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Educate Alabama

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.

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Educate Alabama

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  1. Educate Alabama Orientation for Educators 2012

  2. Educate Alabama Elements Formative Assessment

  3. EDUCATE AlabamaTeacher 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.

  4. Plan 2020 Summative Evaluation Elements Summative Evaluation

  5. Plan 2020 – Direction of Evaluations • Formative - to Develop • Summative - to Attach a Value • Goal - Gather feedback to be used by the instructional leader and educator to guide professional growth, favorably impacting student achievement • Reflective process • Describes multiple dimensions of educator practice • Two-way communication • Improvement during teaching • Goal - Measures the level of success or proficiency obtained by an educator at the end of the school year • Comparison to a standard or benchmark • May assign a rating to an educator • Assessment of educator after teaching has occurred

  6. 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.)

  7. 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!!

  8. 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

  9. 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

  10. 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.

  11. 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.

  12. 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.

  13. 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.

  14. 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

  15. 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.

  16. 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

  17. 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

  18. FAQs & Educator Video embedded in online Step directions

  19. EVALUATEES STEP 3 PRIMARY and/or SECONDARY EVALUATOR(S) MUST BE SELECTED BEFORE GOING TO STEP 4

  20. INCOMPLETE PLP Co-signatures lock PLPs. Once locked, PLPs remain locked and are not editable.

  21. SAVE OFTEN Takes you back to where you’ve been

  22. ARE SURE YOU WANT TO DELETE?This can not be undone.

  23. PDF/MS Word/IMAGEPrint/Save Options ALL USERS - SELECT ANY ICON TO VIEW PRINT OPTIONS SELF-ASSESSMENT, PLP, EVIDENCE, FULL REPORT

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