Alabama Professional Education Personnel Evaluation Program Teacher and Specialty Area Educator Systems

AlabamaProfessionalEducationPersonnelEvaluationProgram

Teacherand

Specialty Area EducatorSystems

Alabama Department of Education PEPE ProgramAlabama Department of Education PEPE Program

Teacher and Specialty Area Evaluation Systems

• Teacher System

• Special Education II (teachers of students with severe

disabilities) • Speech/Language Pathologist

• Counselor

• Library/Media Specialist

• Psychologist/Psychometrist


• Development and Construct of Teacher Type Systems• Regular Classroom Teacher

• Special Education II Teacher• Speech Language Pathologist• Library Media Specialist• School Guidance Counselor• School Psychologist/Psychometrist

Delivery of Instruction

Delivery of Services/Program

• Outcome of Evaluation Process• Summary Report of the Evaluation (Standards based)• Formulation of a Professional Development Plan

Teachers and Specialty Area Educators


• Structure• Competency Structures are Similar• Instruments are Conceptually Similar• Data Collection and Scoring Processes are Same/Similar

• Summary Reporting• Pattern Analysis for Determining Competency Scores• Rationales Provided

• Professional Development Plans• Objectives Based on Identified Need• Activities Identified for Accomplishing Objectives• Identification of Planned Assessment Measures• Assessment of Results of the Plan

Teachers and Specialty Area Educators


Teacher-Type Evaluation Systems

• With Some Variation, Competencies Focus Around:

1. Planning (Preparation for Instruction or Delivery of Services)

2. Delivery of Instruction, Program, and/or Services

3. Assessment of Student Performance or Evaluation of Students or Services

4. Management (classroom, student, or program)

6. Communication (oral and written)

7. Professional Development/Leadership

8. Professional Responsibility

5. Positive Climate

1.2 Identifies Various Instructional Strategies

plans creative and innovative activities appropriate to objectives, including the use of technology

1.3 Prepares Instructional Resources for Use

selects and uses technology/media, bulletin boards, models, realia, and/or displays

plans for ensuring equitable and effective student access to available technology and other resources

Definition Items Around Technology


2.0 PRESENTATION OF ORGANIZED INSTRUCTION

Effective teachers organize instruction. They introduce students to lessons, give clear directions, develop lesson content systematically, provide appropriate summarizations of knowledge and student practice of skills and employ or discuss the use of technology

2.3 Develops the Lesson

uses technology when appropriate

facilitates students’ individual and collaborative use of technologies during instruction



3.2 Measures Student Progress Systematically

uses variety of appropriate assessment methods and instruments, including online and computer adaptive assessments, where appropriate

7.1 Improves Professional Knowledge and Skills

uses ideas from books, professional journals, websites, internet dialog with colleagues, and professional organizations to improve teaching



The teacher uses the technology or the products of the technology

Students use the technology or the products of the technology

The technology is the medium of instruction

Technological concepts, principles, impact, and applications are the focus of classroom activities and discussions

Technology in Instruction and Learning



• 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 vary by system• Evaluation process is similar across systems




• Instrumentation/Data Sources

1. Evaluation Summary Report (shows scores and score rationales by competency and indicator) 2. Professional Development Plan (becomes a data source in next cycle)

• Summary Report Sources

• Optional Instrumentation 1. Self-Assessment Form (completed by evaluatee, but not considered in evaluation scoring)

1. Classroom Observation (teacher, special ed, speech)

4. Interviews (written or oral) (all groups) 5. Supervisor’s Review Form (all groups) 6. Portfolio developed by evaluatee (counselor, psychologist/psychometrist) 7 . Surveys (counselor, librarian, psychologist/psychometrist)

3. Management Observation (library) 2. Instructional Observation (counselor, library/media specialist)


Teacher and Specialty Area Educator Data Sources

System SA Int Obs Port

Srvy SRF

ESR PDP

Teacher X X X X X X

Spec Ed II X X X X X X

Speech/Lang X X X X X X

Library/

MediaX X

Instr/Mgt

X X X X

Counselor X X X X X X X X

Psych/

Psychom.X X X X X X X


Teacher Type Evaluation System Data Sources

Competencies

Teacher Special EdSpeech

LanguagePreparation for Instruction

Observation Interview


Observation Interview Presentation of Instruction Observation

Observation

Observation

Assessment of Student Performance



Observation Interview Classroom Management

Observation

Observation

Observation

Positive Learning Climate

Observation

Observation

Observation

Communication

Observation Superv’s Rev.

Observation Superv’s Rev.

Observation Superv’s Rev. Professional Development

and Leadership Professional

Develop Plan

Professional Develop Plan


Performance of Professional Responsibilities

Supervisor’s Review




Teacher Type Evaluation System Data Sources

Competencies

Library Media

CounselorPsychometrist/

PsychologistPreparation Delivery of Program/Services

· Interview· Surveys

· Observation· Interview

· Interview

Delivery of Program and Services

· Observation· Mgt. Observation· Interview· Surveys

· Observation· Portfolio· Surveys

· Interview· Portfolio· Surveys· Supervisor's Review Evaluation of Program

and Services· Observation· Interview

· Interview· Portfolio· Surveys

· Interview· Portfolio

Management of Program and Services

· Observation· Mgt. Observation· Surveys· Supervisor’s Review

· Supervisor’s Review

· Surveys· Supervisor’s Rev

Positive Learning Climate

· Observation· Mgt. Observation· Surveys

· Observation

· Surveys· Supervisor’s Rev

Communication

· Observation· Mgt. Observation· Supervisor’s Review

· Observation· Portfolio· Supervisor’s Review

· Portfolio· Supervisor’s Rev.

Professional Develop./Leadership

· Professional Development Plan



Performance of Prof. Responsibilities

· Surveys· Supervisor's Rev.

· Portfolio· Surveys· Supervisor's Review

· Portfolio· Surveys· Supervisor's Review



Evaluator Data: evidence of educator competence developed by the evaluator

Oral interview Observations (except for psychologist/psychometrist system) Supervisor's Review Form

Clarifying interview (with portfolio or written interview)

Educator Data: evidence of competence produced, assembled and submitted by the educator

Portfolio Written interview Interpretation of survey responses

Documentation of PDP activities for the previous year or cycle



SelfAssmnt

InstrObs

Interview

SRF

Portfolio

MgtObs

EvaluationSummary

Report

Survey

Survey

Survey

Survey

ProfDevlpmnt

Plan

Competency7


Professional 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


Procedures - Scoring

Scores are generated by instrument

There will be a total of 8 scores, one for each Competency area


Procedures

• Steps in Evaluation Process

1. Orientation (LEA responsibility)

2. Self-assessment (evaluatee)

3. Prepare portfolio, when applicable (evaluatee)

5. Distribute and analyze surveys, when applicable (evaluatee)

6. Supervisor Review Form (evaluator/supervisor)

4. Conduct observations – multiple in some systems (evaluator)


Procedures

8. Conduct interviews (evaluator/evaluatee )

9. Prepare Evaluation Summary Report (evaluator)

10. Summary conference and PDP (evaluator/evaluatee)

7. Review portfolio (evaluator)


Self Assessment

Generates data for all Competency and Indicator areas

Developed by the educator and shared with evaluator only if educator agrees

Used by educator to:

1) Identify areas that need improvement

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

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


Interviews

Two types of interviews:

A Structured Interview with questions commonly asked of educators (can be oral or written response format)

A Clarifying Interview with probing questions focused onclarifying or bringing understanding to the portfolio and/orwritten interview (questions differ from educator to educator)

Clarifying Interview conducted after the evaluator analyzes educator’s portfolio or after review of written interview

Modified scripting is used to record responses


Structured Interview

A discussion between the educator and the evaluator (or his/her designee) about particular areas ofcompetence

Each of the structured interview question sets is intended to cover one indicator area, but not all indicator areas

The structured interview produces a score for the indicator covered


Clarifying Interview

Conducted after the structured interview is completed with a focus on the educator’s portfolio and/or written interview

No set number of questions, but key questions specific to the portfolio or written interview are developed by evaluator to bring clarity and understanding of its contents


Classroom Teacher Observation

Observation

Beginning with the 2008-09 school year for classroom teachers, local education agencies have the option of:

1) using the PEPE observation requirements in place prior to the 2008-09 school year, or

2) approving a reduction in the number of observations for classroom teachers as specified in this section of the manual.


Classroom Teacher Observation

Option 1: Observation Prior to 2008-09 School Year

The evaluator conducts two observations (3 if a non-tenured teacher ) observing the classroomteacher

Option 2: Observation Beginning with 2008-09 School Year

The evaluator conducts two observations of non-tenured classroom teachers (3 if a non-tenured teacher did not meet PEPE standard in prior year )

The evaluator conducts one observation of tenured classroom teachers (2 if a tenured teacher did not meet PEPE standard on the last full evaluation )

Teacher may request or evaluator may conduct additional observation


Observation of Other Classroom Teachers

Instructional Observation

The evaluator conducts two observations (3 if a non-tenured educator) observing the special education II teacher and speech language pathologist in an instructional setting.


Counselor Instructional Observation

Counselor is observed while conducting guidance sessions

Counselor may be working with individual students or a group of students

Each counselor is observed on two occasions (three, if needed)

Each observation is accompanied by pre- and post-observation conferences


Library Media Specialist Observations

Management Observation

The evaluator conducts two management observations observing what is occurring in the library (studentactivities, library media specialist activities, activities ofothers, how library media center is organized, bulletin boards, procedures, interactions, etc.)

Instructional Observation

The evaluator spends one period or a set amount of time observing the library mediaspecialist in an instructional setting (whole group or one-on-one.)

Counselor Evaluation SystemPortfolio

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 plussurvey results.

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


Explicit guidelines for developing evidence in each area are provided in the evaluation 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



Indicator Evidence

2.1 Guidance Curriculum Survey results2 artifacts

2.2 Conducts Individual Planning Survey results2 artifacts

2.3 Responsive Services Survey results2 artifacts

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

2.4 Assists with Student Assessment Survey results2 artifacts



Indicator Evidence

3.2 Conducts Research Survey results2 artifacts

6.2 Written Communication 2 artifacts around written work

8.3 Cooperates with Peers Survey results1 artifact

8.4 Cooperation with School/Comm Survey results1 artifact



Portfolio

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 9-11 entries (pieces of evidence)

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

Generates data for 4 Competencies and 6 Indicators

Psychologist/Psychometrist Evaluation System


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


PortfolioPsychologist/Psychometrist Evaluation System

Indicator Evidence

2.1 Assessment and Evaluation Survey results2 artifacts

2.2 Intervention, Prevention Consultation

Survey results3 artifacts (1 in each area)

2.3 Education/Research Survey results2 artifact

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

6.2 Written Communication 2 artifacts around written work

8.4 Cooperation with School/Comm Survey results 1 artifact


PortfolioPsychologist/Psychometrist Evaluation System

Surveys are used in the Portfolio and Supervisor’s Review Form as part of the holistic scoring process

Surveys are provided for teachers, students in grades 7-12, and parents

Survey questions address the Competencies and Indicators

The psychologist/psychometrist will distribute, collect, and analyze the surveys

Respondents are to remain anonymous and represent a cross-section within the group


The SurveyPsychologist/Psychometrist Evaluation System

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

Surveys are provided for teachers and students

Questions address the Competencies and Indicators

The Survey

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

Library Media Specialist Evaluation System


Surveys results as analyzed by the counselor are used in the Portfolio as part of the holistic scoring process. The actualcompleted surveys are not to be included in the Portfolio.

Surveys are provided for teachers, students in grades 4-6 and 7-12, and parents

Survey questions address the Competencies and Indicators

Counselor Evaluation SystemThe Survey

The counselor will distribute, collect, and analyze the surveys

Respondents are to remain anonymous and represent a cross-section within the group



Supervisor’s Review Form

Provides data where a supervisor should have objective, experiential information

Generates data for various competencies

Communication (all systems) Professional Responsibilities (all systems) Management (library/media, counselor,

psychologist/psychometrist)


Evaluation Summary Report

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)


Professional Develop Plan – Goals/Objectives

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



Goals are time related; tend to be long-range, spanning a full academic year

May include desired outcomes in cognitive, affective, and developmental areas



Types 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.



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



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 9/01/02


Professional Develop Plan – Activities

Activities

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


Professional Develop Plan – Activities

Proposed 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 inservice center

4. Participate in AEA sponsored workshop on alternative assessment



Criteria: 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



Evaluator 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.


Competency 7.0

7.1 Improves Professional Knowledge

Participates in professional organizations

Participates in/attends professional development programs/conference(s)

Participates in professional development to improve job performance

Takes formal coursework

Uses ideas to improve teaching


Competency 7.0

7.2 Takes Leadership Role

Leadership in identifying and resolving issues

Leadership in establishing and achieving school goals

Initiates activities/projects

Conducts workshops/trains

Shares ideas, materials, etc.

Participates in shared decision making

Documents

Alabama Professional Education Personnel Evaluation Program Teacher and Specialty Area Educator Systems