This profile summarizes the efforts made by states and districts to implement evaluation and feedback systems, including the SREB Elements of Evaluation—basic information about the state evaluation framework. The sections below correspond to the three sections of the State Actions to Advance Teacher Evaluation report released in February 2016.

SREB Elements of Evaluation

Design of State Evaluation Models

The state department does not endorse a specific observation rubric or require the inclusion of student growth measures in district evaluation systems. The state department requires districts to use AQTS and a common developmental rating scale.

Evaluators conduct at least two unannounced observations annually. Evaluators use the teachers’ observation, self-assessment and professional learning plan to assign “levels of practice” for the two-to-three indicators identified in the teacher’s professional learning plan. Evaluators give feedback during formative “dialogues,” in which they describe how they arrived at the developmental rating for the chosen indicators.

Before evaluators conduct classroom observations and assign developmental ratings, teachers complete a self-assessment in which they rate themselves across 39 indicators. Teachers select two or three indicators for their professional learning plans.

Implementation of District Evaluation Systems

The state department provides online training resources but relies on districts and regional in-service centers to deliver training to evaluators and teachers.

The state department assists district teams as they design and implement evaluation and feedback systems aligned with the state framework. While a SREB study of pilot districts found that this process is time intensive, teachers, principals and district leaders valued the opportunity to develop their own evaluation systems.

The state department provides online training resources, including step-by-step guides and videos designed for self-study. The department’s Educator Effectiveness division has provided in-depth technical assistance to a set of pilot districts.

Transformation of Professional Learning

The state department does not collect summative evaluation ratings, by design. EDUCATEAlabama prioritizes collaboration and feedback over numerical ratings.

The state publishes teacher self-assessment data. The reports summarize how teachers rated their practice across 39 teaching indicators.

Evaluators provide feedback and support based on indicators identified by teachers in their professional development plans.