1. Specialty Area Educator
Alabama
Professional
Education
Personnel
Evaluation
Program
Teacher
and
Specialty Area Educator
Systems

2. Teacher and Specialty Area Evaluation Systems
Teacher System
Special Education II (teachers of students with severe
disabilities)
Speech/Language Pathologist
Library/Media Specialist
Counselor
Psychologist/Psychometrist
Alabama Department of Education PEPE Program

3. 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
Alabama Department of Education PEPE Program

4. 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
Alabama Department of Education PEPE Program

5. Teacher-Type Evaluation Systems
With Some Variation, Competencies Focus Around:
1. Planning (Preparation for Instruction or
Delivery of Services)
2. Delivery of Instruction, Program, and/or Services
3. Assessment of Student Performance or Evaluation of
Students or Services
4. Management (classroom, student, or program)
5. Positive Climate
6. Communication (oral and written)
7. Professional Development/Leadership
8. Professional Responsibility
Alabama Department of Education PEPE Program

6. Definition Items Around Technology
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
Alabama Department of Education PEPE Program

7. Definition Items Around Technology
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
Alabama Department of Education PEPE Program

8. Definition Items Around Technology
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
Alabama Department of Education PEPE Program

9. Technology in Instruction 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
Alabama Department of Education PEPE Program

10. Teacher-Type Evaluation Systems
Scoring
4-point rating scale with each Competency and Indicator rated
Scoring by instrument by Indicator with roll-up to Competency level
Evaluators
Trained in conducting evaluations
Must meet reliability standards
Evaluatees
Evaluation content and instruments vary by system
Evaluation process is similar across systems
Alabama Department of Education PEPE Program

11. 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)
Alabama Department of Education PEPE Program

12. 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.
Alabama Department of Education PEPE Program

13. Teacher Type Evaluation System Data Sources
Teacher Type Evaluation System Data Sources
Competencies
Teacher
Special Ed
Speech Language
Preparation for Instruction
·   Observation
·   Interview
Presentation of Instruction
Assessment of Student Performance
Classroom Management
Positive Learning Climate
Communication
·   Superv’s Rev.
Professional Development and Leadership
·   Professional Develop Plan
Performance of Professional Responsibilities
·   Supervisor’s Review
·   Supervisor’s Review
·   Supervisor’s Review
Alabama Department of Education PEPE Program

14. Teacher Type Evaluation System Data Sources
Teacher Type Evaluation System Data Sources
Competencies
Library Media
Counselor
Psychometrist/
Psychologist
Preparation Delivery of Program/Services
·  Interview
·  Surveys
·   Observation
·   Interview
Delivery of Program and Services
·   Mgt. Observation
·   Surveys
·   Observation
·  Portfolio
·   Portfolio
·   Supervisor's Review
Evaluation of Program and Services
·  Observation
Management of Program and Services
·   Supervisor’s Review
·   Supervisor’s Review
·   Supervisor’s Rev 
Positive Learning Climate
·   Supervisor’s Rev
Communication
·  Supervisor’s Rev.
Professional Develop./Leadership
·   Professional Development Plan
· Professional Development Plan
Performance of Prof. Responsibilities
·  Supervisor's Rev.
Alabama Department of Education PEPE Program

15. Teacher-Type Evaluation Systems
Educator Data: evidence of competence produced,
assembled and submitted by the educator
Portfolio
Written interview
Interpretation of survey responses
Documentation of PDP activities for the previous year or cycle
Evaluator Data: evidence of educator competence
developed by the evaluator
Oral interview
Observations (except for psychologist/psychometrist system)
Supervisor's Review Form
Clarifying interview (with portfolio or written interview)
Alabama Department of Education PEPE Program

16. Teacher-Type Evaluation Systems
Self
Assmnt
Instr
Obs
Evaluation
Summary
Report
Prof
Devlpmnt
Plan
Mgt
Obs
Survey
Interview
Survey
SRF
Survey
Competency 7
Survey
Portfolio
Alabama Department of Education PEPE Program

17. 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
Alabama Department of Education PEPE Program

18. Procedures - Scoring · Scores are generated by instrument ·
There will be a total of 8 scores, one for each Competency area
Alabama Department of Education PEPE Program

19. Steps in Evaluation Process
Procedures
Steps in Evaluation Process
1. Orientation (LEA responsibility)
2. Self-assessment (evaluatee)
3. Prepare portfolio, when applicable (evaluatee)
4. Conduct observations – multiple in some systems
(evaluator)
5. Distribute and analyze surveys, when applicable (evaluatee)
6. Supervisor Review Form (evaluator/supervisor)
Alabama Department of Education PEPE Program

20. Procedures 7. Review portfolio (evaluator)
8. Conduct interviews (evaluator/evaluatee )
9. Prepare Evaluation Summary Report (evaluator)
10. Summary conference and PDP (evaluator/evaluatee)
Alabama Department of Education PEPE Program

21. Self Assessment Generates data for all Competency and Indicator areas
Generates data for all Competency and Indicator areas
Developed by the educator and shared with evaluator
only if educator agrees
Used by educator to: 1)
Identify areas that need improvement 2)
Compare the educator’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.
Alabama Department of Education PEPE Program

22. Interviews Two types of interviews:
Two types of interviews:
A Structured Interview with questions commonly asked of
educators (can be oral or written response format)
A Clarifying Interview with probing questions focused on
clarifying or bringing understanding to the portfolio and/or
written interview (questions differ from educator to
educator)
Clarifying Interview conducted after the evaluator
analyzes educator’s portfolio or after review of
written interview
Modified scripting is used to record responses
Alabama Department of Education PEPE Program

23. 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
Alabama Department of Education PEPE Program

24. 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
Alabama Department of Education PEPE Program

25. Classroom Teacher Observation
Observation
Beginning with the school year for classroom teachers, local education agencies have the option of:
1) using the PEPE observation requirements in place prior to the school year, or
2) approving a reduction in the number of observations for classroom teachers as specified in this section of the manual.
Alabama Department of Education PEPE Program

26. Classroom Teacher Observation
Option 1: Observation Prior to School Year
The evaluator conducts two observations (3 if a non-
tenured teacher ) observing the classroom
teacher
Option 2: Observation Beginning with School Year
The evaluator conducts two observations of non-tenured classroom teachers (3 if a non-tenured teacher did not meet PEPE standard in prior year )
The evaluator conducts one observation of tenured classroom teachers (2 if a tenured teacher did not meet PEPE standard on the last full evaluation )
Teacher may request or evaluator may conduct additional observation
Alabama Department of Education PEPE Program

27. Observation of Other Classroom Teachers
Instructional Observation
The evaluator conducts two observations (3 if a non-tenured educator) observing the special education II teacher and speech language pathologist in an instructional setting.
Alabama Department of Education PEPE Program

28. Counselor Instructional 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
Alabama Department of Education PEPE Program

29. Library Media Specialist Observations
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.)
Management Observation
The evaluator conducts two management observations
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.)
Alabama Department of Education PEPE Program

30. Counselor Evaluation System Portfolio
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 plus
survey results.
One piece of evidence might serve 2-3 purposes
With multiple purposes, a portfolio may have 8-10 entries
(pieces of evidence)
Alabama Department of Education PEPE Program

31. Counselor Evaluation System Portfolio
Explicit guidelines for developing evidence in each area are
provided in the evaluation 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
Alabama Department of Education PEPE Program

32. Counselor Evaluation System Portfolio
Indicator
Evidence
2.1 Guidance Curriculum
Survey results
2 artifacts
2.2 Conducts Individual Planning
Survey results
2 artifacts
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
Alabama Department of Education PEPE Program

33. Counselor Evaluation System Portfolio
Indicator
Evidence
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
Alabama Department of Education PEPE Program

34. Psychologist/Psychometrist Evaluation System Portfolio
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)
Alabama Department of Education PEPE Program

35. Psychologist/Psychometrist Evaluation System 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
Alabama Department of Education PEPE Program

36. Psychologist/Psychometrist Evaluation System Portfolio
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
Alabama Department of Education PEPE Program

37. Psychologist/Psychometrist Evaluation System The Survey
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
Alabama Department of Education PEPE Program

38. Library Media Specialist Evaluation System The Survey
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
Alabama Department of Education PEPE Program

39. Counselor Evaluation System The Survey
Surveys results as analyzed by the counselor are used in the
Portfolio as part of the holistic scoring process. The actual
completed surveys are not to be included in the Portfolio.
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
Alabama Department of Education PEPE Program

40. Supervisor’s Review Form
Generates data for various competencies
Communication (all systems)
Professional Responsibilities (all systems)
Management (library/media, counselor,
psychologist/psychometrist)
Provides data where a supervisor should
have objective, experiential information
Alabama Department of Education PEPE Program

41. 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)
Alabama Department of Education PEPE Program

42. Professional Develop Plan – Goals/Objectives
Goals and objectives are statements of the outcomes desired, the ends to be accomplished
Alabama Department of Education PEPE Program

43. Professional Develop Plan – 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
Alabama Department of Education PEPE Program

44. Professional Develop Plan – 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.
Alabama Department of Education PEPE Program

45. Professional Develop Plan – Goals/Objectives
Objectives tend to be of shorter duration, may be accomplished in varying time spans, depending upon nature and complexity
Alabama Department of Education PEPE Program

46. Professional Develop Plan – 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 9/01/02
Alabama Department of Education PEPE Program

47. Professional Develop Plan – Activities
Activities are the means to accomplish goals/objectives identified or selected
Alabama Department of Education PEPE Program

48. Professional Develop Plan – 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
3. Attend 3-day workshop on learning styles of individual students scheduled by regional inservice center
4. Participate in AEA sponsored workshop on alternative assessment
Alabama Department of Education PEPE Program

49. Professional Develop 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
Alabama Department of Education PEPE Program

50. Professional Develop 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.
Alabama Department of Education PEPE Program

51. Competency 7.0 7.1 Improves Professional Knowledge
7.1 Improves Professional Knowledge
Participates in professional organizations
Participates in/attends professional development
programs/conference(s)
Participates in professional development to improve
job performance
Takes formal coursework
Uses ideas to improve teaching
Alabama Department of Education PEPE Program

52. Competency 7.0 7.2 Takes Leadership Role ·
Leadership in identifying and resolving issues
Leadership in establishing and achieving school goals
Initiates activities/projects
Conducts workshops/trains
Shares ideas, materials, etc.
Participates in shared decision making
Alabama Department of Education PEPE Program