As previously described, the Collaborative Summary Report (CSR) is “where it all comes together”.  As you review it, you will note that it consists of five pages, a page for each standard.

 Each page is similar in design and format.  On the lower part of the page are three columns of boxes.  In column 1, the evaluator will summarize by Indicator results from classroom observation 1.  In column 2, results from classroom observation 2 will be summarized by Indicator, and summaries of data/information gathered from dialogues and principal data will appear in Column 3.  Don’t worry about the size of these boxes.  These forms have been designed for completion electronically, and the boxes expand as information is typed in.  You will notice that for some Indicators, certain boxes are darkened.  Shaded/darkened boxes indicate that the particular data source; e.g., classroom observation, is not appropriate/valid for assessing practice in that indicator.  There will be no data/information in shaded boxes.

 After the evaluator completes the lower part of the page (data summaries), he/she will use all available data and the appropriate continuum from the EDUCATEAlabama Continua to identify current level of practice in each Indicator (top of page).  The CSR has been designed so that the continuum for each Indicator can appear as a drop-down box upon command.

 There will be no Standard level designations and no overall, single designation of a teacher’s practices.  There will be 39 Indicator level designations.  This system provides the most useful information for planning professional learning/growth, which is the primary purpose of EDUCATEAlabama.  A teacher’s level of practice in one Indicator may be at one level and at another level in other indicators in the same standard.  

On the last (5^th) page of the CSR, space is provided to identify from the designated levels of practice and data available two areas or Indicators for action.  Usually, these will be specific Indicators within Standards.  In some cases, they could be cross-cutting areas (Collaborating, Leadership, etc.), but with specific Indicators targeted.

Once in a while, there may be need to identify more than two areas/indicators for action.  This could be especially true in standards such as Content Knowledge (Standard 1) and Teaching and Learning (Standard 2), if current practices are detrimental to students or ineffective in producing student learning and achievement.

The evaluator will complete an initial CSR using the data he/she has collected and summarized on the form.  At a mutually agreed upon date in the Spring (no later than April 15), a Collaborative Summary Conference will be held. The first activity in that conference will be the sharing of the evaluator’s completed CSR.  During that sharing process, the evaluator will call upon the teacher to share his/her self-assessment for each Indicator.  Differences and similarities in practice designations will be discussed, and the teacher will have the opportunity to bring forward additional data/information that may have been overlooked by either or both parties during the evaluation process to this point.