Apply practices that facilitate learning with ELL students' Zone of Proximal Development (ZPD).

Review and discuss practices for appropriate scaffolds to support learners to develop academic content, language, literacy and engage learners to demonstrate independence in listening, speaking, and writing.

HQIA for ELs guidance provides educators with practices that align with the Alabama Framework for EL Success. The HQIA for ELs professional learning communicates are designed to improve instructional practices to meet the need of ELs in our state. This professional learning experience may be limited to a cohort.

Provide ongoing, job-embedded learning opportunities through both in-person and hybrid learning environments to engage educators in a comprehensive “deep dive” in the ATGP, including the following: · Research that supports the tools · Historical landscape · Alignment to the Alabama Core Teaching Standards · Observations of the five (5) dimensions in action. Designed for previously trained leaders

This professional study has been designed to provide the participant with an immersive learning experience in the Alabama Teacher Observation Tool. The Alabama Teacher Observation Tool is a formative assessment tool that aligns with the Alabama Core Teaching Standards (ACTS). The Alabama Teacher Observation tool is designed to collect quantitative data that captures an educator's instructional practices. The purpose of this course is to help Alabama school leaders promote teachers’ improvement toward the practice of learner centric instruction and effective teaching by gaining an understanding of the Five Dimensions of this formative observation tool. Participants will explore topics related to the five dimensions of the Teacher Observation Tool: Culture/Climate, Learning, Essentials, Agency and Relationships.

Newly appointed administrators will gain insight into all aspects of the Alabama Teacher Growth Program (ATGP). Participants will leave the session with insights into applying the scoring rubric to accurately and consistently rate teachers’ instructional practice. Participants will also enhance their ability to provide focused, formative feedback to classroom teachers by correlating items in the Alabama Teacher Observation Tool (ATOT) with sub-standards in the Alabama Core Teaching Standards (ACTS).

Join us to learn about and discuss important topics related to the Principal Act and Alabama Principal Leadership Development System (APLDS) Program for the 2025-26 school year including: Alabama School Climate Model, Alabama Standards for School Leadership, Alabama Principal Leadership Framework, High-Quality Professional Learning, APLDS Evaluation System

The APLDS School Leadership Collaborative is a statewide learning series for principals and assistant principals designed to:
- Address Alabama Standards for School Leadership
- Provide highly-practical professional learning that is backed by solid research
- Build regional connections among school-level leaders
- Result in highly-satisfying, useful professional learning
- Meet program requirements for the APLDS Program

For the 2025-26 school year, the APLDS School Leadership Collaborative is referred to as the Self to System Series with a focus on:
Session 1 - Place the Ladder: The Middle Way to Instructional Leadership
Session 2 - Teacher Talent and Retention through Teams and Temperament
Session 3 - Principals as Talent Architects: Mastering Feedback, Evidence, and Adult Development

By focusing on the Alabama Standards for School Leadership and the Four Domains for Rapid School Improvement, participants will explore practical approaches to recruiting, hiring, developing, and retaining diverse and effective staff. This on-demand professional learning session will equip school leaders with actionable strategies to enhance their managerial and operational leadership skills. 

This self-paced course provides information and strategies to assist school administrators in collecting, documenting, and utilizing observational evidence to offer classroom teachers targeted, formative feedback for improving instructional practices.