Category: Title: Status: Description: BP 4115 Evaluation ...€¢ Track Progress of Student learning Objectives and Refine Strategies ... • STAR literacy ... Guiding Instruction

Galena School Board Agenda Item

Category: Old Business

Title:

Status:

GCSD Principal, IDEA Director, and IDEA Assistant Director Evaluation Handbook (2nd and Final Reading) Action

Description: Please resolve to approve GCSD Principal, IDEA Director, and IDEA Assistant Director Evaluation Handbook as a "2nd and Final Reading"

Discussion: 1. BP 4115 Evaluation/Supervision (Certificated Personnel) is attached that

provides guidance for teacher and administrator evaluation processes. 2. The GCSD Principal, IDEA Director, and IDEA Assistant Director

Evaluation Handbook was brought forward to the GCSD School Board as a "1st Reading" during the May 13, 2015 GCSD School Board meeting.

3. GCSD formed a committee of administrators to review our current administrator evaluation tools and to develop an administrator evaluation tool that is focused on student learning, includes Student Learning Objectives (SLOs), aligned with GCSD's Strategic Plan, and aligned with GCSD AdvancED Accreditation goals and plans.

4. The committee was comprised of IDEA, GILA, SHS, and district office administrators.

5. The proposed GCSD Principal, IDEA Director, and IDEA Assistant Director Evaluation Handbook outlines five administrator domains and Student Learning Objectives. Furthermore, the five administrator domains have a drop down menu of potential evidences and artifacts that can be used to provide documentation for each domain.

6. Included with the GCSD Principal, IDEA Director, and IDEA Assistant Director Evaluation Handbook are the evidences and artifacts that would be included in the drop down menu.

7. The proposed GCSD Principal, IDEA Director, and IDEA Assistant Director Evaluation Handbook improves upon our current teacher evaluation model, aligns with current Department of Education and Early Development regulations regarding principal and teacher evaluations, aligns with the

Department of Education and Early Developments waiver with the US. Department of Education to some aspects of No Child Left Behind, and provides a strong guide and coaching tool to increase administrator effectiveness and ultimately student learning across the district.

BP 4115

4. Evaluation/Supervision (Certificated Personnel)

The School Board believes that evaluations can provide important information relevant to making employment decisions and can help staff improve their teaching skills and raise student achievement levels. The Superintendent or designee shall evaluate the effectiveness of certificated personnel annually in accordance with law and district criteria and procedures. The Board encourages teachers to request further observations and/or professional advice as needed.

(cf 4116- Probationary/Permanent Status) (cf 4117.4- Dismissal) (cf 4117.6- Nonretention) (cf 4315.1- Competence in Evaluation ofTeachers)

Legal Reference:

ALASKA STATUTES 23.40.070 Declaration of policy (PERA)

ALASKA ADMINISTRATIVE CODE 4 AAC 19.010-4 AAC 19.060 Evaluation of professional employees

GALENA CITY SCHOOL DISTRICT Adopted 12/13/95

Galena City School District Principal, IDEA Director, and IDEA Assistant Director

Evaluation Handbook

Purpose

Page 2 Assessment Overview

5 Beginning of Year SLO Goals

7 End of Year Evaluation

12 SLO Outcomes and Educator Performance Rating

1

Purpose The Principal, IDEA Director, and IDEA Assistant Director performance evaluation process will

promote professional growth and increased student learning by integrating the following

areas:

• Increase Principal, IDEA Director, and IDEA Assistant Director skills and knowledge of

effective assessment and instruction practices

• Focus on the Principal's, IDEA Director's, and IDEA Assistant Director's commitment to

continuously improve practice so that student learning is enhanced

• Focus the school's and district's commitment to continuously improve instruction and

assessment so that student learning is enhanced

• Serve as a guide for Principal, IDEA Director, and IDEA Assistant Director to reflect upon and

self-assess their own professional growth

• Ensure alignment with school and district improvement plans

• Guide professional development for administrators

• Serve as a tool to support coaching and mentoring programs for Principal, IDEA Director,

and IDEA Assistant Director

• Focus on the collection of credible evidence about Principal, IDEA Director, and IDEA

Assistant Director performance

Evaluative Process Evaluation is a continuous process and may occur between scheduled periods at the request of the

Principal/IDEA Director/IDEA Assistant Director or the Principal's/IDEA Director's/IDEA Assistant

Director's immediate supervisor or any h igher supervisor.

Assessment Methodology All Domains are assessed through a review of the evidence provided by the Principal, IDEA Director,

and IDEA Assistant Director; conferences between the evaluator and the Principal, IDEA Director, and

IDEA Assistant Director; input from a variety of sources (staff, parents, students, community) and

observations conducted by the evaluator and other district personnel.

2

Evidences Possible evidences for all domains may include evidences aligned with the District Strategic Plan and

goals and plans aligned with AdvancED Accreditation:

• Statement of School Mission, Vision, and Core Values

• School Improvement Plans

• Program Development

• Documented Use of Formative Assessments

• Existence and Work of Collaborative Teams

• Department/Collaborative Team Meeting Agendas and Summary Notes

• Teaming with Community Agencies

• Conference Attendance and Follow-up Reports

• Graduation Rates

• In-service Agendas

• Master Schedules

• Student Handbooks

• Staff Handbooks

• Grant Applications

• PAC Agendas/ Minutes

• Student Achievement and Assessment Data

• Student Discipline Data

• Student Attendance Data

• Monthly Letters to Stakeholders

• Monthly Newsletters

• Parent Survey Data

• Student Survey Data

• Staff Survey Data

Principal, IDEA Director, and IDEA Assistant Director Student Learning Objectives

Principal, IDEA Director, and IDEA Assistant Director use school level data to set Student Learning

Objectives (SLOs) aligned to existing school improvement plans and/or District Strategic Plan that

drive improvement for students in their schools and address the needs of specific subgroups.

Ideally, Principal, IDEA Director, and IDEA Assistant Director collaborate to promote the development

of individual or team SLOs that directly support or are aligned w ith the school improvement plans

and/ or District Strategic Plan.

Principal, IDEA Director, and IDEA Assistant Director SLOs must be based on student learning

measures (student data), measurable, and collaboratively set by the Principal/IDEA Director/IDEA Asst

Director and evaluator. Principal/IDEA [)irector/IDEA Asst Director SLOs can be district or school

based, focused on growth or achievement, or based on whole school or subgroup populations.

3

Principal, IDEA Director, and IDEA Assistant Director SlOs will incorporate five steps for development

and assessments.

• Reference Data and District Goals

• Determine Appropriate Measures

• Develop Specific Administrative Student learning Objectives

• Track Progress of Student learning Objectives and Refine Strategies

• Review Results and Score

Principal, IDEA Director, and IDEA Assistant Director SlOs may include but not be limited to:

• Classroom Based Formative Assessments

• Industry Certifications

• Student dual credit data

• Alaska Measures of Progress (AMP)

• Alaska School Performance Index (ASPI)

• Achieve 3000

• STAR literacy

• STAR Math

• Work Keys

• ACT

• SAT

• Graduation Rates

4

Galena City School District

Beginning of School Year SLO

Educator Name:

Position:

Evaluator Name:

Date:

Student learning Outcomes (To be completed no later than 9/15)

learning Outcomes (Narrow, specific statements about concrete, learning Methods Assessments

measurable skills or content to be gained (Instructional strategies aimed at building desired (Tools and strategies that analyze student

that are aligned with district goals and/or knowledge or skills) performance and products as evidence of teaching

aligned with AdvancedEd accreditation) effectiveness)

Student learning Outcome #1

5




Statement: A formal conference wos held on with my evaluator. I understand that I hove five work days to study and prepare a response which I

will be attached to this evaluation and will become a port of this evaluation.

Employee Signature:

Date:

Evaluator Signature:

Date:

6

Galena City School District Principal/IDEA Director/IDEA Assistant Director

End of Year Evaluation Instrument

Educator Name:

Position:

Evaluator Name:

Date:

It is the belief of the Galena City School District that evaluation can be an effective tool to

improvement of performance. It is the goal of this evaluation to effect change in the direction of continually increasing professional excellence. The Alaska Content Standards for Administrators are utilized as the foundation of this evaluation tool. Use element ratings to establish standard ratings and level of support.

• Exemplary: A Principal, IDEA Director, or IDEA Assistant Director should receive a rating of

exemplary if the Principal, IDEA Director, or IDEA Assistant Director has received exemplary

ratings in at least half of the elements, with no elements rated no lower than proficient.

• Proficient: A Principal, IDEA Director, or IDEA Assistant Director should receive a rating of

proficient if the Principal, IDEA Director, and IDEA Assistant Director received no more

than one element rated Basic, with the remaining elements rated proficient or exemplary.

The administrator, in collaboration with the superintendent, should select an area of

professional focus for the following school year if they receive a rating of proficient.

• Basic: A Principal, IDEA Director, or IDEA Assistant Director should receive a rating of basic if

the Principal, IDEA Director, and IDEA Assistant Director received no unsatisfactory element ratings

and two or more elements rated basic. The administrator should be placed on a Plan of

Professional Growth if they receive a rating of Basic.

• Unsatisfactory: An Principal, IDEA Director or IDEA Assistant Director should receive a rating of

unsatisfactory if any one element is rated unsatisfactory. An educator will be placed on a plan of

improvement in accordance with AS 14.20.149 if any one element is rated unsatisfactory.

7

Domain 1: Providing Leadership, Guiding Instruction and Supporting Effective Learning 1 ~ . . Elements UNSAT BASIC PROF EXMP

Supporting the development of a school wide climate of high

expectations for student learning and staff performance 0 D 0 0

Demonstrating knowledge of current major curriculum design 0 0 0 0 models, including standards-based curriculum

Leading or facilitating the development of formative

assessments, individual student learning plans, progress

monitoring approaches, Intervention team meetings, data team 0 0 0 0 meetings, or similarly focused staff activities

Maintaining school or program level records of student learning

and communicating students' progress to the appropriate 0 0 0 0 individuals or entities Facilitating staff's alignment of materials, curricula, methods,

and goals and standards for student performance 0 0 0 0

Observing teachers frequently and providing the teacher with D 0 0 0 effective coaching and feedback

Evidences and Artifacts

Select One

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8

Domain 2: Providing Staff Professional Development to Meet Student learning Needs

Elements UN SAT BASIC PROF EXMP

Supervising or arranging for the supervision of staff for

the purpose of improving student learning, demonstrating D D D D the ability to apply, as appropriate, both collegial and

hierarchical models

Working with faculty and staff to identify individual and

group professional development needs and to design D 0 D D appropriate staff development opportunities

Evaluating and coaching staff for the purpose of

improving student learning and making recommendations D D D D about retention

Participating in the hiring of new staff based upon needs D 0 D D of the school and district priorities


Select One

Select One - -- -~ -- -- -- --

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Select One Domain 3: Utilizing Assessment and Evaluation Information About Students, Staff, and Community

in Making Decisions Elements UN SAT BASIC PROF EXMP

Developing tools and processes to gather needed

information from students, staff, and the community D 0 0 0

Using information to determine whether student, school, or program goals have been met and implementing changes when 0 0 0 0 appropriate

Interpreting assessment information and evaluation for others 0 0 0 D

Aligning programs to meet desired standards or goals 0 0 0 0

9


Select One

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Select One Domain 4: Acting in Accordance with Established Laws, Policies, Procedures, and Good Business

Practices

Elements UN SAT BASIC PROF EXMP

Acting in accordance with federal and state statutes, D 0 D 0

regulations, and other laws

Board policies are implemented and adhered to D 0 D 0

Administering contracts and financial accounts 0 0 D D

responsibly, accurately, efficiently, and effectively

Confidentiality of school records are adhered to D 0 D D

Holds all school staff accountable to personal and D 0 0 D

professional code of ethics

10


Select One

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Select One Domain 5: Facilitating the Participation of Parents and Families as Partners in the Education of

Children Elements UNSAT BASIC PROF EXMP

Supporting and respecting the responsibilities of parents

and families recognizing the variety of parenting 0 0 0 0 traditions and practices in the community

Involves stakeholders in the design and implementation of important decisions and policies 0 0 0 0

Maintaining a school or program climate that welcomes

parents and families and invites their pa,rticipation 0 0 0 0

Involving parents and community in meaningful ways in

school or program decision making 0 0 0 0

Obtaining and using feedback to communicate more 0 0 0 0 effectively

Communicating a positive image of the school in the 0 0 0 0

community

11


Select One

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Select One Student Learning Outcomes

What was the end result of your SLO's?

Student Learning Outcome #1



12


Student Learning Outcomes Ratings Exemplary (4): At Least 80% of Proficient(3): At least 60% of Basic(2): At least SO% of Unsat isfactory(l): Fewer

students met their target students met their target. students met their target. than 40" of students met

their target.

SLO 1

SLO 2

SLO 3

SLO 4 I n Overall Rating and Level of Support

Exemplary Proficient Basic Unsatisfactory

An adminstrator should receive a An administrator An administrator An administrator rating of exemplary if the should receive a should receive a should receive a

administrator has received rating of proficient rating of basic if exemplary ratings in at least half

if the administrator the administrator rating of

of the elements, with no received no more received no unsatisfactory if

elements rated lower than than one element unsatisfactory any one element

proficient. rated Basic, with element ratings is rated

the remaining and two or more unsatisfactory.

elements rated elements rated

proficient or Basic.

exemplary.

13

Evaluator Comments:

Employee Comments:

Statement: A formal conference was held on with my evaluator. I understand that I hove five work days to study and prepare o response which will be attached to this evaluation and will become a part of this evaluation. I also understand that my signature below does not necessarily mean that I agree with the evaluation.

Employee Signature:-------------

Date: _____________ _

Evaluator Signature:--- --- --------

Date:-------------

14

Principal, Assistant Principal, Director, Assistant Director Evidences/ Artifacts

I Domain 1: Providing Leadership, Guiding Instruction and Supporting Effective Learning Environments-- I

Emails

Staff Meeting Notes/Agendas

Report and reflection on mission and vision work with staff, students and parents School Improvement Plan with outline of process used to create

Analysis of school improvement surveys given to stakeholders

Professional development plan that is aligned with district and schoolwide goals

Any communication that evidences support of mission and vision such as newsletters/e-mails/website/twitter/blogs, etc.

Meeting agendas that support or uphold mission and vision (staff, PTO's, PAC, etc.)

Surveys intended to document progress toward mission and vision

Mission and vision evidenced throughout handbook Evidence that mission and/or vision are held central to school discussion and decision-making

School Improvement Plan that includes a goal focused on student academic improvement

SMART goals related to student learning Evidence of utilization of student achievement data

Staff meeting agendas highlighting discussions regarding student achievement

Evidence of building and/or implementing an Rtl System of Support

PAC/SAC meetings, minutes, notes, strategies and activities that focus on student learning data

Evidence of the development, implementation and periodic review of a School Improvement Plan

Board reports that represent an accurate analysis of important student and school data

Evidence of a data inquiry process that includes both analysis and solution-planning Evidence of School and Student Learning Objectives that reflect a consistent focus for student learning

In-service outlines, agendas, videos

School-wide staff development plan linked to school needs Samples of professional reading w/reflection on how they have impacted practice

Book study groups (could include agenda, notes, actions taken)

list of course(s) taken or transcript w/reflection

Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection

Professional portfolio

Technology resources used to enhance your knowledge or skill Leading district, school, and/or administrative team professional development (presentation handouts) Reflective notes related to observing a teacher Schedule of review and approval conferences List of professional development opportunities and time devoted to SLO development Evidence of how you led staff through the writing, review and scoring of SLOs Reflection and analysis of the SLO development, review and scoring process in my school

loomain 2: Providing Staff Professional Development to Meet Student Learning Needs I

Report and reflection on mission and vision work with staff, students and parents School Improvement Plan with outline of process used to create Analysis of school improvement surveys given to stakeholders Professional development plan that is aligned with district and building goals Meeting agendas that support or uphold mission and vision (staff, PTO's etc.) Surveys intended to document progress toward mission and vision Mission and vision evidenced throughout handbook

Evidence that mission and/or vision are held central to school discussion and decision-making School Improvement Plan that includes a goal focused on student academic improvement Evidence of a data inquiry process that includes both analysis and solution-planning

Evidence of School and Student Learning Objectives that reflect a consistent focus for student learning In-service outlines, agendas, videos School-wide staff development plan linked to school needs Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection Leading district, school, and/or administrative team professional development (presentation handouts) Reflective notes related to observing a teacher Evidence of how you led staff through the writing, review and scoring of SLOs Reflection and analysis of the SLO development, review and scoring process in my school Reflections or notes from a difficult conversation with parent or staff member Evidence of shared decision-making School Improvement Team Agendas, notes, reflections

Disciplinary procedures and referrals

Professional discussion note, reflections, e-mails, docs.

Evidence of consensus/problem solving processes used at faculty/team meetings

Staffing plan and narrative Sample of teacher feedback given to strong/weak teachers after observation

Any evidence related to how you have cultivated, strengthened or encouraged teacher leaders in your school Involvement in new t eacher mentoring

I Domain 3: Utilizing Assessment and Evaluation Information About Students, Staff, and I

E-mails from parents, community member (positive) regarding environment Community survey

School Climate Survey-parents, students and staff

Staff, parent, stakeholder survey

Reflections or notes from a difficult conversation with parent or staff member Description of decision-making processes

Evidence of shared decision-making

Forums you facil itate to engage stakeholders in decision-making Team created School Improvement Plan

Community Engagement Plan Professional discussion note, reflections, e-mails, docs

Evidence of consensus/problem solving processes used at faculty/team meetings School Improvement Team

Report and reflection on mission and vision work with staff, students and parents

School Improvement Plan with outline of process used to create Analysis of school improvement surveys given to stakeholders

Any communication that evidences support of mission and vision such as newsletters/e-mails/website/twitter/blogs, etc. Mission and vision evidenced throughout handbook

PAC/SAC/PTO meetings, minutes, notes, strategies and activities that focus on student learning data School Improvement agendas/meeting notes

Evidence of School and Student Learning Objectives that reflect a consistent focus for student learning

In-service outlines, agendas, videos

Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection Staff Meeting Notes/Agendas

Report and reflection on mission and vision work with staff, students and parents

School Improvement Plan with outline of process used to create


Professional development plan that is aligned with district and schoolwide goals Surveys intended to document progress toward mission and vision

Evidence that mission and/or vision are held central to school discussion and decision-making

School Improvement Plan that includes a goal focused on student academic improvement SMART goals related to student learning

Evidence of utilization of student achievement data Staff meeting agendas highlighting discussions regarding student achievement

Evidence of building and/or implementing an Rtl System of Support

Evidence of the development, implementation and periodic review of a School Improvement Plan

Board reports that represent an accurate analysis of important student and school data

Evidence of a data inquiry process that includes both analysis and solution-planning In-service outlines, agendas, videos

School-wide staff development plan linked to school needs Samples of professional reading w/reflection on how they have impacted practice Book study groups (could include agenda, notes, actions taken)

List of course(s) taken or transcript w/reflection Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection

Professional portfolio

Technology resources used to enhance your knowledge or skill

Leading district, school, and/or administrative team professional development (presentation handouts) Reflective notes related to observing a teacher Schedule of review and approval conferences

List of professional development opportunities and time devoted to SLO development Evidence of how you led staff through the writing, review and scoring of SLOs

Reflection and analysis of the SLO development, review and scoring process in my school

Domain 4: Acting in Accordance with Established Laws, Policies, Procedures, and Good Business Practices

Communication memos that demonstrate a respectful, professional tone

Self-reflection related to practice Uournal etc.)

Samples of professional reading w/reflection on how they have impacted practice Presentation handouts from workshops or conferences w/plans for implementation

Evidence of active membership in professional organizations Reflections from professional development activities attended

Presentations to parents, community groups, or Board of Education Evidence of leading a district initiative

Reflection related to how leadership has been fostered and elicited

Evidence of consensus/problem solving processes used at faculty/team meetings Team created School Improvement Plan

Documentation from Interview process that aligns with district administrative standards and priorities

Community Engagement Plan

Professional discussion notes, reflections, e-mails, docs. Report and reflections demonstrating that mission and/or vision are held central to school discussion, decision-making, and community E

Book study groups (could include agenda, notes, actions taken)

List of course(s) taken or transcript w/reflection Plans, handouts, agenda or certificate of attendance from workshops or conferences w/reflection

Online portfolio Technology resources used to enhance your knowledge or skill

Leading district, school, and/or administrative team professional development (presentation handouts)

Serving as an administrative mentor

Disciplinary procedures and referrals Grievance records

Evidence of how behavior management plan maintains a safe environment

Samples of policy compliance Records demonstrating policy enforcement (attendance, truancy, etc.)

Sample incident reports Evidence that policies are communicated to parents and/or staff

Domain 5: Facilitating the Participation of Parents and Families as Partners in the Education

of Children

PAC/SAC Meeting notes

Evidence of any type of shared-leadership committees in my school

Evidence of parent/community participation in the development, implementation and periodic review of school improvement initiative~

Building schedule that demonstrates regular common planning and/or collaboration time Communication-e-mail, minutes

Survey results Celebrations

School Improvement Plans

Anecdotal notes from discussions and principal/staff Grant writing community involvement

Presentations at community events

Sample page(s) from parent communications

Principal blog, Twitter, etc.

Reflections or notes from a difficult conversation with parent or staff member Presentations to parents, community groups, or Board of Education

PAC/SAC agendas School Leadership Team agendas and notes

Website updates and communications Back to school night

Community Engagement Plan

Report and reflections demonstrating that mission and/or vision are held central to school discussion, decision-making, and community E


Community survey School Climate Survey-parents, students and staff

Staff, parent, stakeholder survey Newsletter

Evidence of parent involvement in school activities

Reflections or notes from a difficult conversation with parent or staff member Forums you facilitate to engage stakeholders in decision-making



Any communication that evidences support of mission and vision such as newsletters/e-mails/website/twitter/blogs, etc.

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Category: Title: Status: Description: BP 4115 Evaluation ...€¢ Track Progress of Student learning Objectives and Refine Strategies ... • STAR literacy ... Guiding Instruction