Alabama PEPE Program
For nearly two decades, an ever-expanding body of
research has consistently indicated that excellence in schools is more
directly related to the performance of their administrators and teachers
than to anything else. School districts that implement strong
performance-evaluation programs, linked with provisions and opportunity
for strong professional growth and development, obtain marked improvements
in educational quality. Educators do their jobs better; students excel
both personally and academically and, as a result, community support for
schools escalates proportionately.
Acceptance of these findings and their promising
outcomes was one of the primary factors that prompted the State Board of
Education, in 1988, to adopt a resolution requiring the evaluation of all
professional public education personnel either by a state-developed
evaluation system or by one which each school system may opt to formulate
pursuant to Board-established criteria. It also provided the impetus for
the State Legislature, shortly thereafter, to enact legislation endowing
the School Boardís resolution with the full force of law.
The Alabama Professional Education Personnel
Evaluation Program (PEPE) addresses the above enactments and is the
product and culmination of the intense, informed and dedicated efforts of
the many educational practitioners who participated in its development. In
many respects, the resultant approach is a salient departure from numerous
other evaluative approaches currently in use in many school systems
nationwide. Rather than focusing on personal traits, which may or may not
relate to the quality of performance, the program concentrates on
competencies and knowledge/skills which effective educators are known to
possess, on performance standards, and on results. The evaluation
programís primary goal is the improvement of teaching and learning; and
it seeks to effect growth, collegiality and assistance as opposed to
dismissal or demotion.
Unlike some assessment processes, the Alabama Professional Education Personnel Evaluation Program is predicated on the belief that because classroom teaching and leadership and management processes in a school environment are extremely complex, multiple data sources and data-collection tools are necessary to obtain an accurate appraisal of professional practices and needs. And while no personnel evaluations are absolutely objective in the sense that they are completely devoid of supervisory judgment, the model used by PEPE does help to ensure that such judgments are not capricious and arbitrary, but instead are supported not only by reliable and valid data, but also defensible rationales derived through a structured process of data collection, interpretation, and inference.
This page was updated on 02/21/2007