GCO
EVALUATION  OF  PROFESSIONAL
STAFF  MEMBERS

The Governing Board shall establish a system for the evaluation of the performance of certificated teachers in the District that meets the requirements of Arizona law.  The objectives of the teacher performance evaluation system are to improve instruction and maintain instructional strengths.  The evaluation shall be continuous, flexible and sensitive to the need for revision.  The teachers shall be involved in the development and periodic evaluation of the teacher performance system.  In accordance with Arizona law, every teacher shall make student learning the primary focus of the teacher's professional time.

Certificated teachers shall be evaluated annually.

Evaluation  of  Classroom  Teachers

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.  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.  A copy of the evaluation process shall be given to each teacher in the District.

B.  The Board will designate qualified evaluators by name who are trained pursuant to A.R. S. 15-537 at a Board meeting.

C.  The Superintendent 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.

Inadequacy  of  Classroom
Performance

A teacher's classroom performance is inadequate if the teacher receives a rating of any one (1) of the following:

A.  Does not meet in two (2) or more of the indicator statements set forth in the District's teacher evaluation system.

B.  Does not meet in one (1) or more and needs improvement in three (3) or more of the indicator statements set forth in the District's teacher evaluation system.

C.  Needs improvement in four (4) or more of the indicator statements set forth in the District's teacher evaluation system.

Prior approval by the Board is not required for each notice of inadequacy.  The Executive Director of Human Resources is 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 ten (10) days of such issuance.

Distinctions  between  Classroom  Performance
and  Professional  Responsibilities

The components of classroom performance are those set forth in the following areas:

Planning and Preparation
Managing the Learning Environment
Delivery and Implementation of Instruction
Assessment
Assessment and Monitoring Student Progress

However, if there is reliable and substantial evidence that a teacher's failure to meet the standards of these components is deliberate (the result of the teacher's choice), the teacher's failure to meet components of classroom performance may be deemed unprofessional conduct.

Professional Responsibilities or Professional Responsibilities and Growth, are not intended to contain component of classroom performance. With respect to Professional Responsibilities or Professional Responsibilities and Growth, the District is not required to provide teachers with the opportunity to overcome or remediate such conduct prior to initiating discipline or dismissal action, nor is the District required to provide teachers with remediation opportunities for conduct that otherwise constitutes unprofessional conduct and/or conduct in violation of the law or the District's policies, administrative regulations or procedures.

Teacher  Performance
Classifications

As prescribed in A.R.S. 15-203, all school districts and charter schools shall classify each teacher in one (1) of the following four (4) performance classifications:

A.  Highly Effective:  A highly effective teacher consistently exceeds expectations.  This teacher's students generally made exceptional levels of academic progress.  The highly effective teacher demonstrates mastery of the State Board of Education adopted professional teaching standards, as determined by at least two (2) classroom observations required by A.R.S. 15-537.

B.  Effective:  An effective teacher consistently meets expectations.  This teacher's students generally made satisfactory levels of academic progress.  The effective teacher demonstrates competency in the State Board of Education adopted professional teaching standards, as determined by at least two (2) classroom observations as required by A.R.S. 15-537.

C.  Developing:  A developing teacher fails to consistently meet expectations and requires a change in performance.  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 professional teaching standards, as determined by at least two (2) classroom observations required by A.R.S. 15-537.  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.

D.  Ineffective:  An ineffective teacher consistently fails to meet expectations and requires a change in performance.  This teacher's students generally made unacceptable levels of academic progress.  The ineffective teacher demonstrates minimal competency in the State Board of Education adopted professional teaching standards, as determined by at least two (2) classroom observations required by A.R.S. 15-537.

Evaluation  of  Principals
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.

Evaluation  of  Professional
Staff  Members

The District shall establish a system for the evaluation of the performance of professional staff members.  The District will seek advice from professional staff members in the developments of the performance evaluation systems.

Inadequacy  of  Performance

A professional staff member's performance is inadequate if the professional staff member receives a rating of any one (1) of the following:

A.  Does not meet in two (2) or more of the indicator statements set forth in the District's evaluation system.

B.  Does not meet in one (1) or more and needs improvement in three (3) or more of the indicator statements set forth in the District's evaluation system.

C.  Needs improvement in four (4) or more of the indicator statements set forth in the District's evaluation system.

Prior approval by the Board is not required for each notice of inadequacy.  The Executive Director of Human Resources is authorized to issue notices of inadequacy of performance, subject to approval by the Superintendent.  When a notice is issued without prior Board approval, the Board shall be notified within ten (10) days of such issuance.

Distinctions  between  Performance
and  Professional  Responsibilities

The components of performance are set forth in the following areas:

Planning and Preparation
Managing the Learning Environment
Delivery and Implementation of Instruction
Professional Duties
Audiologist Standards 1, 2, 3 & 4

However, if there is reliable and substantial evidence that a professional staff member's failure to meet the standards of these components is deliberate (the result of the professional staff member's choice), the professional staff member's failure to meet components of performance may be deemed unprofessional conduct.

Professional Responsibilities or Professional Responsibilities and Growth, are not intended to contain component of performance.  With respect to Professional Responsibilities or Professional Responsibilities and Growth, the District is not required to provide professional staff members with the opportunity to overcome or remediate such conduct prior to initiating discipline or dismissal action, nor is the District required to provide professional staff members with remediation opportunities for conduct that otherwise constitutes unprofessional conduct and/or conduct in violation of the law or the District's policies, administrative regulations or procedures.

Adopted:  June 22, 2016

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