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 following link: Process Graphic).

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)

 You already know about the AQTS, the foundation of the process.

 Self-Assessment (2^nd 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 Self-Assessment online.

 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 (2^nd column).  There will be a minimum of two unannounced (unscheduled) classroom observations of every teacher during each full evaluation year.  There will be no pre-observation conferences, but there will be a post-observation conference after each observation.  Observation and Post-Observation conference forms are provided and discussed in Lesson 5.

 Note.  While two observations are the norm, a third observation can be conducted, if there is need for additional data.

 Dialogues and Principal Data (2^nd Column).  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 Summary Report.

 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 PLP 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.

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 PLP 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.