1. Orientation to the Process
Mobile County Public School System Professional Education Personnel Evaluation Program (PEPE)
Notes:
Orientation to the Process
Some slides originally prepared by Dr. Jim Nash, Director Personnel Office, Madison County Schools and the Alabama State Department.
Adapted for Mobile County by
Dr. M. Monte Tatom
Staff Development Coordinator
PEPE is a program developed
by the Alabama State Department
of Education. This document is not
to be considered an official State
Department document

2. www.alabamapepe.com Ms. Belinda W. Roberts,
School Improvement Specialist – Staff Development
Ms. Brenda J. Haskew,
Staff Development Coordinator
Dr. M. Monte Tatom,
304 S. Broad Street
Mobile, AL
/ (fax)

3. Data from 2003 – 2004 ESR
The data has been forwarded to the Alabama State Department of Education. Please note the following for future documentation:
29 Total scores are to be provided for tenured personnel only.
58 A statement of justification must be written for each score.
37 Social Security numbers must be recorded.
09 Appropriate signatures are required.
01 Current forms must be used.

4. ALSDE Manual Replacement Pages For
Teacher and Specialty Area Educator Systems
Replacements Dated June 1, 2005

5. Changes to Teacher & Specialty Manuals
Manual Covers
Changed all teacher and specialty manual covers to June 1, 2005 date

6. Changes to Teacher & Specialty Manuals
Page 15: “Follow-up conference” changed to “clarifying interview”
Structured Oral Interview/Written Option Late Fall or Early Spring
If the educator conducted … until the second semester.
If an educator selects the written response option to the interview questions, those responses should be submitted at a time agreed upon by both evaluator and educator. The evaluator will also conduct a clarifying interview within eight (8) working days after the written responses have been submitted. The purpose of this conference is to ask probing and clarifying questions about the written responses. For counselors and psychologists/psychometrists, the evaluator may want to coordinate the submission of the written interview and portfolio in case the evaluator also wishes to ask follow-up questions around the portfolio (see submission of portfolio on page 17).
For educators who undergo annual, ……

7. Changes to Teacher & Specialty Manuals
Page 25: Changed 1.2 to 1.1 and Indicator 1.4 to 1.3 (This was a special education illustration, but was not clear that it was, so the manual was changed to provide teacher system example.)
As indicated earlier, responses and documentation provided by the evaluatee do not always address the question being asked about a particular indicator of competence. For example, in responding to questions under Indicator 1.1 concerning goals and objectives, an evaluatee may talk about the matching of materials to the objectives (Indicator 1.3). Rather than interrupting the evaluatee, …

8. Changes to Teacher & Specialty Manuals
Page 26: added after 1.4 “special education and speech” for clarity.
The written option for the interview is much like the oral interview except that the evaluatee provides a written response to each question set. A brief conference is then scheduled so that the evaluator may seek further clarification or probe for additional information. Competencies and indicators assessed through the written interview option are the same as those assessed in the oral interview, i.e., Competency 1.0 (Indicators 1.1, 1.2, 1.3, and 1.4 for special education and speech) and Competency 3.0 (Indicators 3.2 and 3.4).

9. Changes to Teacher & Specialty Manuals
Page 27: In clarifying interview paragraph, changed last sentence .
The Observation/Interview Scripting Form is used to record responses from this clarifying conference.

10. Changes to Teacher & Specialty Manuals
Page 50: Added to use additional side 1 rather than side 2.
… targeted, use side 1 of an additional form since side 2 is used to create plans for improving student achievement and personal professional development.

11. Changes to Teacher & Specialty Manuals
Page 52: Changed Item 3 “appropriate score column” to read the “score” column
After analyzing the information (and any material) provided by the educator on the form, record the definition item score being assigned for professional development in the “score” column for the activity marked. (For more specific instructions, see the next section of this manual, which explains how to score Indicators 7.1 and 7.2.)

12. Changes to Teacher & Specialty Manuals
Page 64: Paragraph after item 6 should read:
After analyzing the information for the indicator area in this way, the evaluator will determine the definition item(s), the professional development objectives and activities addressed. He/she will then mark the box(es) under the “Activity” column appropriate to the definition item(s). The evaluator will place a score in the box for the appropriate definition item in the “score” column. The scoring rubric is the same as that used in other parts of the evaluation system. However, the evaluator will consider the following criteria: …..

13. Changes to Teacher & Specialty Manuals
PDP Changes
Added new form to teacher and each specialty area in appendix (6 changes)

16. Refer to pages 5 – 6 of the Comprehensive State Monitoring Form
Spring 2006
Refer to pages 5 – 6 of the Comprehensive State Monitoring Form

17. C. Evaluations – PEPE
4. Are current ESRs/LEA equivalent on file for all assistant principals? Assistant Principal’s ESR documents
What is the date of the ESRs/LEA equivalent on file for asst. principals? Dates on Assistant Principal ESR
5. Are current ESRs/LEA equivalent on file for all certificated educators? ESR documents for all certificated educators
What is the date of the ESRs/LEA equivalent on file for teachers?
Dates on individual teacher’s ESR

18. E. Professional Development – PEPE
1. Is there evidence that individual evaluations result in specific professional development plans?
Individual PDP’s on file
2. Are individual PDPs completed correctly on current forms, scored correctly and on file for the:
c. Principals? PDP form developed, signed and on file
d. Assistant principals? PDP form developed, signed and on file
3. Are individual PDPs for teachers completed correctly on correct forms, scored correctly and on file at respective schools?
Individual teacher PDP forms available for review
4. Is there evidence that collective PDP data drive each individual school’s professional development focus?
School Professional Development Plan activities reflect teacher needs as determined by teacher evaluations, teacher record/school profile program

19. F. Procedures – PEPE 1. Are current PEPE forms in use by the LEA?
Evaluation documents (ESRs, PDPs, etc.) available for review
2. Are rationale statements provided to justify all scores earned?
Evaluation documents available for review
3. Is there evidence to support scores earned on all ESRs/LEA equivalent?
4. Are all evaluation documents entirely completed, signed, and dated?

20. Remember to complete notes for justification of scores!

21. UPDATE
Library media specialists and counselors should continue performance evaluations in accordance with the PEPE cycle established while serving in the role of "teacher" within the LEA.  Serving in the role of counselor or library media specialist, the educator should be evaluated with the appropriate Specialty Area Teacher PEPE program using accompanying data sources/instruments.

22. Two Types of Evaluation
1. Formative - Purpose is to improve through development of plans from evaluation results.
2. Summative - Purpose is to use the results to make employment decisions.
Notes:

23. Purposes of Program
Deliver quality educational services through Performance Evaluation and professional growth
Improve teaching and learning
Notes:

24. Outcomes Written assessment of each educator’s performance
Documentation of educator’s continuous performance over time
Increased accountability
Improved performance
Improved quality of education in Alabama
Notes:

25. PARTICIPANTS IN THE PROCESS
EVALUATEE
Teacher, Special Education II, Counselor,
Media Specialists, Speech/Language Pathologist,
And Psychologist/Psychometrist
EVALUATOR
Principal
CONTRIBUTORS
Assistant Principal, Curriculum Supervisor, Resource Teacher, and Administrative Intern

26. Teachers and Specialty Area Educators
Development and Construct of Teacher Type Systems
Regular Classroom Teacher
Delivery of Instruction
Special Education II Teacher
Speech Language Pathologist
Library Media Specialist
School Guidance Counselor
School Psychologist/Psychometrist
Delivery of
Services/Program
Outcome of Evaluation Process
Summary Report of the Evaluation (Standards based)
Formulation of a Professional Development Plan

27. These are received on all new teachers.
Novice Stickers
These are received on all new teachers.
They are sometimes received on tenured certified employees with advanced degrees that have changed areas.

28. * ROLE CLARIFICATION * EVALUATEE
Will be aware of the significance and value of evaluation and of the continuous improvement process in the context of a professional educator.
Will work cooperatively with evaluator and contributor to identify needs, to develop professional development plan, to carry out professional development plan and to assess the results.

29. * ROLE CLARIFICATION * EVALUATOR
Is accountable for the ultimate, correct, and timely assessment of his/her staff.
Using available resources, will provide prompt assistance to evaluatees who are in need of improvement.
Is responsible for valid and equitable evaluation through observation, conferring, diagnosis, and prescription (PDP).

30. EVALUATOR CODE OF ETHICS
Evaluators shall not evaluate persons from their own immediate families and other relatives including aunts, uncles, nieces, and nephews.

31. * ROLE CLARIFICATION * CONTRIBUTOR
Is a person who is in a position to provide assistance, consultation, advisement, and/or other appropriate help to the evaluatee or evaluator.
Contributes assessment data to the evaluation process.

32. ROLE REQUIREMENTS EVALUATEE: EVALUATOR: CONTRIBUTOR:
Must participate in an annual orientation to the process.
EVALUATOR:
Must hold administrative certification.
Must successfully complete training in the process.
CONTRIBUTOR:

33. Scoring: Four Point Scale
1 - UNSATISFACTORY
2 - NEEDS IMPROVEMENT
3 - AREA OF STRENGTH
4 - DEMONSTRATES EXCELLENCE

34. FOUR POINT SCALE (Scores Below the Mid-Point)
1 - UNSATISFACTORY
Performance not acceptable. Improvement activities must be undertaken immediately.
2 - NEEDS IMPROVEMENT
Performance sometimes but not always meets expectations. Improvement activities are required.

35. FOUR POINT SCALE (Scores Above the Mid-Point)
3 - AREA OF STRENGTH
Consistently meets and sometimes exceeds expectations. Performance can be improved but current practices are clearly acceptable.
4 - DEMONSTRATES EXCELLENCE
Does an outstanding job in this position requirement. No area for improvement is readily identifiable.

36. Two Types of Design Full Evaluation Multi-Year Full Evaluation
Administration of all instruments and procedures
All non-tenured evaluatees
Tenured evaluatees may be on full-evaluation
Multi-Year Full Evaluation
Administration of all instruments and procedures one year, with “off years” used for professional development
Notes:

37. Full Evaluation Design
Self-Assessment
Observations
Evaluation
Summary
Report
(ESR)
Professional
Development
Plan
(PDP)
Structured
Interview
Notes:
Supervisor’s
Review
Form

38. Professional Development and Leadership Summary
Multi-Year Evaluation Design
Professional Development
and Leadership Summary
Score from PDP
Self-Assessment
Observations
(Two)
Evaluation
Summary
Report
Professional
Development
Plan
Structured
Interview
Notes:
Extension of
Professional
Development Plan
(Year 2 and 3)
Supervisor’s
Review
Form

39. Teacher-Type Evaluation Systems
Self
Assessment
Instructional
Observation
Evaluation
Summary
Report
Professional
Development
Plan
Management
Observation
Survey
Interview
Survey
SRF
Survey
Competency
7.0
Portfolio
Survey

40. Teacher Competencies Eight Competencies:
1.0. Preparation for Instruction
2.0. Presentation of Instruction
3.0. Assessment of Student Performance
4.0. Classroom Management
5.0. Positive Climate
6.0. Communication
7.0. Professional Development and Leadership
8.0. Performance of Professional Responsibility

41. Special Education II Competencies
Eight Competencies: Structure parallels other evaluation systems
1.0 Preparation for Instruction (includes initial evaluation)
2.0 Presentation of Instruction
3.0 Assessment of Student Performance
4.0 Classroom Management
5.0 Positive Climate (includes health and safety)
6.0 Communication
7.0 Professional Development and Leadership
8.0 Performance of Professional Responsibility

42. Counselor Competencies
Eight Competencies: Structure parallels other evaluation systems
1.0 Preparation for Delivery of Program
2.0 Delivery of Counseling and Guidance Program
3.0 Research and Evaluation
4.0 Management of the Counseling/Guidance Program
5.0 Positive Counseling and Guidance Climate
6.0 Communication
7.0 Professional Development and Leadership
8.0 Performance of Professional Responsibility

43. Counselor - Foundations
The evaluation system incorporates the Alabama Comprehensive Counseling and Guidance Model
Guidance curriculum
Individual planning
Responsive services
System support
The evaluation system considers the primary interventions of counselors as approved by the American School Counselor Association in June 1999
Counseling
Large Group Guidance
Consultation
Coordination

44. Media Specialist Competencies
Eight Competencies: Structure parallels other evaluation systems
1.0 Preparation for Delivery of Services
2.0 Delivery of Services that Support the Instructional Program
3.0 Evaluation of Library Media Services and Student Progress
4.0 Management of the Library Media Program and Services
5.0 Promotion of a Positive Library Media Center Climate
6.0 Communication
7.0 Professional Development and Leadership
8.0 Performance of Professional Responsibility

45. Media Specialist Library Standards
Competencies address the nine American Library Association Literacy Standards
Information literacy
Independent learning
Social responsibility
The evaluation system incorporates the various
principles of school library media programs as
identified by the American Library Association
Learning and teaching principles
Information access and delivery principles
Program administration principles
The evaluation system incorporates Literacy Partners guidelines from Alabama State Department of Education

46. Speech/Language Pathologist Competencies
Eight Competencies: Structure parallels other evaluation systems
1.0 Preparation for Instruction (includes initial evaluation)
2.0 Presentation of Intervention/Therapy
3.0 Assessment of Student Performance
4.0 Management of Therapy Session and Student Behavior
5.0 Positive Climate
6.0 Communication
7.0 Professional Development and Leadership
8.0 Performance of Professional Responsibility

47. Psychologist/Psychometrist Competencies
Eight Competencies: Structure parallels other evaluation systems
1.0 Preparation for Delivery of Services
2.0 Delivery of Psychological/Psychometric Services
3.0 Evaluation of Psychological/Psychometric Services
4.0 Management of the Psychological/Psychometric Program
and Student Behavior
5.0 Positive Professional Climate
6.0 Communication
7.0 Professional Development and Leadership
8.0 Performance of Professional Responsibility

48. Criteria Used to Evaluate Performance
Competencies
Indicators
Definition Items
Notes:

49. HIERARCHY OF SKILLS / KNOWLEDGE
COMPETENCY
INDICATORS
DEFINITION ITEMS

50. HIERARCHY OF SKILLS/KNOWLEDGE
COMPETENCY Evaluative Level
INDICATOR Analysis Level
DEFINITION ITEM Measurable Level

51. Competencies
Broad immeasurable functions of performance. Describe skills and knowledge in general terms.
Example:
Competency 2.0: Presentation of Organized Instruction.
Notes:

52. Indicators
Provide additional information to describe functions and more detail about what is to be measured.
Example:
Competency 2.0: Presentation of Organized Instruction
Indicator 2.1: Orients student to the lesson
Notes:

53. Definition Items
Specific descriptions of what behaviors and practices are contained in each indicator.
Example: Competency 2.0 Presentation of Organized Instruction
Indicator 2.1 Orients student to the lesson
Definition Items:
secures student attention
states purposes of lesson and objectives
identifies contents/skills to be mastered
relates current lesson content to previous and future lesson content
Notes:

54. 2.1 Provides Assessment and Evaluation Services
2.0 DELIVERY OF PSYCHOLOGICAL AND PSYCHOMETRIC SERVICES
2.1 Provides Assessment and Evaluation Services
- orients students, parents/guardians, staff, and others to assessment and evaluation services
- administers psychological assessments/instruments according to standardized, non-biased
procedures as specified in testing manuals
- scores assessments/instruments accurately and objectively using appropriate scoring criteria
- conducts evaluations of students and environments
- prepares written evaluation reports that can be easily understood by school staff, parents/guardians,
and referral agencies
- interprets assessment and evaluation results in a clear, objective manner
Psych: B - 4

55. 2. Instructional Observation (counselor, library/media specialist)
Teacher-Type Evaluation Systems
Instrumentation/Data Sources
1. Classroom Observation (teacher, special ed, speech)
4. Interviews (written or oral) (all groups)
5. Supervisor’s Review Form (all groups)
6. Portfolio developed by evaluatee (counselor, psychologist/psychometrist)
7 . Surveys (counselor, librarian, psychologist/psychometrist)
3. Management Observation (library)
2. Instructional Observation (counselor, library/media specialist)
Summary Report Sources
1. Evaluation Summary Report (shows scores and score rationales by
competency and indicator)
2. Professional Development Plan (becomes a data source in next cycle)
Optional Instrumentation
1. Self-Assessment Form (completed by evaluatee, but not considered in
evaluation scoring)

56. Teacher and Specialty Area Educator Data Sources
System SA
Int
Obs
Port
Srvy
SRF
ESR
PDP
Teacher X
Spec Ed II
Speech/Lang
Library/
Media
Instr /Mgt
Counselor
Psych/
Psychom.

57. Technology in Education
Technology is the application of science to commercial, educational, health-related, military, or industrial objectives including computers, calculators, communication devices (telephone, video-conference devices), or other entities and methodologies used to achieve those objectives. Thus, technology can be broader than, and not synonymous with, the use of computers.

58. Technology in Education
In an educational setting, a teacher may address technology in the following ways:
Actual use of technology
Use of products of technology
Simulation of technology
Discussion/Activities around technology
Teaching the technology

59. Technology in Education
In the PEPE evaluation system, evaluators will focus on how an evaluatee uses or promotes technology or its products in instruction and learning. “Uses” means that the technology or products of technology are integrated into the instructional process. It is not simply a practice tool or a referent without purpose.

60. Technology in Education
Technology in the PEPE system can be viewed from three perspectives:
Technology Assisted Instruction
Instruction About Technology
Technology as the Medium or Object of Instruction

61. Technology Definition Items
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

62. Technology Definition Items
2.0 PRESENTATION OF ORGANIZED INSTRUCTION
Effective 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

63. Technology Definition Items
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

64. Technology in Teaching 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.

65. Evaluation Process Orientation Self-Assessment
Observations (Instructional &/or Management)
Structured Interview/Document Review
Supervisor’s Review Form
Portfolio
Survey
Evaluation Summary Report
Evaluation Summary Conference
Professional Development Plan
Notes:

66. Orientation must be held before observations begin!
New Teachers did not receive full orientation.

67. Professional Development Plan
Please use 06/01/05 PDP Forms!
Activities focus on areas of improvement as identified in the Evaluation Summary Report.
Activities focus on the improvement of student achievement.
Used to evaluate Competency 7: Professional Development and Leadership after first year of evaluation.
Professional
Development
Plan
The 2005 – 2006 PDP should be developed for all certified employees at this time (except new certified employees)!

68. Evaluation List Example
Remember: Everyone, except first year educators, completes a Professional Development Plan!

69. Professional Development Non-tenured (2005 – 2007)
Full Evaluation & PDP
Professional Development
Non-tenured
(2005 – 2007)
Teacher #1 (PDP)
Teacher #17
Teacher #53
Teacher #2
Teacher #18
Teacher #54
Teacher #3 (PDP)
Teacher #19
Teacher #55
Teacher #4 (PDP)
Teacher #20
Teacher #56
Teacher #5
Teacher #21
Teacher #57
Teacher #6
Teacher #22
Teacher #58
Teacher #7 (PDP)
Teacher #23
Teacher #59
Teacher #8 (PDP)
Teacher #24
Teacher #60
Teacher #9 (PDP)
Teacher #25
Teacher #61
Teacher #10 (PDP)
Teacher #26
Teacher #62
Teacher #11 (PDP)
Teacher #27
Teacher #63
Teacher #12 (PDP)
Teacher #28
Teacher #64
Teacher #13 (PDP)
Teacher #29
Teacher #65
Teacher #14 (PDP)
Teacher #30
Teacher #66
Teacher #15 (PDP)
Teacher #31
Teacher #67
Teacher #16 (PDP)
Teacher #32
Teacher #68
Teacher #33
Teacher #69
Principal
Teacher #34
Dr. M. Monte Tatom (PDP)
Teacher #35
Teacher #36

70. Professional Development
Assistant Principals
Professional Development
(2005 – 2006)
AP #1 (PDP)
Teacher #37
AP #2 (PDP)
Teacher #38
AP #3 (Full)
Teacher #39
Teacher #40
Counselors
Teacher #41
Counselor #1 (PDP)
Teacher #42
Counselor #2 (PDP)
Teacher #43
Counselor #3 (PDP)
Teacher #44
Teacher #45
Media Specialist
Teacher #46
Media Specialist (PDP)
Teacher #47
Teacher #48
Speech Therapist
Teacher #49
Speech Therapist (PDP)
Teacher #50
Teacher #51
Teacher #52

71. Please FAX or E-mail Evaluation List to:
Ms. Belinda W. Roberts
School Improvement Specialist Staff Development
FAX:
By Friday, 10/7/2005
For additional information, please call:

72. Non-Tenured Schedule Example
Professional Development Schedule
(The teachers with PDP by their name.)
October Share with Dr. Tatom your progress.
February 2006 Share with Dr. Tatom your progress.
April 2006 Please be ready to have PDP graded.

73. Non-tenured Teachers on Full Evaluation
Sept./Oct 2005
Nov./Dec. 2005
January 2006
February 2006
March 2006
April 2006
(Announced)
(Unannounced)
Structured Int.
(Supervisor’s
Review)
(Summative)
Teacher #1 (PDP)
Dr. Tatom
AP #1
AP #2
Teacher #2
Teacher #3 (PDP)
AP #3
Teacher #4 (PDP)
Teacher #5
Teacher #6
Teacher #7 (PDP)
Teacher #8 (PDP)
Teacher #9 (PDP)
Teacher #10 (PDP)
Teacher #11 (PDP
Teacher #12 (PDP)
Teacher #13 (PDP)
Teacher #14 (PDP)
Teacher #15 (PDP)
Teacher #16 (PDP)

74. Tenured Schedule Example
Professional Development Schedule
(For All Tenured Teachers on
Full Evaluation Cycle and PDP.)
October Share with Dr. Tatom your progress.
February 2006 Share with Dr. Tatom your progress.
April 2006 Please be ready to have PDP graded.

75. Tenured Teachers on Full Evaluation
Sept./Oct. 2005
January 2006
Jan./Feb. 2006
March 2006
April 2006
(Announced)
Structured Int.
(Unannounced)
(Supervisor’s Review)
(Summative)
Teacher #53
Dr. Tatom
AP #1
Teacher #54
AP #2
Teacher #55
AP #3
Teacher #56
Teacher #57
Teacher #58
Teacher #59
Teacher #60
Teacher #61
Teacher #62
Teacher #63
Teacher #64
Teacher #65
Teacher #66
Teacher #67
Teacher #68
Teacher #69

76. Full Evaluation Cycle at least once every Three Years!
Tenured Teachers
Full Evaluation Cycle at least once every Three Years!

77. 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

78. Self Assessment for All Personnel
Generates data for all competency areas
Optionally used by the evaluatee and shared with
evaluator only if evaluatee agrees
Used by the evaluatee to: 1)
Identify areas that need improvement 2)
Compare the evaluatee’s perceptions of
performance with the results of the
evaluation 3)
Determine areas for professional growth
activities to be included in a
Professional Development Plan.

79. Teacher Observation
Evaluator observes classroom, recording what the teacher and students say and do relevant to the performance competencies, indicators and definitions.
Notes:
Two if tenured (1 in 1st semester, 1 in 2nd semester)
Three if non-tenured (2 in 1st semester, 1 in 2nd semester)

80. Special Education II Observations
Instructional Observation
The evaluator conducts two observations (3 if a non-
tenured teacher) observing the special education
teacher in an instructional setting. The observations
may be in the classroom or in the special education
environment.

81. Counselor Observation
Counselor is observed while conducting guidance sessions.
Counselor may be working with individual students or a
group of students.
Each counselor is observed on two occasions (three, if needed).
Each observation is accompanied by pre- and post-observation conferences.

82. Media Specialist Observations
Management Observation
The evaluator spends two thirty-minute time frames (first one
announced) 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.).
Instructional Observation
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.).

83. Speech/Language Pathologist Observation
Instructional Observation
The evaluator conducts two observations (3 if a non-
tenured pathologist ) observing the speech/language
pathologist in an instructional setting. The observations
may be in the classroom or in a therapy/intervention
session.

84. OBSERVATION The observer carries out two functions:
Records what the teacher and students say and do that is relevant to the performance indicators under investigation.
Analyze and synthesize the data recorded into a set of summary scores which can be used to guide discussion with the teacher about future professional growth.

85. OBSERVATION DURATION
In elementary or other self-contained classrooms, observations should be no less than 45 minutes in length.
In secondary classrooms, this pattern should be maintained until the end of the class period.

86. BLOCK SCHEDULING OR EXTENDED PERIODS TWO OPTIONS
During the first observation visit, observe for the first 45 minutes. On the second visit, observe the “middle” 45 minutes. On visit three, be there for the last 45 minutes. (If there will be only two observations, catch the first and last 45 minute time periods.)
On any single observation visit, observe the first 25 minutes, then return for the last 25 minutes.

87. FORMS ASSOCIATED WITH THE CLASSROOM OBSERVATION
SCRIPTING FORM
ANALYSIS FORM
PRE/POST OBSERVATION CONFERENCE RECORD

88. SCRIPT RECORD
The script observation instrument uses the Observation Scripting Form for recording narrative descriptions.
The scripting procedure used is known as narrative scripting. The observer writes down, either as direct quotes or narrative explanations, whatever is pertinent to the evaluation criteria (NOT full scripting).

89. OBSERVATION ANALYSIS AND SCORING
Observer will analyze and synthesize data around the indicators.
Supporting references for scores awarded each indicator will be needed.
Space is provided to note where supporting evidence is found.
Determine if evidence supports a score above or below the midpoint.
Determine if that score should be extreme (level one or level four).

90. POST-OBSERVATION CONFERENCE PURPOSE
To share results/scores.
To seek clarification of any events or practices which are puzzling to the evaluator.

91. POST-OBSERVATION CONFERENCE REQUIREMENTS
Conduct within three (3) working days following each observation.
Schedule at least 30 minutes.
Identify strengths observed and complete “Comments/Suggestions” column.
Identify areas for focus, complete “Comments/Recommendations” column and define follow-up activities.
Provide signed copies for teacher and evaluator.

92. Structured Interview
Either oral or written, a discussion between evaluator and educator intended to gather information generally not available through other sources.
Educator chooses either oral or written.
Explanation found on pages 23 – 27 in the Teacher System Evaluation Manual.
Notes:

93. Interview: Teacher, Special Education II, &
Speech/Language Pathologist
Two types of interviews:
A Structured Interview with 4 questions commonly asked of
all evaluatees (oral and written options)
A Clarifying Interview with probing questions focused on
clarifying or bringing understanding to the written interview (questions differ from evaluatee to evaluatee)
Clarifying Interview is conducted after the evaluator analyzes the written interview.
Modified scripting is used to record
responses in oral option.

94. The competencies assessed through the interview include 1
The competencies assessed through the interview include 1.0 Preparation for Instruction (Delivery of Services) and 3.0 Assessment of Student Performance.
Competency 1.0 focuses on how the evaluatee goes about planning for instruction or delivery of services. The interview will emphasize why the evaluatee chooses certain actions or how an evaluatee decides what and how to teach.
Competency 3.0 focuses on how the evaluatee measures student progress and assesses student performance. The evaluator will also gather information on how an evaluatee uses assessment results.

95. QUESTION SET 1
(INDICATOR 1.1)
How do you determine your instructional goals and objectives? Discuss the criteria and sources you use to develop long range goals and short term objectives and how you decide upon and develop these goals and objectives from the criteria or sources. Examples of materials that will assist your explanation may be provided.

96. Structured Interview, Question 1 Checklist
State Course of Study
Local Curriculum Guide
Current Research (list)
Professional Literature
Past Evaluations
Learner Needs (BBSST, 504/ESL/IEP, etc.)
Sequencing
National Standards
Lifelong Learning Skills
Lee vs. Macon
DIBELS
Technology Course of Study
Social Skills
Developmental Changes
Maturity Levels
Attitudinal Changes
Higher Order Thinking Skills
Ability/Achievement levels
Varying Interests
Learning Styles
SAT 10 Objectives
ARMT
Graduation Exam Objectives (Pathways)
Safe & Drug Free Curriculum (if applicable)
Adapted from Dr. Lana G. Bellew

97. QUESTION SET 2
(INDICATORS 1.2 and 1.3)
How do you plan for your lessons? In your discussion, please include how you determine instructional strategies as well as teacher and student activities. Also discuss how you select and plan for the use of instructional resources such as materials, media, equipment, hardware, and people; and how you accommodate individual differences and ensure equitable and effective student access to available technology. Include in your discussion why you use these strategies and resources. Examples of materials that will assist your explanation may be provided.

98. Structured Interview, Question 2 Checklist
Content
Curriculum Mapping
Characteristics of Students
Learning Styles
Access to Available Technology (List)
Integrates across curriculum
Cooperative/Collaborative Planning
Use of Technology & AL Technology Course of Study
Use of & planning with Library Media Specialist
Scientifically Researched Based Programs (List)
Hands on Approaches
Age of Student
Developmental Levels
Maturation Levels
Importance of teamwork
Differing Levels of questioning
Makes Learning Meaningful
Variety of resources (board, text, overhead, computer, manipulatives)
Uses people as a resource
Lesson mastery or reteaches
Adapted from Dr. Lana G. Bellew

99. QUESTION SET 3
(INDICATORS 3.2 and 3.4)
How do you assess students, their performance, and your teaching; and what do you do with the results of these assessments? In your discussion, address your assessment plan and your assessment strategies including the types of
assessments you use and why you use these assessments. If you are using online or computer adaptive assessments in any way, please be sure to include this information. Also discuss how you use the results, and how you record and report student performance and progress. Examples of materials that will assist your explanation may be provided.

100. Structured Interview, Question 3 Checklist
Baseline Tests
Paper/Pencil Test
Oral testing
Observations
Projects
Portfolios
Rubrics
Determines accomplishments
Diagnoses strengths / weaknesses
Establishes benchmarks
Progress Monitoring (ARI / DIBELS / Renaissance, etc.)
Makes adjustments
Provides feedback to students
Provides feedback to parents (list how)
Progress Reports
Student conferences
Written feedback
Alternative Assessments
Interviews
Parent Conferences (Phone Calls, s, Newsletters)
Name of Commercial Assessment(s) used (list)
Adapted from Dr. Lana G. Bellew

101. Interview: Counselor · Two types of interviews: ·
A Structured Interview with 5 questions commonly asked of
all counselors (oral and written options)
A Clarifying Interview with probing questions focused on
clarifying or bringing understanding to the written interview and portfolio (questions differ from counselor to counselor)
Clarifying Interview is conducted after the evaluator analyzes the written interview and portfolio.
Modified scripting is used to record responses
in oral option.

102. Interview: Media Specialist
Two types of interviews:
A Structured Interview with 5 questions commonly asked of
all library media specialists (oral and written options)
A Clarifying Interview with probing questions focused on
clarifying or bringing understanding to the written interview (questions differ from specialist to specialist)
Clarifying Interview is conducted after the evaluator analyzes the written interview.
Modified scripting is used to record responses
in oral option.

103. Interview: Psychologist/Psychometrist
Two types of interviews:
A Structured Interview with 6 questions commonly asked of
all psychologists/psychometrists (oral and written options)
A Clarifying Interview with probing questions focused on
clarifying or bringing understanding to the written interview and portfolio (questions differ from one psychologist/psychometrist to another)
Clarifying Interview conducted after the evaluator analyzes the written interview and portfolio
Modified scripting is used to record responses
in oral option

104. Structured Interview A discussion between the educator and the
A discussion between the educator and the
evaluator (or his/her designee) about particular areas of
competence
Each of the structured interview question sets is intended
to cover one indicator area, but not all indicator areas
The structured interview produces a score for the
indicator covered

105. Clarifying Interview
Conducted after the structured interview is completed with
a focus on the educator’s portfolio and/or written interview
No set number of questions, but key questions specific to the
portfolio or written interview are developed by evaluator to
bring clarity and understanding of its contents

106. Supervisor’s Review Form
Generates data for various competencies:
Communication (all systems)
Professional Responsibilities (all systems)
Management (media, counselor, psychologist/psychometrist)
Used to provide information about an evaluatee’s performance in areas where a supervisor should have objective, experiential information.
Notes:

107. Remember to complete notes for justification of scores!

108. Portfolio: Counselor ·
Counselor is responsible for providing some evidence of his/her
knowledge and skills
Generates data for 4 Competencies and 9 Indicators
There is no one specific form of packaging required for the portfolio,
but there are organizational requirements
Each entry (piece of evidence) is accompanied by a Portfolio Entry
Form
Total portfolio requires approximately 16 pieces of evidence
One piece of evidence might serve 2-3 purposes
With multiple purposes, a portfolio may have 8-10 entries
(pieces of evidence)

109. Portfolio: Counselor Portfolio ·
Explicit guidelines for developing evidence in each area are
provided in the evaluation/orientation manual
Evaluated on the quality of materials rather than the quantity of
materials in the portfolio
"Extra" entries will not be considered by the evaluator
Portfolio

110. Portfolio: Counselor Indicator Evidence · Survey results 2 artifacts ·
2.1 Guidance Curriculum
2.2 Conducts Individual Planning
Survey results
2 artifacts around consultation
2.3 Responsive Services
Survey results
2 artifacts
2.4 Assists with Student Assessment
Survey results
2 artifacts
3.1 Evaluates Program
1 artifact around evaluation
1 artifact around use of results
3.2 Conducts Research
Survey results, 2 artifacts
6.2 Written Communication
2 artifacts around written work
8.3 Cooperates with Peers
Survey results, 1 artifact
8.4 Cooperation with School/Comm
Survey results, 1 artifact

111. Portfolio: Psychologist/Psychometrist
Psychologist/Psychometrist is responsible for providing some evidence
of his/her knowledge and skills
Generates data for 4 Competencies and 6 Indicators
There is no one specific form of packaging required for the portfolio,
but there are organizational requirements
Each entry (piece of evidence) is accompanied by a Portfolio Entry
Form
Total portfolio requires approximately 16 pieces of evidence
One piece of evidence might serve 2-3 purposes
With multiple purposes, a portfolio may have 9-11 entries
(pieces of evidence)

112. Portfolio: Psychologist/Psychometrist
Explicit guidelines for developing evidence in each area are
provided in the evaluation/orientation manual
Evaluated on the quality of materials rather than the quantity of
materials in the portfolio
"Extra" entries will not be considered by the evaluator
Portfolio

113. Portfolio: Psychologist/Psychometrist
Indicator
Evidence
2.1 Assessment and Evaluation
Survey results
2 artifacts
2.2 Intervention, Prevention
Consultation
Survey results
3 artifacts (1 in each area)
2.3 Education/Research
Survey results
2 artifact
3.1 Evaluates Program
1 artifact around evaluation
1 artifact around use of results
6.2 Written Communication
2 artifacts around written work
8.4 Cooperation with School/Comm
Survey results
1 artifact

114. Survey: Counselor
Surveys results as analyzed by the counselor are used in the Portfolio as part of the holistic scoring process.
Surveys are provided for teachers, students in grades 4-6 and 7-12, and parents
Survey questions address the Competencies and Indicators
The counselor will distribute, collect, and analyze the surveys
Respondents are to remain anonymous and represent a cross-section within the group

115. Survey: Media Specialist
Surveys are used in the Interview, Management Observation, and Supervisor’s Review Form as part of the holistic scoring process
Surveys are provided for teachers and students
Questions address the Competencies and Indicators
Library Media specialist will distribute,
collect, and analyze the surveys

116. Survey: Psychologist/Psychometrist
Surveys are used in the Portfolio and Supervisor’s Review
Form as part of the holistic scoring process
Surveys are provided for teachers, students in grades 7-12, and parents
Survey questions address the Competencies and Indicators
The psychologist/psychometrist will distribute,
collect, and analyze the surveys
Respondents are to remain anonymous and
represent a cross-section within the group

117. Evaluation Summary Report
Official cumulative evaluation record
Presents information from various instruments in data collection process
Notes:

118. Evaluation Summary Report
Used to present the scores developed from each of
the instruments
To complete the ESR, the evaluator: 1.
Completes demographic information requested 2.
Records the scores from each instrument 3.
Writes comments, explanations, or justifications in the space
provided that support the score for the specific area 4.
Identifies areas for focus in planning
professional development for the coming year(s)

119. FOUR POINT SCALE 1 - Unsatisfactory
Indicates performance in this position requirement is not acceptable. Improvement activities must be undertaken immediately.
2 - Needs Improvement
Indicates performance sometimes but not always meets expectations in this position requirement. Improvement activities are required for performance to consistently meet expected standards.
3 - Area of Strength
Indicates the educator consistently meets and sometimes exceeds expectations for performance in this position requirement. Performance can be improved in the area or areas indicated, but current practices are clearly acceptable.
4 - Demonstrates Excellence
Indicates the educator does an outstanding job in this position requirement. No area for improvement is readily identifiable.

120. Evaluation Summary Conference
Critical element in evaluation process
Three purposes:
Share with teacher results of evaluation
Solicit teacher’s insights and comments
Complete with teacher a
Professional Development Plan
Opportunity for:
Two way communication
Positive relationships with employees
Notes:

121. Please send copy of Evaluation Summary Report (ESR) to:
IMPORTANT!
Please send copy of Evaluation Summary Report (ESR) to:
Pauline Scarbrough
Executive Director, Certificated Personnel
&
Ms. Belinda W. Roberts
School Improvement Specialist,
Staff Development
By May 31, 2006
For additional information, please call:
, ext. 217

122. Professional Development Plan
Mobile County Public School System Professional Education Personnel Evaluation Program (PEPE)
Professional Development Plan
Notes:
PEPE is a program developed
by the Alabama State Department
of Education. This document is not to be considered an official State Department document
Prepared for Mobile County by
Dr. M. Monte Tatom
Staff Development Coordinator

123. Professional Development Plan
An outcome of the evaluation process.
Notes:

126. Professional Development Plan
Activities focus on areas of improvement as identified in the Evaluation Summary Report
Activities focus on the improvement of student achievement
Used to evaluate Competency 7: Professional Development and Leadership after first year of evaluation
Professional
Development
Plan

127. Effective Professional Development
Dennis Sparks and Stephanie Hirsh state that
research shows effective professional development is:
   standards-based;
   results-driven;
   job-embedded;
   sustained, rigorous, and cumulative; and
   directly linked to what teachers do in their classrooms. (Dennis Sparks, Stephanie Hirsh, A National Plan for Improving Professional Development, National Staff Development Council, 2000)

128. Tenured educators complete a PDP every year
Tenured educators complete a PDP every year! The score is placed on the Summative Report during the Full Evaluation year.

129. PDP STEP Professional Development Plan:
The PDP is developed as an outcome of the evaluation process and is based on the Summative Evaluation Report.
It is implemented and scored during the following school year (non-tenured & during third year of cycle for tenured).

131. PDP Competency & Indicators
7.0 Professional Development & Leadership
7.1 Improves Professional Knowledge & Skills
7.2 Takes a Leadership Role in Improving Education

132. 5 Definitional Items for 7.1
Participates in a professional development program to improve job performance (completing PDP requirements fits this item.)
Participates in school, system & state professional development programs and/or attends state, regional, & national conferences.
Uses ideas from books, professional journals, websites, and professional organizations to improve teaching.
Participates in professional organizations.
Takes formal coursework or obtains advanced degree.

133. 6 Definitional Items for 7.2
Provides leadership in identifying and resolving issues and problems facing education (local, state, regional, and national)
Provides leadership in establishing and/or achieving school/system goals.
Initiates activities & projects in the school/system.
Conducts workshops/training sessions.
Shares ideas, materials, & resources with peers and others.
Participates in shared decision-making in the school.
Only Tenured teachers are required to engage in 7.2 activities!

135. P D P – Goals/Objectives
Goals and objectives are statements of the outcomes desired, the ends to be accomplished

136. P D P – 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

137. P D P – 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.

138. P D P – Goals/Objectives
Objectives tend to be of shorter duration, may be accomplished in varying time spans, depending upon nature and complexity

139. P D P – 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 5/01/05

140. P D P – Activities Activities
Activities are the means to accomplish goals/objectives identified or selected

141. P D P – 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 system’s resource center
Attend 3-day workshop on learning styles of individual students scheduled by regional in-service center
Participate in AEA sponsored workshop on alternative assessment

142. Examples of Activities in the Three
Professional Development Characteristics

143. Enhancing Knowledge Reading books, articles, etc. Taking courses
Participating in in-service programs, workshops, seminars focusing on specific content
Reviewing research articles
Gathering information from the Internet

144. Developing Skills Participating in practice sessions
Conducting analysis (video/audio taping teaching, etc.)
Observing/participating in demonstration sessions
Participating in "How to" learning sessions
Participating in simulation training
Participating in sessions on integrating research into practice

145. Improving Understanding
Observing others
Holding discussions with others or in groups
Interviewing "experts"
Participating in internships
Sharing ideas with others on the Internet

146. P D P – Assessment Types of Assessment Methods Verification
Attesting to the accuracy or truthfulness of an occurrence by the use of evidence as proof
2. Validation
Authenticity – real vs. contrived
Quality/value/worth
Practicality - Feasibility

147. Professional Development 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

148. Professional Development 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.

151. Educators on Annual Evaluation
Initial Evaluation
Conduct full evaluation
Develop PDP based on full evaluation
2nd Evaluation Year
Score Competency 7.0 based on initial PDP (record scores on PDP and transfer to ESR)
Develop PDP based on current full Evaluation
3rd Evaluation Year
Conduct full evaluation
Score Competency 7.0 based on current PDP (record scores on PDP and transfer to ESR)
Develop PDP based on current full evaluation
4th Evaluation Year and Beyond
Begin 3-year Multi-Year Evaluation

152. Educators on 3-Year Multi-Year Evaluation
Initial Evaluation
Conduct full evaluation
Develop PDP based on full evaluation
2nd Evaluation Year
Score Competency 7.0 items based on current PDP and record on PDP
Revise/Develop new PDP
3rd Evaluation Year
4th Evaluation Year
Conduct Full Evaluation
Score Competency 7.0 items based on current PDP and record on PDP
Transfer scores to ESR from all PDPs since last full evaluation and score Competency 7.0
Develop PDP based on current evaluation
5th Evaluation Year and Beyond
Repeat 2nd through 4th year processes

153. Professional Development Plan
Encompasses Three Dimensions/Areas of Focus

154. First Area of Focus Evaluation Summary Report
The competencies, indicators, and definitional items identified on the last page of the ESR should be used to create one or two professional development objectives and identify activities that will lead to accomplishment of those objectives.
Since an individual can only focus on a reasonable number of improvements at one time, only one or no more than two competencies and indicators – those receiving the lowest scores – should be targeted in cases where all of the evaluatee’s scores are “3” and “4”.

155. Remember!
If an evaluatee has serious problems in several competencies and/or indicators, then the entire PDP should be built around improvement in these areas, and the next two dimensions of the PDP (student achievement & personal/professional objectives) should be ignored.

156. Second Area of Focus Student Achievement
Every evaluatee except those who demonstrate serious problems in performance of several competencies and/or indicators will select, in concert with the evaluator(s), an area of student achievement in which to develop an objective, related activities, and appropriate assessments.

157. Third Area of Focus (for Tenured Evaluatees only)
Personal/Professional Objective
Tenured evaluatees who demonstrate high levels of performance in all competencies and indicators, particularly evaluatees on multi-year evaluation cycles, should target a personal/professional objective for implementation and assessment.
This third dimension/area of focus is not in lieu of work to improve performance in the competency or indicator receiving the lowest score during full evaluation. It is in addition to the plan when all competency and indicator scores are “3” or “4”, and the evaluatee can exercise growth and leadership in areas not covered in the competencies and indicators.

158. Very Important! The indicators chosen for the PDP should come from:
1.0 Preparation for Instruction
2.0 Presentation of Organized Instruction
3.0 Assessment of Student Performance
4.0 Classroom Management
5.0 Positive Learning Climate
6.0 Communication
8.0 Performance of Professional Resp.

159. PDP Information
When an indicator is chosen for professional development, it means that several definitional items within that indicator can be improved. If only one definitional item needs attention, that indicator should not become a focal point of professional development planning.

160. PDP Competency & Indicators
7.0 Professional Development & Leadership
7.1 Improves Professional Knowledge & Skills
7.2 Takes a Leadership Role in Improving Education (Tenured and Advanced Non-tenured teachers only.)
The grades for these two areas will come from the end of cycle assessment & benefits discussed for the competency area and indicator selected.

161. “Staying on Track with PEPE”
Time: 8:00 a.m. to 10:00 a.m. or 12 noon to 2:00 p.m.
Place: Russell Building (Large Auditorium)
Session 1 (Sept. 16, 2005) Topic: Replacement pages, State Monitoring, Orientation, Evaluation Schematic, Structured Interview & PEPE FAQ’s
Session 2 (Oct. 21, 2005) Topic: State Monitoring, Surveys, Portfolios, & PDP
Session 3 (Nov. 10, 2005) Topic: State Monitoring, SRF, ESR & ESC

162. State Monitoring
Spring 2006

163. “Portfolio and YOU” Place: Russell Building (Large Auditorium)
Counselors (Dec. 2, 2005)
Time: 8:00 a.m. to 10:00 a.m.
Assistant Principals (Dec. 2, 2005)
Time: 12 noon to 3:00 p.m.

164. On-line Professional Development Opportunities

165. Take a Trip! http://tripforteachers.org
Teacher Resources For Instructional Planning or TRIP for short is a website developed by the Mobile County Public School System to provide lesson plans for state standards in all grade levels. 
With over four thousand lesson plans available for Science, Language Arts, Math and Social Studies, this site is a powerful resource for Teachers and Parents alike.

166. Preparing Tomorrow’s Teachers to use Technology
AlaPT3
The Alabama Preparing Tomorrow's Teachers to Use Technology
(AlaPT3) Catalyst grant addresses Governor Don Siegelman's, and
state superintendent, Ed Richardson's objective to  add new teachers
to the workforce who are well-prepared to improve achievement of
all students by using technology wisely and well.   The activities proposed will result in implementing new technology
certification standards for all thirty (30) teacher preparation programs,
pinpoint effective technology use practices in P-20 schools, and construct an infrastructure to disseminate those practices. Additionally, a major feature of the AlaPT3 Catalyst grant is to train higher education faculty who will then develop and share technology resources to improve teaching and learning experiences for all  students regardless of economic, geographic, racial, or special needs issues.

167. Take a tour on the Alabama Virtual Library

168. Keep informed about IDEAS That Work

169. Internet Content for the Classroom
marcopolo.worldcom.com
Introduction                                      The MarcoPolo program provides no-cost, standards-based Internet content for the K-12 teacher and classroom, developed by the nation's content experts. Online resources include panel-reviewed links to top sites in many disciplines, professionally developed lesson plans, classroom activities and materials to help with daily classroom planning, and powerful search engines.

170. Stay on top of Technology!
Technology is teaching my students to become cooperative learners. They are paired on computers and learn that important skill of getting along with others. They share ideas and Web sites, inspire each other, encourage one another and help each other with technology skills. They take pride in each others' technological accomplishments. They are learning to be diplomatic and to compromise. They are becoming prepared to get along in the world and in the workplace of the future By Pam Lowe

171. PDP opportunities at USA
This web site is designed to provide timely information regarding our program offerings, special events, and internet resources for teachers and administrators. As you review these pages, let us know what would make this web site better for you.
Sincerely,
           
Phillip Feldman, Ed.D. Professor and Director

172. No Child Left Behind Act of 2001
On January 8, 2002, President Bush signed into law the No Child Left Behind Act of The Act is the most sweeping reform of the Elementary and Secondary Education Act (ESEA) since ESEA was enacted in It redefines the federal role in K-12 education and will help close the achievement gap between disadvantaged and minority students and their peers. It is based on four basic principles: stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work.

173. Training Opportunities for “Lee vs. Macon”
onlineacademy.org/alabama
The Online Academy is engaged in the business of providing e-learning solutions for the 21st century. The Academy develops Web-based modules and other technology innovations for moving validated educational research into actual classroom practice. The existing resources are designed to empower teachers and teacher educators in the areas of Reading, Technology, and Positive Behavioral Support. New content areas are being developed as needs are identified.
Reminder to Stay on Track with “Lee vs. Macon”

174. AL Professional Development Modules
Proceed To Modules Main Table of Contents   
Alabama Department of Education Dr. Ed Richardson, State Superintendent of Education
Project Consultants:
Dr. Judy Bassham Dr. Judith Boser
Dr. Russell French Dr. George Malo
Mr. Joel McCay
Dr. Debbie Ferguson
Ms. Esther Williams Dr. Katherine Buck
Dr. Gena Riley Dr. Kathleen Pitman     
Developed with funding from Alabama's Title II Teacher Quality Enhancement Grant 
Copyright © Alabama Department of Education All Rights Reserved.

175. MiddleWeb provides a wealth of resources for schools, districts, educators, parents, and public school advocates working to raise achievement for all students in the middle grades.
In addition to MiddleWeb's large collection of reform-oriented materials, this site includes hundreds of articles and links about curriculum, teaching strategies, teacher professional development, parent involvement, classroom assessment, and much more.

176. National Geographic for Teachers
How can we help you teach?
Educator Favorites: — GeoSpy — Education Foundation — Xpeditions — National Geographic Bee — Printable Maps — GeoBee Quiz Game — Local Geography Alliances — Calendar of Events — Grants for Educators — MapMachine — News Story of the Day — Photo of the Day — Television Programming — Geography Action — Homework Help — Bookmark Factory — Encyclopedia — Editorial Style Manual (PDF)
Extension Sites: — Windows on Literacy — Reading Expeditions — GeoKits

177. Presentation Pointers
The Power Point Resource Page lists resources that will provide information and technical assistance for developing Power Point slide presentations, as well as information on designing computer-based presentations.
Presenter’s University a guide to improving presentation skills.
National Educational Technology Standards (NETS) have been adopted by the state of Alabama.
Technology Education Curriculum is the MCPSS local technology curriculum based on the Alabama Course of Study: Technology Education standards. Our curriculum also includes grade cluster check lists that are to be completed by the classroom teachers.

178. Review and Appeal Process
As designed by the State Department of Education, the Review & Appeal process is used by the evaluatee to appeal the process, not the scores.
Notes:

179. MCPSS Safety Plans
2005 – 2006 Safety Plans due to Dr. Tatom & Ms. Davis no later than 9/23/05
Review of Safety Plans, 9/5/05 – 9/27/05
Any Safety Plans to be corrected will be sent to schools on 10/3/05 or sooner
Revisions due back to Dr. Tatom & Ms. Davis by 10/7/05
Revisions read 10/7/05
10/10/05: Safety Plans sent to ALSDE

180. PEPE for Administrative Interns
The administrative intern will complete a Self-Assessment using the Assistant Principal form. The intern will have the option to share or not share the completed Self-Assessment with the principal. This information will not be placed in his/her evaluation file; however, the intern must inform the principal when he/she has completed the Self-Assessment.
The principal will conduct a Structured Interview with the intern following guidelines set forward in the PEPE for Assistant Principals process.
The principal will complete the Supervisor’s Review Form included in the PEPE for Assistant Principals process.
Upon completion of the school year, the principal and the intern will generate a Professional Development Plan (PDP) for the next school year. This PDP will be reviewed, revised and implemented in the event the intern is placed as a local school administrator the year following the internship.