Running Head: Personnel Evaluation

Personnel Evaluation across the States

(Part A of Field Experience)
Jeri Lynn Parker
Alabama A&M University

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Personnel Evaluations across the States

Evaluating personnel is a way to hold teachers, administrators, and school districts
accountable. Having an effective evaluation system ensures that educators improve in their
practices. As I researched the evaluation process across states I found that there are different
models of evaluation. One being an evaluation system designed primarily for measurement and
one designed for growth and development (Marzano, 2012). The evaluation method varies from
state to state. Of the states Alabama, Florida, Georgia, and Tennessee, the evaluation goals were
linked to the states strategic plan, district policies or other reforms such as Race to the Top.
Florida and Georgias evaluation process also includes Principle 3 (Supporting Effective
Instruction and Leadership) flexibility request (Leaders, 2013).
Both measurement and development evaluations are important aspects of
teacher/administrator evaluations. Using the measurement approach uses a small set of elements
in determining if the teacher is skillful in the classroom. Tennessee, Florida, and Georgia require
student growth to be included within the administrator evaluation. However, when using the
growth approach of evaluation it will be comprehensive and specific to the teachers or
administrators growth in various instructional strategies and standards (Marzano, 2012).
Alabama uses the growth model to evaluate administrators and teachers at this time. Although, in
the near future the evaluation process in Alabama will be changing linking student achievement
and be more evaluate than growth. Teachers should be provided regular feedback that helps them
grow as professionals. A meaningful teacher evaluation system should reflect a set or core
convictions about good instruction (Jordan, Mendro, & Weerasinghe, 1997).
Administrator evaluations are becoming an increasingly important tool in the entire
improvement effort of a school district. Effective administrators are fluent on their districts

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policies, procedures, strategic plan, and school data. Within Alabama, Instructional Leaders are
held to eight standards which should result in improved academic achievement, improve the
quality of instruction and promote self-growth.
Researching the states of Georgia, Florida, and Tennessee in comparison to Alabamas
Lead Alabama evaluation standards, was interesting. Lead Alabama is considered a growth
evaluation, not evaluate. When discussing different components with my administrator, Lead
Alabama is an ongoing process unlike PEPE that was used in previous years. Lead Alabama is a
formative, online, evaluation system for educational leaders consisting of a self-assessment,
collaborative dialogue, professional learning plan (PLP), and evidence collection (Alex , 2014). I
found it interesting that professional development opportunities are not linked to LEAD Alabama
indicators at this time but are linked to the district strategic plan.
All of the states I researched recommended a school improvement plan. Florida mandates
that performance evaluation results be used to inform the development of district and school
improvement plans. Georgia and Tennessee recommends the state provide a suggested school
improvement template and process that supports professional learning and ongoing support
(Leaders, 2013). Alabama requires a 360 degree assessment to evaluate certificated, central
office administrators, principals, assistant principals, and all other specialty area administrators
(Leaders, 2013). Florida recommends that the principals evaluation includes input from the
parents and instructional personnel. Georgia and Tennessee do not require the 360 degree
assessment.
Alabama, Georgia, and Tennessee require the supervisor or observer to use a rubric to
evaluate the administrator; Florida uses different rubrics based on each district. All of the states
have a different timeline on conferencing with administrator pertaining to observation results.

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The states of Georgia and Tennessee require other measures to be included in

administrator evaluations. For example, Georgia mandates reduction in the student achievement
gap, student attendance, and data on the retention of highly effective teachers. Tennessee looks at
graduation rates, postsecondary matriculation/persistence rates, completion/success in advanced
coursework and ninth-grade promotion or retention rates (Leaders, 2013). Using the evaluative
process allows for the different items or indicators listed on observation, to hold different weight
in the total overall evaluation of the administrator.
All of the states I researched encouraged continuous growth not only from the students
but for the teachers and administrators as well. As I researched all the similarities and differences
I found that continuous growth, achievement, effectiveness, collaboration, values, integrity and
ethics are words that appeared to be linked in all states. Teachers will flourish in educating the
students if they are lead by a leader that is willing to continue to grow with them and make
adjustments in his or her leadership along the way.
If you are going to have a community of learners it starts at the top with effective
leadership. Being an administrator you need to be very aware of what your school needs in
regards to personnel in reaching your local and district goals. Hiring quality teachers will ensure
your school is on the right path to reaching the goals necessary in educating the students and
assisting them in achieving greatness academically and socially. Being that Alabama evaluates
using a growth model (Lead Alabama/Educate Alabama), as an administrator you should offer
and implement a variety of professional development and have ongoing collaboration among
your teachers. Meeting the needs of the students by hiring quality teachers will show in your
data. Administrators that have ongoing collaboration with their teachers and stakeholders, review

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data, and implement professional development accordingly will develop an environment that is
highly conducive to learning and growing.
Performing effective personnel evaluations will require you have a clear set of goals and
have developed a climate that is regarded as a learning environment or of a team approach.
Regularly visiting the classroom will ease the sense of observation for the teacher and the
students. Personally, my administrators frequent my classroom so often I never consider the fact
that they possibly could be evaluating or observing me. As an administrator, if you are aware of
all the indicators of Lead Alabama, have ongoing collaboration with teachers, have a high level
of professionalism and hold true to the ethics in which you are required, evaluating personnel
should be enjoyable and beneficial to your schools mission and vision.

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6
References

Alex . (2014). Retrieved from Educator Effectiveness:

http://alex.state.al/leadership/leadalabama.html
Jordan, Mendro, & Weerasinghe. (1997). The Effects of Teachers on Longitudinal Student
Achievement. Retrieved from The New Teacher Project: http;//www.tntp.org/widget
Leaders, C. o. (2013). American Insitute for Research. Retrieved from Center on Great Teachers
and Leaders: http://www.resource.tqsource.org/stateevaldb/UseResource
Marzano, R. J. (2012, November). The Two Purposes of Teacher Evaluation: What's Fair?
What's Effective? Retrieved from Educational Leadership: http://www.ascd.org