Project: Year 7 2018–2019

Alabama Educator Effectiveness

The Southeast Comprehensive Center (SECC) will assist the Alabama State Department of Education (ALSDE) as it implements multiple metric educator evaluation systems that meet federal Every Student Succeeds Act (ESSA) requirements.

Technical Assistance Approach

The SECC will provide content expertise and evidence-based resources for guiding the development of a statewide model for teacher and leader evaluation, including defining teacher and leader effectiveness, determining metrics of effectiveness, and aligning educator evaluation outcomes with professional learning.

Impact

• Increased state education agency (SEA) capacity to develop and implement a statewide teacher and leader evaluation model (Improved organizational structures and processes)

• Increased SEA capacity to measure teacher and leader effectiveness (Improved materials and assets)

• Increased SEA capacity to align teacher and leader professional learning needs with evaluation outcomes (Improved organizational structures and processes)

Project State(s)

Project Updates

Most Recent Update: 2019 | March

State staff reviewed and discussed the Southeast Comprehensive Center (SECC) fast response, State Definitions of “Ineffective” Teacher for the Purpose of Equitable Access Reporting, and its addendum. After having the opportunity to learn how other states approach teacher evaluation systems, the state began developing a teacher observation protocol to share with stakeholders in the spring. They also plan to include another externally developed teacher evaluation system tool in the stakeholder meeting as options for review. SECC will discuss next steps with ALSDE in April in terms of technical assistance needed to prepare and facilitate the stakeholder meeting.

 

Previous Updates:

State staff reviewed and discussed the Southeast Comprehensive Center (SECC) fast response, State Definitions of “Ineffective” Teacher for the Purpose of Equitable Access Reporting, and its addendum. After having the opportunity to learn how other states approach teacher evaluation systems, the state began developing a teacher observation protocol to share with stakeholders in the spring. They also plan to include another externally developed teacher evaluation system tool in the stakeholder meeting as options for review. SECC will discuss next steps with ALSDE in April in terms of technical assistance needed to prepare and facilitate the stakeholder meeting.

Southeast Comprehensive Center (SECC) staff met virtually with staff with the Alabama State Department of Education (ALSDE) in early February to discuss the state’s feedback regarding SECC’s fast response report, State Definitions of Ineffective Teacher for the Purpose of Equitable Access Reporting. Upon reading and discussing the report, ALSDE wanted to learn more about three states’ evaluation systems, so SECC provided an addendum to the fast response report for the state to review. ALSDE staff met again internally in late February to discuss the report as well as other Alabama district evaluation systems of interest to help with decision-making moving forward.

ALSDE is planning to schedule the first stakeholder meeting to discuss and receive input on a draft definition of ineffective teachers and leaders and metrics for measuring educator effectiveness. SECC will support ALSDE staff with these milestones and will be setting up a meeting in early March to begin planning.

As evidence of impact, the state is demonstrating increased capacity needed to develop a statewide teacher and leader evaluation model through their collaboration and decision-making upon review of resources and examples of evaluation models. They are working toward presenting a draft framework to stakeholders for input and feedback in early spring, with initial rollout training in the summer during the state MEGA Conference.

Southeast Comprehensive Center (SECC) and Alabama State Department of Education (ALSDE) project team members met virtually in January to begin working on defining ineffective teachers. SECC content experts compiled a report of other states' approaches to defining teacher ineffectiveness and related information and shared it with the state team for review.  After review, the state team met internally to discuss possible routes for Alabama.

As staff consider possible directions in developing its definition of ineffectiveness, ALSDE will consider stakeholders who should be included in these conversations and their roles. SECC will meet again virtually in early February to discuss the direction Alabama would like to take and next steps for SECC support.

The Southeast Comprehensive Center (SECC) met internally to prepare for its first meeting with the Alabama State Department of Education (ALSDE) to begin working on drafting a definition of ineffective educators and determining metrics to measure effectiveness. In addition, SECC staff met via conference call with the state contact to co-develop an agenda and meeting outcomes. The meeting was postponed for January.

In January, SECC and ALSDE project team members will meet virtually in January to begin planning for their first on-site meeting where they will begin working on defining ineffective educators and determining possible metrics for effectiveness.

The Southeast Comprehensive Center (SECC) generated a list of resources that were shared previously during Year 5 with Alabama State Department of Education (ALSDE) staff who are no longer with the department. These resources included the following: Activity Handouts (compilation of student learning objectives resources from other states and trainings), AL Student Achievement Growth Goals (SAGGs) SECC PowerPoint, 11/16/16; and Spectrum of State Approaches to Growth Models PowerPoint.

The SECC and ALSDE are scheduled to meet in December to begin working on the development of a draft definition of teacher and leader ineffectiveness and metrics for measuring educator effectiveness.

The Southeast Comprehensive Center (SECC) met with the Alabama State Department of Education (ALSDE) in late-October to confirm milestones, outputs, and outcomes for the Educator Effectiveness project. Some revisions were made to the work plan, including timelines and milestones. Because the state does not currently have a professional learning or educator evaluation system in place, milestones related to the alignment between the two systems were omitted. Other milestones were addressed to shorten respective timelines.

During the month of November, SECC will provide a list of resources needed to create the teacher and leader evaluation system, including resources shared with past state education agency (SEA) staff no longer assigned in that office and newer resources that have been developed within the past year. The SECC team also will begin planning for supporting the state with collaborating on a draft definition of teacher and leader ineffectiveness and metrics for measuring educator effectiveness.