Policy 413.1 EVALUATION
Introduction
A. Rationale for the new process:
The new process for evaluation of the certified staff was driven by the need to identify expectations for teacher performance, establish consistency in evaluation, and most importantly to incorporate reflection, self-assessment, and goal setting into the evaluation process.
Changes are occurring at both the state and national level by educational organizations which craft policy relative to accountability and assessment. Both state and national agencies are developing standards based upon what students should know and be able to do. Current research and practice in teacher evaluation was used in the development of the instrument drawing on the expertise of the National Board for Professional Teaching Standards, the Association for Supervision and Curriculum Development, and A Framework for Teaching, Enhancing Professional Practice by Charlotte Danielson.
B. Philosophy and Purpose:
1. The Midvale School Trustees recognize the following items:
a) Our responsibility to the patrons of the District is to provide the best possible education to the children.
b) An effective teacher is the key to a successful educational program.
c) It is the responsibility of school administration to help and assist teachers to be effective through adequate supervision.
d) The purpose of evaluation is to objectively measure and report the quality of work done by staff members.
e) When all reasonable efforts for staff improvement have been made and have failed, the law requires a period of probation during which special efforts to improve quality of work are made by both staff members and administration.
f) It is the responsibility of the board to dismiss members who will not or cannot meet the standards of the school.
2. Statement of Philosophy: The purpose of supervision and evaluation is improvement of instruction. Supervision and evaluation of professional employees involves a cooperative process between the staff member and administrator for the purposes of identifying and documenting the performance of individual staff members. Our Teacher Evaluation Plan, which the Board has adopted, and which has been developed and revised by committees made up of teachers and administrators, contains clarification and specific procedures for supervision and evaluation of staff.
3. Statement of Purpose: The evaluation shall be conducted with each teacher to provide services as follows:
a) So that each professional employee knows how he or she is performing in his or her assignment.
b) So that each employee will be aware of both his/her strong points and weak points and areas where improvement, if any, is needed.
c) To provide an opportunity for the supervisor and the employee to discuss objectively the employee’s job performance and mutually agree upon goals and objectives.
d) To provide the following information to an employee whose performance necessitates the imposition of a Program of Assistance, Probation Program for Improvement or non-renewal of contract:
(1) Written notice of the specific areas of unsatisfactory performance.
(2) A reasonable time period to make corrections.
(3) Adequate supervision, assistance, and evaluation during the period of probation.
All monitoring or observation of the performance of a teacher shall be conducted openly and with full knowledge of the employee.
C. Framework
The Teacher Evaluation Process is based upon a framework for teaching which centers on three domains of this practice.
DOMAIN 1: INSTRUCTIONAL AND GUIDANCE SKILLS
Component 1a: Lesson plans (daily and long-range)
Component 1b: Student Engagement
Component 1c: Use of Resources and Teaching Materials
Component 1d: Provision for Emotional, Social, and Academic Differences
Component 1e: Student Assignments, Assessment, and Achievement
Component 1f: Articulation of Subject Matter
Component 1g: Teaching Methods
Component 1h: Teacher/Student/Parent Rapport and Communication
DOMAIN 2: CLASSROOM CONTROL AND MANAGEMENT
Component 2a: Classroom Discipline
Component 2b: Condition of Room and Materials
Component 2c: Student Health and Safety Concerns
DOMAIN 3: PROFESSIONAL RESPONSIBILITIES
Component 3a: Participation in and Support of School Activities
Component 3b: Supervision of Students School-wide
Component 3c: Qualities of Responsibility
Component 3d: Attitude toward Supervision and Evaluation; Reaction to Suggestions & Criticism
Component 3e: Observe and Support Board and Administrative Policy
Component 3f: Professional Relationships with Principal and Other Staff Members
Component 3g: Professional/Personal Growth
Component 3h: Keep Records and Complete Reports as Required
Component 3i: Express Concerns and Seek Alternatives in a Positive and Professional Manner
Component 3j: Flexibility
Component 3k: Professional Relationships with Community Members, Parents, and Students
The Framework for Teaching is comprehensive, and includes all-important aspects of a teacher’s responsibilities, including those beyond the interaction with students. The heart of teaching is, of course, centered in the classroom. But it goes well beyond the classroom, and extends to interaction with colleagues, communication with parents, and service on school and district projects and committees. The Framework for Teaching reflects the full range of a teacher’s responsibilities. Whether everything described in The Framework applies in every setting is a question only those people in that setting can determine; indeed, examination and discussion of that question among teachers and administrators is a valuable part of the professional growth process. Evaluation documents for other certified staff members reflect the same philosophy and high standards but are designed for positions other than the regular classroom teacher. These evaluation documents will be used for self-assessment in other certified positions.
All instructional personnel currently employed by the District have received a full day inservice as well as inservice through the Educational Impact videos made available by the State Office. New hires who are not familiar with the Danielson Model will receive individual training. All staff will take part in a review of the Model annually at the August inservice.
D. Levels of Performance
The Framework for Teaching includes four levels of performance: unsatisfactory, basic, proficient, and exceeds district expectations. The levels range from describing teachers who are still striving to master the rudiments of teaching (unsatisfactory) to highly-accomplished professionals who are able to share their expertise (exceeds district expectations).
- Unsatisfactory: The teacher does not yet appear to understand the concepts underlying the component. Working on the fundamental practices associated with the elements will enable the teacher to grow and develop in this area.
2. Basic: The teacher appears to understand the concepts underlying the component and attempts to implement its elements but implementation is sporadic, intermittent, or otherwise not entirely successful. Additional reading, discussion, visiting classrooms of other teachers and experience will enable the teacher to become proficient in this area.
- Proficient: The teacher clearly understands the concepts underlying the component and implements it well. Most experienced, capable teachers will regard themselves and be regarded by others as performing at this level.
- Exceeds District Expectations: Teachers at this level are master teachers and make a contribution to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learners, with students highly motivated, engaged and assuming considerable responsibility for their own learning.
a) Program of Assistance
When an administrator feels that a teacher needs assistance to improve job performance, prior to the recommendation that the teacher be placed on probation, the administrator will develop with the teacher a Program of Assistance. A conference between the teacher and the supervisor will be scheduled to discuss a Program of Assistance, which is to include:
” A description of the deficiency.
” A description of the supervisor’s expectation.
” A program for correcting the deficiency, criteria which will be used to measure the correction, and a timeline.
” A list of the assistance and resources to be provided.
” Monitoring procedures.
” The date by which the program must be completed.
Upon completion of the Program of Assistance on the designated form, contained in Appendix A of the Policy and Procedures manual, follow-up observations will occur. Unless the program has been revised and/or the observation schedule altered, the teacher will, when the specified time for completion is reached, be notified that one of three actions will be taken:
” Monitoring of those areas identified as deficient for the period of one year.
” Placement on a new or revised Program of Assistance. The new or revised program is to include all the required data.
” Placement on a Probation Program for Improvement.
The Program of Assistance may be terminated prior to the date noted for any reason(s) deemed appropriate by the District.
b) Probation Program for Improvement
If a Program of Assistance is not successfully completed, a staff member may be placed on Probation Program for Improvement and the following procedures will be utilized:
1) The staff member and his/her supervisor will meet to discuss the evaluation, the reasons for probation, and the proposed plan for improvement suggested by the supervisor, which is to include:
” A description of the deficiency.
” A description of the supervisor’s expectation.
” A program for correcting the deficiency, criteria which will be used to measure the correction, and a timeline.
” A list of the assistance and resources to be provided.
” Monitoring procedures.
” The date by which the program must be completed.
2) The Superintendent will review with the supervisor the staff member’s evaluation and the proposed plan for improvement. If the superintendent agrees with the assessment of the supervisor, he/she will report to the board the general nature of the staff member’s deficiency, recommend that the staff member be placed on probation, and outline the related plan for improvement.
3) If the Board agrees with the recommendation of the Superintendent, the Board Chairman shall notify the staff member in writing.
4) Upon completion of the Probation Program for Improvement on the designated form contained in Appendix A of the Policy and Procedures manual, follow-up observations will occur. Unless the program has been revised and/or the observation schedule altered, the teacher will, when the specified time for completion is reached, be notified that one of three actions will be taken:
” Monitoring of those areas identified as deficient for the period of one year.
” Continuation of the Probation Program for Improvement. The new or revised program is to include all the required data.
” Recommendation of non-renewal or dismissal of employment.
E. Monitoring and Evaluation
Teacher feedback on the evaluation process will be collected each spring and reviewed by the administration. Findings will be presented to the Board with any appropriate recommendations for modification.
F. Professional Development and Training
Ongoing training for evaluators/administrators and teachers on the district’s evaluation standards, tools and process will be on the annual schedule for professional development, incorporated into the regional training.
G. Funding
General funds will be used to provide needed training to administrators on Danielson’s Evaluation model.
H. Collecting Using Data
At the end of January, the administrative team will meet to review and discuss the findings from the mid-year evaluations. The results will impact professional development offered during the spring. The process will be repeated after the year-end evaluations, and a summary report will be shared with the Board.
I. Evaluation Policy – Personnel Records
Permanent records of each certificated personnel’s evaluation will be maintained in the employee’s personnel file. All evaluation records will be kept confidential within the parameters identified in federal and state regulations regarding the right to privacy. (I.C. 33-518)
Adopted: 12 Nov 1979 /BA# 79-11-199 References:
14 Jan 1980 /BA# 80-01-05 Idaho Code 33-513(5); 33-515
16 Nov 2009 / BA# 2009-11-122
15 Mar 2010/ BA# 2010-03-03
19 Apr 2010 / BA# 2010-04-07