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LEADAlabama Implementation Training 2012 -2013

EDUCATEAlabama/LEADAlabama Section

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Christopher Blair, Ed.D.LEADAlabama Project Administrator

EDUCATEAlabama/LEADAlabama SectionTele: (334) 242-9962 E-mail: leadalabama@asc.edu

Section Website: http://alex.state.al.us/leadership/leadalabama.html

LEADAlabama Website: http://leadalabama.asc.edu (Open 8/1/12)

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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

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•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.

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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

http://www.youtube.com/watch?v=v7P0dMwpagk&feature=youtu.be

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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.

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Understanding the Continuum

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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 Study

• Leader Evaluation

• Leader Mentoring

• Leader Induction

• Leadership Residency

• Leader Preparation

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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

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Refer to Continuu

mp.12

Alabama Standards for Instructional Leaders (8)

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99Indictors

Alabama Continuum for Instructional Leaders Development

Pre-Service

Developing

Collaborative Accomplished Distinguish

ed

Described at five levels of development

Indicators

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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

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Levels of Instructional LeadershipLevels 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 Continuu

mp.13

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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, andinterprets data; allocates resources

1C. Evaluates results for the purpose of continuous school improvement

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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

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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

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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

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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-communityrelations

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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

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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

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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

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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

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Turn & Talk

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

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CONTINUUM: EMERGING THEMESConcepts 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

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LEADAlabama Process

Self-Assessment

Collaborative Dialogue

Professional Learning Plan Evidence 360°

Feedback

Formative Assessment

An online, formative evaluation program

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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

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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 EvaluatorInstructional leader who is using LA to evaluate other instructional leaders.

LA EvaluateeInstructional 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.

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What is the LA Role Type?

Federal ProgramsDirector

Principal

CurriculumCoordinator

Education Specialist

Superintendent

Chief Academic Officer

Chief Financial Officer

AssistantSuperintendent

Associate Superintendent

Deputy Superintendent

Special Education Director

Assistant Principal

Education Specialist

Itinerant Instructional

Specialist

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Self-Assessment

Collaborative Dialogue

Professional Learning Plan Evidence 360°

Feedback

Implementation Timeline

Evaluation Cycle Closes: July 31

August September

October *Nov-July March

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• Self -Assessment

Dialogue

• PLP

Administrator Learning

• Evidence Summary

**VAL-ED

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 31.

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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.

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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

360° Assessment for School Principals

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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

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The Conceptual VAL-ED Model

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Alignment Illustration – LEADAL and VAL-ED by ISLLC Standards

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For more VAL-ED Information:Discovery Education Assessment

www.discoveryeducation.com/products/assessment

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LEADAlabama Online Process

Refer to User Guide for step-by-step instructions

2012-2013 Training Material

User GuideLEADAlabama Steps 1-8

Find Training Materials at:

http://alex.state.al.us/leadership/leadalabama.html

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Step 1: LA Profile/Adding Staff

Select “Step 1” to view instructions.

ED DIR (Ctrl Click for ED DIR)

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Step 2:Login

Select“Step 2” to view instructions.

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Home Page Features

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Step 3:

Update Profile Status

Select“Save” after updating profile.

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Step 3:

Update Profile Status

Profile updated, may edit at anytime.

Select“Switch toEvaluator Mode” to view your Evaluatee(s).

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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.

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In Evaluatee Mode

Step 4:

Self- Assessment

Select “Start Self-Assessment” Icon.

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Step 4:

Self-Assessment

Select indicator “1A” to begin assessing each indicator.

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Step 4:

SelfAssessment

When level selected, highlights all level(s) to the left, indicating the descriptors at each level best describe your behaviors, knowledge and skills.

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Step 4:

Self-Assessment

Select“Finished” after each indicator has been assessed.

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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

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Step 5:

Adding/RemovingIndicatorsto/from PLP

Select“Assign to PLP” to add indicator to PLP.

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Step 5:

Adding/RemovingIndicatorsto/from PLP

Select“Remove from PLP” to remove indicator from PLP.

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Step 6:

CompletingPLP

Select“PLP” icon to complete PLP.

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Step 6:

CompetingPLP

Read Directions for PLP.

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Step 6:

CompletingPLPOnly 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

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Sample PLPs

Refer to Handouts

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Step 7:

AddingSupportingEvidence

Select“Evidence Summary” icon to add supporting evidence.

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Step 7:

AddingSupportingEvidence

ReadDirections for adding types supporting evidence.

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Sample PLPsRefer to Handouts

What type of evidence would the Evaluator and Evaluatee

add?

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Step 7:

AddingSupportingEvidence

Select“Level of Practice” to describe the level of practice for evidence.

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Step 8:

Evidence Summary

Select “Add/Edit Summary” to add Evidence Summary Statement.

Select“Close Evidence Summary” to close evaluation process for the year.

Note:Evaluation process must close by July 31. Contract Principals by March 15 or adjusted to meet 90-day notice requirement.

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• Self -Assessment

Dialogue

• PLP

Administrator Learning • Evidenc

e Summary

**VAL-ED

LA Begins August 1, 2012

* *Principals only, random selection

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Questions?

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