APLDS Evaluation System

Aligned with the Alabama Standards for School Leadership, the Alabama Principal Leadership Development System (APLDS) Evaluation System is a formative evaluation system for principals and assistant principals designed to improve practice by setting goals, guiding and supporting professional learning, and providing actionable feedback on performance. The evaluation system measures principal effectiveness and is intended to inform professional development and growth.

Professional Learning Plan Components

Beginning with the 2024-25 school year, the law requires principals and assistant principals to complete a Professional Learning Plan (PLP) with the following components in order to successfully complete all program requirements for the annual stipend.

School administrators' Professional Learning Plans (PLPs) are reviewed and approved by their evaluators.

The following considerations and examples are not intended to supersede guidance provided by districts.

Achievement

Considerations for Goal Setting

What assessment data (e.g., state assessment, benchmark assessment) will be used to determine baseline data and set targets for what can be accomplished in one year? What is being measured in each assessment?
What areas of student performance are meeting or exceeding expectations? Below expectations?
What patterns exist within the data? How are the data similar or different in various grade levels, content areas, and individual classes?
How did various groups of students perform? (Consider Accountability subgroups such as economically disadvantaged, students with disabilities, students with limited English proficiency, and race/ethnicity.)
What are the potential root causes?
How will the data be used to set a goal and guide your professional learning?

Examples of Student Learning Data Sources

ACAP Summative/Alternate
PreACT/ACT
District/School Benchmark Assessments
District/School Common Assessments

Tip for CTE School Administrators

Consider the following Core Indicators of Performance and your Comprehensive Local Needs Assessment:

Academic Proficiency in Reading/Language Arts
Academic Proficiency in Mathematics
Academic Proficiency in Science

Example Achievement Goals

In one year, 46% of students will achieve proficiency or above (Level 3-4) in ELA on the ACT.
In one year, the average percent correct in Key Ideas & Details will be at least 80% on quarterly common assessments and on the ACT Reading Test.
(CTE Example) In one year, 52% of CTE concentrators will achieve proficiency or above in Mathematics on the PreACT and ACT.
(CTE Example) In one year, disaggregated data on the PreACT and ACT will show an 8-point gain among economically disadvantaged students and a 5-point gain among students with IEPs.

Example Evidence of Student Academic Achievement

Achievement Goal 1: In one year, 46% of students will achieve proficiency or above in ELA on ACT.

Our preliminary results indicate that the average score increased from 17.2 to 18.7 on the ACT Reading Test (see attached ACT Summary Report). Preliminary data also indicate that 50% of students demonstrated proficiency with a Level 3 or 4 Achievement Level score.

During department meetings, English teachers created common assessments that aligned with AL Course of Study ELA Standards and ACT CCR Readiness Standards for reading. The average scores for these quarterly common assessments increased over time (see attached document with graphs and discussion notes).

(CTE Example) In one year, 52% of CTE concentrators will achieve proficiency or above in Mathematics on the PreACT and ACT.

Evidence of Achievement:

Math teachers integrated industry-based problem-solving tasks aligned with CTE programs (e.g., construction math, health science calculations) as measured through lesson plans, collaborative meeting artifacts (e.g., notes, agendas) and observation data.
Quarterly benchmark data showed improvement, with percent correct on CTE-aligned math tasks increasing from 65% to 78% by Q4.

Growth

Considerations for Goal Setting

What assessment data (e.g., state assessment, benchmark assessment) will be used to determine baseline data and set targets for what can be accomplished in one year? What is being measured in each assessment?
What areas of student performance are meeting or exceeding expectations? Below expectations?
What patterns exist within the data? How are the data similar or different in various grade levels, content areas, and individual classes?
How did various groups of students perform? (Consider Accountability subgroups such as economically disadvantaged, students with disabilities, students with limited English proficiency, and race/ethnicity.)
What are the potential root causes?
How will the data be used to set a goal and guide your professional learning?

Examples of Student Learning Data Sources

ACAP Summative/Alternate
PreACT/ACT
District/School Benchmark Assessments
District/School Common Assessments

Example Growth Goals

In one year, at least 90% of students will demonstrate adequate growth (Category 3-4) on the ACAP Summative Math Test.
In one year, at least 65% of EL students in grades 3-5 will demonstrate adequate growth (Category 3-4) on the ACAP Summative and benchmark assessments (40 SGP).

Example Evidence of Student Academic Growth

Growth Goal 2: In one year, at least 65% of EL students in grades 3-5 will demonstrate adequate growth (Category 3-4) on the ACAP Summative and benchmark assessments (40 SGP).

On average, 75% of students in Grades 3-5 demonstrated adequate growth (defined as > 50 SGP) in reading from the Beginning of Year (BOY) to End of Year (EOY) as measured by Star Reading. When data were disaggregated by subgroups, 70% of English Learners (ELs) demonstrated adequate growth, exceeding the goal of 65% (see the first attachment for reports and second attachment for School Leadership Team discussion notes). Although not significant, there is still a notable gap between the overall average and subgroup average. ACAP Summative ELA test data will be reviewed by the School Leadership Team when available to determine how the different measures compare in performance and whether a gap also exists.

On average, 85% of students in Grades 3-5 who took Star Math demonstrated adequate growth, indicating that students demonstrated better growth in math (based on Star assessments and the established benchmark criterion) compared to reading (75%). Englisher Learners (ELs) also demonstrated greater growth in math and the overall math average with 90% showing adequate growth (see attachment 3 for reports and the second attachment for School Leadership Team discussion notes).

The School Leadership Team will review Growth Category data from the ACAP Summative ELA and ACAP Summative Math tests when available in AIM this summer to determine if the 65% goal was met for these measures and whether this should continue to be a targeted focus.

School Climate

Considerations for Goal Setting

What do you want to learn from perception data collected through surveys? From whom (e.g., students, parents, teachers, staff)?
What areas of school climate are meeting or exceeding expectations? Below expectations?
What patterns exist within the data? How are the data similar or different across stakeholder groups?
What other data can provide additional insights that surveys may not be able to capture, can help better understand survey findings for decision making, or help see whether school climate improvement efforts are responsive to needs (e.g., student and staff attendance rates, administrative records of behavioral incidents, focus groups with students and parents)?
How will the results be used to set a goal and guide your professional learning?

Examples of Perception Data Sources

Alabama Administrator School Climate Survey (see Appendix E of the Alabama Principal Leadership Framework)
Alabama Instructional Staff School Climate Survey (see Appendix E of the Alabama Principal Leadership Framework)
Alabama Student School Climate Survey (Grades 5-12) (see Appendix E of the Alabama Principal Leadership Framework)
Alabama Family School Climate Survey (see Appendix E of the Alabama Principal Leadership Framework)

Example School Climate Goals

In one year, Alabama School Climate Survey data will indicate greater emotional safety by at least 5% for instructional staff,
students, and families.
In one year, Alabama School Climate Survey data will show at least a 5% increase in instructional staff, students, and families feeling safe at our school.

Example School Climate Evidence

School Climate Goal 1:
In one year, school climate survey data indicate that 95% of faculty, staff, and students consider the school a safe, supportive, and orderly place.

Evidence includes:
- Posters displayed in the hallways and classrooms that communicate specific rules and procedures expected within the school
- Monthly discipline reports that were used to monitor trends by time of day and time of year
- Focus group notes from when students were periodically asked about their thoughts on school safety issues
- Results from quick surveys that were completed by parents regarding the school’s safety and orderliness while they wait in the office’s reception area or car rider line
- End-of-year school climate survey results

Summary of findings:
Teachers collaboratively developed schoolwide procedures for hallway transitions which were posted on the walls of every hall. Teachers reviewed and practiced procedures with students and provided positive reinforcement (e.g., verbal praise, positive phone call home) as the new procedures were implemented. Transitions in the hallway are smoother and discipline data reflect less office referrals during class changes.

When meeting with students at the beginning of the school year, they indicated certain bathrooms that needed to be more closely monitored. The leadership team tweaked the duty schedule accordingly and students reported feeling safer in these areas.

Parents were asked to complete quick surveys several times throughout the year during school events, student checkout, and car rider lines. They were also sent a link to the survey through our message board. Our leadership team noticed a trend of many parents talking about concerns of bullying at the school. We held a school event for students and parents to discuss what bullying is, is not, and what to do if it happens. During guidance, the counselor discussed bullying as well and provided strategies. She implemented a new counseling request process as well. We communicated with parents about these efforts through our monthly school newsletter. Our end-of-year survey indicated more positive perceptions from parents and students regarding their feelings of safety at the school.

Best Practice Tips

Limit to 3-5 PLP goals total (do less with greater focus)
Align plan for professional learning with PLP goals
Align PLP and Alabama Continuous Improvement Plan (ACIP)

Well-written Goals Are...

S = Specific. Goals should be detailed and explicit.

M = Measurable. Goals should articulate a desired outcome and how that outcome will be measured.

A = Attainable. Push yourself past your comfort zone but be realistic and attainable by keeping goals to a minimum.

R = Relevant and Data-Based. Goals should be based on evidence of need.

T = Time Bound. Create a sense of urgency by defining when the goal will become reality (1 year).

Plan for High-Quality Professional Learning (HQPL)

Considerations for Planning HQPL from the State-Approved List

How will I deepen my professional knowledge and apply my new learning to meet my growth/achievement and school climate goals?
What leadership skills and practices do I already do well as they relate to the Alabama Standards for School Leadership? In what areas do I need to grow?
What areas of professional growth do I need to focus on the most right now based on my current skills and leadership context
What professional learning opportunities are connected to my district’s strategic plan and priorities?
What evidence will demonstrate application of my new learning?

Example Plan for Achievement

I will attend the high-quality professional learning titled, “Providing Effective Feedback for Improving Instruction,” to deepen my knowledge and practice in providing classroom teachers with focused, objective feedback for the purpose of improving instructional strategies. Through this professional learning experience, I will also focus on learning how to use classroom observations to assess the implementation of teacher professional learning (e.g., deepening their content knowledge and instructional practices related to key ideas and details). Expected evidence that will demonstrate the application of my new learning will include:

Examples of completed observation protocols focused on teacher application of professional learning
Examples of completed post-lesson conference protocols used with teachers

Example Plan for Growth

I will attend professional learning sessions offered by the Office of School Improvement that target my leadership skills in understanding data platforms (e.g., AIM Student Data tile), analyzing different types of student data (e.g., report card indicators) that are disaggregated by subgroups, and developing my ACIP goals and strategies. I will also attend High-Quality Instruction & Assessment (HQIA) professional learning sessions offered by the ALSDE EL section to support my teachers’ use of evidence-based practices for English learners. Expected evidence that will demonstrate the application of my new learning will include:

Completed data meeting protocols with disaggregated subgroup data (e.g., report card indicators, benchmark assessments) that include discussion notes of trends and action steps
ACIP with strategies that target EL students (eProve Strategies Annual Implementation Plan)
Analysis of Findings for Critical Initiatives related to EL strategies (eProve Strategies Evaluating Phase)

Example Plan for School Climate

I will also attend high-quality professional learning focused on cultivating faculty, staff, and student perceptions of the safety, supportiveness, and orderliness of the school environment. I will also learn how to monitor progress toward meeting my school climate goals through quick checks (e.g., short survey, focus groups) and make adjustments as needed. Expected evidence that will demonstrate the application of my new learning will include:

Posters across the school that communicate specific rules and procedures expected within the school
Monthly discipline data to monitor trends by time of day and time of year
Focus group notes when students are periodically asked about their thoughts on school safety issues
Results from quick surveys regarding the school’s safety and orderliness that can be completed by parents at school events, student checkout, car rider line, etc.
End-of-year school climate survey results

Example Evidence of High-Quality Professional Learning from the ALSDE-Approved List

The attached document shows the audit that our leadership team completed after I attended the ACIP session from the Office of School Improvement. The document includes data the following sections:

1. Report Card Data: (weighted) achievement; (weighted) growth; chronic absenteeism; graduation rate; CCR
2. Achievement: ELA and Math state assessment performance; dropout rates
3. Programs: proportion of students disciplined; proportion of students assigned to special education and gifted/talented programs; proportion of students in advanced courses (Honors/AP)
4. Classroom Practices: checklist of specific, observable teacher behaviors; can be used for self-reflection or by an observer
5. School Climate: other school climate factors
6. Summary and Implication of Findings: explain the summary of findings from the previous sections and implications for targeted interventions and supports

New Principal Mentoring Program (New Principals Only)

Example Evidence of Year 1 New Principal Mentoring Program

The following examples are from the Mentee Program Materials for the Alabama New Principal Mentoring Program:

Core Values Activities (p. 10-17)
PERMA Profile (p. 18-19)
Assumption Hunt (p. 24)
Partnership Agreement (p. 25-27)
Mentee Action Plan (p. 29-31)
Stuck & Moving Schools Checklist (p. 36-38)
School Climate Self-Assessment (p. 39-46)
Leadership Orientations (p. 55-57)
5 Domains of Principal Effectiveness Self-Assessment (p. 60-61)
Journal Entries (p. 65)

Example Evidence of Year 2 New Principal Mentoring Program

The following examples are from the Mentee Program Materials for the Alabama New Principal Mentoring Program:

PERMA Profile (p. 18-19)
Assumption Hunt (p. 24)
Partnership Agreement (p. 25-27)
Mentee Action Plan (p. 29-31)
5 Domains of Principal Effectiveness Self-Assessment (p. 60-61)
Journal Entries (p. 65)
Communication Plan/Scaffolding Template for Difficult Conversations (p. 52-54)

AIM Teaching Effectiveness (TE) Portal

In order to meet the requirements of the School Principal Leadership and Mentoring Act (2023-340), the APLDS Evaluation System will be implemented for school principals and assistant principals. All public PreK-12 school administrators must participate in the APLDS Evaluation System in order to receive the Principal Act stipend if eligible. To access the APLDS Evaluation System, school administrators will log in to the

Teaching Effectiveness (TE) application through the ALSDE Identity Management (AIM) Portal.

Go to AIM Portal

Teaching Effectiveness (TE) Access Rules

To access the Teaching Effectiveness application, users will need to be assigned a Teaching Effectiveness application access rule in the Education Directory. Users will also need to be assigned to a System and Site in the Education Directory. Instructions for assigning and removing access rules in the Education Directory are provided below.

Step-by-Step Directions

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Technical Support

For questions and support, reach out to us at:
Email: servicedesk@alsde.edu
Phone: 334.694.4777

In the email subject line, please indicate for which of the following you need support:

AIM Portal, Education Directory Application, Teaching Effectiveness Application, APLDS Evaluation System