GCOEVALUATION OF PROFESSIONAL
STAFF MEMBERS
GCOThe process and purpose of evaluation for certificated professional staff members is to result in improvement of the quality of instruction and the strengthening of the abilities of the professional staff.
Definition of Terms
In this policy:
A. Certificated teacher means 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 the person’s time to classroom teaching.
B. Inadequacy of classroom performance means the definition of inadequacy of classroom performance adopted by the Governing Board.
C. Performance classifications means the four (4) performance classifications for teachers and principals adopted by the Governing Board.
D. Qualified evaluator means a school principal or other person who is trained to evaluate teachers and who is designated by the Governing Board to evaluate certificated teachers.
Evaluation of Classroom Teachers and Other Certificated Non-administrative Staff Members
The District teacher performance evaluation system shall do the following:
A. Be designed to improve teacher performance and improve student achievement;
B. Include quantitative data on the academic progress for all students, which shall account for between twenty percent (20%) and thirty-three percent (33%) of the evaluation outcomes;
C. Include four (4) performance classifications, designated as highly effective, effective, developing or partially effective, and ineffective;
Performance classifications for teachers shall be the same four (4) performance classifications adopted by the State Board of Education. 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 Governing Board will discuss at a public meeting its aggregate performance classifications of principals and teachers.
The District will 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. It will meet the requirements prescribed in statute and provide at least one (1) evaluation of each certificated teacher by a qualified evaluator each school year or as provided in Section I.
B. A copy of the evaluation system shall be given to each teacher in the District.
C. Specific training requirements for qualified evaluators, approved by the Board, will be included which may involve local or national educator training resources recommended by the Superintendent.
D. The Superintendent will recommend qualified evaluators to the Board prior to naming evaluators.
E. The Board will designate qualified evaluators.
F. Best practices for professional development and evaluator training adopted by the State Board of Education will be considered.
G. The system will include incentives for teachers in the highest performance classification.
H. The system will include a plan for the appropriate use of quantitative data of student academic progress in evaluations of all certificated teachers. The plan may make distinctions between certificated teachers who provide direct instruction to students and certificated teachers who do not provide direct instruction to students. The plan may include data for multiple school years and may limit the use of data for certificated teachers who have taught for less than two (2) complete school years.
I. The District may use an alternative performance evaluation cycle subject to the following:
1. The Governing Board shall adopt policies for an expedited performance review during the years in which a teacher is not undergoing a formal performance evaluation. The expedited performance review policies may classify teacher performance in categories that include teamwork and support for lower-performing teachers.
2. The Governing Board shall allow only teachers who have been evaluated and designated in the highest performance classification for at least three (3) consecutive years by the same school to participate in the alternative performance evaluation cycle.
3. If an expedited performance review under this subsection determines that the teacher is not in the highest performance classification, the teacher shall be removed from the alternative performance evaluation cycle and be reviewed on the established evaluation system.
The Governing Board may waive the requirement of a second classroom observation for a continuing teacher whose teaching performance based on the first classroom observation places the teacher in one (1) of the two (2) highest performance classifications for the current school year, unless the teacher requests a second observation.
Either the qualified evaluator or another Board designee shall confer with the teacher to make specific recommendations as to the areas of improvement in the teacher's performance and to provide professional development opportunities for the certificated teacher to improve performance and follow up with the teacher after a reasonable period of time for the purpose of ascertaining that the teacher is demonstrating adequate performance.
The District teacher evaluation will address the following items: Teacher Performance Standards 1) Professional Knowledge - the teacher demonstrates an understanding of the curriculum, subject content, and the developmental needs of students by providing relevant learning experiences. 2) Instructional Planning - the teacher plans using the state's standards, the school's curriculum, effective strategies, resources, and data to meet the needs of all students. 3) Instructional Delivery - the teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs. 4) Assessment of/for Learning - the teacher systematically gathers, analyzes, and uses all relevant data to measure student academic progress, guide instructional content and delivery methods, and provide timely feedback to both students and parents throughout the school year. 5) Learning Environment - the teacher uses resources, routines, and procedures to provide a respectful, positive, safe, student-centered environment that is conducive to learning. 6) Professionalism - the teacher maintains a commitment to professional ethics, communicates effectively, and takes responsibility for and participates in professional growth that results in enhanced student learning. 7) Student Progress - the work of the teacher results in acceptable, measurable, and appropriate student academic progress.
Item 1
Dismissal or nonrenewal procedures pursuant to section 15-536 or 15-539 will be followed for teachers who continue to be designated in the lowest performance classification.
Item 2
The Board's dismissal or nonrenewal procedures shall require that the District issue the preliminary notice of inadequacy of classroom performance no later than the second consecutive year that the teacher is designated in one (1) of the two (2) lowest performance classifications unless the teacher is in the first or second year of employment with the District or has been reassigned to teach a new subject or grade level for the preceding or current school year.
Inadequacy of Classroom Performance
A teacher's classroom performance is inadequate if: he/she receives two (2) or more "not evident" ratings on an interim review, at which point the teacher will be placed on a Performance Improvement Plan. Additionally, a Performance Improvement Plan will be required if either of the following ratings is given on a Summative Performance Evaluation Report: a rating of partially effective on two (2) or more performance standards, or a rating of ineffective on one (1) or more performance standards. While on a Performance Improvement Plan, if little or no improvement has been achieved; the teacher is rated ineffective. When a teacher is rated ineffective, the teacher may be recommended for dismissal. If not dismissed, a new improvement plan will be implemented. Following completion of the Performance Improvement Plan, if the teacher is rated ineffective a second time, the teacher will be recommended for dismissal.
The Superintendent is authorized to issue preliminary notices of inadequacy of classroom performance prior to Governing Board approval. The Superintendent, in consultation with the principal or supervisor of the classroom teacher, will consider any mitigating circumstances before issuing such notices to a classroom teacher who is new to the profession or who was recently reassigned to a new grade level or content area. The Board will be notified within ten (10) school days of such issuance.
A teacher whose evaluation is used as a criterion for establishing compensation and who disagrees with the evaluation may make a written appeal. The teacher shall have the burden of proof in the appeal. The appeal shall go to the Superintendent.
Evaluation of Principals,
other Administrators
and Psychologists
The Board authorizes the Superintendent to establish a system for the evaluation of principals, other administrators, and certificated school psychologists. Advice will be sought from those to be evaluated in the development of the performance evaluation system for each of these employee classifications.
Evaluation of Principals
The evaluation system for the evaluation of the performance of principals may include the over-all instructional program, student progress, personnel, curriculum, and facilities. Principals will be given a review of evaluation procedures prior to beginning the process.
Principals will be evaluated using the following performance standards: 1) Instructional Leadership - the principal fosters the success of all students by facilitating the development, communication, implementation, and evaluation of a shared vision of teaching and learning that leads to student academic progress and school improvement. 2) School Climate - the principal fosters the success of all students by developing, advocating, and sustaining an academically rigorous, positive, and safe school climate for all stakeholders. 3) Human Resources Management - the principal fosters effective human resources management by assisting with selection and induction, and by supporting, evaluating, and retaining quality instructional and support personnel. 4) Organizational Management - the principal fosters the success of all students by supporting, managing, and overseeing the school's organization, operation, and use of resources. 5) Communication and Community Relations - the principal fosters the success of all students by communicating and collaborating effectively with stakeholders. 6) Professionalism - the principal fosters the success of all students by demonostrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession. 7) Student Progress - the principal's leadership results in acceptable, measurable student academic progress based on established standards.
Scores will be calculated using the following scale: Ineffective = 1 point; Developing = 2 points; Effective = 3 points; Highly Effective = 4 points.
Standards 1, 2, 3, 4, 5, and 6 wil be weighted as sixty-six percent (66%) (eleven percent [11%] each), with standard 7 accounting for thirty-four (34%) of the evaluation.
Overall summative rating will be judged as highly effective, effective, developing, or ineffective using the following range of scores: Ineffective = 25% - 50%; Developing = 51% - 69%; Effective = 70% - 89%; Highly Effective = 90% - 100%.
If a principal's performance does not meet the expectations established by the School Sistrict, the principal will be placed on a Performance Improvement Plan. Additionally, a Performance Improvement Plan is implemented if one (1) of the following scenarios occurs at the end of any data collection period: a principal receives two (2) or more not evident ratings at the interim review; a rating of developing on two (2) or more performance standards; or a rating of ineffective on one (1) or more performance standards or an overall rating of ineffective.
When a principal is rated ineffective, the principal may be recommended for dismissal. If not dismissed, a new Performance Improvement Plan will be implemented. Following completion of the Performance Improvement Plan, if the principal is rated ineffective a second time, the principal will be recommended for dismissal.
Subject to statutory limitations, the Board shall make available the evaluation and performance classification pursuant to A.R.S. 15-203 of each principal in the District to school districts and charter schools that are inquiring about the performance of the principal for hiring purposes.
Evaluation of Other Administrators
The format for the evaluation system for other administrators (other than the Superintendent) will be developed under the leadership of the Superintendent, focusing on the responsibilities and outcomes which support the over-all instructional program and needs of the District. Evaluation procedures, timelines, and methods to be used for the communication of evaluation results will be reviewed with each employee prior to beginning the process.
District Leaders will be evaluated using the following performance standards: 1) Mission, Vision, and Goals - the district leader fosters the success of all students by facilitating the development, articulation, and stewardship of the district's shared vision of teaching and learning that leads to student academic progress and school improvement. 2) Planning and Assessment - the District leader fosters the success of all students by strategically gathering, analyzing, and using a variety of data to guide planning and decision making consistent with established guidelines, policies, and procedures that result in student academic progress. 3) Instructional/Operational Leadership - the District leader fosters the success of all students and staff, by advocating and sustaining a culture and programs conducive to learning and resulting in the professional growth of staff. 4) Organizational Management - the District leader fosters the success of all students by supporting, managing, and overseeing the department's organization, operation, and use of resources for a safe, efficient, and effective learning environment. 5) Communication and Community Relations - the District leader fosters the success of all students by comnmunicating and collaborating effectively with stakeholders. 6) Professionalism - the District leader fosters the success of all students, staff, and community by demonstrating professional standards and ethics, engaging in continuous professional development, and contributing to the profession. 7) Evidence of Progress - the District leader's leadership results in acceptable, measurable progress based on established standards.
Scores will be calculated using the following scale: Ineffective = 1 point; Developing = 2 poings; Effective = 3 points; Highly Effective = 4 points.
Standards 1, 2, 3, 4, 5, and 6 will be weighted as sixty-six percent (66%) (eleven percent [11%] each), with standard 7 accounting for thirty-four percent (34%) of the evaluation.
Overall summative rating will be judged as highly effective, effective, developing, or ineffective using the following range of scores: Ineffective - 25% - 50%; Developing = 51% - 69%; Effective - 70% - 89%; Highly Effective = 90% = 100%.
If a District leader's performance does not meet the expectations established by the School District, the District leader will be placed on a Performance Improvement Plan. Additionally, a Performance Improvement Plan is implemented if one (1) of the following scenarios occurs at the end of any data collection period: a District leader receives two (2) or more not evident ratings at the interim review; a rating of developing on two (2) or more performance standards; or a rating of ineffective on one (1) or more performance standards or an overall rating of ineffective.
When a District leader is rated ineffective, the District leader may be recommended for dismissal. If not dismissed, a new Performance Improvement Plan will be implemented. Following completion of the Performance Improvement Plan, if the District leader is rated ineffective a second time, the District leader will be recommended for dismissal.
Evaluation of Certificated
School Psychologists
The evaluation system for certificated school psychologists shall follow the format used for District Leaders as outlined above.
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 specified time period.
Adopted: October 9, 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