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Educate Alabama Orientation for Educators 2012

Educate Alabama

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Educate Alabama. Orientation for Educators 2012. Educate Alabama Elements. Formative Assessment. EDUCATE Alabama Teacher Evaluations. The purpose of this evaluation process is to continually improve practice through teacher and evaluator reflections. - PowerPoint PPT Presentation

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Educate AlabamaOrientation for Educators 2012

Educate Alabama Elements

Formative Assessment

EDUCATE AlabamaTeacher Evaluations

• The purpose of this evaluation process is to continually improve practice through teacher and evaluator reflections.

• This process is NOT designed to assign each teacher a performance level or grade from an evaluator.

• However, as part of Dr. Bice’s “Plan 2020”, it is essential that all educators work diligently to improve their craft and to document their professional growth through EDUCATE ALABAMA.

Plan 2020 Summative Evaluation Elements

Summative Evaluation

Plan 2020 – Direction of Evaluations• Formative - to Develop • Summative - to Attach a Value

Goal - Gather feedback to be used by the instructional leader and educator to guide professional growth, favorably impacting student achievement

Reflective process

Describes multiple dimensions of educator practice

Two-way communication

Improvement during teaching

Goal - Measures the level of success or proficiency obtained by an educator at the end of the school year

Comparison to a standard or benchmark

May assign a rating to an educator

Assessment of educator after teaching has occurred

Who is formally evaluated in EDUCATE ALABAMA?• All non-tenured teachers are evaluated

each year• Tenured teachers are formally evaluated

every three years• Any teacher who is given appropriate

notification by the principal (reasons may include new to the school; change in grade level or subject area; etc.)

Basic Process for EDUCATE ALABAMA• All teachers will:–Complete annual self-assessments–Complete an annual PLP at the

beginning of the school year–Add evidence supporting your growth

This is true of teachers on or off full evaluation cycle!!

EDUCATEAlabama Implementation *Timeline2012 - 2013

* Based on majority of LEA school calendars submitted to the SDE reflecting a 8/20/12 school start date

STEPS BEGIN BY COMPLETION BY RESPONSIBLE

STEP 1: ED DIRSTEP 2: EA LOGIN

STEP 3: EA PROFILE8/13/12

8/17/12 ALL REVIEWERS,

ALL EVALUATORS, AND ALL EVALUATEES

STEP 4: SELF-ASSESSMENT 8/13/12 8/17/12

ALL EVALUATEESWITH ALL

EVALUATORS’ GUIDANCE

STEP 5: DIALOGUESTEP 6: PLP 8/20/12 9/30/12 ALL EVALUATEES

AND ALL EVALUATORS

STEP 7: SUPPORTING EVIDENCE 10/01/12

ONGOING UNTIL SCHOOL CLOSE

OR 7/31/13

ALL EVALUATEES AND ALL EVALUATORS

REVIEWERS, AS APPROPRIATE

STEP 8: CLOSE-OUT NOT BEFORE 5/11/13

NOT AFTER7/31/13 PRIMARY EVALUATORS

IMPORTANT: REVIEWERS

ALL STEPS 1-8ENSURE STEPS

BEGIN ON TIME

ENSURE STEPS COMPLETED

ON TIME

ENSURE EVALUATEE/EVALUATORSUPPORT FOR EFFECTIVE EA

IMPLEMENTATION

Self Assessment –Beginning of School

– Teacher uses the Alabama Continuum for Teacher Development to self assess

– Pre Service, Emerging, Applying The impact is on the teacher’s classroom A good, solid classroom teacher is most likely

“Applying”– Integrating, Innovating Impacting Adult Practices Outside of your classroom

and School– This form is shared with the evaluator at the first

Dialogue Conference

Self-Assessment

• As you self assess on each of the AQTS indicators, read the rubric carefully!

• In order to identify yourself at a certain level, you must do each of the items listed under that level as well as all the levels leading up to the desired level.

• See sample on next slide

Alabama Quality Teaching Standards (AQTS)

Standard 1: Content KnowledgeTo improve the learning of all students, teachers master the disciplines related to their teaching fields including the central concepts, important facts and skills, and tools of inquiry; they anchor content in learning experiences that make the subject matter meaningful for all students. Standard 2: Teaching and Learning To increase the achievement of every student, teachers draw upon a thorough understanding of learning and development; recognize the role of families in supporting learning; design a student-centered learning environment; and use research-based instructional and assessment strategies that motivate, engage, and maximize the learning of all students.

AQTS ContinuedStandard 3: LiteracyTo improve student learning and achievement, teachers use knowledge of effective oral and written communications, reading, mathematics, and technology to facilitate and support direct instruction, active inquiry, collaboration, and positive interaction. Standard 4: Diversity To improve the learning of all students, teachers differentiate instruction in ways that exhibit a deep understanding of how cultural, ethnic, and social background; second language learning; special needs; exceptionalities; and learning styles affect student motivation, cognitive processing, and academic performance. Standard 5: ProfessionalismTo increase the achievement of all students, teachers engage in continuous learning and self-improvement; collaborate with colleagues to create and adopt research-based best practices to achieve ongoing classroom and school improvement; and adhere to the Alabama Educator Code of Ethics and federal, state, and local laws and policies.

Standard 1: Content Knowledge

Standard 2:Teaching and Learning

Standard 3:Literacy

Standard 4:Diversity

Standard 5: Professionalism

Academic Disciplines Knowledge of the subject

matter Ability to use students’ prior

knowledge to introduce content

Ability to help students make connections to promote retention

Curriculum Ability to design and develop

instruction to address the scope and sequence of curriculum

Ability to modify and adapt curriculum to meet the needs of all learners

Human Development Knowledge of students’ physical,

social, emotional, and cognitive development

Ability to design developmentally-appropriate learning experiences

Organization and ManagementKnowledge of effective classroom organization

and management techniquesKnowledge of school emergency response

proceduresAbility to use courses of studyAbility to use data for instructionLearning Environment Ability to communicate with families Ability to create safe and stimulating learning

environmentsAbility to create print-rich environmentAbility to encourage student assumption of

responsibilityInstructional Strategies Ability to create integrated

instructional design Ability to use appropriate research-

based instructional strategies Ability to use effective questioningAssessmentKnowledge of purposes of formative and

summative assessmentAbility to design and use a variety of formal

and informal assessments Ability to plan and use assessments that meet

diverse needs of studentsAbility to develop and use rubrics for student

self-assessmentAbility to interpret and use results of state

assessments

Oral and Written Communications Knowledge of language

acquisition Ability to demonstrate standard

oral and written communications

Ability to foster effective verbal and nonverbal communications during instruction

Knowledge of strategies that increase students’ competence in reading, writing, speaking, and listening

Knowledge of assessment tools to monitor reading strategies

Ability to integrate reading instruction into content areas taught

MathematicsKnowledge of role math plays in

everyday lifeAbility to solve problems using different

strategiesAbility to communicate about mathTechnologyAbility to integrate technology into

teachingAbility to facilitate students’ use of

technologyAbility to use technology to assess

student progress and manage records

Cultural, Ethnic, and Social Diversity Recognize learning is influenced by

student backgrounds; model multicultural awareness, acceptance, and appreciation

Ability to communicate with students from diverse backgrounds

Language Diversity Knowledge of strategies to

support 2nd language acquisition

Ability to identify difficulties resulting from language learning

Special Needs Knowledge of major areas of

exceptionality in learning Ability to identify and refer

students for special services Ability to address learning

differences in classroomLearning Styles Ability to help students assess their

own learning styles Ability to design learning that engages

all learning stylesGeneralKnowledge of how biases can affect

teaching and learningAbility to involve families, community

agencies, and colleagues to support learners

Ability to assess student strengths and learning needs and to address these in instruction

CollaborationKnowledge of benefits of collaboration Ability to share responsibility for students

with diverse learning needsAbility to collaborate in IEPs and 504sAbility to communicate and collaborate with

members of the school communityContinuous, Lifelong Professional LearningKnowledge of professional learning

optionsAbility to articulate a personal educational

philosophyAbility to improve as a teacherAbility to design and conduct action

research to monitor teaching effectiveness

Ability to participate in a professional learning community

Alabama-Specific Improvement Initiatives Ability to communicate with

students, parents, and the public about ’s assessment system and major state initiatives

Ability to integrate state programs into the curriculum and instructional processes

School ImprovementAbility to use principles of change Ability to assume leadership responsibility Ethics Knowledge of appropriate behavior Ability to use confidential student

information Ability to practice safe, responsible,

legal and ethical use of technologyLocal, State, Federal Laws and PoliciesKnowledge of laws related to students’ and

teachers’ rightsAbility to access resources and keep

accurate records

Development of the PLP (Professional Learning Plan)

• PLPs will be developed at the beginning of each school year.

• Improvement areas can be driven by the school’s CIP or by the improvement areas agreed on by the teacher and the administrator or both.

• Two indicators must be chosen. One should be chosen that directly impacts student learning.

• Educators may choose to work on one additional indicator.

OMHS Indicators for PLP• Indicator 2.8 -- Uses formative assessments to

provide specific and timely feedback to assist learners in meeting learning targets and to adjust instruction

• Indicator 3.8 -- Facilitates learners’ individual and collaborative use of technology and evaluates their technological proficiency

• Teacher may choose another indicator that they wish to work on

• Remember…evidence must be entered to support your work on these indicators.

Observations

• There are two unannounced observations• Ideally one first semester and one second

semester• A principal may decide that a teacher needs

more that just two observations

Collaborative Dialogue with Administrator

After each observation, teacher and evaluator meet to:• Review PLP and discuss observations and data• Reflect on other evidences• Identify next steps based on observations and

reflections• Plan for implementation of identified next steps• Discuss evidence collection• Final dialogue and close-out will occur at the end of the

school year.

Evidence Collection• Once the PLP is developed, one should begin gathering

and entering supporting evidence.• You enter evidence through the EDUCATE ALABAMA web

portal.• Evidence could include, but is not limited to:

– Lesson Plans– Class Assessment Data– Walkthrough– Instruction Round/Visit– Meetings (data, grade level, department)– Student Work– Class Newsletters– Any other evidence agreed upon by teacher and evaluator

How do I access EDUCATE ALABAMA?

Visit the Shelby County Schools Website Click on “logins” Look for EDUCATE ALABAMA Click on EDUCATE ALABAMA This will direct you to the EDUCATE

ALABAMA login page

FAQs & Educator Video embedded in online

Step directions

EVALUATEES

STEP 3PRIMARY

and/or SECONDARY

EVALUATOR(S)

MUST BE SELECTED

BEFORE GOING TO STEP 4

Co-signatures lock PLPs. Once locked, PLPs remain locked and are not editable.

INCOMPLETE PLP

Takes you back to where you’ve been

SAVE OFTEN

ARE SURE YOU WANT TO DELETE?This can not be undone.

ALL USERS - SELECT ANY ICON TO VIEW PRINT OPTIONS

SELF-ASSESSMENT, PLP, EVIDENCE, FULL REPORT

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