11

Mobile County Public School SystemMobile County Public School SystemProfessional Education Personnel Professional Education Personnel

Evaluation Program (PEPE)Evaluation Program (PEPE)

Orientation to the ProcessOrientation to the ProcessSome 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 TatomStaff Development Coordinator

PEPE is a program developedby the Alabama State Departmentof Education. This document is not to be considered an official StateDepartment document

www.alabamapepe.com www.alabamapepe.com

22

www.alabamapepe.comwww.alabamapepe.comMs. Belinda W. Roberts,

School Improvement Specialist – Staff Developmentbwroberts@mcpss.com Ms. Brenda J. Haskew,

Staff Development Coordinatorbjhaskew@mcpss.com Dr. M. Monte Tatom,

Staff Development Coordinator mmtatom@mcpss.com

304 S. Broad StreetMobile, AL 36603-1103

251-221-5200 / 251-221-5179 (fax)

44

ALSDE Manual Replacement Pages

For

Teacher and Specialty Area Educator Systems

Replacements Dated June 1, 2005

55

Changes to Teacher & Specialty Changes to Teacher & Specialty ManualsManuals

Manual Covers

Changed all teacher and specialty manual covers to June 1, 2005 date

66

Changes to Teacher & Specialty Changes to Teacher & Specialty ManualsManuals

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, ……

77

Changes to Teacher & Specialty Changes to Teacher & Specialty ManualsManuals

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, …

88

Changes to Teacher & Specialty Changes to Teacher & Specialty ManualsManuals

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).

99

Changes to Teacher & Specialty Changes to Teacher & Specialty ManualsManuals

Page 27: In clarifying interview paragraph, changed last sentence .

The Observation/Interview Scripting Form is used to record responses from this clarifying conference.

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Changes to Teacher & Specialty Changes to Teacher & Specialty ManualsManuals

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.

1111

Changes to Teacher & Specialty Changes to Teacher & Specialty ManualsManuals

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.)

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Changes to Teacher & Specialty Changes to Teacher & Specialty ManualsManuals

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: …..

1313

Changes to Teacher & Specialty Changes to Teacher & Specialty ManualsManuals

PDP Changes

Added new form to teacher and each specialty area in appendix (6 changes)

1414

1515

1616

State MonitoringState MonitoringSpring 2006Spring 2006

Refer to pages 5 – 6 of the Refer to pages 5 – 6 of the Comprehensive State Monitoring Comprehensive State Monitoring

FormForm

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C. Evaluations – PEPE

4. Are current ESRs/LEA equivalent on file for all assistant principals? Assistant Principal’s ESR documentsWhat is the date of the ESRs/LEA equivalent on file for asst. principals? Dates on Assistant Principal ESR5. Are current ESRs/LEA equivalent on file for all certificated educators? ESR documents for all certificated educatorsWhat is the date of the ESRs/LEA equivalent on file for teachers?Dates on individual teacher’s ESR

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E. Professional Development – PEPE

1. Is there evidence that individual evaluations result in specific professional development plans?Individual PDP’s on file2. Are individual PDPs completed correctly on current forms, scored correctly and on file for the:c. Principals? PDP form developed, signed and on filed. Assistant principals? PDP form developed, signed and on file3. Are individual PDPs for teachers completed correctly on correct forms, scored correctly and on file at respective schools?Individual teacher PDP forms available for review4. 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

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F. Procedures – PEPE

1. Are current PEPE forms in use by the LEA? Evaluation documents (ESRs, PDPs, etc.) available for review2. Are rationale statements provided to justify all scores earned?Evaluation documents available for review3. Is there evidence to support scores earned on all ESRs/LEA equivalent?Evaluation documents available for review4. Are all evaluation documents entirely completed, signed, and dated?Evaluation documents available for review

2020

Remember to complete notes for justification of scores!

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Novice StickersNovice Stickers

These are received on all new teachers.These are received on all new teachers.

They are sometimes received on tenured They are sometimes received on tenured certified employees with advanced degrees certified employees with advanced degrees

that have changed areas.that have changed areas.

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Teacher-Type Evaluation Systems

Self Assessment

InstructionalObservation

Interview

SRF

Portfolio

ManagementObservation

EvaluationSummary

Report

Survey

Survey

Survey

Survey

ProfessionalDevelopment

Plan

Competency7.0

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Evaluation ProcessEvaluation Process1.1. OrientationOrientation2.2. Self-AssessmentSelf-Assessment3.3. Observations (Instructional &/or Management)Observations (Instructional &/or Management)4.4. Structured Interview/Document ReviewStructured Interview/Document Review5.5. Supervisor’s Review FormSupervisor’s Review Form6.6. PortfolioPortfolio7.7. SurveySurvey8.8. Evaluation Summary ReportEvaluation Summary Report9.9. Evaluation Summary ConferenceEvaluation Summary Conference10.10. Professional Development PlanProfessional 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

Professional

Development

Plan

The 2005 – 2006 PDP should be developed for all certified employees at this time (except new certified employees)!

Please use 06/01/05 PDP Forms!

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Please FAX or E-mail Please FAX or E-mail Evaluation List to:Evaluation List to:

Ms. Belinda W. RobertsMs. Belinda W. Roberts

School Improvement Specialist Staff DevelopmentSchool Improvement Specialist Staff Development

bwroberts@mcpss.com bwroberts@mcpss.com

FAX: 221-5179FAX: 221-5179

By Friday, 10/7/2005By Friday, 10/7/2005

For additional information, please call:For additional information, please call:

221-5200221-5200

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Remember to complete notes for justification of scores!

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Portfolio: Counselor

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)

Counselor is responsible for providing some evidence of his/her knowledge and skills

Generates data for 4 Competencies and 9 Indicators

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Portfolio: Counselor Explicit guidelines for developing evidence in each area are

provided in the evaluation/orientation manual

"Extra" entries will not be considered by the evaluator

Evaluated on the quality of materials rather than the quantity of materials in the portfolio

Portfolio

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Indicator Evidence

2.1 Guidance Curriculum Survey results2 artifacts

2.2 Conducts Individual Planning Survey results2 artifacts around consultation

2.3 Responsive Services Survey results2 artifacts

3.1 Evaluates Program 1 artifact around evaluation1 artifact around use of results

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

Portfolio: Counselor

2.4 Assists with Student Assessment Survey results2 artifacts

3.2 Conducts Research

Survey results, 2 artifacts

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 parentsSurvey questions address the Competencies and IndicatorsThe counselor will distribute, collect, and analyze the surveysRespondents are to remain anonymous and represent a cross-section within the group

Survey: Counselor

Surveys are used in the Interview, Management Observation, and Supervisor’s Review Form as part of the holistic scoring process

Questions address the Competencies and Indicators

Survey: Media Specialist

Library Media specialist will distribute, collect, and analyze the surveys

Surveys are provided for teachers and students

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1 - UnsatisfactoryIndicates performance in this position requirement is not acceptable. Improvement activities must be undertaken immediately.

2 - Needs ImprovementIndicates 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 StrengthIndicates 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 ExcellenceIndicates the educator does an outstanding job in this position requirement. No area for improvement is readily identifiable.

FOUR POINT SCALEFOUR POINT SCALE

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Mobile County Public School SystemMobile County Public School SystemProfessional Education Personnel Professional Education Personnel

Evaluation Program (PEPE)Evaluation Program (PEPE)

Professional Development PlanProfessional Development Plan

Prepared for Mobile County byDr. M. Monte Tatom

Staff Development Coordinator

PEPE is a program developedby the Alabama State Departmentof Education. This document is not to be considered an official State Department document

www.alabamapepe.com

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Professional Development PlanProfessional Development Plan

An outcome of the evaluation process.An outcome of the evaluation process.

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Activities focus on areas of improvement as identified in the Evaluation Summary Report

Activities focus on the improvement of student achievement

Professional Development Plan

Used to evaluate Competency 7: Professional Development and Leadership after first year of evaluation

Professional

Development

Plan

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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)

Effective Professional Development

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

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PDP STEPPDP STEP Professional Development Plan:Professional Development Plan:

– The PDP is developed as an outcome of the The PDP is developed as an outcome of the evaluation process and is based on the Summative evaluation process and is based on the Summative Evaluation Report.Evaluation Report.

– It is implemented and scored during the following It is implemented and scored during the following school year (non-tenured & during third year of school year (non-tenured & during third year of cycle for tenured).cycle for tenured).

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PDP Competency & IndicatorsPDP Competency & Indicators

7.0 Professional Development & Leadership7.0 Professional Development & Leadership– 7.1 Improves Professional Knowledge & Skills7.1 Improves Professional Knowledge & Skills– 7.2 Takes a Leadership Role in Improving 7.2 Takes a Leadership Role in Improving

EducationEducation

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5 Definitional Items for 7.15 Definitional Items for 7.1

Participates in a professional development program to Participates in a professional development program to improve job performance (completing PDP improve job performance (completing PDP requirements fits this item.)requirements fits this item.)

Participates in school, system & state professional Participates in school, system & state professional development programs and/or attends state, regional, & development programs and/or attends state, regional, & national conferences.national conferences.

Uses ideas from books, professional journals, websites, Uses ideas from books, professional journals, websites, and professional organizations to improve teaching.and professional organizations to improve teaching.

Participates in professional organizations.Participates in professional organizations. Takes formal coursework or obtains advanced degreeTakes formal coursework or obtains advanced degree..

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6 Definitional Items for 7.26 Definitional Items for 7.2

Provides leadership in identifying and resolving issues and Provides leadership in identifying and resolving issues and problems facing education (local, state, regional, and national)problems facing education (local, state, regional, and national)

Provides leadership in establishing and/or achieving Provides leadership in establishing and/or achieving school/system goals.school/system goals.

Initiates activities & projects in the school/system.Initiates activities & projects in the school/system. Conducts workshops/training sessions.Conducts workshops/training sessions. Shares ideas, materials, & resources with peers and others.Shares ideas, materials, & resources with peers and others. Participates in shared decision-making in the school.Participates in shared decision-making in the school.

Only Tenured teachers are required to engage in 7.2 activities!Only Tenured teachers are required to engage in 7.2 activities!

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P D P – Goals/Objectives

Goals and objectives are statements of the outcomes desired, the ends to be accomplished

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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

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P D P – Goals/ObjectivesTypes of Objectives

1. Specific learning task, particular knowledge to be acquired or enhanced

2. Specific skill to be developed or enhanced

3. Product to be produced (a written plan for assessing progress – detailed lesson plans – scope and sequence chart, etc.)

4. Student achievement progress targets

5. Professional service to be rendered to assist or improve the school/faculty/school related organization, etc.

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P D P – Goals/Objectives

Objectives tend to be of shorter duration, may be accomplished in varying time spans, depending upon nature and complexity

139139

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

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P D P – ActivitiesActivities

Activities are the means to accomplish goals/objectives identified or selected

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P D P – ActivitiesProposed Activities

1. Identify and obtain assistance from a mentor teacher proficient in Indicator 3.2 area

2. 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 in-service center

4. Participate in AEA sponsored workshop on alternative assessment

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Examples of Activitiesin the Three

Professional Development Characteristics

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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

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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

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Improving Understanding

•Observing others •Holding discussions with others or in groups •Interviewing "experts" •Participating in internships •Sharing ideas with others on the Internet

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P D P – Assessment

Types of Assessment Methods

1. 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

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Professional Development PlanCriteria: Assessment and Benefits Section

1. Evidence of degree of accomplishment of objective(s)

A. Written statementB. 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

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Professional Development PlanEvaluator 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.

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150150

153153

Professional Development Professional Development PlanPlan

Encompasses Three Encompasses Three Dimensions/Areas of Dimensions/Areas of

FocusFocus

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First Area of FocusFirst Area of Focus

Evaluation Summary ReportEvaluation Summary Report

The competencies, indicators, and definitional items identified The competencies, indicators, and definitional items identified on the last page of the ESR should be used to create one or two on the last page of the ESR should be used to create one or two professional development objectives and identify activities that professional development objectives and identify activities that will lead to accomplishment of those objectives.will lead to accomplishment of those objectives.

Since an individual can only focus on a reasonable number of Since an individual can only focus on a reasonable number of improvements at one time, only one or no more than two improvements at one time, only one or no more than two competencies and indicators – those receiving the lowest scores – competencies and indicators – those receiving the lowest scores – should be targeted in cases where all of the evaluatee’s scores are should be targeted in cases where all of the evaluatee’s scores are “3” and “4”.“3” and “4”.

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Remember!Remember!If an evaluatee has serious problems in If an evaluatee has serious problems in

several competencies and/or indicators, then several competencies and/or indicators, then the entire PDP should be built around the entire PDP should be built around

improvement in these areas, and the next two improvement in these areas, and the next two dimensions of the PDP (student achievement dimensions of the PDP (student achievement & personal/professional objectives) should be & personal/professional objectives) should be

ignored.ignored.

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Second Area of FocusSecond Area of Focus

Student AchievementStudent Achievement

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

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Third Area of FocusThird Area of Focus(for Tenured Evaluatees only)(for Tenured Evaluatees only)

Personal/Professional ObjectivePersonal/Professional Objective Tenured evaluatees who demonstrate high levels of performance Tenured evaluatees who demonstrate high levels of performance

in all competencies and indicators, particularly evaluatees on in all competencies and indicators, particularly evaluatees on multi-year evaluation cycles, should target a multi-year evaluation cycles, should target a personal/professional objective for implementation and personal/professional objective for implementation and assessment.assessment.

This third dimension/area of focus is not in lieu of work to This third dimension/area of focus is not in lieu of work to improve performance in the competency or indicator receiving improve performance in the competency or indicator receiving the lowest score during full evaluation. It is in addition to the the lowest score during full evaluation. It is in addition to the plan when all competency and indicator scores are “3” or “4”, plan when all competency and indicator scores are “3” or “4”, and the evaluatee can exercise growth and leadership in areas not and the evaluatee can exercise growth and leadership in areas not covered in the competencies and indicators.covered in the competencies and indicators.

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Very Important!Very Important!The indicators chosen for the PDP should come from:The indicators chosen for the PDP should come from: 1.01.0 Preparation for InstructionPreparation for Instruction 2.02.0 Presentation of Organized InstructionPresentation of Organized Instruction 3.03.0 Assessment of Student PerformanceAssessment of Student Performance 4.04.0 Classroom ManagementClassroom Management 5.05.0 Positive Learning ClimatePositive Learning Climate 6.06.0 CommunicationCommunication 8.08.0 Performance of Professional Resp.Performance of Professional Resp.

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PDP InformationPDP Information

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

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PDP Competency & IndicatorsPDP Competency & Indicators

7.0 Professional Development & Leadership7.0 Professional Development & Leadership– 7.1 Improves Professional Knowledge & Skills7.1 Improves Professional Knowledge & Skills– 7.2 Takes a Leadership Role in Improving 7.2 Takes a Leadership Role in Improving

Education (Tenured and Advanced Non-tenured Education (Tenured and Advanced Non-tenured teachers only.)teachers only.)

The grades for these two areas will come from the The grades for these two areas will come from the end of cycle assessment & benefits discussed for end of cycle assessment & benefits discussed for the competency area and indicator selected.the competency area and indicator selected.

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““Staying on Track with PEPE”Staying on Track with PEPE”Time: 8:00 a.m. to 10:00 a.m. oror 12 noon to 2:00 p.m.Place: Russell Building (Large Auditorium) Session 1Session 1 (Sept. 16, 2005) Topic: Replacement pages, State (Sept. 16, 2005) Topic: Replacement pages, State

Monitoring, Orientation, Evaluation Schematic, Structured Monitoring, Orientation, Evaluation Schematic, Structured Interview & PEPE FAQ’sInterview & PEPE FAQ’s

Session 2Session 2 (Oct. 21, 2005) Topic: State Monitoring, Surveys, (Oct. 21, 2005) Topic: State Monitoring, Surveys, Portfolios, & PDPPortfolios, & PDP

Session 3Session 3 (Nov. 10, 2005) Topic: State Monitoring, SRF, ESR (Nov. 10, 2005) Topic: State Monitoring, SRF, ESR & ESC& ESC

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State MonitoringState Monitoring

Spring 2006Spring 2006

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““Portfolio and YOU”Portfolio and YOU”

Place: Russell Building (Large Auditorium)

CounselorsCounselors (Dec. 2, 2005) (Dec. 2, 2005) – Time: 8:00 a.m. to 10:00 a.m.Time: 8:00 a.m. to 10:00 a.m.

Assistant PrincipalsAssistant Principals (Dec. 2, 2005) (Dec. 2, 2005) – Time: 12 noon to 3:00 p.m.Time: 12 noon to 3:00 p.m.

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On-line Professional On-line Professional Development Development OpportunitiesOpportunities

165165

Take a Trip!Take a Trip!

http://tripforteachers.org http://tripforteachers.org

Teacher Resources For Instructional PlanningTeacher Resources For Instructional Planning or or TRIP for short is a website developed by the TRIP for short is a website developed by the Mobile County Public School System to provide Mobile County Public School System to provide lesson plans for state standards in all grade levels.  lesson plans for state standards in all grade levels. 

With over four thousand lesson plans available for With over four thousand lesson plans available for Science, Language Arts, Math and Social Studies, Science, Language Arts, Math and Social Studies, this site is a powerful resource for Teachers and this site is a powerful resource for Teachers and Parents alike.Parents alike.

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Preparing Tomorrow’s Teachers to use Preparing Tomorrow’s Teachers to use TechnologyTechnology

AlaPT3AlaPT3

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.

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Take a tour on the Alabama Virtual LibraryTake a tour on the Alabama Virtual Library

www.avl.lib.al.uswww.avl.lib.al.us

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Keep informed about IDEAS That WorkKeep informed about IDEAS That Work

www.ideapractices.orgwww.ideapractices.org

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Internet Content for the ClassroomInternet 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.

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PDP opportunities at USAPDP opportunities at USAwww.southalabama.edu/saricwww.southalabama.edu/saric

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

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No Child Left Behind Act of 2001No Child Left Behind Act of 2001

www.ed.gov/nclb/landing.jhtml?src=mrwww.ed.gov/nclb/landing.jhtml?src=mr

On January 8, 2002, President Bush signed into law the No Child Left Behind Act of 2001. The Act is the most sweeping reform of the Elementary and Secondary Education Act (ESEA) since ESEA was enacted in 1965. 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.

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Training Opportunities for “Lee vs. Macon”Training Opportunities for “Lee vs. Macon”

onlineacademy.org/alabamaonlineacademy.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”

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AL Professional AL Professional Development ModulesDevelopment Modules

  

Proceed To Modules Main Table of ContentsProceed To Modules Main Table of Contents       

Alabama Department of EducationAlabama Department of EducationDr. Ed Richardson, State Superintendent of EducationDr. Ed Richardson, State Superintendent of Education

  Project ConsultantsProject Consultants: : Dr. Judy BasshamDr. Judy Bassham

Dr. Judith BoserDr. Judith BoserDr. Russell FrenchDr. Russell French

Dr. George Malo Dr. George Malo Mr. Joel McCay Mr. Joel McCay

Dr. Debbie FergusonDr. Debbie FergusonMs. Esther WilliamsMs. Esther Williams

Dr. Katherine Buck Dr. Katherine Buck Dr. Gena Riley Dr. Gena Riley

Dr. Kathleen Pitman Dr. Kathleen Pitman         

Developed with funding from Alabama's Title IIDeveloped with funding from Alabama's Title IITeacher Quality Enhancement Grant Teacher Quality Enhancement Grant 

Copyright © 2001-2003 Alabama Department of EducationCopyright © 2001-2003 Alabama Department of EducationAll Rights Reserved.All Rights Reserved.

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MiddleWeb provides a wealth of resources for schools, districts, MiddleWeb provides a wealth of resources for schools, districts, educators, parents, and public school advocates working to raise educators, parents, and public school advocates working to raise achievement for all students in the middle grades.achievement for all students in the middle grades.

In addition to MiddleWeb's large collection of reform-oriented In addition to MiddleWeb's large collection of reform-oriented materials, this site includes hundreds of articles and links about materials, this site includes hundreds of articles and links about curriculum, teaching strategies, teacher professional development, curriculum, teaching strategies, teacher professional development, parent involvement, classroom assessment, and much more.parent involvement, classroom assessment, and much more.

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PEPE for Administrative InternsPEPE for Administrative Interns

The administrative intern will complete a The administrative intern will complete a Self-AssessmentSelf-Assessment using the Assistant using the Assistant Principal form. The intern will have the option to share or not share the Principal form. The intern will have the option to share or not share the completed completed Self-AssessmentSelf-Assessment with the principal. This information will not be with the principal. This information will not be placed in his/her evaluation file; however, the intern must inform the principal placed in his/her evaluation file; however, the intern must inform the principal when he/she has completed the when he/she has completed the Self-AssessmentSelf-Assessment..

The principal will conduct a The principal will conduct a Structured InterviewStructured Interview with the intern following with the intern following guidelines set forward in the PEPE for Assistant Principals process.guidelines set forward in the PEPE for Assistant Principals process.

The principal will complete the The principal will complete the Supervisor’s Review FormSupervisor’s Review Form included in the included in the PEPE for Assistant Principals process.PEPE for Assistant Principals process.

Upon completion of the school year, the principal and the intern will generate Upon completion of the school year, the principal and the intern will generate a a Professional Development PlanProfessional Development Plan (PDP) for the next school year. This PDP (PDP) for the next school year. This PDP will be reviewed, revised and implemented in the event the intern is placed as will be reviewed, revised and implemented in the event the intern is placed as a local school administrator the year following the internship.a local school administrator the year following the internship.