Alabama
Professional
Education
Personnel
Evaluation
Program
Field Test of
Speech/Language
Pathologist
Evaluation System
July 2000
Alabama Speech/Language Pathologist Evaluation System
Field Test
 Provides a sense of how well the instruments and
procedures are working
 Provides information on what areas of the evaluation
system need changing
 Provides feedback from those who are being
evaluated and those who are evaluators
 Provides data for setting standards
Alabama Department of Education
Speech/Language Field Test Evaluation
Alabama Speech/Language Pathologist Evaluation System
Competencies
Eight Competencies: Structure parallels other evaluation systems
1.0
Preparation for Instruction (includes initial evaluation)
2.0
Presentation of Intervention/Therapy
3.0
Assessment of Student Performance
4.0
Management of Therapy Session and Student Behavior
5.0
Positive Climate
6.0
Communication
7.0
Professional Development and Leadership
8.0
Performance of Professional Responsibility
Alabama Department of Education
Speech/Language Field Test Evaluation
Alabama Speech/Language Pathologist Evaluation System
Data Collection Instruments/Forms
• Self-Assessment
• Interview (oral or written)
• Pre/Post Observation
• Observation
• Supervisor Review Form
• Professional Development Plan (generates Professional
Development/Leadership Competency score during next cycle)
• Evaluation Summary Report
Alabama Department of Education
Speech/Language Field Test Evaluation
Alabama Speech/Language Pathologist Evaluation System
Self Assessment
 Generates data for all competency areas
 Optionally used by the speech/language pathologist and
shared with evaluator only if pathologist agrees
 Used by the speech/language pathologist to:
1) Identify areas that need improvement
2) Compare the pathologist’s perceptions of
performance with the results of
the evaluation
3) Determine areas for professional growth
activities to be included in a
professional development plan
Alabama Department of Education
Speech/Language Field Test Evaluation
Alabama Speech/Language Pathologist Evaluation System
The Interview
 Two types of interviews:
 A Structured Interview with 4 questions commonly asked of
all speech/language pathologists (oral and written options)

A Clarifying Interview with probing questions focused on
clarifying or bringing understanding to the written
interview (questions differ from pathologist to pathologist)
 Clarifying Interview conducted after the evaluator
analyzes the written interview
 Modified scripting is used to record
responses in oral option
Alabama Department of Education
Speech/Language Field Test Evaluation
Alabama Speech/Language Pathologist Evaluation System
The Observations

Instructional Observation
The evaluator conducts two observations (3 if a nontenured pathologist ) observing the speech/language
pathologist in an instructional setting. The observations
may be in the classroom or in a therapy/intervention
session.
Alabama Department of Education
Speech/Language Field Test Evaluation
Alabama Speech/Language Pathologist Evaluation System
Supervisor’s Review Form
 Generates data for competencies in Communication
and Professional Responsibilities

Provides data where a supervisor should have objective,
experiential information
Alabama Department of Education
Speech/Language Field Test Evaluation
Alabama Speech/Language Pathologist Evaluation System
Evaluation Summary Report
 Used to present the scores developed from each of
the instruments
 To complete the ESR, the evaluator:
1. Completes demographic information requested
2. Records the scores from each instrument
3. Writes comments, explanations, or justifications in the space
provided that support the score for the specific area
4. Identifies 1 - 2 areas for focus in planning
professional development for the coming year(s)
Alabama Department of Education
Speech/Language Field Test Evaluation
Alabama Speech/Language Pathologist Evaluation System
Professional Development Plan
 Activities focus on areas of improvement as identified in the
Evaluation Summary Report
 Activities focus on the improvement of student achievement
 Used to evaluate Competency 7: Professional Development
and Leadership after first year of evaluation
Alabama Department of Education
Speech/Language Field Test Evaluation
Questions?
S Y S T E M C O M P A R IS O N S
T ea ch ers
S p ecia l E d . II
S p eech /L a n g .
C o u n selo rs
L ib ra ria n s
O b serv a tio n
O b serv a tio n
O b serv a tio n
In stru ctio n a l
O b serv a tio n
M a n a g em en t
O b serv a tio n
In stru ctio n a l
O b serv a tio n
In terv iew
1 a d d ed q u estio n
1 a d d ed q u estio n
slig h t d ifferen ces
slig h t d ifferen ces
SRF
SRF
SRF
SRF
SRF
PDP
(C o m p eten cy 7 )
PDP
(C o m p eten cy 7 )
PDP
(C o m p eten cy 7 )
PDP
(C o m p eten cy 7 )
PDP
(C o m p eten cy 7 )
P o rtfo lio
(7 in d ica to rs)
ESR
ESR
ESR
S u rv ey s
(S tu d en ts,
P a ren ts, F a cu lty /
S ta ff)
S u rv ey s
(S tu d en ts,
F a cu lty /S ta ff)
ESR
ESR
SPEECH/LANGUAGE PATHOLOGISTS
COMPETENCIES
Teacher System
 Eight Competencies
Speech/Language System
 Eight Competencies
 Preparation for Instruction
 Preparation for Delivery of Services
New indicator for Initial Evaluation
 Presentation of Instruction
 Presentation of Intervention/Therapy
 Assessment of Student Performance
 Assessment of Student Performance
 Classroom Management
 Management of Therapy Session and
Student Behavior
 Positive Climate
 Positive Climate
 Communication
 Communication
 Prof. Development/Ldrship
 Prof. Development/Ldrship
 Prof Responsibilities
 Prof Responsibilities
SPEECH/LANGUAGE PATHOLOGISTS
CONCEPTS
Teacher System
Speech/Language System
 Classroom
 Classroom/Session Room
(e.g. classroom area is typically smaller)
 Academic Content
 Academic Content, Intervention
Techniques (considers development
and functionality of student)
 Equipment/Materials
 Equipment/Materials
 Management of Student
Behavior
 Management of Therapy Sessions
and Student Behavior
 Climate
 Climate covers same indictors
SPEECH/LANGUAGE PATHOLOGISTS
INSTRUMENTS
Teacher System
Speech/Language System
 Self Assessment
 Self Assessment
(Same format)
 Interview
(3 questions, 5 indicators)
 Interview
(4 questions, 6 indicators. Adds question for
Indicator 1.1. Rest of questions cover same
indicators as teacher system
 Pre/Post Observation
 Pre/Post Observation
(Same procedures, first two questions
adapted for speech/language)
 Observation
(17 indicators)
 Observation
(Same 17 indicators and same procedures)
SPEECH/LANGUAGE PATHOLOGISTS
INSTRUMENTS
Teacher System
Speech/Language System
 Supervisor’s Review Form
 Supervisor’s Review Form
(No difference)
 Evaluation Summary Report
 ESR is same except for adding new indicator
in Competency 1
 Competency 7 Scoring
 Competency 7 Scoring is same
(Not scored in field test since no past
PDP has been developed)
 PDP
 PDP has no changes
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