GCOEVALUATION OF PROFESSIONAL
STAFF MEMBERS
GCO
Evaluation System for
Certificated Teachers
The Governing Board is responsible for establishing a system for the evaluation of the performance of certificated teachers in the District that meets the requirements of Arizona law and is adopted in a public meeting. To that end, the Governing Board has involved certificated teachers in the development of its teacher performance system and provided the public with opportunities for public discussion on its proposed Policy.
In accordance with Arizona law, the objectives of the teacher performance evaluation system are to improve instruction and maintain instructional strengths. However, the District may use the information developed through the teacher performance evaluation system for a variety of other purposes, including:
A. To determine a teacher's effectiveness in the classroom.
B. To provide staff members with motivation to improve and opportunities for professional development.
C. To determine how well school and District educational programs and objectives are being carried out.
D. To provide a basis for planning in-service training and supervisory activities.
E. To provide a basis for personnel decisions, including but not limited to assignments, renewal/retention, dismissal and compensation.
The Governing Board will periodically evaluate the teacher performance evaluation system.
Definition of Certificated Teacher
For purposes of 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 a contract in a school district 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.
Probationary and Continuing Status
Probationary teacher means a certificated teacher who is not a continuing teacher.
Continuing teacher means:
A. A certificated teacher who has been and is currently employed by the District for the major portion of three (3) consecutive school years, and;
B. who has not been designated in the lowest performance classification for the previous school year or who has regained continuing status after being designated as a probationary teacher.
A continuing teacher becomes a probationary teacher in the school year after the year the teacher was designated in the lowest performance classification. The teacher shall remain a probationary teacher until that teacher's performance classification is designated in either of the two (2) highest performance classifications.
Orientation to the Teacher Performance
Evaluation System
The District's annual orientation program shall include an orientation to the District's teacher performance evaluation system. Teachers who are hired after the annual orientation program has been held will be provided with a separate orientation to the teacher performance evaluation. Notwithstanding the above, all teachers are expected to review Governing Board Policy GCO and related evaluation materials to familiarize themselves with the system.
Professional Growth Plans
Teachers shall collaborate with their designated evaluator or supervisor to design individual plans for continual improvement.
Qualified Evaluators
For purposes of this policy, a "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 the District's certificated teachers. Qualified evaluators shall undergo appropriate training which will include the instructional elements and protocols for the teaching framework, evaluation software and inter-rater reliability.
Use of Quantitative Data of
Student Academic Progress
The Board has adopted the following plan for the appropriate use of quantitative data of student academic progress in evaluations of its certificated teachers: Thirty-three percent (33%) of the teacher's overall performance rating will be comprised of valid and reliable quantitative data on student academic progress.
Definition of Teacher Performance
Classifications
Performance classifications mean the four (4) performance classifications for teachers and principals adopted by the Governing Board.
Definition of Inadequacy of
Classroom Performance
The Governing Board has adopted the following definition of “inadequacy of classroom performance” that aligns to the performance classifications and that was developed in consultation with its certificated teachers:
A. During any school year, the certificated teacher receives either:
1. A performance rating of "ineffective" with respect to the Instructional Practice component which includes: 1) Standards-based Instruction, 2) Standards-based Planning; and 3) Conditions of Learning; or
2. A composite performance rating of "ineffective" with respect to three components of the District’s evaluation system: A) Instructional Practice; B) Deliberate Practice; and C) Student Academic Progress; or
B. During any year of two (2) consecutive school years, the certificated teacher receives either:
1. A performance rating of "ineffective" or "developing" with respect to the Instructional Practice component which includes: 1) Standards-based Instruction, 2) Standards-based Planning; and 3) Conditions of Learning; or
2. A performance rating of "ineffective" or "developing" with respect to three components of the District's evaluation system: A) Instructional Practice; B) Deliberate Practice; and C) Student Academic Progress.
Dismissal and Nonrenewal
Procedures
Probationary Teacher
Notice of the Board's intention not to reemploy a probationary teacher shall be by delivering it personally to the teacher or by sending it by registered or certified mail to the teacher at the teacher's place of residence as recorded in the School District records. The notice shall incorporate a statement of reasons for not reemploying the teacher. If the reasons are charges of inadequacy of classroom performance, the board or its authorized representative shall give the teacher written preliminary notice of inadequacy, specifying the nature of the inadequacy with such particularity as to furnish the teacher an opportunity to correct the inadequacies and maintain adequate classroom performance as defined by the Governing Board pursuant to section 15-538, subsection C. The written notice of intention not to reemploy shall include a copy of any evaluation pertinent to the charges made and filed with the Board.
Continuing Teacher
Except as provided in section 15-536, the Governing Board shall give a certificated teacher written preliminary notice of inadequacy of classroom performance pursuant to section 15-538 if its intention to dismiss is based on charges of inadequacy of classroom performance. If within the time specified in the written preliminary notice of inadequacy of classroom performance, the teacher does not demonstrate adequate classroom performance, the Governing Board shall dismiss the teacher either within ten (10) days of the service of a subsequent notice of intention to dismiss or by the end of the contract year in which the subsequent notice of intention to dismiss is served unless the teacher has requested a hearing as provided in subsection F of this section. If the teacher demonstrates adequate classroom performance during the period allowed to correct such deficiencies as specified in the written preliminary notice of inadequacy of classroom performance, the Governing Board may not dismiss the teacher for the reasons specified in the written preliminary notice of inadequacy of classroom performance.
Distinctions between Classroom Performance
and Professional Responsibilities
The components of classroom performance are those set forth in the teacher evaluation instrument: 1) Standards-based Instruction, 2) Standards-based Planning; and 3) Conditions of Learning. 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.
The Professional Responsibilities category is not intended to contain components of classroom performance. With respect to professional responsibilities, 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.
Evaluation Requirements
Annual Evaluation. Each certificated teacher shall be evaluated at least once annually. In its discretion, the District may conduct more than one (1) evaluation annually.
Observation Requirements. An evaluation shall include at least two (2) actual classroom observations of the certificated teacher demonstrating teaching skills in a complete and uninterrupted lesson by the qualified evaluator. There shall be at least sixty (60) calendar days between the first and last observations. The second classroom observation may be waived by the evaluator for a continuing teacher whose Instructional Practice based upon the first formal 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 formal observation.
The last observation may follow the issuance of a preliminary notice of inadequacy of classroom performance and be used to determine whether the teacher has corrected inadequacies and has demonstrated adequate classroom performance.
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. "Instructional day" means a day in which pupils are scheduled to attend school for instructional time.
Written Feedback to Teacher. Within ten (10) business days after each observation, the qualified evaluator shall provide written feedback to the teacher.
Transmittal of Evaluation to Teacher. The results of an annual evaluation shall be in writing or provided in electronic format to the teacher within five (5) days after completion of the evaluation. The teacher may initiate a written reaction or response to the evaluation. Responses should be submitted within fourteen (14) calendar days of the date of the transmittal.
Recommendations for Needed Improvement. A specific and reasonable plan for the improvement of teacher performance shall be provided if the teacher’s performance warrants improvement. More specifically:
A. Each evaluation shall include recommendations as to areas of improvement if the teacher’s performance warrants improvement.
B. After transmittal of the evaluation, the qualified evaluator or another Board designee shall confer with the teacher to make specific recommendations as to areas of improvement in the teacher’s performance.
C. The qualified evaluator or other Board designee shall provide professional development opportunities for the teacher to improve performance.
D. The qualified or other Board designee shall follow up with the teacher after a reasonable period of time for the purpose of ascertaining that the teacher is demonstrating adequate performance.
Teacher Incentives and Protections
Incentives for Teachers in Highest Performance Classification. Teachers in the highest performance classification shall be eligible to receive incentives as approved by the Governing Board.
Teachers in the highest performance category may be offered leadership opportunities. (Compensation will be awarded if available.)
Incentives for Teachers in the Two Highest Classifications. Teachers who are in the two (2) highest performance classifications and who are willing to work at a school within the District assigned a letter grade of D or F pursuant to A.R.S. 15-241 (if any), shall be eligible to receive incentives as approved by the Governing Board.
Teachers in the two (2) highest performance classifications will receive one hundred percent (100%) of the Performance Classification portion of the site performance pay.
Protections for Teachers Transferred to D and F Graded Schools. Teachers who are transferred to schools that are assigned a letter grade of D or F pursuant to A.R.S. 15-241 shall be entitled to protections as approved by the Governing Board.
Teachers transferred to D and F graded schools shall not receive a lower overall performance classification based upon student achievement scores for two (2) school years.
Protections for Teachers Assigned to Principals in Lowest Performance Classification. Teachers who are assigned to schools at which the principal is designated in the lowest performance classifications shall be entitled to protections as approved by the Governing Board.
Teachers assigned to principals in the lowest performance classification, as it relates to teacher evaluation, will be assigned a third-party evaluator.
Retention and Confidentiality of
Teacher Evaluation Reports and
Performance Classifications
Copies of the Evaluation Report and performance classification of a certificated teacher retained by the District are confidential and do not constitute a public record and shall not be released or shown to any person except:
A. To the certificated teacher who may make any use of it.
B. To authorized District officers and employees for all personnel matters regarding employment and contracts and for any hearing that relates to personnel matters.
C. To school districts and charter schools that inquire about the performance of the teacher for prospective employment purposes. A school district or charter school that receives information about a certificated teacher from the evaluation report and performance classification shall use this information solely for employment purposes and shall not release to or allow access to this information by any other person, entity, school district or charter school.
D. For introduction in evidence or discovery in any court action between the Governing Board and the certificated teacher in which either: a) The competency of the teacher is at issue; or b) The evaluation and performance classification were an exhibit at a hearing, the result of which is challenged.
E. As otherwise permitted or required by law.
Delegation of Authority to Issue
Preliminary Notices of Inadequacy
of Classroom Performance
The Governing Board may issue preliminary notices of inadequacy of classroom performances to certificated teachers of the District no later than the second consecutive year that the teacher is designated in one of the two (2) lowest performance classifications unless that 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. The Governing Board also delegates to the Superintendent and Assistant Superintendent of Human Resources (as the Governing Board's authorized designees) the authority to issue preliminary notices of inadequacy of classroom performance to certificated teachers without the need for prior approval of each notice by the Governing Board. In all cases in which the Superintendent or Assistant Superintendent of Human Resources issues a preliminary notice of inadequacy of classroom performance without prior approval by the Governing Board, the Governing Board shall be notified of the issuance within ten (10) school days.
Appeal Procedures
The Superintendent shall develop appeal procedures for teachers who disagree with the evaluation of their performance, if the evaluation is for use as criteria for establishing compensation.
Evaluation of Principals,
Certificated Administrators
and School Psychologists
The Governing Board shall establish systems for the evaluation of principals, other school administrators and certificated school psychologists in the District. In the development and adoption of these performance evaluation systems, the Governing Board shall avail itself of the advice of its administrators and certificated school psychologists.
Evaluation of Principals, Assistant
Principals and Deans
The evaluation system shall be designed to improve performance and student achievement. School leaders (principals, assistant principals, and deans) will be designated in one (1) of four (4) performance classifications based upon the following evaluation outcomes as defined in the school leader evaluation instrument.
A. Instructional Practice - Sixty-one percent (61%). Six (6) domains weighted as follows:
Domain I: A Data-Driven Focus on School Improvement 15%
Domain II: Instruction of a Viable and Guaranteed Curriculum 30%
Domain III: Continuous Development of Teachers and Staff 15%
Domain IV: Community of Care and Collaboration 15%
Domain V: Core Values 15%
Domain VI: Resource Management 10%
B. Growth Plan - Six percent (6%)
C. Student Academic Progress - Thirty-three percent (33%)
Student academic progress comprises thirty-three percent (33%) of the school leader's overall performance classification score. All scores will be drawn from sources to be valid and reliable forms of assessments using the previous year's school-wide data.
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.
School Psychologists
Each evaluation of a school psychologist shall include recommendations as to areas of improvement in the performance of the certificated school psychologist if the performance of the psychologist warrants improvement.
After transmittal of the assessment, a qualified evaluator will confer with the psychologist to make specific recommendations as to areas of improvement in the psychologist's performance and the qualified evaluator will follow up with the psychologist after a reasonable period of time for the purpose of ascertaining that the psychologist is demonstrating adequate performance.
The evaluation process for psychologists shall include an appeal procedure for psychologists who disagree with the evaluation of their performance, if the evaluation is for use as criteria for establishing compensation.
Delegation of Authority to Develop
Administrative Regulations to
Implement this Policy
The Governing Board delegates to the Superintendent the authority to develop administrative regulations to implement this policy, if needed.
Adopted: February 12, 2020
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