GCOEVALUATION OF PROFESSIONAL
STAFF MEMBERS
GCOThe process of evaluation for professional staff members shall lead to improvement of the quality of instruction and the strengthening of the abilities of the professional staff.
The following 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 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 (1) aspect of effective management, rather than a discrete aspect.
● Effective evaluation depends on accurate information; therefore, input from all appropriate sources shall be used.
● At least annually, the Governing Board will discuss at a public meeting its aggregate performance classifications of principals and teachers.
Evaluation of Teachers
Definition of Terms In this policy:
● Certificated teacher: A person who holds a certificate from the State Board of Education to work in the schools of this state and who is employed under contract in a position that requires certification, except a psychologist or an administrator devoting at least fifty percent (50%) of his or her time to classroom teaching.
● Inadequacy of classroom performance: A teacher's classroom performance is inadequate if the teacher receives two (2) or more ratings of "Needs Improvement" or one (1) or more ratings of "Unsatisfactory" on Classroom Performance Observation #1 or #2. A teacher's classroom performance also is inadequate if the teacher's Final Performance Classification is "Ineffective" or "Developing."
● Performance classifications: The four (4) performance classifications for teachers and principals of Highly Effective, Effective, Developing and Ineffective as determined by the Final Teacher Performance Classification or Final Principal Performance Classification.
● Qualified evaluator: A school principal or other person who is trained to evaluate teachers and who is Board approved.
● Highly Effective: A highly effective teacher consistently exceeds expectations. This teacher's students generally achieved exceptional levels of academic progress. The highly effective teacher demonstrates mastery of the State Board of Education adopted teaching standards.
● Effective: An effective teacher consistently meets expectations. This teacher's students generally achieved satisfactory levels of academic progress. The effective teacher demonstrates competency in the State Board of Education adopted teaching standards.
● Developing: A developing teacher fails to consistently meet expectations. A change in performance is required. This teacher's students generally made unsatisfactory levels of academic progress. The developing teacher demonstrates an insufficient level of competency in the State Board of Education adopted teaching standards. The developing classification is not intended to be assigned to a veteran teacher for more than two (2) consecutive years. This classification may be assigned to new or newly-reassigned teachers for more than two (2) consecutive years.
● Ineffective: An ineffective teacher consistently fails to meet expectations. A change in performance is required. This teacher's students generally made unacceptable levels of academic progress. The ineffective teacher demonstrates minimal competency in the State Board of Education adopted teaching standards.
Evaluators
The Superintendent shall implement the specific training requirements for qualified evaluators prescribed by the Governing Board. Best practices for professional development and evaluator training adopted by the State Board of Education will be considered. The Superintendent will compile and update a listing of those who have successfully completed the District required evaluator training and submit these individuals' names to the Governing Board for designation as qualified evaluators.
The Teacher Evaluation Instrument
The District evaluation system utilizes the required framework for a teacher evaluation instrument adopted by the State Board of Education on April 25, 2011. In accordance with state law, the District will involve its certificated teachers in the development and periodic evaluation of the teacher performance evaluation system and shall be designed to improve teacher performance and improve student achievement.
Classroom teaching performance will comprise sixty-seven percent (67%) of the Final Performance Classification. The Final Performance Classification will include ratings from the six (6) defined criteria in Part I of the evaluation instrument. Student Academic Progress as set forth in Part II of the evaluation instrument will comprise thirty-three percent (33%) of the Final Performance Classification.
Steps in the Evaluation Process
The formal evaluation process for all teachers includes the following components:
● Pre-Evaluation Orientation: Within the first two (2) weeks of school, principals will orient all teachers regarding the evaluation process and instrument. Orientation can occur at a group meeting or individually.
● First Formal Observation Cycle:
■ Planning Conference: The teacher and evaluator will meet to discuss the evaluation process. The goal of this conference is to prepare the evaluator and the teacher for the formal observation.
■ Formal Observation: The observation shall be of a complete and uninterrupted lesson based on the teacher's lesson plan. The evaluator will utilize the Classroom Performance Observation #1 Form to document the observation result. An observation shall not be conducted within two (2) instructional days of any scheduled period in which school is not in session for one (1) week or more.
■ Reflection Conference: Following the observation, the teacher and evaluator will meet to discuss area(s) for growth and improvement.
■ The Classroom Performance Observation #1 Form shall be provided to the teacher at the reflection conference or within ten (10) business days of the observation.
■ Preliminary Notice of Inadequacy may follow the first observation if the teacher's performance is inadequate.
● Informal Observations: Informal observations may be conducted at any time. The evaluator will document any evidence of such and a copy of the notes shall be provided to the teacher within five (5) business days of each informal observation.
● Second Formal Observation Cycle:
■ Planning Conference: The teacher and evaluator will meet to discuss the evaluation process. The goal of this conference is to prepare the evaluator and the teacher for the formal observation.
■ Formal Observation: The observation shall be of a complete and uninterrupted lesson, and will be conducted at least sixty (60) calendar days after the first formal observation. The evaluator will utilize the Classroom Performance Observation #2 Form to document the observation. An observation shall not be conducted within two (2) instructional days of any scheduled period in which school is not in session for one (1) week or more.
■ Reflection Conference: Following the observation, the teacher and evaluator will meet to discuss area(s) for growth and improvement.
■ The Classroom Performance Observation #2 Form shall be provided to the teacher at the reflection conference or within ten (10) business days of the observation.
■ The last observation may follow the issuance of a preliminary notice of inadequacy of classroom performance, the completion of any performance improvement plan and be used to determine whether the teacher has corrected inadequacies and has demonstrated adequate classroom performance.
■ The Governing Board hereby waives the requirement of a second classroom observation for a continuing teacher whose classroom performance rating is Highly Performing or Performing, unless the teacher has received at a "needs improvement" rating. If the teacher so requests at the time of the first observation conference, the evaluator shall perform a second observation.
● Summative Evaluation Conference: The evaluator and teacher will review the Teacher Evaluation Instrument after the last observation. This may occur at the reflection conference after the observation.
A copy of the final completed Teacher Evaluation Instrument shall be transmitted to the teacher within five (5) days after completion of the evaluation conference. The final Teacher Evaluation Instrument shall be signed by both the teacher and evaluator. The teacher's signature shall not mean concurrence. The teacher shall be allowed ten (10) calendar days to write and submit any comments, which shall be attached to the Teacher Evaluation Instrument.
Copies of the final Teacher Evaluation Instrument of a certificated teacher retained by the Governing Board and the Department of Education are confidential, do not constitute a public record and shall not be released to any person except to those stipulated in statute.
Teacher in Need of Formal
Intervention for Inadequate
Classroom Performance
If a teacher's classroom performance is inadequate as defined in this policy, the following steps shall occur:
● The teacher shall be issued a preliminary notice of inadequate classroom performance. The Superintendent or assistant superintendent are authorized to issue preliminary notices of inadequacy of classroom performance. Prior approval by the Board is not required for each notice. When a notice is issued without prior Board approval, the Board shall be notified within ten (10) days of such issuance. The preliminary notice must be accompanied by a performance improvement plan.
● A conference will be conducted between the evaluator and the teacher. At this time, the teacher will be notified verbally and in writing that the teacher's performance is inadequate, and that he or she is being placed on an improvement plan. The evaluator will inform the teacher of the specific categories that are in need of improvement, expected outcomes, strategies for improvement and specific actions and timelines. This will be documented on the official Sahuarita Unified School District Improvement Plan form.
● The time line for the improvement period shall be at least forty-five (45) instructional days.
● During the improvement period, the evaluator will conduct interim checks and report progress to the teacher to provide help and guidance in improving the teacher's performance. The evaluator may recommend the formation of a collegial support team to provide additional help and guidance in the improvement process. A reasonable amount of release time may be provided by the District to allow these persons to assist and/or provide the teacher with mentor/observation opportunities.
● At the end of the specified improvement period, a formal observation will be conducted by the evaluator. The observation results will be shared with the teacher within five (5) days after completion of the formal observation. The Teacher Evaluation Instrument shall be signed by both the teacher and evaluator. The teacher's signature shall not mean concurrence. The teacher shall be allowed ten (10) days to write and submit any comments, which shall be attached to the Teacher Evaluation Instrument.
If a teacher does not correct the inadequacies and demonstrate adequate classroom performance following the preliminary notice of inadequacy of classroom performance and the statutory time allocated for such improvement has elapsed, a written notice of intention to dismiss or not to reemploy may be issued.
Teacher Outcomes of Performance
Classifications
A teacher who receives a Final Performance Classification of Highly Effective shall receive two (2) additional personal leave days for the subsequent year only.
Teachers classified as Highly Effective or Effective will receive a one-time two hundred dollar ($200) incentive stipend to transfer voluntarily to a school labeled D or F, if they did not work at the school the previous year.
A teacher who transfers voluntarily or involuntarily to a school labeled D or F shall, if the teacher meets both student academic progress goals, be placed in the "Highly Effective" category on the Student Academic Progress Rating (thirty-three percent [33%]) portion of the Final Teacher Performance Classification for the first year only that the teacher is teaching at a school labeled D or F.
If a principal of a school is designated in the lowest performance classification, and 1) the principal is the teacher's evaluator and, 2) the teacher is dissatisfied with his or her evaluation, then that teacher may request a new evaluation, based upon one (1) more observations by a different evaluator.
Evaluation of Principals and
Assistant Principals
Administrative performance shall be designed to improve principal performance and improve student achievement, and will comprise sixty-seven percent (67%) of the overall performance classification. The overall Administrative Performance classification will include ratings from the six (6) defined Leadership Standards/Functions in the evaluation tool. Student academic progress will comprise thirty-three percent (33%) of the overall performance classification.
The District shall offer principals professional development opportunity in the Leadership Standards/Functions, as defined in the Administrator Performance Based Evaluation Instrument.
Steps in the Evaluation Process
The formal evaluation process for administrators includes the following components:
● Administrator Goal Setting Worksheet. When deemed appropriate by the Superintendent, the administrator will turn in the Administrator Goal Setting Worksheet to the Superintendent.
● Administrator Performance Based Evaluation. When deemed appropriate by the Superintendent, the administrator will meet with the Superintendent to discuss the evaluation. The evaluator's final version of the evaluation shall be provided to the administrator.
Principal Outcomes of Performance
Classifications
A principal who receives an overall performance rating of Highly Effective shall receive two (2) additional personal leave days for the subsequent year only.
Principals classified as Highly Effective or Effective will receive a two hundred dollar ($200) stipend to work at schools labeled D or F, if they did not work at the school the previous year.
If a principal is designated in the lowest performance classification of Ineffective, he/she will not be offered a two (2)-year contract, but will complete his/her existing contract. At the conclusion of the contract, if the principal does not correct his/her inadequacies and receive a performance classification of Developing or higher, the principal will not be offered a contract for the following year.
Evaluation of Certified School Psychologists
and Speech Pathologists
The Evaluation system for certified school psychologist and speech pathologists shall include the following:
A. Recommendations as to areas of improvement in the performance of the certificated school psychologist or speech pathologist if the performance warrants improvement.
B. After transmittal of an assessment, a Board designee shall confer with the certified school psychologist or speech pathologist to make specific recommendations as to areas of improvement in performance.
C. The Board designee shall provide assistance and opportunities for the certificated school psychologist or speech pathologist to improve their performance and shall follow up after a reasonable period of time for the performance of ascertaining that adequate performance is being demonstrated.
D. Appeal procedures for certificated employees who disagree with the evaluation of their performance, if evaluation is for use as criteria for establishing compensation or dismissal.
Contracts of Certificated Employees
The Governing Board may transmit and receive contracts of certificated employees in an electronic format and may accept electronic signatures on those contracts. The Superintendent will develop procedures for the implementation of this discretionary process. The Governing Board may adopt requirements that require electronic signatures to be followed by original signatures within a specific time period.
Adopted: September 11, 2019
LEGAL REF.:
A.R.S.
15-153
15-203
15-502
15-503
15-512
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.:
GBEB - Staff Conduct
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