3LEADAlabama 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 developmentKnowledge and understanding of the LEADAlabama components and process and how to implement the evaluation programInstructions for LEADAlabama program training and implementation at the local school-system level
4LEADAlabama (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 beevaluated by the local school board.LA implementation is for all certificated, instructional leaders such ascentral office administrators, principals, assistant principals andspecialty, central office and/or building-level administrators such asinstructional, improvement and program specialists.
5Importance 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.
6LEADAlabama Development Committee Recommendations used to guide the development ofLEADAlabama, 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.
8Professional Study Leader Evaluation Leader Mentoring Leader Induction CONTINUUM : Guide to Instructional Leader Professional DevelopmentFoundational component for instructional leadership in Alabama. Tool for self-assessment, personal & collegial reflection, goal setting and professional learning.Professional StudyLeader EvaluationLeader MentoringLeader InductionLeadership ResidencyLeader Preparation
9Purpose 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 AlabamaEncourage the reflective practice of instructional leadersBe a tool for formative assessment for instructional leaders during pre-service and throughout their careersGuide the establishment and measurement of targets for the professional development of instructional leadersEstablish a vision of instructional leadership as a supportive and collaborative role rather than an authoritarian roleEncourage leadership within the school as well as with others in feeder schools within the system and beyond
10Alabama Continuum for Instructional Leaders Development Refer toContinuump.12Alabama Standards for Instructional Leaders (8)2399IndictorsIndicatorsAlabama Continuum for Instructional Leaders DevelopmentDescribed at five levels of developmentPre-ServiceDevelopingCollaborativeAccomplishedDistinguished
11Five Important Notes About the Five Levels of Development CONTINUUM:Five Important Notes About the Five Levels of DevelopmentAll 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 alleight 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 toContnuump.12
12Levels 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 toContinuump.13
13The 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 vision1B. Plans effectively for school improvement; uses critical thinking and problem-solving techniques; collects, analyzes, andinterprets data; allocates resources1C. Evaluates results for the purpose of continuous school improvement
14The 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 environment2B. Collaboratively aligns curriculum, instruction, and assessment to ensure student achievement2C. Uses a variety of benchmarks, learning expectations, and feedback measures to ensure accountability
15The 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 goals3B. 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 goals3D. Creates a personal professional development plan for his or her own continuous improvement
16The 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 community4B. Addresses diverse student needs to ensure the success of all students
17The 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 relations5B. Identifies the unique characteristics of the community to create and sustain mutually supportive school-communityrelations
18The 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 communication6B. Models the use of technology for personal and professional productivity6C. Understands and applies system, state, and federal policies governing technology use in schools
19The 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 plans7B. Manages financial resources to accomplish school goals and priorities7C. Promotes collaboration to create a safe and effective learning environment7D. Allocates, monitors, and protects the use of instructional time to achieve student success
20The 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 educators8B. Develops and acts on well-reasoned beliefs, based upon an understanding of teaching and learning
21EIGHT STANDARDS & 23 INDICATORS: KEY POINTS Separate and discrete skills, however, rarely are performed as separate functionsAll eight standards are interconnectedProvide a common vocabulary for thinking about the job of instructional leadershipReflection, self-assessment, and shared dialogue make personal meaning of the Standards and the Continuum
22Turn & TalkShare your thoughts about the Continuum and the concepts that are central to the performance of an instructional leader.
23CONTINUUM: EMERGING THEMES Concepts that represent the philosophy behind the standards and are central to performance of an exemplar instructional leaderStriving 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 othersCollaborating in a professional learning community—learning with and from one anotherHolding high expectations for the learning and performance of students and adultsPromoting equityDeveloping positive relationships based on trust
24Collaborative Dialogue Professional Learning Plan LEADAlabama ProcessAn online, formative evaluation programSelf-AssessmentCollaborative DialogueProfessional Learning PlanEvidence360° FeedbackFormative Assessment
25LEADAlabama Components Leader Self-Assessment:Alabama Continuum for Leadership Development - 23 indicators described at five levels of developmentResults used to focus a conversation with the Evaluator about professional practice and areas needing improvementCollaborative Dialogue:A conversation with Evaluator to inform development of the Professional Learning PlanProfessional Learning Plan (PLP):Collaboratively developed plan for professional learningEvidence Summary:Documentation of professional learning evidencing active work towards leadership improvement360° 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
26LEADAlabama 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.
27Instructional Specialist What is the LA Role Type?Federal ProgramsDirectorPrincipalCurriculumCoordinatorEducationSpecialistSuperintendentChiefAcademic OfficerFinancial OfficerAssistantAssociateDeputySpecial EducationItinerantInstructional Specialist
28Collaborative Dialogue Professional Learning Plan Implementation TimelineSelf-AssessmentCollaborative DialogueProfessional Learning PlanEvidence360° FeedbackAugustSeptemberOctober*Nov-JulyMarchEvaluation Cycle Closes: July 31
29Steps on Conducting the LEADAlabama Process Self -AssessmentDialoguePLPAdministrator LearningEvidence 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.
30360° Assessment for School Principals **For Principals ONLYSelected Randomly: Once in a 3-Year CycleVanderbilt 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.
31360° Assessment for School Principals VAL-ED ImplementationEvery principal in Alabama public schoolsOne third (1/3) of principals each yearAssessed once in a 3-year cycleAdministered in March, beginning March 2013Face-to-face and webinar trainings
32VAL-ED 360° Feedback VAL-ED is a 360° Feedback Tool: Taken by the principal, the principal’s supervisor, and all teachersProvides the best feedback to principalsIncorporates inputs from the school’s entire professional communityAll respondents assess the same facets of principal leadershipVAL-ED reports allow principals to compare their ratings against the ratings given by teachers and supervisorsAllows the principal to get informative feedback on his/her areas of excellence and areas with need for improvement
44Step 4: Self- Assessment Select indicator “1A” to begin assessing each indicator.
45Step 4:SelfAssessmentWhen level selected, highlights all level(s) to the left, indicating the descriptors at each level best describe your behaviors, knowledge and skills.
46Step 4: Self- Assessment Select “Finished” after each indicator has been assessed.
47Collaborative Dialogue Component Step 5:Collaborative Dialogue ComponentCollaborative DialogueCollaborative Dialogue:A conversation with evaluator to informdevelopment of the Professional Learning PlanSelect 2-3 indicators for areas of professional growth
48Step 5: Adding/ Removing Indicators to/from PLP Select “Assign to PLP” to add indicator to PLP.
49Step 5: Adding/ Removing Indicators to/from PLP Select “Remove from PLP” to remove indicator from PLP.
50Step 6:CompletingPLPSelect“PLP” icon to complete PLP.
52Step 6:CompletingPLPOnly Evaluatee and Evaluator may edit content of the PLP.Select“Professional Learning”to viewavailable PD.Note:Users may not edit PLP after both Evaluatee and Evaluator have electronically signed PLP
55Step 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.
56What type of evidence would the Evaluator and Evaluatee add? Sample PLPsRefer to HandoutsWhat type of evidence would the Evaluator and Evaluatee add?
57Step 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.
58Step 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.
59Administrator Learning Self -AssessmentDialoguePLPAdministrator LearningEvidence Summary**VAL-ED* *Principals only, random selectionLA Begins August 1, 2012