supervisor Review Form (evaluator/supervisor)
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Procedures
7. Review portfolio (evaluator)
8. Conduct interviews (evaluator/evaluatee )
9. Prepare Evaluation Summary Report
(evaluator)
10. Summary conference and PDP
(evaluator/evaluatee)
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Self Assessment
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Interviews
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Structured Interview
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Clarifying Interview
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Classroom Teacher Observation
Beginning with the 2008-09 school year for
classroom teachers, local education agencies have
the option of 1) using the PEPE observation
requirements in place prior to the 2008-09 school
year, or 2) approving a reduction in the number
of observations for classroom teachers as
specified in this section of the manual.
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Classroom Teacher Observation
The evaluator conducts two observations (3 if a
non- tenured teacher ) observing the
classroom teacher
The evaluator conducts two observations of
non-tenured classroom teachers (3 if a
non-tenured teacher did not meet PEPE standard in
prior year )
The evaluator conducts one observation of tenured
classroom teachers (2 if a tenured teacher did
not meet PEPE standard on the last full
evaluation )
Teacher may request or evaluator may conduct
additional observation
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Observation of Other Classroom Teachers
The evaluator conducts two observations (3 if a
non-tenured educator) observing the special
education II teacher and speech language
pathologist in an instructional setting.
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Counselor Instructional Observation
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Library Media Specialist Observations
The evaluator spends one period or a set amount
of time observing the library media specialist in
an instructional setting (whole group or
one-on-one.)
The evaluator conducts two management
observations observing what is occurring in the
library (student activities, library media
specialist activities, activities of others, how
library media center is organized, bulletin
boards, procedures, interactions, etc.)
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Counselor Evaluation System
Portfolio


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Counselor Evaluation System
Portfolio
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Counselor Evaluation System
Portfolio
Indicator
Evidence

2.1 Guidance Curriculum

Survey results 2 artifacts
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Counselor Evaluation System
Portfolio
Indicator
Evidence
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Psychologist/Psychometrist Evaluation System
Portfolio


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Psychologist/Psychometrist Evaluation System
Portfolio
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Psychologist/Psychometrist Evaluation System
Portfolio
Indicator
Evidence

2.1 Assessment and Evaluation

Survey results 2 artifacts
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Psychologist/Psychometrist Evaluation System
The Survey
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Library Media Specialist Evaluation System
The Survey
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Counselor Evaluation System
The Survey
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Supervisors Review Form

Generates data for various competencies

Communication (all systems)

Professional Responsibilities (all systems)

Management (library/media, counselor, psychologist
/psychometrist)
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Evaluation Summary Report
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Professional Develop Plan Goals/Objectives
Goals and objectives are statements of the
outcomes desired, the ends to be accomplished
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Professional Develop Plan Goals/Objectives
Goals are time related tend to be long-range,
spanning a full academic year
May include desired outcomes in cognitive,
affective, and developmental areas
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Professional Develop Plan Goals/Objectives
Types of Objectives

• Specific learning task, particular knowledge to
  be acquired or enhanced
• Specific skill to be developed or enhanced
• Product to be produced (a written plan for
  assessing progress detailed lesson plans
  scope and sequence chart, etc.)
• Student achievement progress targets
• Professional service to be rendered to assist or
  improve the school/faculty/school related
  organization, etc.

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Professional Develop Plan Goals/Objectives
Objectives tend to be of shorter duration, may be
accomplished in varying time spans, depending
upon nature and complexity
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Professional Develop Plan Goals/Objectives
Example for Competency 3.0
3.2 Teacher will develop a written comprehensive
plan for systematic assessment of students
achievement and progress. Major emphasis will be
placed on matching various assessment methods to
learning styles and learning needs of individual
students and is to be completed by 9/01/02
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Professional Develop Plan Activities
Activities
Activities are the means to accomplish
goals/objectives identified or selected
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Professional Develop Plan Activities
Proposed Activities

• Identify and obtain assistance from a mentor
  teacher
• proficient in Indicator 3.2 area
• Read relevant articles from journals and books
  available
• in the school systems resource center
• 3. Attend 3-day workshop on learning styles of
  individual students scheduled by regional
  inservice center
• 4. Participate in AEA sponsored workshop on
  alternative assessment

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Professional Develop Plan
Criteria Assessment and Benefits Section
1. Evidence of degree of accomplishment of
objective(s)

• Written statement
• Materials/products appended to PDP Form

2. Description of efforts/activities pursued in
attempting to accomplish the stated objective(s)
3. Description of benefits accrued to the
educator, students, faculty, and school as
appropriate
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Professional Develop Plan
Evaluator Comments Section
1. Statement of concurrence or non-concurrence
with assertions of educator in assessment and
benefits section
2. Reason for concurrence or non-concurrence
3. Commendation statement when appropriate
4. Next steps
Develop new PDP for ensuing year, amend and carry
over present PDP,etc.
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Competency 7.0
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Competency 7.0
Alabama Department of Education PEPE Program