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 PresentationTRANSCRIPT
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 – 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