Category: Title: Status: Description: BP 4115 Evaluation ...€¢ Track Progress of Student learning...
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Transcript of Category: Title: Status: Description: BP 4115 Evaluation ...€¢ Track Progress of Student learning...
Galena School Board Agenda Item
Category: Old Business
Title:
Status:
GCSD Principal, IDEA Director, and IDEA Assistant Director Evaluation Handbook (2nd and Final Reading) Action
Description: Please resolve to approve GCSD Principal, IDEA Director, and IDEA Assistant Director Evaluation Handbook as a "2nd and Final Reading"
Discussion: 1. BP 4115 Evaluation/Supervision (Certificated Personnel) is attached that
provides guidance for teacher and administrator evaluation processes. 2. The GCSD Principal, IDEA Director, and IDEA Assistant Director
Evaluation Handbook was brought forward to the GCSD School Board as a "1st Reading" during the May 13, 2015 GCSD School Board meeting.
3. GCSD formed a committee of administrators to review our current administrator evaluation tools and to develop an administrator evaluation tool that is focused on student learning, includes Student Learning Objectives (SLOs), aligned with GCSD's Strategic Plan, and aligned with GCSD AdvancED Accreditation goals and plans.
4. The committee was comprised of IDEA, GILA, SHS, and district office administrators.
5. The proposed GCSD Principal, IDEA Director, and IDEA Assistant Director Evaluation Handbook outlines five administrator domains and Student Learning Objectives. Furthermore, the five administrator domains have a drop down menu of potential evidences and artifacts that can be used to provide documentation for each domain.
6. Included with the GCSD Principal, IDEA Director, and IDEA Assistant Director Evaluation Handbook are the evidences and artifacts that would be included in the drop down menu.
7. The proposed GCSD Principal, IDEA Director, and IDEA Assistant Director Evaluation Handbook improves upon our current teacher evaluation model, aligns with current Department of Education and Early Development regulations regarding principal and teacher evaluations, aligns with the
Department of Education and Early Developments waiver with the US. Department of Education to some aspects of No Child Left Behind, and provides a strong guide and coaching tool to increase administrator effectiveness and ultimately student learning across the district.
BP 4115
4. Evaluation/Supervision (Certificated Personnel)
The School Board believes that evaluations can provide important information relevant to making employment decisions and can help staff improve their teaching skills and raise student achievement levels. The Superintendent or designee shall evaluate the effectiveness of certificated personnel annually in accordance with law and district criteria and procedures. The Board encourages teachers to request further observations and/or professional advice as needed.
(cf 4116- Probationary/Permanent Status) (cf 4117.4- Dismissal) (cf 4117.6- Nonretention) (cf 4315.1- Competence in Evaluation ofTeachers)
Legal Reference:
ALASKA STATUTES 23.40.070 Declaration of policy (PERA)
ALASKA ADMINISTRATIVE CODE 4 AAC 19.010-4 AAC 19.060 Evaluation of professional employees
GALENA CITY SCHOOL DISTRICT Adopted 12/13/95
Galena City School District Principal, IDEA Director, and IDEA Assistant Director
Evaluation Handbook
Purpose
Page 2 Assessment Overview
5 Beginning of Year SLO Goals
7 End of Year Evaluation
12 SLO Outcomes and Educator Performance Rating
1
Purpose The Principal, IDEA Director, and IDEA Assistant Director performance evaluation process will
promote professional growth and increased student learning by integrating the following
areas:
• Increase Principal, IDEA Director, and IDEA Assistant Director skills and knowledge of
effective assessment and instruction practices
• Focus on the Principal's, IDEA Director's, and IDEA Assistant Director's commitment to
continuously improve practice so that student learning is enhanced
• Focus the school's and district's commitment to continuously improve instruction and
assessment so that student learning is enhanced
• Serve as a guide for Principal, IDEA Director, and IDEA Assistant Director to reflect upon and
self-assess their own professional growth
• Ensure alignment with school and district improvement plans
• Guide professional development for administrators
• Serve as a tool to support coaching and mentoring programs for Principal, IDEA Director,
and IDEA Assistant Director
• Focus on the collection of credible evidence about Principal, IDEA Director, and IDEA
Assistant Director performance
Evaluative Process Evaluation is a continuous process and may occur between scheduled periods at the request of the
Principal/IDEA Director/IDEA Assistant Director or the Principal's/IDEA Director's/IDEA Assistant
Director's immediate supervisor or any h igher supervisor.
Assessment Methodology All Domains are assessed through a review of the evidence provided by the Principal, IDEA Director,
and IDEA Assistant Director; conferences between the evaluator and the Principal, IDEA Director, and
IDEA Assistant Director; input from a variety of sources (staff, parents, students, community) and
observations conducted by the evaluator and other district personnel.
2
Evidences Possible evidences for all domains may include evidences aligned with the District Strategic Plan and
goals and plans aligned with AdvancED Accreditation:
• Statement of School Mission, Vision, and Core Values
• School Improvement Plans
• Program Development
• Documented Use of Formative Assessments
• Existence and Work of Collaborative Teams
• Department/Collaborative Team Meeting Agendas and Summary Notes
• Teaming with Community Agencies
• Conference Attendance and Follow-up Reports
• Graduation Rates
• In-service Agendas
• Master Schedules
• Student Handbooks
• Staff Handbooks
• Grant Applications
• PAC Agendas/ Minutes
• Student Achievement and Assessment Data
• Student Discipline Data
• Student Attendance Data
• Monthly Letters to Stakeholders
• Monthly Newsletters
• Parent Survey Data
• Student Survey Data
• Staff Survey Data
Principal, IDEA Director, and IDEA Assistant Director Student Learning Objectives
Principal, IDEA Director, and IDEA Assistant Director use school level data to set Student Learning
Objectives (SLOs) aligned to existing school improvement plans and/or District Strategic Plan that
drive improvement for students in their schools and address the needs of specific subgroups.
Ideally, Principal, IDEA Director, and IDEA Assistant Director collaborate to promote the development
of individual or team SLOs that directly support or are aligned w ith the school improvement plans
and/ or District Strategic Plan.
Principal, IDEA Director, and IDEA Assistant Director SLOs must be based on student learning
measures (student data), measurable, and collaboratively set by the Principal/IDEA Director/IDEA Asst
Director and evaluator. Principal/IDEA [)irector/IDEA Asst Director SLOs can be district or school
based, focused on growth or achievement, or based on whole school or subgroup populations.
3
Principal, IDEA Director, and IDEA Assistant Director SlOs will incorporate five steps for development
and assessments.
• Reference Data and District Goals
• Determine Appropriate Measures
• Develop Specific Administrative Student learning Objectives
• Track Progress of Student learning Objectives and Refine Strategies
• Review Results and Score
Principal, IDEA Director, and IDEA Assistant Director SlOs may include but not be limited to:
• Classroom Based Formative Assessments
• Industry Certifications
• Student dual credit data
• Alaska Measures of Progress (AMP)
• Alaska School Performance Index (ASPI)
• Achieve 3000
• STAR literacy
• STAR Math
• Work Keys
• ACT
• SAT
• Graduation Rates
4
Galena City School District
Beginning of School Year SLO
Educator Name:
Position:
Evaluator Name:
Date:
Student learning Outcomes (To be completed no later than 9/15)
learning Outcomes (Narrow, specific statements about concrete, learning Methods Assessments
measurable skills or content to be gained (Instructional strategies aimed at building desired (Tools and strategies that analyze student
that are aligned with district goals and/or knowledge or skills) performance and products as evidence of teaching
aligned with AdvancedEd accreditation) effectiveness)
Student learning Outcome #1
5
Student learning Outcome #2
Student learning Outcome #3
Student learning Outcome #4
Statement: A formal conference wos held on with my evaluator. I understand that I hove five work days to study and prepare a response which I
will be attached to this evaluation and will become a port of this evaluation.
Employee Signature:
Date:
Evaluator Signature:
Date:
6
Galena City School District Principal/IDEA Director/IDEA Assistant Director
End of Year Evaluation Instrument
Educator Name:
Position:
Evaluator Name:
Date:
It is the belief of the Galena City School District that evaluation can be an effective tool to
improvement of performance. It is the goal of this evaluation to effect change in the direction of continually increasing professional excellence. The Alaska Content Standards for Administrators are utilized as the foundation of this evaluation tool. Use element ratings to establish standard ratings and level of support.
• Exemplary: A Principal, IDEA Director, or IDEA Assistant Director should receive a rating of
exemplary if the Principal, IDEA Director, or IDEA Assistant Director has received exemplary
ratings in at least half of the elements, with no elements rated no lower than proficient.
• Proficient: A Principal, IDEA Director, or IDEA Assistant Director should receive a rating of
proficient if the Principal, IDEA Director, and IDEA Assistant Director received no more
than one element rated Basic, with the remaining elements rated proficient or exemplary.
The administrator, in collaboration with the superintendent, should select an area of
professional focus for the following school year if they receive a rating of proficient.
• Basic: A Principal, IDEA Director, or IDEA Assistant Director should receive a rating of basic if
the Principal, IDEA Director, and IDEA Assistant Director received no unsatisfactory element ratings
and two or more elements rated basic. The administrator should be placed on a Plan of
Professional Growth if they receive a rating of Basic.
• Unsatisfactory: An Principal, IDEA Director or IDEA Assistant Director should receive a rating of
unsatisfactory if any one element is rated unsatisfactory. An educator will be placed on a plan of
improvement in accordance with AS 14.20.149 if any one element is rated unsatisfactory.
7
Domain 1: Providing Leadership, Guiding Instruction and Supporting Effective Learning 1 ~ . . Elements UNSAT BASIC PROF EXMP
Supporting the development of a school wide climate of high
expectations for student learning and staff performance 0 D 0 0
Demonstrating knowledge of current major curriculum design 0 0 0 0 models, including standards-based curriculum
Leading or facilitating the development of formative
assessments, individual student learning plans, progress
monitoring approaches, Intervention team meetings, data team 0 0 0 0 meetings, or similarly focused staff activities
Maintaining school or program level records of student learning
and communicating students' progress to the appropriate 0 0 0 0 individuals or entities Facilitating staff's alignment of materials, curricula, methods,
and goals and standards for student performance 0 0 0 0
Observing teachers frequently and providing the teacher with D 0 0 0 effective coaching and feedback
Evidences and Artifacts
Select One
Select One
Select One
Select One
Select One
Select One
Select One
Select One
8
Domain 2: Providing Staff Professional Development to Meet Student learning Needs
Elements UN SAT BASIC PROF EXMP
Supervising or arranging for the supervision of staff for
the purpose of improving student learning, demonstrating D D D D the ability to apply, as appropriate, both collegial and
hierarchical models
Working with faculty and staff to identify individual and
group professional development needs and to design D 0 D D appropriate staff development opportunities
Evaluating and coaching staff for the purpose of
improving student learning and making recommendations D D D D about retention
Participating in the hiring of new staff based upon needs D 0 D D of the school and district priorities
Evidences and Artifacts
Select One
Select One - -- -~ -- -- -- --
Select One
Select One
Select One
Select One
Select One
Select One Domain 3: Utilizing Assessment and Evaluation Information About Students, Staff, and Community
in Making Decisions Elements UN SAT BASIC PROF EXMP
Developing tools and processes to gather needed
information from students, staff, and the community D 0 0 0
Using information to determine whether student, school, or program goals have been met and implementing changes when 0 0 0 0 appropriate
Interpreting assessment information and evaluation for others 0 0 0 D
Aligning programs to meet desired standards or goals 0 0 0 0
9
Evidences and Artifacts
Select One
Select One
Select One
Select One
Select One
Select One
Select One
Select One Domain 4: Acting in Accordance with Established Laws, Policies, Procedures, and Good Business
Practices
Elements UN SAT BASIC PROF EXMP
Acting in accordance with federal and state statutes, D 0 D 0
regulations, and other laws
Board policies are implemented and adhered to D 0 D 0
Administering contracts and financial accounts 0 0 D D
responsibly, accurately, efficiently, and effectively
Confidentiality of school records are adhered to D 0 D D
Holds all school staff accountable to personal and D 0 0 D
professional code of ethics
10
Evidences and Artifacts
Select One
Select One
Select One
Select One
Select One
Select One
Select One
Select One Domain 5: Facilitating the Participation of Parents and Families as Partners in the Education of
Children Elements UNSAT BASIC PROF EXMP
Supporting and respecting the responsibilities of parents
and families recognizing the variety of parenting 0 0 0 0 traditions and practices in the community
Involves stakeholders in the design and implementation of important decisions and policies 0 0 0 0
Maintaining a school or program climate that welcomes
parents and families and invites their pa,rticipation 0 0 0 0
Involving parents and community in meaningful ways in
school or program decision making 0 0 0 0
Obtaining and using feedback to communicate more 0 0 0 0 effectively
Communicating a positive image of the school in the 0 0 0 0
community
11
Evidences and Artifacts
Select One
Select One
Select One
Select One
Select One
Select One
Select One
Select One Student Learning Outcomes
What was the end result of your SLO's?
Student Learning Outcome #1
Student Learning Outcome #2
Student Learning Outcome #3
12
Student Learning Outcome #4
Student Learning Outcomes Ratings Exemplary (4): At Least 80% of Proficient(3): At least 60% of Basic(2): At least SO% of Unsat isfactory(l): Fewer
students met their target students met their target. students met their target. than 40" of students met
their target.
SLO 1
SLO 2
SLO 3
SLO 4 I n Overall Rating and Level of Support
Exemplary Proficient Basic Unsatisfactory
An adminstrator should receive a An administrator An administrator An administrator rating of exemplary if the should receive a should receive a should receive a
administrator has received rating of proficient rating of basic if exemplary ratings in at least half
if the administrator the administrator rating of
of the elements, with no received no more received no unsatisfactory if
elements rated lower than than one element unsatisfactory any one element
proficient. rated Basic, with element ratings is rated
the remaining and two or more unsatisfactory.
elements rated elements rated
proficient or Basic.
exemplary.
13
Evaluator Comments:
Employee Comments:
Statement: A formal conference was held on with my evaluator. I understand that I hove five work days to study and prepare o response which will be attached to this evaluation and will become a part of this evaluation. I also understand that my signature below does not necessarily mean that I agree with the evaluation.
Employee Signature:-------------
Date: _____________ _
Evaluator Signature:--- --- --------
Date:-------------
14
Principal, Assistant Principal, Director, Assistant Director Evidences/ Artifacts
I Domain 1: Providing Leadership, Guiding Instruction and Supporting Effective Learning Environments-- I
Emails
Staff Meeting Notes/Agendas
Report and reflection on mission and vision work with staff, students and parents School Improvement Plan with outline of process used to create
Analysis of school improvement surveys given to stakeholders
Professional development plan that is aligned with district and schoolwide goals
Any communication that evidences support of mission and vision such as newsletters/e-mails/website/twitter/blogs, etc.
Meeting agendas that support or uphold mission and vision (staff, PTO's, PAC, etc.)
Surveys intended to document progress toward mission and vision
Mission and vision evidenced throughout handbook Evidence that mission and/or vision are held central to school discussion and decision-making
School Improvement Plan that includes a goal focused on student academic improvement
SMART goals related to student learning Evidence of utilization of student achievement data
Staff meeting agendas highlighting discussions regarding student achievement
Evidence of building and/or implementing an Rtl System of Support
PAC/SAC meetings, minutes, notes, strategies and activities that focus on student learning data
Evidence of the development, implementation and periodic review of a School Improvement Plan
Board reports that represent an accurate analysis of important student and school data
Evidence of a data inquiry process that includes both analysis and solution-planning Evidence of School and Student Learning Objectives that reflect a consistent focus for student learning
In-service outlines, agendas, videos
School-wide staff development plan linked to school needs Samples of professional reading w/reflection on how they have impacted practice
Book study groups (could include agenda, notes, actions taken)
list of course(s) taken or transcript w/reflection
Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection
Professional portfolio
Technology resources used to enhance your knowledge or skill Leading district, school, and/or administrative team professional development (presentation handouts) Reflective notes related to observing a teacher Schedule of review and approval conferences List of professional development opportunities and time devoted to SLO development Evidence of how you led staff through the writing, review and scoring of SLOs Reflection and analysis of the SLO development, review and scoring process in my school
loomain 2: Providing Staff Professional Development to Meet Student Learning Needs I
Report and reflection on mission and vision work with staff, students and parents School Improvement Plan with outline of process used to create Analysis of school improvement surveys given to stakeholders Professional development plan that is aligned with district and building goals Meeting agendas that support or uphold mission and vision (staff, PTO's etc.) Surveys intended to document progress toward mission and vision Mission and vision evidenced throughout handbook
Evidence that mission and/or vision are held central to school discussion and decision-making School Improvement Plan that includes a goal focused on student academic improvement Evidence of a data inquiry process that includes both analysis and solution-planning
Evidence of School and Student Learning Objectives that reflect a consistent focus for student learning In-service outlines, agendas, videos School-wide staff development plan linked to school needs Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection Leading district, school, and/or administrative team professional development (presentation handouts) Reflective notes related to observing a teacher Evidence of how you led staff through the writing, review and scoring of SLOs Reflection and analysis of the SLO development, review and scoring process in my school Reflections or notes from a difficult conversation with parent or staff member Evidence of shared decision-making School Improvement Team Agendas, notes, reflections
Disciplinary procedures and referrals
Professional discussion note, reflections, e-mails, docs.
Evidence of consensus/problem solving processes used at faculty/team meetings
Staffing plan and narrative Sample of teacher feedback given to strong/weak teachers after observation
Any evidence related to how you have cultivated, strengthened or encouraged teacher leaders in your school Involvement in new t eacher mentoring
I Domain 3: Utilizing Assessment and Evaluation Information About Students, Staff, and I
E-mails from parents, community member (positive) regarding environment Community survey
School Climate Survey-parents, students and staff
Staff, parent, stakeholder survey
Reflections or notes from a difficult conversation with parent or staff member Description of decision-making processes
Evidence of shared decision-making
Forums you facil itate to engage stakeholders in decision-making Team created School Improvement Plan
Community Engagement Plan Professional discussion note, reflections, e-mails, docs
Evidence of consensus/problem solving processes used at faculty/team meetings School Improvement Team
Report and reflection on mission and vision work with staff, students and parents
School Improvement Plan with outline of process used to create Analysis of school improvement surveys given to stakeholders
Any communication that evidences support of mission and vision such as newsletters/e-mails/website/twitter/blogs, etc. Mission and vision evidenced throughout handbook
PAC/SAC/PTO meetings, minutes, notes, strategies and activities that focus on student learning data School Improvement agendas/meeting notes
Evidence of School and Student Learning Objectives that reflect a consistent focus for student learning
In-service outlines, agendas, videos
Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection Staff Meeting Notes/Agendas
Report and reflection on mission and vision work with staff, students and parents
School Improvement Plan with outline of process used to create
Analysis of school improvement surveys given to stakeholders
Professional development plan that is aligned with district and schoolwide goals Surveys intended to document progress toward mission and vision
Evidence that mission and/or vision are held central to school discussion and decision-making
School Improvement Plan that includes a goal focused on student academic improvement SMART goals related to student learning
Evidence of utilization of student achievement data Staff meeting agendas highlighting discussions regarding student achievement
Evidence of building and/or implementing an Rtl System of Support
Evidence of the development, implementation and periodic review of a School Improvement Plan
Board reports that represent an accurate analysis of important student and school data
Evidence of a data inquiry process that includes both analysis and solution-planning In-service outlines, agendas, videos
School-wide staff development plan linked to school needs Samples of professional reading w/reflection on how they have impacted practice Book study groups (could include agenda, notes, actions taken)
List of course(s) taken or transcript w/reflection Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection
Professional portfolio
Technology resources used to enhance your knowledge or skill
Leading district, school, and/or administrative team professional development (presentation handouts) Reflective notes related to observing a teacher Schedule of review and approval conferences
List of professional development opportunities and time devoted to SLO development Evidence of how you led staff through the writing, review and scoring of SLOs
Reflection and analysis of the SLO development, review and scoring process in my school
Domain 4: Acting in Accordance with Established Laws, Policies, Procedures, and Good Business Practices
Communication memos that demonstrate a respectful, professional tone
Self-reflection related to practice Uournal etc.)
Samples of professional reading w/reflection on how they have impacted practice Presentation handouts from workshops or conferences w/plans for implementation
Evidence of active membership in professional organizations Reflections from professional development activities attended
Presentations to parents, community groups, or Board of Education Evidence of leading a district initiative
Reflection related to how leadership has been fostered and elicited
Evidence of consensus/problem solving processes used at faculty/team meetings Team created School Improvement Plan
Documentation from Interview process that aligns with district administrative standards and priorities
Community Engagement Plan
Professional discussion notes, reflections, e-mails, docs. Report and reflections demonstrating that mission and/or vision are held central to school discussion, decision-making, and community E
Book study groups (could include agenda, notes, actions taken)
List of course(s) taken or transcript w/reflection Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection
Online portfolio Technology resources used to enhance your knowledge or skill
Leading district, school, and/or administrative team professional development (presentation handouts)
Serving as an administrative mentor
Disciplinary procedures and referrals Grievance records
Evidence of how behavior management plan maintains a safe environment
Samples of policy compliance Records demonstrating policy enforcement (attendance, truancy, etc.)
Sample incident reports Evidence that policies are communicated to parents and/or staff
Domain 5: Facilitating the Participation of Parents and Families as Partners in the Education
of Children
PAC/SAC Meeting notes
Evidence of any type of shared-leadership committees in my school
Evidence of parent/community participation in the development, implementation and periodic review of school improvement initiative~
Building schedule that demonstrates regular common planning and/or collaboration time Communication-e-mail, minutes
Survey results Celebrations
School Improvement Plans
Anecdotal notes from discussions and principal/staff Grant writing community involvement
Presentations at community events
Sample page(s) from parent communications
Principal blog, Twitter, etc.
Reflections or notes from a difficult conversation with parent or staff member Presentations to parents, community groups, or Board of Education
PAC/SAC agendas School Leadership Team agendas and notes
Website updates and communications Back to school night
Community Engagement Plan
Report and reflections demonstrating that mission and/or vision are held central to school discussion, decision-making, and community E
Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection
Community survey School Climate Survey-parents, students and staff
Staff, parent, stakeholder survey Newsletter
Evidence of parent involvement in school activities
Reflections or notes from a difficult conversation with parent or staff member Forums you facilitate to engage stakeholders in decision-making
Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection
Analysis of school improvement surveys given to stakeholders
Any communication that evidences support of mission and vision such as newsletters/e-mails/website/twitter/blogs, etc.
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