LEADAlabama Implementation Training EDUCATEAlabama/LEADAlabama Section 2012 -2013 EDUCATEAlabama/LEADAlabama Section

KWL K What do you know about LEADAlabama? W What do you wonder about LEADAlabama? L What did you learn about LEADAlabama?

Alabama Professional Education Personnel Evaluation Program Principal System August 2002

How the Principal Evaluation System Works Self Assmnt Interview Mgt Obs Knowledge/ Skills Lines of Evidence Evaluation Summary Report Prof Devlpmnt Plan Scores SRF Surveys Portfolio

Collaborative Dialogue Professional Learning Plan Self-Assessment Collaborative Dialogue Professional Learning Plan Supporting Evidence

Collaborative Dialogue Professional Learning Plan Self-Assessment Collaborative Dialogue Professional Learning Plan Evidence 360° Feedback Leader Self-Assessment: Alabama Continuum for Leadership Development - 23 indicators described at five levels of development Results used to focus a conversation with the Evaluator about professional practice and areas needing improvement Collaborative Dialogue: A conversation with Evaluator to inform development of the Professional Learning Plan Professional Learning Plan (PLP): Collaboratively developed plan for professional learning Evidence Summary: Documentation of professional learning evidencing active work towards leadership improvement 360° Assessment: Vanderbilt Assessment of Leadership in Education (VAL-ED), a multi-rater, evidence-based, approach to measure the effectiveness of principal behaviors known to influence teacher performance and student learning Formative Assessment

formative, online, evaluation program for educational leaders. program consists of a self-assessment, collaborative dialogue, professional learning plan, evidence collection process, and a 360° assessment, the Vanderbilt Assessment of Leadership in Education (VAL-ED) available beginning August 1, 2012 replaces the Professional Education Personnel Evaluation Program (PEPE) for instructional leaders –(School system superintendents will be evaluated by the local school board.) For all certified instructional leaders (central office, principals, assistant principals, instructional, improvement, and program specialists, etc.)

Professional Study Leader Evaluation Leader Mentoring Leader Induction CONTINUUM : Guide to Instructional Leader Professional Development Foundational component for instructional leadership in Alabama. Tool for self-assessment, personal & collegial reflection, goal setting and professional learning. Professional Study Leader Evaluation Leader Mentoring Leader Induction Leadership Residency Leader Preparation

Purpose of the Continuum: Create a shared picture or vision of the knowledge and skills needed as a leader to meet the diverse needs of today’s students, teachers, and schools throughout Alabama Encourage the reflective practice of instructional leaders Be a tool for formative assessment for instructional leaders during pre-service and throughout their careers Guide the establishment and measurement of targets for the professional development of instructional leaders Establish a vision of instructional leadership as a supportive and collaborative role rather than an authoritarian role Encourage leadership within the school as well as with others in feeder schools within the system and beyond

Alabama Continuum for Instructional Leaders Development Refer to Continuum p.12 Alabama Standards for Instructional Leaders (8) 23 99 Indictors Indicators Alabama Continuum for Instructional Leaders Development Described at five levels of development Pre-Service Developing Collaborative Accomplished Distinguished

Levels of Instructional Leadership Levels are progressive and scaffolds (assumes attainment of all prior levels) Pre-Service Leadership: The pre-service instructional leader knows professional, best practices in curriculum, instruction, assessment, management, and leadership of a learning organization. Developing Leadership: The Developing instructional leader is developing the ability to apply foundational knowledge and skills. Collaborative Leadership: The Collaborative instructional leader gauges the effectiveness of his or her activities and decisions by their effects on student achievement. Accomplished Leadership: The accomplished instructional leader builds the capacity of others, working relentlessly to maximize the effectiveness of all adults within the school. Distinguished Leadership: The Distinguished instructional leader routinizes shared leadership within the school. Refer to Continuum p.13

The Standards & Indicators of the Continuum Standard 1: Planning for Continuous Improvement. 1A. Engages the school community in developing and maintaining a shared vision 1B. Plans effectively for school improvement; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources 1C. Evaluates results for the purpose of continuous school improvement Standard 2: Teaching and Learning. 2A. Promotes the success of all students in the learning environment 2B. Collaboratively aligns curriculum, instruction, and assessment to ensure student achievement 2C. Uses a variety of benchmarks, learning expectations, and feedback measures to ensure accountability

The Standards & Indicators of the Continuum Standard 3: Human Resources Development. 3A. Recruits, selects, mentors, and retains faculty and staff to accomplish school and system goals 3B. Works collaboratively with faculty and staff to plan and implement effective professional development that is based upon student needs, promotes both individual and organizational growth, and leads to improved teaching and learning. Initiates and nurtures interpersonal relationships to facilitate teamwork, establishing professional learning communities (PLCs) that enhance student achievement. 3C. Organizes, supervises, and evaluates faculty and staff to accomplish school and system goals 3D. Creates a personal professional development plan for his or her own continuous improvement Standard 4: Diversity. 4A. Responds to and influences the larger personal, political, social, economic, legal, and cultural context in the classroom, school, and local community 4B. Addresses diverse student needs to ensure the success of all students

The Standards & Indicators of the Continuum Standard 5: Community and Stakeholder Relationships. 5A. Creates and sustains supportive family-school relations 5B. Identifies the unique characteristics of the community to create and sustain mutually supportive school-community Relations Standard 6: Technology. 6A. Plans, implements, and evaluates the effective integration of current technologies and electronic tools in teaching, management, research, and communication 6B. Models the use of technology for personal and professional productivity 6C. Understands and applies system, state, and federal policies governing technology use in schools

The Standards & Indicators of the Continuum Standard 7: Management of the Learning Organization. 7A. Manages the organization and facilities; implements operational plans 7B. Manages financial resources to accomplish school goals and priorities 7C. Promotes collaboration to create a safe and effective learning environment 7D. Allocates, monitors, and protects the use of instructional time to achieve student success Standard 8: Ethics. 8A. Demonstrates honesty, integrity, and fairness consistent with ethical standards for professional educators 8B. Develops and acts on well-reasoned beliefs, based upon an understanding of teaching and learning

EIGHT STANDARDS & 23 INDICATORS: KEY POINTS Separate and discrete skills; however, rarely are performed as separate functions All eight standards are interconnected. Provide a common vocabulary for thinking about the job of instructional leadership Reflection, self-assessment, and shared dialogue make personal meaning of the Standards and the Continuum.

Turn & Talk How does LEADAlabama compare with post-graduate educational leadership training and curricula?

CONTINUUM: EMERGING THEMES Concepts that represent the philosophy behind the standards and are central to performance of an exemplar instructional leader Striving for continual improvement is a constant focus of effective instructional leaders. “How can I do this better?” Establishing a culture of distributed leadership, in which leadership is intentionally and purposefully shared with others Collaborating in a professional learning community—learning with and from one another Holding high expectations for the learning and performance of students and adults Promoting equity Developing positive relationships based on trust

Collaborative Dialogue Professional Learning Plan LEADAlabama Process An online, formative evaluation program Self-Assessment Collaborative Dialogue Professional Learning Plan Evidence 360° Feedback Leader Self-Assessment: Alabama Continuum for Leadership Development - 23 indicators described at five levels of development Results used to focus a conversation with the Evaluator about professional practice and areas needing improvement Collaborative Dialogue: A conversation with Evaluator to inform development of the Professional Learning Plan Professional Learning Plan (PLP): Collaboratively developed plan for professional learning Evidence Summary: Documentation of professional learning evidencing active work towards leadership improvement 360° Assessment: Vanderbilt Assessment of Leadership in Education (VAL-ED), a multi-rater, evidence-based, approach to measure the effectiveness of principal behaviors known to influence teacher performance and student learning Formative Assessment

LEADAlabama Evaluation Role Types LA Reviewer Instructional leader who may review system wide the LA evaluation files of all instructional leaders being evaluated in LA. LA Evaluator Instructional leader who is using LA to evaluate other instructional leaders. LA Evaluatee Instructional leader who is being evaluated by LA. Instructional leaders such as central office administrators, principals, assistant principals, specialty area administrators, etc. Registration in the ALSDE Education Directory required for LA process.

Steps on Conducting the LEADAlabama Process Self -Assessment Dialogue PLP Administrator Learning Evidence Summary **VAL-ED *Contract Principal: Evaluation cycle must be completed 90 days prior to termination of the contract period. For contract principals, the evaluation should be completed by March 15 of the school year to ensure that the 90-day requirement for notification of non-renewal/cancellation of the contract can be met. However, depending on the contract period ending date, the evaluation schedule dates can be adjusted accordingly. For non-contract principals, the evaluation process completion date is by July 31.

360° Assessment for School Principals **For Principals ONLY Selected Randomly: Once in a 3-Year Cycle Vanderbilt Assessment of Leadership in Education (VAL-ED), a multi-rater, evidence-based, approach to measure the effectiveness of principal behaviors known to influence teacher performance and student learning.

360° Assessment for School Principals VAL-ED Implementation Every principal in Alabama public schools One third (1/3) of principals each year Assessed once in a 3-year cycle Administered in March, beginning March 2013 Face-to-face and webinar trainings

VAL-ED 360° Feedback VAL-ED is a 360° Feedback Tool: Taken by the principal, the principal’s supervisor, and all teachers Provides the best feedback to principals Incorporates inputs from the school’s entire professional community All respondents assess the same facets of principal leadership VAL-ED reports allow principals to compare their ratings against the ratings given by teachers and supervisors Allows the principal to get informative feedback on his/her areas of excellence and areas with need for improvement

The Conceptual VAL-ED Model

Step 4: Self- Assessment Select indicator “1A” to begin assessing each indicator.

Step 4: Self Assessment When level selected, highlights all level(s) to the left, indicating the descriptors at each level best describe your behaviors, knowledge and skills.

Collaborative Dialogue Component Step 5: Collaborative Dialogue Component Collaborative Dialogue Collaborative Dialogue: A conversation with evaluator to inform development of the Professional Learning Plan Select 2-3 indicators for areas of professional growth

Step 5: Adding/ Removing Indicators to/from PLP Select “Assign to PLP” to add indicator to PLP.

Step 6: Completing PLP Select “PLP” icon to complete PLP.

Step 6: Completing PLP Only Evaluatee and Evaluator may edit content of the PLP. Select “Professional Learning” to view available PD. Note: Users may not edit PLP after both Evaluatee and Evaluator have electronically signed PLP

Step 7: Adding Supporting Evidence Select “Evidence Summary” icon to add supporting evidence.

What type of evidence would the Evaluator and Evaluatee add? Sample PLPs Refer to Handouts What type of evidence would the Evaluator and Evaluatee add?

Step 8: Evidence Summary Select “Add/Edit Summary” to add Evidence Summary Statement. “Close Evidence Summary” to close evaluation process for the year. Once all evidence has been added, the evaluator will complete an evidence summary of the evaluation process and close the evaluatee’s evaluation file by July 31 of each year. Note: Evaluation process must close by July 31. Contract Principals by March 15 or adjusted to meet 90-day notice requirement.

Administrator Learning Self -Assessment Dialogue PLP Administrator Learning Evidence Summary **VAL-ED * *Principals only, random selection LA Begins August 1, 2012