LESSON 4: HOW THE PROCESS WORKS
You already know that EDUCATEAlabama is a standards-based
evaluation system, and you are familiar with the teaching
standards (AQTS) which are the foundation for every aspect of
the system. But, you
need to know the remaining parts of the system and how the
evaluation process will be implemented.
Below is a graphic representation of the components and
the process (the graphic can also be accessed by clicking on the
If you follow along on the “How the
EDUCATEAlabama Collaborative Works” graphic, as we explain its
contents and meaning, you should have at the end of the
explanation the “big picture”; i.e., understanding of the
evaluation process and how it works.
Standards and Indicators (far left column)
already know about the AQTS, the foundation of the process.
Column, top). There
is a teacher Self-Assessment instrument .
Thisinstrument requires the teacher to self-assess
his/her current level of practice in each of the 39 indicators.
Teachers will have the EDUCATEAlabama Continua to assist
them in their decisions.
They will be available as you complete the
The Self-Assessment should be
completed early in the evaluation year and updated throughout
the year. It will
be used in the discussions between teacher and evaluator during
the Collaborative Summary Conference leading to finalization of
the Collaborative Summary Report (CSR)
and completion of the Professional Learning Plan (PLP).
(See Lessons 4, 7, 8)
Observation and Post
Conference (2nd column).
There will be a minimum of two unannounced (unscheduled)
classroom observations of every teacher during each full
There will be no pre-observation conferences, but there will be
a post-observation conference after each observation.
Post-Observation conference forms are provided and discussed in
While two observations are the norm, a third observation
can be conducted, if there is need for additional data.
Dialogues and Principal Data
Principal data refers to the collection and use of
data/information collected over time by the principal.
In the EDUCATEAlabama program, the principal’s first hand
data/information is summarized directly on the Collaborative
Dialogues (brief, two-way
discussions) are used as a means of data collection (principal)
and data presentation (teacher) in areas of practice which a)
are not observable in the classroom and b) not well known to the
evaluator through everyday observation in the school setting.
For example, the principal may have limited information
about a particular teacher’s collaborative endeavors, or he/she
may be unaware of some of the efforts made by a teacher to
accommodate and promote diversity (Standard 4).
Explanation of the Dialogue procedures and forms
available for use in Dialogues are found in Lesson 6.
Professional Learning Plan:
year 2 and beyond (Column 2).
The completed PLP;
i.e., a plan carried out, becomes a source of data/information
for the next evaluation.
Since a first year teacher’s first PLP
is constructed at the conclusion of his/her first year
evaluation, there are no data available from a
to use in his/her first evaluation.
However, every evaluation thereafter has the benefit of
data/information available in the PLP
and from the teacher.
More detail and the PLP
form are provided in Lesson 8.
As you can see, there are only
four data sources used in EDUCATEAlabama:
classroom observation and post conference, dialogues,
principal data, and the PLP
(after year 1). If
you participated in PEPE, you will note that structured
interviews are gone, and that the number of classroom
observations of non-tenured teachers has been reduced (although
either an evaluator or teacher can request a third observation
to increase the data/information available).
The arrows between Columns 1 and 2 tell you that all data
sources and the Self-Assessment are constructed from the
Standards Based Continuums (Column
3). These are the
39 continuums (one for each AQTS performance indicator) that
constitute the EDUCATEAlabama Continua.
You have already reviewed the Continua and learned that
they will be the means of analyzing the data collected from the
several sources in Column 2.
More information about the use of the Continuums in
completing the Collaborative Summary Report and the Professional
Learning Plan is provided in Lessons 7 and 8.
Collaborative Summary Report
(Column 4). The
evaluator prepares a first draft of the Collaborative Summary
Report using the data/information collected from the data
sources in Column 2 with the EDUCATEAlabama Continua as the
means of analysis.
At the Collaborative Summary Conference, the evaluator will
share his/her data and initial draft of the CSR.
The teacher will share his/her self-ratings from the
Self-Assessment and provide information that may have been
absent from the evaluator’s data collection.
As a result the CSR
may be modified.
More information about the CSR
procedures and the CSR form
is provided in Lesson 7.
Professional Learning Plan
(Column 5). The
will be collaboratively developed by the evaluator and teacher
during the Collaborative Summary Conference or at another agreed
upon time. It will
usually focus on two areas (indicators, cross-cutting
expectations) for action, although an additional area or two can
be added by agreement of the two parties.
Note that the
box (Column 5) contains two phrases “Growth to Standards” and
Improved student learning and achievement is the bottom line of
programs and initiatives, whether teacher and administrator
evaluation, the professional learning plan, mentoring, or other
professional development initiatives.
Teacher growth to the highest levels of the AQT Standards
should result in improved student achievement, and strategies
for improving learning and achievement schoolwide will always be
the primary focus of EDUCATEAlabama.
More information about the procedures for completing the
Professional Learning Plan and its use is provided in Lesson 9.