teacher evaluation system alabama professional education personnel evaluation program

TeacherEvaluation System

AlabamaProfessionalEducationPersonnelEvaluationProgram

• Purposes of Evaluation 1) Improvement 2) Summative decisions 3) Approval of preparation programs

• Statewide Performance Standards

• Criteria Each system was developed from a set of Criteria Criteria includes Competencies, Indicators, and Definition items

Alabama Teacher System

Alabama Department of Education Teacher Evaluation System

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

Competencies





• 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 are same Evaluation process is same for all teachers

• Self-Assessment

• Interview (oral or written)

• Supervisor Review Form

Data Collection Instruments

• Instructional Observation

• Professional Development Plan (generates Leadership/

Development Competency score during next cycle)

• Pre/Post Observation

• Evaluation Summary Report (reporting only)



Generates data for all competency areas

Optionally used by the teacher and shared with evaluator only if teacher agrees

Used by the teacher to:

1) Identify areas that need improvement

2) Compare the teacher’s perceptions ofperformance with the results of theevaluation

3) Determine areas for professional growthactivities to be included in aprofessional development plan.

Self Assessment



Two types of interviews:

A Structured Interview with 4 questions commonly asked of all teachers (oral and written options)

A Clarifying Interview with probing questions focused onclarifying or bringing understanding to the written interview (questions differ from teacher to teacher)

Clarifying Interview conducted after the evaluator analyzes the written interview

Modified scripting is used to record responses in oral option

The Interview



The Observations

Instructional Observation

The evaluator conducts two observations (3 if a non-tenured teacher ) observing the classroomteacher in an instructional setting.



Generates data for competencies in Communication and Professional Responsibilities

Provides data where a supervisor should have objective, experiential information

Supervisor’s Review Form



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 1 - 2 areas for focus in planning professional development for the coming year(s)

Evaluation Summary Report



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



Questions

SYSTEM COMPARISONS

Teachers Special Ed. II Speech/Lang. Counselors Librarians

Observation Observation Observation InstructionalObservation

ManagementObservationInstructionalObservation

Interview 1 added question 1 added question slight differences slight differences

SRF SRF SRF SRF SRF

PDP(Competency 7)

PDP(Competency 7)

PDP(Competency 7)

PDP(Competency 7)

PDP(Competency 7)

Portfolio(7 indicators)

Surveys(Students,

Parents, Faculty/Staff)

Surveys(Students,

Faculty/Staff)

ESR ESR ESR ESR ESR

Teacher System Special Ed System

Eight Competencies Eight Competencies

COMPETENCIESSPECIAL EDUCATION GROUP II

Preparation for Instruction

Presentation of Instruction

Assessment of Student Performance

Classroom Management

Positive Climate

Communication

Prof. Development/Ldrship

Prof Responsibilities

Preparation for InstructionNew indicator for Initial Evaluation

Presentation of Instruction

Assessment of Student Performance

Classroom Management

Positive ClimateIncorporates Health and Safety

Communication

Prof. Development/Ldrship

Prof Responsibilities


Classroom Classroom and Environments

CONCEPTSSPECIAL EDUCATION GROUP II

(e.g. class could be in community such as grocery stores, restaurants)

Academic Content Academic Content, Functional, and Developmental Levels

(e.g. resources include paraprofessionals,adaptations include assistive technology)

Equipment/Materials Equipment/Materials, Resources, and Adaptations

(could include physical control of student) Management of Behavior Management of Behavior

Climate Climate (also emphasizes health and safety of students


Self Assessment Self Assessment

INSTRUMENTSSPECIAL EDUCATION GROUP II

(Same format)

Interview Interview

Observation

(3 questions, 5 indicators) (4 questions, 6 indicators. Adds question forIndicator 1.1. Rest of questions cover sameindicators as teacher system

(17 indicators) Observation

(Same 17 indicators and same procedures)

Pre/Post Observation Pre/Post Observation (Same procedures, first two questions adapted for special education)


INSTRUMENTSSPECIAL EDUCATION GROUP II

(No difference) Supervisor’s Review Form Supervisor’s Review Form

Evaluation Summary Report ESR is same except for adding new indicator and reference to health and safety

PDP PDP has no changes

(Not scored in field test since no pastPDP has been developed)

Competency 7 Scoring Competency 7 Scoring is same

teacher evaluation system alabama professional education personnel evaluation program

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