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.
• 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
 Goal - Measures the level of
 Goal - Gather feedback
to be used by the instructional
success or proficiency
leader and educator to guide
obtained by an educator at
professional growth, favorably
the end of the school year
impacting student
achievement
 Comparison to a standard
 Reflective process
or benchmark
 Describes multiple dimensions
 May assign a rating to an
of educator practice
educator
 Two-way communication
 Improvement during teaching
 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 *Timeline
2012 - 2013
* Based on majority of LEA school calendars submitted to the SDE reflecting a 8/20/12 school start date
STEPS
STEP 1: ED DIR
STEP 2: EA LOGIN
STEP 3: EA PROFILE
BEGIN BY
COMPLETION BY
8/13/12
8/17/12
RESPONSIBLE
ALL REVIEWERS,
ALL EVALUATORS, AND
ALL EVALUATEES
STEP 4:
SELF-ASSESSMENT
8/13/12
8/17/12
ALL EVALUATEES
WITH ALL
EVALUATORS’ GUIDANCE
STEP 5: DIALOGUE
STEP 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 AFTER
7/31/13
PRIMARY EVALUATORS
IMPORTANT: REVIEWERS
ALL STEPS 1-8
ENSURE STEPS
BEGIN
ON TIME
ENSURE STEPS
COMPLETED
ON TIME
ENSURE EVALUATEE/EVALUATOR
SUPPORT 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 Knowledge
To 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 Continued
Standard 3: Literacy
To 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: Professionalism
To 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 developmentallyappropriate learning experiences
Organization and Management
Knowledge of effective classroom organization
and management techniques
Knowledge of school emergency response
procedures
Ability to use courses of study
Ability to use data for instruction
Learning Environment

Ability to communicate with families
Ability to create safe and stimulating learning
environments
Ability to create print-rich environment
Ability to encourage student assumption of
responsibility
Instructional Strategies

Ability to create integrated
instructional design

Ability to use appropriate researchbased instructional strategies

Ability to use effective questioning
Assessment
Knowledge of purposes of formative and
summative assessment
Ability to design and use a variety of formal
and informal assessments
Ability to plan and use assessments that meet
diverse needs of students
Ability to develop and use rubrics for student
self-assessment
Ability 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
Mathematics
Knowledge of role math plays in
everyday life
Ability to solve problems using different
strategies
Ability to communicate about math
Technology
Ability to integrate technology into
teaching
Ability to facilitate students’ use of
technology
Ability 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 classroom
Learning Styles
Ability to help students assess their
own learning styles
Ability to design learning that engages
all learning styles
General
Knowledge of how biases can affect
teaching and learning
Ability to involve families, community
agencies, and colleagues to
support learners
Ability to assess student strengths and
learning needs and to address
these in instruction
Collaboration
Knowledge of benefits of collaboration
Ability to share responsibility for students
with diverse learning needs
Ability to collaborate in IEPs and 504s
Ability to communicate and collaborate with
members of the school community
Continuous, Lifelong Professional
Learning
Knowledge of professional learning
options
Ability to articulate a personal educational
philosophy
Ability to improve as a teacher
Ability 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 Improvement
Ability 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 technology
Local, State, Federal Laws and Policies
Knowledge of laws related to students’ and
teachers’ rights
Ability 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 3
PRIMARY
and/or
SECONDARY
EVALUATOR(S)
MUST BE SELECTED
BEFORE GOING TO
STEP 4
INCOMPLETE PLP
Co-signatures lock PLPs.
Once locked, PLPs remain locked and are not editable.
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SELF-ASSESSMENT, PLP, EVIDENCE, FULL REPORT