2017-2018 Training Material User Guide LEADAlabama Steps … Alabama/LEADAlabama User... · 2017-2018 Training Material User Guide LEADAlabama Steps 1-8 ... of a self-assessment,

Updated July 25, 2017

2017-2018 Training Material

User Guide

LEADAlabama Steps 1-8

Find Training Material at:

http://www.alsde.edu/sec/ee/pages/leadalabama-

all.aspx

LEADAlabama

Includes all central office and school-based administrators,

(Excludes system superintendent)

Division of Teaching and Learning Educator Effectiveness Section

http://www.alsde.edu/sec/ee/pages/leadalabama-all.aspx


Updated July 25, 2017

LEADAlabama 2017-2018

LEADAlabama User Guide Contents

Introduction……………………………………………………………………………………….…….…1

Before You Implement LEADAlabama………………………………………………….………2

Acronyms and Terminology..…………………………………………………………………….…3

Technical Support……………………………………………………………………………….……….4

Implementation Timeline…………………………………………………………………………….5

Training in Your Local Education Agency.…………………………………………….…….…7

Step 1 & FAQs………………………………………………………………………………………………8

Step 2…………..……………………………………………………………………………………….…….9

Step 3....…….……………………………………………………………………………………………...10

Step 4 & FAQs…………………………………………………………………………………………….11

Step 5 & FAQs…………………………………………………………………………………………….14

Step 6 & FAQs…………………………………………………………………………………………….17

Step 7 & FAQs…………………………………………………………………………………………….20

Step 8 & FAQs…………………………………………………………………………………………….24

Updated July 24, 2017 Page 1


Introduction

LEADAlabama is a formative, online, evaluation program for educational leaders. The program consists

of a self-assessment, collaborative dialogue, professional learning plan (PLP), and evidence collection.

LEADAlabama Process

Self-Assessment:

Alabama Continuum for Leadership Development - 23 indicators described at five levels of development

Results used to focus a conversation with the Evaluator about professional practice and areas needing improvement

Collaborative Dialogue:

A conversation with Evaluator to inform development of the Professional Learning Plan Select 2-3 indicator for professional learning plan

Professional Learning Plan (PLP):

Collaboratively developed plan for professional learning

Evidence Summary:

Documentation of professional learning evidencing active work towards leadership improvement

Self Assessment

PLPEvidence Summary

Begin: August

Close: July

Administrator

Learning

Dialogue



Before You Implement LEADAlabama

1. Carefully review:

Terminology & Acronyms

Technical Support

Implementation Timeline

PowerPoint

User Guideline

Training Handouts

2. Receive LEADAlabama training as directed by your superintendent (or

designee) and Evaluator.

3. Upon completing (1) and (2) above, proceed to LEADAlabama

Implementation.



Acronyms and Terminology

Common Acronyms

AIM = ALSDE Information Management AL = Alabama ASIL = Alabama Standards for Instructional Leaders ASA = Alabama Supercomputer Authority Continuum = Alabama Continuum for Instructional Leader Development ED DIR = SDE Online Education Directory IS = SDE Information Systems LEAD/LA = LEADAlabama LEA = Local Education Agency PLP = Professional Learning Plan SA = Self-Assessment SDE = Alabama State Department of Education SE = Supporting Evidence

LEADAlabama Terminology

LEADAlabama Reviewers All instructional leaders who may review the LEADAlabama process system wide.

LEADAlabama Evaluators All instructional leaders who are evaluating administrators using the LEADAlabama process (central office administrators, principals, career technical directors, and other specialty instructional leaders)

LEADAlabama Evaluatees All instructional leaders who are evaluated using the LEADAlabama process (central office administrators, principals, career technical directors assistant principals, and other specialty area instructional leaders)

LEAD Users = All of the above



Technical Support

1. Start with your LEA, as follows:

a. Central Office

LEAD Content Issues = Superintendent/Evaluation Coordinator/designee

LEAD Technical Issues = Technology Coordinator/designee

b. School

LEAD Content Issues = Assigned Evaluator/designee

LEAD Technical Issues = Assigned school technology designee

2. Only after receiving LEA support, if additional assistance is needed, contact:

a. ALL LEAD Issues (content, technical, ED DIR, other) including Step 1 (ED DIR-

SDE Online Education Directory), contact the Alabama Supercomputer

Authority (ASA) at:

[email protected] or call 1-800-338-8320.

b. IMPORTANT NOTICE

Send all EdDir or AIM issues, including not having access to the

LEADAlabama tile, contact your local EdDir representative – DO NOT

contact the ALSDE help desk.

c. E-mail request for support should include:

Full Name

System

School

E-mail address

Telephone number

Specific description of your content/process issue

Technology related issues: Cut/paste actual “error” seen into e-mail

mailto:[email protected]



LEAD Alabama (LA) Suggested Implementation Timeline

2017 -2018

STEPS BEGIN BY COMPLETION BY RESPONSIBLE

STEP 1: ED DIR/AIM

STEP 2: LOGIN

STEP 3: PROFILE

8/1/2017 9/2/2017

ALL REVIEWERS,

ALL EVALUATORS,

AND ALL EVALUATEES

STEP 4:

SELF-ASSESSMENT

8/1/2017, if

login has

been

updated

9/16/2017 ALL EVALUATEES

WITH ALL

EVALUATORS’ GUIDANCE

STEP 5: DIALOGUE

STEP 6: PLP 9/19/2017 10/21/2017 ALL EVALUATEES

AND ALL EVALUATORS

STEP 7: SUPPORTING EVIDENCE

10/21/2017

ONGOING UNTIL

SCHOOL CLOSES

OR 7/31/2018

ALL EVALUATEES

AND ALL EVALUATORS REVIEWERS, AS APPROPRIATE

STEP 8: CLOSE-OUT

NO EARLIER THAN

5/6/2018

NOT AFTER 7/31/2018

PRIMARY EVALUATORS

ALL REVIEWERS

RESPONSIBLE FOR SYSTEMWIDE/SCHOOL-BASED/EVALUATEE IMPLEMENTATION

ALL STEPS 1-8 ENSURE

STEPS

BEGIN ON TIME

ENSURE STEPS ARE

COMPLETED ON TIME

ENSURE

EVALUATEE/EVALUATOR

SUPPORT FOR EFFECTIVE

LEAD IMPLEMENTATION



LEADAlabama Implementation Timeline

At-A-Glance

Education Directory

Login

Profile

Self-Assessment

Collaborative

Dialogue

Professional

Development Plan

Supporting

Evidence

Evidence

Summary &

Closeout

August September September –

October October –

July 31

By July 31

*Contract

Principal

*The evaluation for contract principals must be completed at least 90 days prior to the termination of the contract period. For contract principals, the evaluation should be completed by March 15 of the school year to ensure the 90-day requirement for notification of non-renewal/cancellation of the contract can be met. However, depending on the contract period ending date, the evaluation schedule dates can be adjusted accordingly.



Training in Your LEA Access all training material at: http://www.alsde.edu/sec/ee/pages/leadalabama-all.aspx

Under General Information Tab

o Website Information and Technical Support

o LEADAlabama Implementation Timeline

o Alabama Continuum for Instructional Leaders

Reports Tab

o Reports Statewide

o Reports by In-service Region

o Reports by State Board District

Training Tab

o User Guide

o LEADAlabama Implementation Timeline

o Alabama Continuum for Instructional Leaders

o ISLLC Alignment

o Examples of PLPs

o Help Videos




LEADAlabama

Includes all school-based and central office administrators

STEP 1

SDE ONLINE EDUCATION DIRECTORY (ED DIR) ACCOUNTS

REGISTRATION/UPDATES

Registering or Updating ED DIR Accounts

1. As directed by your assigned Evaluator(s), proceed as follows:

a. Go to http:/leadalabama.asc.edu.

b. Select: STEP 1: LEAD Profiles/Adding Staff

c. Select: Go to the State Department of Education (SDE) Online Education

Directory (EDDIR)

d. Review the ED DIR Training Videos

e. Register or update their personal ED DIR accounts by entering accurate:

Personal information

E-mail address

Password

REVIEW THE FREQUENTLY ASKED QUESTIONS (FAQs)

AT https://schools.alsde.edu/EdDir/FAQ.pdf

http://educatealabama.asc.edu/

https://schools.alsde.edu/EdDir/FAQ.pdf



LEADAlabama


STEP 2

LEAD LOGIN/LOGOUT

1. Go to LEADAlabama at http://leadalabama.asc.edu.

a. LOGIN using your e-mail address and password, registered or updated

through your ED DIR account.

b. LOGOUT

c. Before Evaluatees login to the LEAD site, ALL Reviewers and Evaluators

must successfully login and logout of the LEAD site.

d. Proceed to: STEP 3 - EVALUATEE PROFILES/PROFILE STATUS.

http://leadalabama.asc.edu/



LEADAlabama


STEP 3

LEAD PROFILES/PROFILE STATUS

Follow LEAD Online Directions and Prompts

1. Upon direction from your Evaluator(s), review and update your LEAD profile

information.

2. To update, select Edit, then:

a. Verify the accuracy of your full name.

Update as needed.

b. Select *Primary Evaluator from drop down menu, as directed by your Primary

Evaluator.

c. Select **Secondary Evaluator, as appropriate, as directed by your Primary

Evaluator.

3. Upon editing and reviewing for accuracy, select “SAVE.”

4. Inform your Evaluator(s) when your LA Profile Status is accurate and complete.

5. Your Evaluator(s) will be able to see your current status in the LEAD process only after

you have selected them as either a Primary and/or Secondary Evaluator.

6. Upon direction from your Evaluator(s), proceed to: STEP 4 - SELF-ASSESSMENT.

When in doubt, request guidance from your Evaluator(s).



LEADAlabama


STEP 4

LEADER SELF-ASSESSMENT


1. Read the FAQs on the next two pages.

2. Upon direction from assigned Evaluator(s), Evaluatees should begin/complete their Leader

Self-Assessment, following the directions in the online process, summarized below.

3. Evaluatees will notify assigned Evaluator(s) when their Leader Self-Assessments are

complete.

4. Upon direction from assigned Evaluator(s), Evaluatees will proceed to: STEP 5 – DIALOGUE.

LEADAlabama


DIRECTIONS

COMPLETING LEADER SELF-ASSESSMENT

1. Click on “Start Self-Assessment” icon and follow the online directions.

2. Review each of the 23 indicators, 1A through 8B.

Red Icon = Indicator not selected.

Green Icon = Indicator selected.

3. Select the column (*level of practice) that best describes your (Evaluatee) current leadership practice.

When a column is selected, that column, and all columns to the left will become shaded *green and the icon

will turn green.

IMPORTANT

When you (Evaluatee) shade content green, you are indicating to your Evaluator,

“During this school year, I can provide compelling evidence, through observation and/or other Supporting

Evidence/information that my current leadership practice reflects each component shaded in green.”

4. Follow the directions to complete all 23 indicators.

5. Once satisfied with final selections, you (Evaluatee) will select “FINISHED” to complete your self-assessment.

6. In order to select “FINISHED”, all icons must be changed to green.

7. You will notify Evaluators when your Leader Self-Assessment is complete. Evaluators may also view your self-

assessment completion status via their Profile Status page.

8. Though complete, as an Evaluatee, you may edit your self-assessment at any time prior to the co-signing and

completion of your Professional Learning Plan (PLP).

9. Once your PLP is co-signed/completed by the Evaluator and you, the Leader Self-Assessment becomes a

locked document, and may no longer be edited.

10. Upon completion of the self-assessment, notify your Evaluator and proceed to STEP 5 – DIALOGUE.



STEP 4

LEADER SELF-ASSESSMENT

FREQUENTLY ASKED QUESTIONS (FAQs)

Q: What is the Leader Self-Assessment?

The Alabama Continuum for Instructional Leader Development is the Leader Self-Assessment

and the foundation for the entire LEADAlabama (LEAD) process.

Q: Are all Evaluatees using the same version of the Alabama Continuum for Instructional

Leader Development and the Leader Self-Assessment?

All LEA Evaluatees (Instructional Leaders) will use the original Alabama Continuum for

Instructional Leader Development and the Leader Self-Assessment in 2016-2017.

Q: How long is the Leader Self-Assessment?

The Leader Self-Assessment consists of 23 indicators (1A through 8B), which encompasses the

eight Alabama Standards for Instructional Leaders. All Evaluatees must respond to all indicators

by selecting their current level of practice on the continuum for each indicator. An indicator may

not be skipped, as all Evaluatees in Alabama are accountable for aligning their practice to all

indicators of the Alabama Standards for Instructional Leaders.

Q: What if Evaluatees feel that specific indicator(s) do not apply to their current practice?

It is suggested that Evaluatees select the Pre-service/Leadership level of practice (first column)

for any indicators that they feel do not specifically relate to their current leadership practice.

Because all indicators must be included in the Evaluatees’ practice, the “Pre-

service/Leadership” selection does not mean Evaluatees are not responsible for the practice.

This selection does mean that the Evaluatees are not currently using the indicator or needs to

strengthen their level of practice. Example: Assistant Principals may assume that indicator 7B

(related to managing fiscal resources) does not relate to their practice, as the building principal

handles all the financial decisions, and therefore this indicator should be “skipped” in the self-

assessment. Because all Alabama Evaluatees are responsible for managing fiscal resources, this

assumption is inaccurate.



LEADAlabama: STEP 4 – FAQs continued

Q: Who must complete the Leader Self-Assessment? When and how often?

All instructional leaders (Evaluatees) participating in LEAD must complete the self-assessment at

the beginning of each school year (August).

Q: Once instructional leaders complete the Leader Self-Assessment, who is responsible for

editing and/or closing the self-assessment?

Evaluatees are solely responsible for Leader Self-Assessments, and the only individuals with

editing and closing privileges.

Q: Must Evaluatees complete the Leader Self- Assessment in “one sitting?”

No. Evaluatees may stop working on their assessment at any point, and then return to it later.

However, remember to “Save!”

Q: When Evaluatees return to the complete their self-assessment, will their previous work be

saved?

Yes.

Q: When Evaluatees have completed their self-assessment, what should they do?

Notify the Evaluator(s) (primary and/or secondary evaluator) responsible for their evaluation.

Q: Once Evaluatees select “FINISHED”, will their self-assessment be locked?

No. Evaluatees will have the ability to edit Leader Self-Assessments until their completed PLP is

signed by their Evaluator (principal/instructional leader) and them. Once the PLP is signed by

both parties, the self-assessment becomes locked and may not be re-opened.

Q: Who has viewing privileges of Evaluatees’ self-assessments?

Evaluators have viewing privileges of assigned Evaluatees’ self-assessments. Evaluatees have

viewing privileges of their own self-assessments. If approved by the local superintendent,

designated Reviewers may view the status of any Evaluatee’s self-assessment in their LEA.



LEAD Evaluatees


STEP 5

DIALOGUE

Note: There is no LEAD online component for the Dialogue.

1. Upon direction from your assigned Evaluator(s), Evaluatees proceed as follows:

a. Read the FAQs on the next page.

b. Schedule a time, as mutually agreed upon with your assigned Evaluator, to hold the

Dialogue.

c. Hold Dialogues with assigned Evaluator, including the following:

Discuss completed Leader Self-Assessment, and the rationale for the selected levels of practice for each of the 23 indicators.

Select/agree upon indicators that will become the focus for the PLP for the year. SDE suggestion: Concentrate on 2-3 indicators. Selections may include indicators selected as a school and/or system focus for

professional growth.

Discuss the following to be included in the PLP: Specific professional development opportunities and timeframe How professional development “learning” will be specifically implemented

over what timeframe Supporting Evidence to be included Anticipated impact professional growth and implementation will have on

student achievement

Upon agreement, Evaluatees will follow the online directions to: Access Leader Self-Assessment. Assign agreed upon 2-3 indicator(s) to the PLP.

d. Upon agreement, Evaluatees proceed to: STEP 6 – PROFESSIONAL LEARNING PLAN

(PLP).



LEAD Evaluatees


STEP 5

DIALOGUE


Q: What is the Dialogue and its purpose?

The dialogue is a meaningful, reflective, and collaborative conversation between Evaluators and

their assigned Evaluatees. The dialogue allows Evaluators and Evaluatees to collaboratively set

professional goals and pursue professional development each year.

Q: Who must Dialogue?

All Evaluators and their assigned Evaluatees (Leaders) must have a minimum of one dialogue at

the beginning of each school year.

Q: When is the Dialogue held?

Evaluators and Evaluatees will hold the initial dialogue when Evaluatees complete the Leader

Self-Assessment,

at the beginning of the school year.

Q: Is there a Dialogue icon to select or a form to complete?

No. The Leader Self-Assessment and PLP are used in during the Dialogue to make professional

learning decisions.

Q: In addition to the Leader Self-Assessment, what should be a part of the dialogue?

Along with the completed self-assessment, Evaluators and Evaluatees are encouraged to

consider multiple data sources when agreeing upon assigning indicators to the Professional

Learning Plan (PLP), Evaluators and Evaluatees develop together.

Q: Once the dialogue is held, who “assigns” the indicators to the PLP and “enters” the

content?

Evaluatees are responsible for assigning indicators from self-assessments to the PLP, then

entering the content. Evaluators may revise and edit the Leader’s PLP content, in keeping with

PLP content agreed upon during the dialogue.




Q: May the 2-3 agreed upon indicators include school and/or system-wide indicators?

Yes.

Q: After the initial Dialogue, are additional dialogues required, as a part of the LEAD process?

No. However, best practice encourages ongoing dialogue/conversation between Evaluators and

Evaluatees throughout the year. Continuous conversations will promote optimal opportunities

for professional growth and implementation, ultimately impacting student achievement.



LEAD Evaluatees


STEP 6

PROFESSIONAL LEARNING PLAN (PLP)


1. Upon direction from assigned Evaluator(s), proceed as follows:

a. Read the FAQs on the next two pages.

b. Evaluators will direct their assigned Evaluatees to follow the online prompts for

completing the PLP, summarized as follows:

Evaluatees (and/or Evaluators) – On Profile Page, select the

“PLP in Progress” icon.

Indicators “Assigned to the PLP” during the Dialogue, from the Evaluatees’

completed Leader Self-Assessment will be viewable.

Follow the online prompts to open indicator text boxes to enter content for

each indicator assigned to the PLP.

When, and only when, the PLP content is successfully and accurately entered,

Evaluatees will notify Evaluators that the PLP is ready for review.

Upon Evaluators’ review, Evaluatees will revise PLPs as needed, and then

inform Evaluators when revisions are complete.

Upon Evaluators’ approval and mutual agreement, Evaluators and Evaluatees

will finalize PLPs by electronically co-signing.

c. Evaluatees proceed to: STEP 7 - SUPPORTING EVIDENCE TYPES.

To add/remove indicators to/from PLP

Go to Home Profile page

Click on “Self-Assessment Complete”

To add an indicator, click on “Assign to PLP”

To remove an indicator, click on

“Remove from PLP”

Return to Home Profile page

Click on “PLP In Progress ”

Above edits will be present.

IMPORTANT

When both signatures are applied,

the PLP may not be re-opened.



LEAD Evaluatees


STEP 6

PROFESSIONAL LEARNING PLAN (PLP)

FREQUENTLY ASKED QUESTIONS (FAQS)

Q: What is the Professional Learning Plan (PLP)?

The PLP is a tool that Evaluator and Evaluatees (Leaders) use to plan and reflect upon

Evaluatees’ professional growth annually. Along with the Leader Self-Assessment, the PLP is the

core of the Dialogue.

Q: Who is required to complete a PLP? When and how often?

All Evaluatees (Leaders) participating in LEAD must complete a new PLP at the beginning of each

school year.

Q: Are all Evaluatees required to complete a new PLP each year, if they are not on “full

evaluation cycle?”

Yes. Regardless of “full evaluation cycle” status, all Evaluatees must complete a new PLP

annually when school begins.

Q: What is the basis for the PLP?

The PLP is based upon Evaluatees’ completed Leader Self Assessments, and the indicator(s)

agreed upon to be the focus for professional growth during the dialogue held between

Evaluators and Evaluatees.

Q: May Evaluatees develop PLPs without Evaluator involvement?

No. While Evaluatees are responsible for entering PLP content, Evaluators are responsible for

reviewing, editing, and/or suggesting revisions, then agreeing upon final content (established

during the Dialogue) by co-signing PLPs.

Q: How many indicators should be assigned to PLPs?

The number of indicators assigned to PLPs will be determined by the local education agency

(LEA) superintendent, and/or Evaluators and/or Evaluatees. The SDE suggests that 2-3

indicators are assigned to the PLP.



LEAD EVALUATEES: STEP 6 – FAQs continued

Q: Must PLPs include indicator(s) that the school and/or LEA have selected as a focus for

professional growth?

PLP content should reflect directions/guidelines set forth by the LEA superintendent and/or

Evaluators, as related to system and/or school goals.

Q: What should PLP content reflect?

PLPs should reflect the Alabama Standards for Instructional Leaders and the Alabama

Continuum for Instructional Leadership Development. Keep in mind that the PLP is based on

the Leader Self-Assessment, which is founded on the Alabama Standards for Instructional

Leaders and reflects a description of practice within the Continuum. The PLP should focus on the

areas of professional growth selected by Evaluatees and Evaluators.

Q: Once completed PLPs are agreed upon and signed, what if Evaluatees and/or Evaluators

want to revise it later?

Once the original PLP content is agreed upon and both signatures are applied, the original

content may not be altered. If needed, additional indicators may be added to the EA process

during the year.

Q: In order to get a “head start” on the upcoming school year, may PLPs be completed in the

spring of the current year?

No. PLPs should reflect professional learning goals that are specifically related to Evaluatees’

educational assignment for the upcoming year. PLPs written during the spring of the previous

year miss the intent of the entire LEAD process. Additionally, Reviewers/Evaluators/Evaluatees

do not have access to the upcoming year’s LEAD online process until school resumes each year.



LEAD Evaluatees


STEP 7

SUPPORTING EVIDENCE


1. Upon direction from assigned Evaluator(s), proceed as follows:

a. Read the FAQs on the next two pages.

b. Follow the online prompts for adding Supporting Evidence throughout the year,

summarized as follows:

Select the “Supporting Evidence in Progress” icon located on Evaluatees’

profile pages.

Follow the directions and prompts for selecting and adding specific types of

Supporting Evidence.

SAVE UPON ENTERING ANY CONTENT.

Repeat the above to add any type of Supporting Evidence throughout the

year, as needed.

NOTE: Adding compelling supporting evidence on a regular basis throughout

the year is important to support Evaluatees’ professional growth and

favorable outcomes.

c. Evidence Types

Observation - Specific routines and procedures actually described by the

Evaluator during an un-announced observation. Two (2) observations for

principals.

Leadership Practices – Specific actions/strategies utilized by the

Evaluatee during the academic year, that directly reflect professional

learning, growth, and impact on adults/students, school, and/or the

school system as a result of a specific professional study related to an

Alabama Standard for Instructional Leader indicator(s).The Evaluatee’s

demonstration of leadership should be evidenced in specific

actions/strategies.

School/Student Data – Any system-wide, school-wide or student specific

data that may support the Evaluatee’s improvement or progress

regarding the Leadership indicator(s) chosen for improvement.

Other – Any other actions/accomplishments the Evaluatee demonstrates

that reflects upon the PLP, school, or school system for the year.



LEADAlabama: STEP 7 continued

d. Evidence Summary

When the formative assessment is complete, the Evaluator has the

option to add a Summary Statement (Evidence Summary) and close the

Evaluatee's LEADAlabama process for the year.

Upon completion of all Supporting Evidence by Reviewers/Evaluators/Evaluatees and

Evidence Summary, Reviewer(s) will direct Evaluators and their assigned Evaluatees to

proceed to: STEP 8 - COMPLETING/CLOSING LEAD PROCESS.

IMPORTANT

Reviewers and Evaluators may add Observations to Evaluatees’ Supporting Evidence.

Evaluatees may not add Observations to their Supporting Evidence.

However, Evaluatees may add comments to Observations entered by Reviewers and/or

Evaluators.

Comments are only editable by the individual entering them.



LEAD Evaluatees


STEP 7

SUPPORTING EVIDENCE


Q: What is Supporting Evidence?

Supporting evidence refers to specific actions/strategies that support implementation of

Evaluatees’ (Leaders’) Professional Learning Plans (PLPs).

Q: What types of Supporting Evidence may be entered by Reviewers and/or Evaluators for

Evaluatees through the LEADAlabama online process?

The following Supporting Evidence may be entered:

Observation - Specific routines and procedures actually described by the Evaluator

during an un-announced observation. Two (2) observations for principals.

Leadership Practices – Specific actions/strategies utilized by the Evaluatee during the

academic year, that directly reflect professional learning, growth, and impact on

adults/students, school, and/or the school system as a result of a specific professional

study related to an Alabama Standard for Instructional Leader indicator(s).The

Evaluatee’s demonstration of leadership should be evidenced in specific

actions/strategies.

School/Student Data – Any system-wide, school-wide or student specific data that may

support the Evaluatee’s improvement or progress regarding the Leadership indicator(s)

chosen for improvement.

Other – Any other actions/accomplishments the Evaluatee demonstrates that reflects

upon the PLP, school, or school system for the year.

Q: Why should Reviewers, Evaluators, and/or Evaluatees add evidence?

Supporting Evidence is vitally important and presents Reviewers, Evaluators, and Evaluatees

with compelling opportunities to validate Evaluatees’ professional growth and impact on

students’ learning during the year. Evaluatees’ self-assessments and PLPs have very little

meaning without Supporting Evidence.




Q: When should Supporting Evidence entries begin and end?

Supporting Evidence entries should begin when Evaluatees’ PLPs are complete and signed, at

the beginning of the school year. Supporting Evidence should be added throughout the year by

Evaluators, Evaluatees, and Reviewers (as appropriate) until Evaluatees’ LEAD online processes

are officially closed by Evaluators for the year. LEAD allows for the Supporting Evidence date to

be entered and viewed at any time by Evaluatees and Evaluators.

Q: May professional development completed in the summer be added to Supporting

Evidence after school is out?

Yes. Adding Supporting Evidence during the summer is encouraged to further support

Evaluatees’ continuous professional growth.

Q: When must all supporting evidence be complete?

All supporting evidence must be entered and completed prior to the beginning of the next school

year.

Q: Who is responsible for closing Evaluatees’ LEAD online processes for the year, once

complete?

Evaluators are responsible for informing Evaluatees, then closing their LEAD online processes for

the year.

Q: What if LEAD online processes are closed pre-maturely before Evaluators and/or

Evaluatees have finished entering Supporting Evidence during the summer?

Evaluators may re-open LEAD processes, prior to the upcoming year, and before the SDE

officially closes all LEAD processes for the current year.



LEAD Evaluatees


STEP 8

CLOSE OUT

Follow Online Directions and Prompts

1. Upon direction from assigned Evaluator(s) proceed as follows: a. Read the FAQs on the next two pages.

NOTE: Evaluators, not Evaluatees, will close out the LEAD online process for all Evaluatees.

b. To assist Evaluators in closing LEAD for the year, Evaluatees will follow the online prompts, summarized as follows:

Follow Evaluator(s) timeline for completing Evaluatee Supporting Evidence.

Go to Profile Page and select Supporting Evidence in Progress.

Carefully review, add, edit, and/or delete existing Supporting Evidence entered, following the prompts.

SAVE ANY REVISIONS TO EVALUATEES’ COMPLETED SUPPORTING EVIDENCE.

Inform Evaluators that all Supporting Evidence entries are reviewed, edited, and complete.

NOTE: o Reviewers may view assigned Evaluatees from their profile pages. o Evaluators and Evaluatees may view the LEAD Closeout status, as

appropriate to their role, from their respective profile pages.

2. Once all Evaluatees’ LEAD processes are closed by all Evaluators, LEAs are prepared to begin the LEAD online process for all Reviewers, Evaluators, and Evaluatees for the upcoming year.



LEAD Evaluatees


STEP 8 CLOSE OUT


Q: When should Evaluatees’ (Leaders) LEAD online processes be completed?

All LEAD components (Leader Self-Assessment, Dialogue, Professional Learning Plan (PLP),

Supporting Evidence, and “optional” Evidence Summary Report must be completed prior to the

beginning of the next school year, as directed by your Evaluator(s).

Q: Who is responsible for closing the LEAD online process for Evaluatees?

Evaluators are responsible for closing out their assigned Evaluatees’ LEAD processes, as directed

by the LEA superintendent, following SDE guidelines and timeframes. Reviewers are responsible

for ensuring Evaluators effectively close all Evaluatees’ LEAD processes as directed. Evaluatees

are responsible for completing all LEAD components as directed by their LEA and within SDE

guidelines.

Q: What must Evaluators do to close out Evaluatees’ LEAD processes for the year?

Evaluators ensure that assigned Evaluatees complete all required LEAD components (Leader,

Self- Assessment, Dialogue, PLP, and Supporting Evidence) as directed by the LEA

superintendent, in keeping with SDE guidelines

and timeframes.

Q: Are Evaluators required to complete Evidence Summary Reports for Evaluatees?

No. Evidence Summary Reports are optional entries Evaluators may use to provide LEAD closure

for their assigned Evaluatees for the current school year.

Q: What happens to Evaluatees’ LEAD online components when their LEAD processes are

closed for the year?

When closed, Evaluatees’ LEAD online components are archived in an LEAD folder labeled by

school year, located on Evaluatees’ profile pages in the LEAD site. For each year of employment,

read-only LEAD archives will be viewable by the Evaluatee, the assigned Evaluator, and

Reviewers (as directed by the LEA superintendent).



LEAD EVALUATEES: STEP 8 – FAQs continued

Q: May Evaluators and/or Evaluatees begin the LEAD process for the next school year before

the current year process is closed?

No. Evaluators and Evaluatees may begin next year’s LEAD process only after the current year’s

process is closed, July 31. The SDE will provide access to the next year’s LEAD process at the

beginning of the next year’s process, August 1.

Q: What happens to Evaluatees’ LEAD archives if they transfer to another school within the

local education agency (LEA), or accept employment in another Alabama LEA?

The LEAD process is tied to an individual, and will remain available to the user no matter which

Alabama LEA employs the Evaluatee.

Q: What happens to Evaluatees’ LEAD archives if they accept employment outside the Alabama public school system, or if they become unemployed? Evaluatees may contact the Alabama Department of Education to obtain their LEAD archives if they accept employment outside the Alabama public school system, or if they become unemployed.

Q: May Reviewers, Evaluators, and/or Evaluatees want to get a “head start” on next year’s LEAD process for next year? No. Because Reviewers’, Evaluators’, and/or Evaluatees’ assignments may change over the summer, it is important that Evaluatees’ annual Leader Self-Assessment, Dialogue, PLP, and subsequent Supporting Evidence reflect their position assignments for the upcoming school year. Likewise, Reviewers and Evaluators need to ensure they are guiding Evaluatees’ LEAD processes, as assigned for the upcoming year. LEAD components entered “early” will not be transferable to the next school year. Q: When must Evaluatees’ LEAD process be closed for the current year? Evaluators must close out all Evaluatees’ LEAD processes by the last “business day” of July for the current school year. Q: What if Evaluators fail to close Evaluatees’ LEAD processes by the last business day in July for the current year? The SDE, in cooperation with the Alabama Supercomputer Authority (ASA), will automatically close all “open” Evaluatees’ LEAD processes no later than the first business day of August in the upcoming school year. Q: Once the SDE/ASA officially closes all Evaluatees’ LEAD processes for current year, may they be re-opened for any reason? No. All Evaluatees’ LEAD data becomes archived at that point and may not be re-opened, but will be viewable to the appropriate Evaluatee, Evaluator, and/or Reviewer.

Documents

2017-2018 Training Material User Guide LEADAlabama Steps … Alabama/LEADAlabama User... · 2017-2018 Training Material User Guide LEADAlabama Steps 1-8 ... of a self-assessment,