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LEADAlabama Implementation Training 2012 -2013 EDUCATEAlabama/LEADAlabama Section 1.

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Presentation on theme: "LEADAlabama Implementation Training 2012 -2013 EDUCATEAlabama/LEADAlabama Section 1."— Presentation transcript:

1 LEADAlabama Implementation Training EDUCATEAlabama/LEADAlabama Section 1

2 Christopher Blair, Ed.D. LEADAlabama Project Administrator EDUCATEAlabama/LEADAlabama Section Tele: (334) Section Website: leadalabama.htmlhttp://alex.state.al.us/leadership/ leadalabama.html LEADAlabama Website: (Open 8/1/12)http://leadalabama.asc.edu 2

3 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, 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. 4

5 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. Importance of EDUCATE/LEADAlabama 5

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. 6

7 7

8 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 8

9 9 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 Refer to Continuum p.12 Alabama Continuum for Instructional Leaders Development Described at five levels of development Indicators 10

11 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 11

12 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 12

13 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 13

14 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 14

15 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 15

16 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 16

17 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 17

18 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 18

19 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 19

20 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 20

21  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 21

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

23  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 23

24 LEADAlabama Process Formative Assessment An online, formative evaluation program 24

25 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 LEADAlabama Components 25

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. 26

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

28 Self- Assessment Collaborative Dialogue Professional Learning Plan Evidence360° Feedback Implementation Timeline Evaluation Cycle Closes: July 31 AugustSeptemberOctober*Nov-JulyMarch 28

29 Steps on Conducting the LEADAlabama Process *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

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. 30

31 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 ° Assessment for School Principals

32  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 VAL-ED 360° Feedback 32

33 The Conceptual VAL-ED Model 33

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

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

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

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

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

39 Home Page Features 39

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

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

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. 42

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

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

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. 45

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

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

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

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

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

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

52 Step 6 : Completing PLP Only Evaluatee and Evaluator may edit content of the PLP. Select “Professional Learning” to view available PD. 52 Note: Users may not edit PLP after both Evaluatee and Evaluator have electronically signed PLP

53 53 Sample PLPs Refer to Handouts

54 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. 55

56 56 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. 57

58 Step 8 : Evidence Summary Select “Add/Edit Summary” to add Evidence Summary Statement. Select “Close Evidence Summary” to close evaluation process for the year. 58 Note: Evaluation process must close by July 31. Contract Principals by March 15 or adjusted to meet 90-day notice requirement.

59 LA Begins August 1, 2012 * *Principals only, random selection 59

60 60 Questions?

61 61


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