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Department of Curriculum and Instruction EDUCATEElmore Overview of the Orientation Process Part 1 introduces teachers to Alabama s new, formative, teacher ... – PowerPoint PPT presentation

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Department of Curriculum and Instruction
  • Introductions
  • Agenda
  • Handouts

New Evaluation Systems to align with the Standards
  • New teacher evaluation system will go into effect
    September 1, 2009, for all evaluators of
  • Over 3500 instructional leaders will experience a
    professional study during the 2009-2010 school
  • Evaluation toolkit for Superintendents and
    evaluation systems for specialty areas,
    instructional leaders and central office staff
    will be in place Fall 2010.

About EDUCATEAlabama
  • Approved by the Alabama State Board of Education
    - May 14, 2009, Board Meeting.
  • The Elmore County Board of Education adopted
    EDUCATEAlabama as its method of formally
    evaluating teachers at its July 20, 2009 meeting.
  • A copy of the Elmore County Board of Education
    Policy can be found in the EDUCATEElmore Manual.
  • The purpose of this new method of evaluating
    teachers is to provide administrators and
    teachers with a collaborative, formative tool to
    enhance teaching and learning.
  • The goal of the new process
  • Increase student achievement
  • Increase the graduation rate
  • NO numerical scores teacher is now rated using
    following levels
  • Emerging
  • Applying
  • Integrating
  • Innovating

Overview of the Orientation Process
  • Part 1 introduces teachers to Alabamas new,
    formative, teacher evaluation system
  • Part II is done by the principal or other
    administrator in your school system.
  • The entire module is divided into 9 lessons
  • Lesson 1 Major Changes
  • Lesson 2 Alabama Quality Teaching Standards
  • Lesson 3 The EDUCATEAlabama Continua
  • Lesson 4 How the process works?
  • Lesson 5 Teacher Self-Assessment
  • Lesson 6 Classroom Observations
  • Lesson 7 Dialogue and Principal Data
  • Lesson 8 Collaborative Summary Report
  • Lesson 9 Professional Learning Plan

Overview of the Orientation Process
  • Specific objectives of the module are
  • To familiarize you with the Alabama Quality
    Teaching Standards (AQTS) and the evaluation
    process developed around them.
  • To explain how the new, collaborative
    EDUCATEAlabama process works.
  • To familiarize you with the instruments and
    procedures your evaluator and you will use in the
  • As we review the module, you will need nothing
    but paper and pencil to take notes and/or develop
    attachments for later reference.

For additional information regarding the major
changes from PEPE to EDUCATEAlabama, please refer
to your online EDUCATEAlabama Module pages 2-3.
The Alabama Quality Teaching Standards
  • As stated earlier, EDUCATEAlabama was developed
    based on the Alabama Quality Standing Standards.
  • You need to review now the EDUCATEAlabama version
    of the AQTS. To do so click on the following
    link EDUCATEAlabama version of AQTS. As you
    review these standards, here are some look
  • Look for and name the titles of the five teaching
  • Look for standards that contain sub-standards
    (2a, 2b, etc.) and note what they are.
  • Look for the titles of the performance indicators
    (1.1, 2a.1, etc.) which define emphases/expectatio
    ns within each indicator.
  • Look for the capital letters (B/E, A, etc.)
    beside each definition item within an indicator.
    Note particularly the INT and INN designations.
    These letters stand for Beginning/Emerging
    (B/E), Applying (A), Integrating (INT), and
    Innovating (INN).
  • Look for cross-cutting expectations, i.e.,
    expectations for teacher practice that are
    contained in several standards, not just a single
    standard. Hint Many of these expectations are
    found in definition items (the items that define
    performance indicators). For example, look for
    expectations regarding collaboration, leadership,
    addressing learner differences, etc. in more than
    one Indicator and/or Standard.
  • When you have finished your review of the AQTS
    EDUCATEAlabama version, read pages 5 and 6 for
    additional feedback on what you should have found.

Alabama Quality Teaching Standards
  • Standard 1 Content Knowledge
  • To improve the learning of all students, teachers
    master the disciplines related to their teaching
    fields including the central concepts, important
    facts and skills, and tools of inquiry they
    anchor content in learning experiences that make
    the subject matter meaningful for all students.

Alabama Quality Teaching Standards
  • Standard 2 - Teaching and Learning
  • To increase the achievement of every student,
    teachers draw upon a thorough understanding of
    learning and development recognize the role of
    families in supporting learning design a
    student-centered learning environment and use
    research-based instructional and assessment
    strategies that motivate, engage, and maximize
    the learning of all students.

Alabama Quality Teaching Standards
  • Standard 3Literacy
  • To improve student learning and achievement,
    teachers use knowledge of effective oral and
    written communications, reading, mathematics, and
    technology to facilitate and support direct
    instruction, active inquiry, collaboration, and
    positive interaction.

Alabama Quality Teaching Standards
  • Standard 4Diversity
  • To improve the learning of all students, teachers
    differentiate instruction in ways that exhibit a
    deep understanding of how cultural, ethnic, and
    social background second language learning
    special needs exceptionalities and learning
    styles affect student motivation, cognitive
    processing, and academic performance.

Alabama Quality Teaching Standards
  • Standard 5Professionalism
  • To increase the achievement of all students,
    teachers engage in continuous learning and
    self-improvement collaborate with colleagues to
    create and adopt research-based best practices to
    achieve ongoing classroom and school improvement
    and adhere to the Alabama Educator Code of Ethics
    and federal, state, and local laws and policies.

(No Transcript)
EDUCATEAlabama Continua
  • The EDUCATEAlabama Continua
  • Contains all standards, indicators, and
    definition items.
  • Developed using the AQTS.
  • Has four levels of performance emerging,
    applying, integrating, and innovating.
  • To access the entire continua, please see
    directions within the second paragraph on page 7
    of the orientation module.

EDUCATEAlabama Continua
1.1 Deep Knowledge of Subject Matter
  • Uses knowledge of subject matter to design
    rigorous units and lessons.
  • Teaches appropriate to age and developmental
  • Incorporates resources to motivate and
    academically challenge all learners.
  • Focuses instruction on key concepts, themes,
    multiple perspectives, and interrelationships in
    subject matter, as well as facts.
  • Works with colleagues to plan units and lessons
    that serve to immerse learners actively in the
    discipline and to think analytically and
    creatively about the content.
  • Uses comprehensive knowledge of subject matter
    and student development to ensure that all
    learners understand related facts and concepts
    within and across content areas.
  • Introduces students to current advances related
    to the discipline, knowledge of which has been
    gained from journals, websites, and other
  • Collaborates with colleagues to incorporate
    research findings into unit and lesson designs.

Pages 10 11 of the orientation module provides
additional details regarding the above components
of EDUCATEAlabama.
Teacher Self-Assessment
  • Used early in the school year.
  • Shared with evaluator at Collaborative Summary
    Conference ONLY.
  • Important Statements!!!
  • At the time of the Collaborative Summary
    Conference, the evaluator will share his/her
    initial draft of the Collaborative Summary Report
    (CSR) and the data/information used to designate
    the teachers level of practice in each of the 39
    performance indicators. As this process is
    carried out, the teacher should share his/her
    self-assessment in each indicator and the
    data/information he/she has used to arrive at
    each self-determined level of practice
    particularly where there are discrepancies
    between evaluator and teacher levels of practice
    designations. Discrepancies can be resolved in
    the final version of the CSR. In some cases, the
    teacher may introduce data/information of which
    the evaluator has not been aware. In other cases,
    the evaluators data/information may be more
    comprehensive than that used by the teacher. The
    Collaborative Summary Conference should be a
    meaningful conversation between the evaluator and
    the teacher to determine indicator areas of
    strengths and weaknesses and to develop a plan
    for improvement.
  • The final CSR and the teachers Self-Assessment
    will then become the basis for developing the
    Professional Learning Plan. Every teacher will
    have a Professional Learning Plan and be engaged
    in its completion at all times. Professional
    learners are always learning and improving
  • To access the Teacher Self-Assessment, please see
    directions within the fourth paragraph on page 12
    of the orientation module. This page also
    contains additional information regarding the
    Teacher Self-Assessment for EDUCATEAlabama.

Classroom Observations
  • Each teacher will be observed twice.
  • Observations are
  • unannounced
  • 45 minutes
  • Observations are to be completed by April 2010.
  • Additional information can be found on pages 13
    -15 of the orientation module.

Teacher Observation Record
Post-Observation Conference Record
Page 2 of Post Observation Record
Dialogues and Principal Data
  • A more detailed explanation of dialogues
    between the teacher and the evaluator can be
    found on pages 16 17 of the orientation module.

Collaborative Summary Report
Additional information regarding the
Collaborative Summary Report can be found on
pages 18 19 of the orientation module.
Professional Learning Plan
Conversion from PDP to PLP
  • ALL teachersregardless of placement in the
    evaluation cyclewill develop a PLP in May 2010.
  • Additional information about the PLP can be found
    on pages 20 21 of the orientation module.

  • Elmore County
  • Board of Education
  • EDUCATEElmore Resource Forms

Important Dates for Teachers
  • Teacher Orientation
  • 2 parts
  • large group orientation
  • small group/individual session with evaluator
  • Observations completed by April 2010
  • Dialogues ongoing completed by March
  • CSR/PLP April
  • School and District Analysis May

  • A system-developed EDUCATEElmore manual, based on
    EDUCATEAlabama, was made available the week of
    August 18.
  • This manual outlines procedures and guidelines
    for conducting the teacher evaluation process.
  • Read the manual carefully ask questions of your
    principal or his/her designee during the second
    part of the orientation.
  • Please keep in mind the importance knowing the
    procedures and guidelines of this new evaluation
    process before you are evaluated.

  • The following documents are posted on the
    Curriculum/Instruction page of the Elmore County
  • Orientation PowerPoint
  • EDUCATEAlabama Teacher Orientation Module
  • Steps in the Teacher Evaluation Process
  • EDUCATEAlabama Teacher Evaluation Manual
  • FAQs about EDUCATEAlabama

Central Office Contact
  • Please direct all questions regarding
  • to
  • Dr. Andre L. Harrison, Evaluation Coordinator

  • Thank you!
  • Now lets EDUCATEElmore County!