Policy 452

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    EVALUATION AND DEVELOPMENT OF PROFESSIONAL STAFF

     

     I.          PURPOSE

    The Richfield Board of Education recognizes that the quality of educational programs and school environment experienced by the students in this district depends, to a large degree, upon the performance and skills of the professional staff.  The Board believes that periodic evaluation and staff development can contribute positively to both performance and skills.  This process:

    1.      will provide identification and recognition of effective performance.

    2.      will be a key element in a systematic process whereby each staff member may improve competence and effectiveness.

    3.      will be one basis for improving the instruction that is provided for students.

    4.      will guide decisions regarding the granting of tenure and subsequent retention of staff. 

    5.      will include measures based on classroom observations, student engagement and student achievement.

    II.         POLICY

    The Evaluation and Development of Professional Staff in Richfield  will include the following components:

    1.     Classroom/Teacher Observations will encompass 45 percent of the total professional staff evaluation.  Three formal evaluation/development procedures will be employed as follows:

    A.              One procedure will be the evaluation of probationary staff.  Such evaluations will summarize the probationary staff member's competence at a given point in time and will be the basis for personnel decisions such as retention and/or the granting of tenure.  Evaluations shall be based on observed performance resulting in a written document that is reviewed with the teacher and placed in the teacher's personnel file.  The frequency of formal evaluation for probationary staff shall be as provided in law.

    B.           The second set of procedures will be used for the development of non-probationary staff whose overall performance is satisfactory or better.

     

    1.)       The staff development process will recognize competence and contribution and will encourage continued improvement of performance.  A Professional Growth Plan shall be prepared at least once each year.  It will be reviewed by an administrator and placed in the teacher's personnel file.  Non-probationary staff will participate in a 3 year review cycle that includes three sets of observation/conferences by a peer reviewer during the first two years of the cycle.  During the third year of the cycle, two observations/conferences will be conducted by peer reviewers and a third observation/conference will be completed by an administrator who will complete a summative evaluation.  The Summative evaluation will be maintained as part of the teacher's personnel file.

     

    2.).      A formal evaluation process may be requested by an administrator when performance deems it necessary or by the teacher when desired.

     

    C.           A third procedure will be used for the evaluation of tenured staff whose performance becomes unsatisfactory.  This evaluation will summarize the staff member's competence at a given point in time, will provide guidance, assistance and time for improvement, and will be the basis for personnel decisions regarding retention of staff.

     

    2.     Student Engagement will compose 20% of the professional staff evaluation.  Student engagement will be measured used identified indicators on the Richfield Professional Teaching Standards that are included in each of the standards.

    3.    Student achievement will encompass 35% of the professional staff evaluation.  This component will be based on the following achievement data:

    a.    School Improvement Goal – 5%

    b.    Professional Learning Community Goal – 20%

    c.    Indivdiual Professional Growth Plan – 10%

    These procedures apply to all licensed staff, full and part time, who are not classified as administrators.  The latter are participants in a separate process.

    Evaluations and staff development conferences shall be conducted in a fair and open manner and shall be based on the following criteria:

    Standard 1:  Relationships and Learning Environment

    Standard 2 : Planning for Student

    Standard 3:  Knowledge of Pedagogy and Delivery of

    Standard 4:  Classroom Management

    Standard 5:  Professionalism

     

    Summative Evaluations will be conducted by a licensed administrator, and a summary document will be prepared in writing.  The staff member being evaluated shall have the opportunity to review the document with the administrator and make any written responses, which may be appropriate.  Both persons will sign the evaluation document indicating that they have conferred about the results.  This document shall be reviewed by a district office administrator whose signature will also appear on it.  The evaluation document will become part of the professional staff member's personnel file.  As such it will be treated as private data, and access to it will be limited to the employee and other school district employees who have a legitimate need for the information.

    Each evaluation document will contain a written improvement plan, will be specific as to performance, will identify when direct observation(s) occurred, and will indicate the source of other data.

    The staff development and goal setting process will include a review of the plan at the beginning of the year and again in May.  The record will be kept in the employee's personnel file. The record will include related information as indicated on the professional growth form and the professional growth that resulted. 

    The Board intends that administrators will make the evaluation/development of professional staff a high priority and will treat it accordingly in the allocation of their time.  In turn, the Board will provide training and other resources necessary for the proper execution of the function.  It is the Board's intent that building principals and teachers be involved in developing the detailed procedures necessary to give effect to the principles contained in this policy and that the procedures be made a part of the Licensed Personnel Policies and Procedures Manual.

    Legal References: Minn. Stat. § 120A.41 (Length of School Year; Days of Instruction)

    Minn. Stat. § 120A.415 (Extended School Calendar)

    Minn. Stat. § 120B.22, Subd. 2 (Violence Prevention Education)

    Minn. Stat. § 122A.18, Subd. 4 (Board to Issue Licenses; Expiration and

    Renewal)

    Minn. Stat. § 122A.40, Subds. 7 and 7a (Employment; Contracts;

    Termination - Additional Staff Development and Salary)

    Minn. Stat. § 122A.41, Subds. 4 and 4a (Teacher Tenure Act; Cities of the

    First Class; Definitions - Additional Staff Development and Salary)

    Minn. Stat. § 122A.60 (Staff Development Program)

    Minn. Stat. § 122A.61 (Reserved Revenue for Staff Development)

    Minn. Stat. § 126C.10, Subds. 2 and 2b (General Education Revenue)

    Minn. Stat. § 126C.13, Subd. 5 (General Education Levy and Aid)

     

    ADOPTED BY THE BOARD OF EDUCATION:  November 18, 1985

    AMENDED BY THE BOARD OF EDUCATION: October 6, 1986; July 21, 1997; January 7, 2002; April 19, 2004, August 18, 2014

Policy 452.1 Administrative Guideline

  • EVALUATION AND DEVELOPMENT OF PROFESSIONAL STAFF

     

    To realize the vision of academic success for all students, we must ensure that all staff apply or are developing the skills, strategies and dispositions that enable them to differentiate instruction, assessment, communication and learning environment to provide full access for all students to rigorous, relevant learning opportunities.
     

    I.       PURPOSE
     

    Guide and support the professional growth of Richfield Public School’s teachers through positive collegial coaching.

     

    II.      ASSUMPTIONS
     

    ·         A culture that supports excellence in teaching strengthens RPS’s capacity to attract, develop, and retain highly effective professionals.

    ·         New teachers need ongoing support to succeed.

    ·         Collegial collaboration and ongoing support from peers and administrators contribute significantly to teacher effectiveness.

     

    III.      PROFESSIONAL TEACHING STANDARDS
     

    The purpose of these standards is to define professional practices that will foster student success in a diverse and changing community.  Standards provide teachers, mentors and administrators with a clear and common understanding of professional expectations.  They form the basis for goal setting, coaching and professional development.

     

    The standards are a result of collaboration within and across groups of administrators and teachers.  They are derived from analysis and synthesis of national models with consideration for the characteristics of the Richfield schools’ community, strategic goals and school improvement initiatives.  They will be the framework for professional discussions related to teaching and learning, professional development and evaluation of teacher performance and will guide the process of professional development and teacher evaluation.

     

    IV.    TEACHER INDUCTION PROGRAM
     

    A.   A licensed administrator will complete at least 2 formal classroom observations of the probationary teacher based on the Professional Teaching Standards for each year 1-3.  The third observation will be designed collaboratively between teacher and administrator based on teacher need/interest.

     

    B.   In years 1 and 2, probationary teachers will receive coaching and support through a mentorship program, which capitalizes on the expertise of experienced teachers who are interested in working with new teachers.

    ·         Non-tenured teachers will receive a Teacher Induction Program Handbook, which will guide mentor/mentee interactions.

    ·         Licensed administrators will work with the district staff development coordinator to select a mentor from the assigned site or program.
    Exceptions may be made to the requirement for an on-site mentor.

    ·         Mentor and Mentee will meet at least monthly and more often as agreed upon between mentor/mentee. 

    ·         Observation and/or modeling, collaborative planning and other development will occur quarterly or as determined by the mentor and mentee.  A reflective conference will follow observations and demonstrations.

    ·         Mentors will attend training sessions to facilitate their mentorship skill development.

     

    V.     PROFESSIONAL EFFECTIVENESS PROGRAM
     

    A.   A licensed administrator will complete a formal classroom observation based on the Professional Teaching Standards every third year for each tenured teacher.

     

    B.   In addition, tenured teachers will choose one of the following growth plan options:

     

    1.    Establish a professional development study group with one or more colleagues.

    ·         Collect and use data pertaining to student achievement and other factors related to their responsibilities (surveys, test results, student work or other indicators) to identify professional growth priorities.

    ·         Annually develop an individual or group professional growth plan that focuses on student achievement, is aligned with the Professional Teaching Standards, and addresses goals and initiatives in the school improvement plan.

    ·         Use varied activities including peer observation and coaching, action research, analysis of student work, and other activities developed in consultation with a licensed administrator.

    ·         Submit the professional growth plan to the licensed administrator who will help guide the work of the study group.

    ·         Meet with the study group at least 4 times during the school year.

    ·         Summarize the process and results with attention to changes in professional practice and submit the summary to the licensed administrator.

     

    2.    Design an individual professional growth plan each school year, which follows all of the steps for the professional study group process but is done independently in alignment with their professional growth goals and with the support of a licensed administrator.

     

    Professional growth forms are submitted to the Director of Curriculum, Instruction & Technology in the Fall and to Personnel following administrative review in the Spring.

     

    VI.    FORMAL OBSERVATION AND EVALUATION
     

    Formal observation and evaluation includes a review of completed pre-observation documents, a classroom observation, a post observation conference with full and summary professional teaching standards information, and a reflective summary.  The observation will be completed by a licensed administrator and will be based on the Professional Teaching Standards.  The teacher will complete a self-assessment on the standards to share with the administrator in the post observation conference.  The observation and evaluation form that is completed by the licensed teacher and administrator is submitted to the Director of Curriculum, Instruction & Technology and placed in the teacher’s personnel file.

     

    RPS Education Effectiveness Advisory will ensure the continuous improvement of our professional evaluation and support system through periodic review, development and revision of the process including:

    ·         Professional teaching standards

    ·         Tenured teachers’ assessment and development

    ·         Teacher induction 

    Dated:            April 19, 2004

    Reviewed:     August 18, 2014

    Revised: