LEADAlabama Implementation Training 2012 -2013 EDUCATEAlabama/LEADAlabama Section . Christopher Blair, Ed.D. LEADAlabama Project Administrator EDUCATEAlabama/LEADAlabama Section Tele: (334) 242-9962 E-mail: email@example.com
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LEADAlabama Implementation Training
Christopher Blair, Ed.D.
LEADAlabama Project Administrator
Tele: (334) 242-9962 E-mail: firstname.lastname@example.org
Section Website: http://alex.state.al.us/leadership/leadalabama.html
LEADAlabama Website: http://leadalabama.asc.edu (Open 8/1/12)
LEADAlabama Training Purpose
Importance of EDUCATE/LEADAlabama
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.
*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.
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.
Alabama Continuum for Instructional Leaders Development
Described at five levels of development
Five Important Notes About the Five Levels of Development
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
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
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
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
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
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
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
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
Share your thoughts about the Continuum and the concepts that are central to the performance of an instructional leader.
CONTINUUM: EMERGING THEMESConcepts that represent the philosophy behind the standards and are central to performance of an exemplar instructional leader
An online, formative evaluation program
Alabama Continuum for Leadership Development - 23 indicators described at five levels of development
Professional Learning Plan (PLP):
LEADAlabama Evaluation Role Types
Registration in the ALSDE Education Directory required for LA process.
What is the LA Role Type?
Evaluation Cycle Closes: July 31
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.
360° Assessment for School Principals
360° Assessment for School Principals
The Conceptual VAL-EDModel
Alignment Illustration – LEADAL and VAL-ED by ISLLC Standards
For more VAL-ED Information:
Discovery Education Assessment
Refer to User Guide for step-by-step instructions
2012-2013 Training Material
LEADAlabama Steps 1-8Find Training Materials at:
“Step 1” to view instructions.
(Ctrl Click for ED DIR)
“Step 2” to view instructions.
Home Page Features
Update Profile Status
“Save” after updating profile.
Update Profile Status
Profile updated, may edit at anytime.
to view your Evaluatee(s).
Evaluatee(s) appear after you have been selected by Evaluatee(s) as Primary Evaluator
“Switch to Evaluatee Mode” at anytime to return to your evaluation file.
indicator “1A” to begin assessing each indicator.
When level selected, highlights all level(s) to the left, indicating the descriptors at each level best describe your behaviors, knowledge and skills.
“Finished” after each indicator has been assessed.
“Assign to PLP”
to add indicator to PLP.
“Remove from PLP” to remove indicator from PLP.
“PLP” icon to complete PLP.
ReadDirections for PLP.
Only Evaluatee and Evaluator may edit content of the PLP.
Users may not edit PLP after both Evaluatee and Evaluator have electronically signed PLP
Refer to Handouts
“Evidence Summary” icon to add supporting evidence.
Directions for adding types supporting evidence.
Refer to Handouts
What type of evidence would the Evaluator and Evaluatee add?
“Level of Practice” to describe the level of practice for evidence.
to add Evidence Summary Statement.
“Close Evidence Summary” to close evaluation process for the year.
Evaluation process must close by July 31. Contract Principals by March 15 or adjusted to meet 90-day notice requirement.
* *Principals only, random selection
LA Begins August 1, 2012