LEADAlabama Implementation Training
2012 -2013
EDUCATEAlabama/LEADAlabama Section
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KWL
K
What do you know
about LEADAlabama?
W
What do you wonder
about LEADAlabama?
L
What did you learn
about LEADAlabama?
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Alabama
Professional
Education
Personnel
Evaluation
Program
Principal
Evaluation
System
August 2002
How the Principal Evaluation System Works
Self
Assmnt
Interview
Mgt Obs
SRF
Surveys
Portfolio
Knowledge/
Evaluation
Scores
Skills
Summary
Lines of
Report
Evidence
Prof
Devlpmnt
Plan
SelfAssessment
Collaborative
Dialogue
Professional
Learning Plan
Supporting
Evidence
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SelfAssessment
Collaborative
Dialogue
Professional
Learning Plan
Evidence
360°
Feedback
Formative Assessment
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•
formative, online, evaluation program for educational leaders.
•
program consists of a self-assessment, collaborative dialogue,
professional learning plan, evidence collection process, and a 360°
assessment, the Vanderbilt Assessment of Leadership in Education
(VAL-ED)
•
available beginning August 1, 2012
•
replaces the Professional Education Personnel Evaluation Program (PEPE)
for instructional leaders –(School system superintendents will be
evaluated by the local school board.)
•
For all certified instructional leaders (central office, principals, assistant
principals, instructional, improvement, and program specialists,
etc.)
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CONTINUUM : Guide to Instructional Leader Professional Development
Foundational component for instructional leadership in Alabama. Tool for
self-assessment, personal & collegial reflection, goal setting and
professional learning.
• Professional Study
• Leader Evaluation
• Leader Mentoring
• Leader Induction
• Leadership Residency
• Leader Preparation
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•
Create a shared picture or vision of the knowledge and skills
needed as a leader to meet the diverse needs of today’s
students, teachers, and schools throughout Alabama
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Encourage the reflective practice of instructional leaders
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Be a tool for formative assessment for instructional leaders
during pre-service and throughout their careers
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Guide the establishment and measurement of targets for the
professional development of instructional leaders
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Establish a vision of instructional leadership as a supportive
and collaborative role rather than an authoritarian role
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Encourage leadership within the school as well as with others
in feeder schools within the system and beyond
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Refer to
Continuum
p.12
Alabama Standards for
Instructional Leaders (8)
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Indictors
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Indicators
Alabama Continuum for Instructional Leaders Development
Described at five levels of development
Pre-Service
Developing
Collaborative
Accomplished
Distinguished
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 Pre-Service Leadership: The pre-service instructional leader knows
professional, best practices in curriculum, instruction, assessment,
management, and leadership of a learning organization.
 Developing Leadership: The Developing instructional leader is
developing the ability to apply foundational knowledge and skills.
 Collaborative Leadership: The Collaborative instructional leader gauges
the effectiveness of his or her activities and decisions by their effects on
student achievement.
 Accomplished Leadership: The accomplished instructional leader builds
the capacity of others, working relentlessly to maximize the
effectiveness of all adults within the school.
 Distinguished Leadership: The Distinguished instructional leader
routinizes shared leadership within the school.
Refer to
Continuum
p.13 12
Standard 1: Planning for Continuous Improvement.
1A. Engages the school community in developing and maintaining a
shared vision
1B. Plans effectively for school improvement; uses critical thinking and
problem-solving techniques; collects, analyzes, and
interprets data; allocates resources
1C. Evaluates results for the purpose of continuous school improvement
Standard 2: Teaching and Learning.
2A. Promotes the success of all students in the learning environment
2B. Collaboratively aligns curriculum, instruction, and assessment to
ensure student achievement
2C. Uses a variety of benchmarks, learning expectations, and feedback
measures to ensure accountability
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Standard 3: Human Resources Development.
3A. Recruits, selects, mentors, and retains faculty and staff to accomplish school and
system goals
3B. Works collaboratively with faculty and staff to plan and implement effective
professional development that is based upon student needs, promotes both
individual and organizational growth, and leads to improved teaching and learning.
Initiates and nurtures interpersonal relationships to facilitate teamwork, establishing
professional learning communities (PLCs) that enhance student achievement.
3C. Organizes, supervises, and evaluates faculty and staff to accomplish school and
system goals
3D. Creates a personal professional development plan for his or her own continuous
improvement
Standard 4: Diversity.
4A. Responds to and influences the larger personal, political, social, economic, legal,
and cultural context in the classroom,
school, and local community
4B. Addresses diverse student needs to ensure the success of all students
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Standard 5: Community and Stakeholder Relationships.
5A. Creates and sustains supportive family-school relations
5B. Identifies the unique characteristics of the community to create and
sustain mutually supportive school-community
Relations
Standard 6: Technology.
6A. Plans, implements, and evaluates the effective integration of current
technologies and electronic tools in teaching, management, research, and
communication
6B. Models the use of technology for personal and professional productivity
6C. Understands and applies system, state, and federal policies governing
technology use in schools
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Standard 7: Management of the Learning Organization.
7A. Manages the organization and facilities; implements operational plans
7B. Manages financial resources to accomplish school goals and priorities
7C. Promotes collaboration to create a safe and effective learning
environment
7D. Allocates, monitors, and protects the use of instructional time to
achieve student success
Standard 8: Ethics.
8A. Demonstrates honesty, integrity, and fairness consistent with ethical
standards for professional educators
8B. Develops and acts on well-reasoned beliefs, based upon an
understanding of teaching and learning
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 Separate and discrete skills; however, rarely are
performed as separate functions
 All eight standards are interconnected.
 Provide a common vocabulary for thinking about the
job of instructional leadership
 Reflection, self-assessment, and shared dialogue
make personal meaning of the Standards and the
Continuum.
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How does LEADAlabama
compare with postgraduate educational
leadership training and
curricula?
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 Striving for continual improvement is a constant focus of
effective instructional leaders. “How can I do this better?”
 Establishing a culture of distributed leadership, in which
leadership is intentionally and purposefully shared with others
 Collaborating in a professional learning community—learning
with and from one another
 Holding high expectations for the learning and performance of
students and adults
 Promoting equity
 Developing positive relationships based on trust
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LEADAlabama Process
An online, formative evaluation program
SelfAssessment
Collaborative
Dialogue
Professional
Learning Plan
Evidence
360°
Feedback
Formative Assessment
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LEADAlabama Evaluation Role Types
LA Reviewer
Instructional leader who may review system wide the LA
evaluation files of all instructional leaders being evaluated in LA.
LA Evaluator
Instructional leader who is using LA to evaluate other
instructional leaders.
LA Evaluatee
Instructional leader who is being evaluated by LA. Instructional
leaders such as central office administrators, principals,
assistant principals, specialty area administrators, etc.
Registration in the ALSDE Education Directory required for LA process.
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Steps on Conducting the LEADAlabama Process
• Self Assessment
Dialogue
Administrator
Learning
• PLP
• Evidence
Summary
**VAL-ED
*Contract Principal: Evaluation cycle must be completed 90 days prior to
termination of the contract period. For contract principals, the evaluation
should be completed by March 15 of the school year to ensure that 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. For noncontract principals, the evaluation process completion date is by July 31.
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360° Assessment for School Principals
**For Principals ONLY
Selected Randomly: Once in a 3-Year Cycle
Vanderbilt Assessment of Leadership in Education
(VAL-ED), a multi-rater, evidence-based, approach to
measure the effectiveness of principal behaviors known
to influence teacher performance and student learning.
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360° Assessment for School Principals
VAL-ED Implementation
Every principal in Alabama public schools
One third (1/3) of principals each year
Assessed once in a 3-year cycle
Administered in March, beginning March 2013
Face-to-face and webinar trainings
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VAL-ED 360° Feedback

VAL-ED is a 360° Feedback Tool:
◦ Taken by the principal, the principal’s supervisor, and all
teachers
◦ Provides the best feedback to principals
◦ Incorporates inputs from the school’s entire professional
community
◦ All respondents assess the same facets of principal
leadership
◦ VAL-ED reports allow principals to compare their ratings
against the ratings given by teachers and supervisors
◦ Allows the principal to get informative feedback on his/her
areas of excellence and areas with need for improvement
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The Conceptual VAL-ED Model
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Step 4:
SelfAssessment
Select
indicator “1A” to
begin assessing
each indicator.
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Step 4:
Self
Assessment
When level
selected,
highlights all
level(s) to the
left, indicating
the descriptors
at each level
best describe
your behaviors,
knowledge and
skills.
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Step 5:
Collaborative Dialogue Component
Collaborative Dialogue:
• A conversation with evaluator to inform
development of the Professional Learning Plan
Collaborative
Dialogue
• Select 2-3 indicators for areas of professional
growth
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Step 5:
Adding/
Removing
Indicators
to/from PLP
Select
“Assign to PLP”
to add indicator
to PLP.
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Step 6:
Completing
PLP
Select
“PLP” icon to
complete PLP.
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Step 6:
Completing
PLP
Only Evaluatee
and Evaluator
may edit content
of the PLP.
Select
“Professional
Learning”
to view
available PD.
Note:
Users may not edit PLP after both Evaluatee
and Evaluator have electronically signed PLP
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Step 7:
Adding
Supporting
Evidence
Select
“Evidence
Summary” icon to
add supporting
evidence.
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Sample PLPs
Refer to Handouts
What type of evidence would the
Evaluator and Evaluatee add?
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Step 8:
Evidence
Summary
Select
“Add/Edit
Summary”
to add Evidence
Summary
Statement.
Select
“Close Evidence
Summary” to close
evaluation process
for the year.
Note:
Evaluation process must close by July
31. Contract Principals by March 15 or
adjusted to meet 90-day notice
requirement.
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• Self Assessment
Dialogue
Administrator
Learning
•PLP
•Evidence
Summary
**VAL-ED
* *Principals only, random selection
LA Begins August 1, 2012
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