1. LEADAlabama Implementation Training EDUCATEAlabama/LEADAlabama Section
EDUCATEAlabama/LEADAlabama Section

2. LEADAlabama Project Administrator
Christopher Blair, Ed.D.
LEADAlabama Project Administrator
EDUCATEAlabama/LEADAlabama Section
Tele: (334)
Section Website:
LEADAlabama Website: (Open 8/1/12)

3. LEADAlabama Training Purpose
Provide participant with:
Knowledge and understanding of how to effectively use the Alabama Continuum for Instructional Leaders Development to guide instructional leaders’ professional development
Knowledge and understanding of the LEADAlabama components and process and how to implement the evaluation program
Instructions for LEADAlabama program training and implementation at the local school-system level

4. LEADAlabama (LA) is a formative, online, evaluation program for
educational leaders.
The 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).
LA will be available beginning August 1, 2012.
LA replaces the Professional Education Personnel Evaluation Program
(PEPE) for instructional leaders. School system superintendents will be
evaluated by the local school board.
LA implementation is for all certificated, instructional leaders such as
central office administrators, principals, assistant principals and
specialty, central office and/or building-level administrators such as
instructional, improvement and program specialists.

5. Importance of EDUCATE/LEADAlabama
Overview:
Dr. Tommy Bice, State Superintendent of Education, discusses the importance of EDUCATEAlabama and LEADAlabama, the formative evaluation online processes for teachers/educators and instructional leaders serving Alabama's public schools.

6. LEADAlabama Development Committee
Recommendations used to guide the development of
LEADAlabama, the formative evaluation system.
*A main concern of the development committee*
LEADAlabama and the assessments conducted during the evaluation process must be contextualized to specific situations, and the primary focus of LEADAlabama needs to be individual growth.

7. Understanding the Continuum

8. Professional Study Leader Evaluation Leader Mentoring Leader Induction
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

9. Purpose of the Continuum:
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
Encourage the reflective practice of instructional leaders
Be a tool for formative assessment for instructional leaders during pre-service and throughout their careers
Guide the establishment and measurement of targets for the professional development of instructional leaders
Establish a vision of instructional leadership as a supportive and collaborative role rather than an authoritarian role
Encourage leadership within the school as well as with others in feeder schools within the system and beyond

10. Alabama Continuum for Instructional Leaders Development
Refer to
Continuum
p.12
Alabama Standards for Instructional Leaders (8) 23 99
Indictors
Indicators
Alabama Continuum for Instructional Leaders Development
Described at five levels of development
Pre-Service
Developing
Collaborative
Accomplished
Distinguished

11. Five Important Notes About the Five Levels of Development
CONTINUUM:
Five Important Notes About the Five Levels of Development
All of the 99 indicators from the Alabama Standards are incorporated into the first level of development, Pre-service Leadership.
Continuum projects developmental growth. Leaders, given new contexts, may occasionally find themselves moving from right to left on the continuum.
No instructional leader will be at the same level of development for all
eight standards.
Levels of development are cumulative, each level builds on the one (s) before it.
Leaders who assess themselves at Collaborative Leadership are effective. Accomplished leadership, identifies and develops other to serve as leaders ensuring exemplary practice continues. Distinguished Leadership indicates influence/impact beyond the school.
Refer to
Contnuum
p.12

12. Levels of Instructional Leadership Levels are progressive and scaffolds (assumes attainment of all prior levels)
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

13. The Standards & Indicators of the Continuum
Standard 1: Planning for Continuous Improvement.
Engages the school community in developing and maintaining a shared vision; plans effectively; uses critical thinking and problem-solving techniques; collects, analyzes, and interprets data; allocates resources; and evaluates results for the purpose of continuous school 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

14. The Standards & Indicators of the Continuum
Standard 2: Teaching and Learning.
The instructional leader promotes and monitors the success of all students in the learning environment by collaboratively aligning the curriculum; by aligning the instruction and the assessment process to ensure effective student achievement; and by using a variety of benchmarks, learning expectations, and feedback measures to ensure accountability.
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

15. The Standards & Indicators of the Continuum
Standard 3: Human Resources Development.
Recruits, selects, organizes, evaluates, and mentors faculty and staff to accomplish school and system goals. Works collaboratively with the school faculty and staff to plan and implement effective professional development that is based upon student needs and that promotes both individual and organizational growth and leads to improved teaching and learning. Initiates and nurtures interpersonal relationships to facilitate teamwork and enhance student achievement.
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

16. The Standards & Indicators of the Continuum
Standard 4: Diversity.
Responds to and influences the larger personal, political, social, economic, legal, and cultural context in the classroom, school, and the local community while addressing diverse student needs to ensure the success of all students.
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

17. The Standards & Indicators of the Continuum
Standard 5: Community and Stakeholder Relationships.
Identifies the unique characteristics of the community to create and sustain mutually supportive family-school-community relations.
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

18. The Standards & Indicators of the Continuum
Standard 6: Technology.
Plans, implements, and evaluates the effective integration of current technologies and electronic tools in teaching, management, research, and communication.
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

19. The Standards & Indicators of the Continuum
Standard 7: Management of the Learning Organization.
Manages the organization, facilities, and financial resources; implements operational plans; and promotes collaboration to create a safe and effective learning environment.
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

20. The Standards & Indicators of the Continuum
Standard 8: Ethics.
Demonstrates honesty, integrity, and fairness to guide school policies and practices consistent with current legal and ethical standards for professional educators.
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

21. EIGHT STANDARDS & 23 INDICATORS: KEY POINTS
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

22. Turn & Talk
Share your thoughts about the Continuum and the concepts that are central to the performance of an instructional leader.

23. CONTINUUM: EMERGING THEMES Concepts that represent the philosophy behind the standards and are central to performance of an exemplar instructional leader
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

24. Collaborative Dialogue Professional Learning Plan
LEADAlabama Process
An online, formative evaluation program
Self-Assessment
Collaborative Dialogue
Professional Learning Plan
Evidence
360° Feedback
Formative Assessment

25. LEADAlabama Components
Leader Self-Assessment:
Alabama Continuum for Leadership Development - 23 indicators described at five levels of development
Results used to focus a conversation with the Evaluator about professional practice and areas needing improvement
Collaborative Dialogue:
A conversation with Evaluator to inform development of the Professional Learning Plan
Professional Learning Plan (PLP):
Collaboratively developed plan for professional learning
Evidence Summary:
Documentation of professional learning evidencing active work towards leadership improvement
360° Assessment:
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

26. 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.

27. Instructional Specialist
What is the LA Role Type?
Federal Programs
Director
Principal
Curriculum
Coordinator
Education
Specialist
Superintendent
Chief
Academic Officer
Financial Officer
Assistant
Associate
Deputy
Special Education
Itinerant
Instructional Specialist

28. Collaborative Dialogue Professional Learning Plan
Implementation Timeline
Self-Assessment
Collaborative Dialogue
Professional Learning Plan
Evidence
360° Feedback
August
September
October
*Nov-July
March
Evaluation Cycle Closes: July 31

29. Steps on Conducting the LEADAlabama Process
Self -Assessment
Dialogue
PLP
Administrator Learning
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 non-contract principals, the evaluation process completion date is by July 31.

30. 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.

31. 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

32. 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

33. The Conceptual VAL-ED Model

34. Alignment Illustration – LEADAL and VAL-ED by ISLLC Standards

35. For more VAL-ED Information:
Discovery Education Assessment

36. LEADAlabama Online Process
Refer to User Guide for step-by-step instructions
Training Material
User Guide
LEADAlabama Steps 1-8 Find Training Materials at:

37. LA Profile/ Adding Staff ED DIR Step 1: Select
“Step 1” to view instructions.
ED DIR
(Ctrl Click for ED DIR)

38. Step 2:
Login
Select
“Step 2” to view instructions.

39. Home Page Features

40. Step 3:
Update Profile Status
Select
“Save” after updating profile.

41. Step 3: Update Profile Status Profile updated, may edit at anytime.
Select
“Switch to
Evaluator Mode”
to view your Evaluatee(s).

42. In:
Evaluator Mode
Evaluatee(s) appear after you have been selected by Evaluatee(s) as Primary Evaluator
Select
“Switch to Evaluatee Mode” at anytime to return to your evaluation file.

43. In Evaluatee Mode Step 4: Self- Assessment Select “Start
Self-Assessment” Icon.

44. Step 4: Self- Assessment Select
indicator “1A” to begin assessing each indicator.

45. 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.

46. Step 4: Self- Assessment Select
“Finished” after each indicator has been assessed.

47. Collaborative Dialogue Component
Step 5:
Collaborative Dialogue Component
Collaborative Dialogue
Collaborative Dialogue:
A conversation with evaluator to inform
development of the Professional Learning Plan
Select 2-3 indicators for areas of professional growth

48. Step 5: Adding/ Removing Indicators to/from PLP Select “Assign to PLP”
to add indicator to PLP.

49. Step 5: Adding/ Removing Indicators to/from PLP Select
“Remove from PLP” to remove indicator from PLP.

50. Step 6:
Completing
PLP
Select
“PLP” icon to complete PLP.

51. Step 6:
Competing
PLP
Read Directions for PLP.

52. 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

53. Sample PLPs
Refer to Handouts

54. Step 7: Adding Supporting Evidence Select
“Evidence Summary” icon to add supporting evidence.

55. Step 7: Adding Supporting Evidence Read
Directions for adding types supporting evidence.
In Step 7, the evaluatee and evaluator will add evidence that supports the professional development as indicated in the PLP and other areas of professional development. Evidence only be added after the PLP has been signed by the evaluatee and evaluator.

56. What type of evidence would the Evaluator and Evaluatee add?
Sample PLPs
Refer to Handouts
What type of evidence would the Evaluator and Evaluatee add?

57. Step 7: Adding Supporting Evidence Select
“Level of Practice” to describe the level of practice for evidence.
Evidence is entered for each indicator added to the PLP. Also, in the section, the evaluatee and evaluator may add other evidence is not specifically an area of focus on the PLP.

58. Step 8: Evidence Summary Select “Add/Edit Summary”
to add Evidence Summary Statement.
“Close Evidence Summary” to close evaluation process for the year.
Once all evidence has been added, the evaluator will complete an evidence summary of the evaluation process and close the evaluatee’s evaluation file by July 31 of each year.
Note:
Evaluation process must close by July 31. Contract Principals by March 15 or adjusted to meet 90-day notice requirement.

59. Administrator Learning
Self -Assessment
Dialogue
PLP
Administrator Learning
Evidence Summary
**VAL-ED
* *Principals only, random selection
LA Begins August 1, 2012

60. Questions?