1. LEADAlabama Implementation Training EDUCATEAlabama/LEADAlabama Section
EDUCATEAlabama/LEADAlabama Section

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

4. Alabama Professional Education Personnel Evaluation Program Principal
System
August 2002

5. 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

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

7. 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

8. 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.)

9. 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

10. 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

11. 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

12. 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

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

14. 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

15. 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

16. 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

17. 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.

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

19. 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

20. 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

21. 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.

22. 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.

23. 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.

24. 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

25. 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

26. The Conceptual VAL-ED Model

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

28. 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.

29. 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

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

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

32. 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

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

34. 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?

36. 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.

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