State Department of Education Tammy H. Starnes State Department of Education Evaluation Coordinator tstarnes@alsde.edu

The guiding mission of the Alabama Department of Education is to provide the standards, resources, and support LEAs need to ensure ALL students graduate college and/or career ready. “If we always remember what’s best for the child in the chair, how can we make wrong decisions?” -Dr. Tommy Bice, Deputy State Superintendent of Education

New Evaluation Systems to align with the Standards! New teacher evaluation system will go into effect September 1, 2009 for all evaluators of teachers Over 3500 instructional leaders will be experiencing a professional study during the 2009-2010 school year Evaluation toolkit for Superintendents and evaluation systems for specialty areas, instructional leaders and central office staff will be in place Fall 2010. Based on AQTS – Mentoring and Professional Development Focus and Purpose different from PEPE. Specialty Areas- Librarians, Speech Therapists, Counselors, School Psychometrists and Special Education Teachers of those students who are learning life skills.

Major Changes 1. Formative Evaluation System 2. No numerical scores 3. Rubrics will be used Emerging Applying Integrating Innovating (Applying) This is a comfortable place but you will probably be at integrating or innovating on some. AEA is working on a training module for achieving at higher levels.

Student Achievement works throughout all five standards Student Achievement works throughout all five standards. There is not a separate standard on student achievement

Instructional Leaders and Teachers share some standards in common Diversity and Teaching and Learning

A basic understanding on the derivative A basic understanding on the derivative. This was used to formulate indicators. The EDUCATEAlabama Continuum is a slightly altered version of the Continuum. This document will serve as the self-assessment for educators. The main difference is that it doesn’t include pre-service/beginning. Numbering is slightly different under standards with multiple parts.

(Instrumentation) – There are four data sources: 1. Self-Assessment 2 (Instrumentation) – There are four data sources: 1. Self-Assessment 2. Observation & Post Conference 3. Dialogues & Principal Data 4. Professional Learning Plan . Let’s look at Definitions of Expectations & Performance….

Teacher Observation Record

Anecdotal Notes

Post Observation Conference Record similar to PEPE

Dialogue Data Sheet is used for clarifying or the probing of standards, indicators or areas not observed

Collaborative Summary Report 39 Performances Indicators -

Anticipated Timelines Teacher Orientation – August and September Observation – 1st (October or early November) 2nd (February or Early March) Dialogues – February or March Collaborative Summary Report – End of April Professional Learning Plan – End of April Analysis – May Teacher Orientation: Will be two part process: Part I: On-line module prepared by SDE Part II: Meeting of principal (evaluator designee) with each teacher to be evaluated. A teacher understands the process and have all questions answered to identify areas of practice in which dialogues will be needed (spring) to provide essential data/information. Observation: (1st and 2nd) Post observation /conference follows. Dialogues: Needed dialogues in Feb. or March - May be appended to Post observation, conference or conducted at another time. Collaborative Summary Report: Should be completed before the end of April. Professional Learning Plan: Should be completed before the end of April. Tenured Teachers who are doing well can be placed on a three-year evaluation cycle, like PEPE (2 years in between completing PLP.)

The expectations for each level of performance are noted for each indicator. Notice there is not a level of performance for each standard. This is the document that will be used to determine levels of performance for each indicator at the end of the evaluation process. The standards level will be holistic. The expectation is that there will be a mix of levels for each teacher in all areas. We shouldn’t expect that any teacher would demonstrate all integrating or innovating. We also shouldn’t expect that a seasoned teacher would always be at a different level of performance than a novice teacher. Every teacher will be different. This is differentiated evaluation and it will identify strengths and areas of focus. During PEPE Training there were people that thought the teacher on the video clip was exceptional and then others that thought she was mediocre. The continuum will retool evaluators and teachers on expectations and give them a continuum to help them grow.

Approach to the Professional Learning Collaborative for the Formative Evaluation of Teachers

Leadership & Evaluation Section Tammy H Leadership & Evaluation Section Tammy H. Starnes, Evaluation Coordinator tstarnes@alsde.edu Elainer Jones, Evaluation Administrator ejones@alsde.edu www.alabamapepe.com http://ti_sp.alsde.edu/qt/default.aspx http://alex.state.al.us/showleaderpg.php?lnk=aldhomepage http://v-educatealabama.alsde.edu/ 334-242-9962