GCO ©EVALUATION OF PROFESSIONAL
STAFF MEMBERS
GCO ©The process of evaluation for certificated professional staff members shall lead to improvement of the quality of instruction and the strengthening of the abilities of the professional staff.
Certain elements in an effective evaluation process shall be emphasized:
● Evaluation shall be a cooperative endeavor between evaluator and evaluatee.
● Open communication shall be considered essential.
● The agreed-upon purpose of evaluation shall be to work toward common goals for the improvement of education. This shall include attention to student and staff success, which shall include all certificated staff members.
● Evaluation shall be continuous, flexible, and sensitive to need for revision.
● The result of evaluation(s) shall be courses of action for the improvement of instruction. These courses of action shall be set in motion by specific recommendations mutually reviewed by the evaluator and the evaluatee.
● Evaluation shall be considered one aspect of effective management, rather than a discrete entity.
● Effective evaluation depends on accurate information; therefore, input from all appropriate sources shall be used.
● Evaluation(s) shall be based on, but not limited to, the following:
■ Student learning is the primary focus of the teacher's professional time.
■ Job expectations within the District.
■ Instruments for assessment.
■ Personal observation.
Evaluation of Classroom Teachers
and Other Certificated Non-
administrative Staff Members
The District evaluation instrument will utilize the required elements of the model framework for a teacher and principal evaluation instrument adopted by the State Board of Education on or before December 31, 2012, that includes quantitative data on student academic progress that accounts for between thirty-three percent (33%) and fifty percent (50%) of the evaluation outcomes. The model framework shall include four (4) performance classifications, designated as highly effective, effective, developing, and ineffective adopted by the State Board of Education pursuant to A.R.S. 15-203. The model framework includes guidelines for school districts and charter schools to use in their evaluation instruments.
Definitions for the above performance classifications adopted by the State Board of Education shall be adopted by the School District in a public meeting by school year 2013-2014. The performance classifications are to be applied to the evaluation instruments in a manner designed to improve principal and teacher performance. At least annually, the School District Governing Board shall discuss at a public meeting its aggregate performance classifications of principals and teachers.
In accordance with state law, the District shall involve its certificated teachers in the development and periodic evaluation of the teacher performance evaluation system. The following elements will be a part of the evaluation system:
● A copy of the evaluation system shall be given to each teacher in the District.
● The Board shall receive from the Superintendent recommendations for qualified evaluators prior to naming evaluators.
● The best practices for professional development and evaluator training adopted by the State Board of Education.
● The Board will designate qualified evaluators by name or position at a Board meeting each year.
Inadequacy of Classroom
Performance
A teacher's classroom performance is inadequate if the teacher is designated in the lowest performance classification rating of ineffective pursuant to A.R.S. 15-203 in one (1) or more of the components/indicator statements set forth in the District's teacher evaluation system. A teacher's classroom performance is also inadequate if the teacher is designated in the second lowest performance classification rating of developing pursuant to A.R.S. 15-203 in three (3) or more of the components/indicator statements set forth in the District's teacher evaluation system.
If the District receives approval to budget for a career ladder program, more than one (1) evaluation system may be developed as authorized in A.R.S. 15-539. If more than one (1) level is established, the same level of performance for minimum adequacy shall be required of all teachers who have completed the same number of years of teaching in the District.
Prior approval by the Board is not required for each notice of inadequacy. Principals are authorized to issue notices of inadequacy of classroom performance, subject to approval by the Superintendent. When a notice is issued without prior Board approval, the Board shall be notified within five (5) days of such issuance.
Evaluation of Administrators
and Psychologists
The District shall establish a system for the evaluation of the performance of principals, other school administrators, and psychologists. The District will seek advice from District administrators and psychologists in the development of this performance evaluation system.
The Board shall make available the evaluation and performance classification pursuant to A.R.S. 15-203 of each principal in the School District to school districts and charter schools that are inquiring about the performance of the principal for hiring purposes.
Adopted: March 13, 2013
LEGAL REF.:
A.R.S.
15-203
15-502
15-503
15-536
15-537
15-537.01
15-538
15-538.01
15-539 et seq.
15-544
15-549
15-918.02
15-977
A.A.C.
R7-2-605
CROSS REF:
GCB - Professional Staff Contracts and Compensation
GCF - Professional Staff Hiring
GCJ - Professional Staff Noncontinuing and Continuing Status
GCK - Professional Staff Assignments and Transfers
GCMF - Professional Staff Duties and Responsibilities
GCQF - Discipline, Suspension, and Dismissal of Professional Staff Members
GDO - Evaluation of Support Staff Members