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Administrative Procedure: Teacher Evaluation
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EFFECTIVE DATE:
July
13, 2005
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ADMINISTRATIVE PROCEDURE CODE:
2.A.10
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AMENDED DATE:
October
2018
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Policy
Reference
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Legal
Reference
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Border Land School Division evaluation procedure addresses
the need for continued professional growth of teachers in relation to life-long
learning and the divisional expectation for accountability. The Board also
recognizes that supervision and teacher self-reflection are key components in
an effective evaluation policy.
The goals of the evaluation procedure are:
• To
expect the best possible learning environment for the student.
• To
ensure a high level of teacher performance by promoting professional growth.
• To
promote a positive teaching/learning process.
• To
review the performance of teachers for the purpose of summative evaluation.
• To
make decisions regarding the employment of teaching staff.
In order to address these goals, this policy recognizes that
the evaluative function is separate from the growth function. The accountability track is designed to
address the evaluation function. The developmental track is designed to address
the continued professional growth of teachers. Principals will maintain an
annual record of those teachers on the evaluative track and those on the
professional growth track.
Accountability Track
The formal teacher evaluation will be based on a framework
for professional practice with the following dimensions:
• Planning
and Preparation o Demonstrating knowledge of content and pedagogy o Demonstrating
knowledge of students
o Selecting Instructional outcomes o Demonstrating knowledge of resources o Designing
coherent instruction o Designing student assessments
• Classroom
environment o Creating an atmosphere of respect and rapport o Establishing
a culture of/for learning o Managing classroom procedures o Managing student behavior o Organizing
the physical space
• Instruction
o Communicating
with students o Using questions and discussion techniques o Engaging
students in learning o Using assessment in instruction o Demonstrating flexibility and
responsiveness
• Professional
responsibilities o Reflecting
on teaching o Maintaining accurate records o Communicating with families o Participating
in a professional community o Growing and developing professionally o Showing
professionalism
The components of professional practice are outlined in the Teacher Framework for Teaching Evaluation
Instrument. https://www.danielsongroup.org/framework/
This instrument will be used to prepare a summative statement.
All participants in the evaluation process will be informed
with respect to the purpose, the criteria, the process, and the provision for
an appeal. The accompanying procedures
shall be used to guide the evaluation process.
In the event that a school administrator has reason to
believe that the performance of a teacher is generally not at an acceptable
level, the school administrator may, after consultation with the
Superintendent, initiate a review process. All written communication pertaining
to this process will be given to the teacher with a copy to the Superintendent
for placement in the personnel file of the teacher. The teacher will be informed at the outset of
his/her right to have Manitoba Teachers’ Society (MTS) involved in this
process.
The intent of this review process
is to identify and document unsatisfactory teaching performance, to assist
teachers to correct and improve unsatisfactory teaching performance, and if
required, to provide a mechanism which may result in a recommendation for
dismissal.
The school administrator is primarily responsible for
directing the review process and is required to consult with and keep the
Superintendent informed throughout the process.
Formal evaluation will be conducted for the following professionals:
• Teachers
in their first year in Border Land School Division and every fourth year
thereafter
• Teachers
requesting a formal evaluation
• Teachers
who, in the professional judgment of the school administrator, are experiencing
difficulty meeting an acceptable level of performance
• Teachers
who, in the professional judgment of the school administrator, have not shown
appropriate improvement to an acceptable level of performance (may be placed on
the Under Review Process)
Formal evaluations will be conducted using The Framework for Teaching and Evaluation Instrument https://www.danielsongroup.org/framework/
All participants in the evaluation
process will be informed with respect to the purpose, the criteria, the
process, and the provision for an appeal.
The following will be the minimum that will occur during the
formal evaluation:
• A
pre-visitation conference between the principal and the teacher which may
include observations made during the supervision process
• A
minimum of three pre-arranged classroom visitations by the principal (within a
reasonable time frame)
• A
post-visitation conference by the principal which will be held as soon as
possible upon completion of these formal visitations
The formal report by the principal must be signed by both the
teacher and principal and retained in the personnel file of the teacher. A copy will be given to the teacher.
A record of teachers on the evaluation track shall be kept by
the principal, using the Principal Record
of Teacher Evaluation and Growth Plans
Timelines
• New
teachers to the Division will receive initial feedback within three (3) months
of employment with the Division. This feedback shall be provided using the Feedback Report for Teachers New to the
Division
• All
teachers on formal evaluation will receive a Teacher Evaluation Summary Report by April 30th.
Appeal
Procedure
If a teacher wishes to appeal the Teacher Evaluation Summary Report, he/she will first discuss the
report with the evaluator.
• If
this does not bring about a satisfactory resolution, the teacher may appeal the
report in writing to the evaluator within seven (7) teaching days of signing
and receiving a copy of the report.
• The
evaluator shall respond to this appeal in writing within fourteen (14) teaching
days of the date the teacher signed and received the report. The response may be an amended report or
written notification that the report will not be amended.
• Subsequently,
the teacher may appeal the report in writing to the Superintendent within
twenty-one (21) teaching days of signing and receiving a copy of the
report. The Superintendent shall discuss
the report with the teacher within seven (7) teaching days of receiving the
appeal.
A teacher may withdraw an appeal at
any time.
Under Review Track
Teachers who, in the professional judgment of the school administrator,
have not shown appropriate improvement to an acceptable level of performance,
may be placed on the Under Review Process.
1. The
school administrator shall write a letter of concern, which includes
• Identification
of specific areas of unsatisfactory performance.
• Specific
description of the improvement(s) expected.
• Identification
of resources and supports available to the teacher to assist in improving
performance.
• Identification
of a reasonable time period for the teacher to show sufficient improvement
(usually thirty teaching days).
• A
statement of possible consequences (which may include termination) for failure
to improve.
2. A
meeting will be arranged with the school administrator, the Superintendent, the
teacher, and his/her Manitoba Teachers’ Society (MTS) representative. The teacher shall be informed of the decision
to begin the process and the letter of concern shall be discussed.
Meetings with the teacher and his/her MTS representative will be
held throughout the process to
monitor the progress of the teacher.
3. The
school administrator shall prepare a written summary of every meeting, review
it with the teacher, and the teacher will sign the summary, acknowledging that
it has been read. The teacher will have the opportunity to respond to the
letter.
4. Based
on the identified timelines, the school administrator will conduct a minimum of three (3) observations to
determine whether sufficient improvement has taken place. (Note: should an
interruption in the time period occur for any reason other than a scheduled
holiday or break, the timeline will be suspended for the duration of the
interruption and will be reinstated on the date that the interruption ends).
5. If
sufficient improvement has taken place, the school administrator will so advise
the teacher in writing. The evaluation will return to the timelines outlined in
the Teacher Evaluation - Accountability
Track. If sufficient improvement has not taken place, the matter will be
referred to the Superintendent.
Referral
to Superintendent
The Superintendent shall arrange a meeting with the school
administrator, the teacher, and his/her MTS representative. At this meeting it will be decided whether:
• Extending
the timeline for required improvement is appropriate, or
• Extension
of the timeline is not appropriate. In
this case, a recommendation for
dismissal will be forwarded to the Board with a copy to the teacher.
If a decision is made to extend the time period for
improvement, the school administrator will write a second letter of concern.
Based on the identified timelines, the school administrator will follow up with
the teacher to determine whether sufficient improvement has taken place.
• If
sufficient improvement has taken place, the school administrator will inform
the teacher in writing.
• If
sufficient improvement has not taken place, the matter will be referred to the
Superintendent.
Recommendation
for Dismissal
This decision shall be taken only after all attempts to
assist the teacher have failed to produce the required improvement. The recommendation of the Superintendent will
include evidence of:
• Having
notified the teacher in writing of the proposed course of action and the
reason(s) thereof.
• Having
advised the teacher that he/she has the right to appear and make representation
before the Board and/or make a written submission which will be given to the
Board as part of the deliberations related to the recommendation for dismissal
as per the Public Schools Act.
Growth Track
The growth track has been created with the purpose of
fostering lifelong learning for teachers.
The Board believes that this is accomplished through reflective
practice, encouragement of record
keeping of professional development, and the celebration
of professional achievement The specific goals are:
• To
support teachers in developing and maintaining the best possible learning
environment for the student.
• To
ensure effective teaching practices.
• To
facilitate ongoing dialogue among professional staff.
• To
promote professional development, recognizing that the needs of each teacher
are unique.
In order to accomplish these goals, it is suggested that all
teachers maintain a professional portfolio record (see appendix) after their
first year. The professional portfolio
can serve as a record of personal and professional activities.
In addition, all teachers will develop and follow through on
a Professional Growth Plan to be shared with their principals
Professional
Growth Plan
• The
teacher and the school administrator will collaborate concerning the
professional growth plan of the teacher. A sample template (Teacher Developmental Track Growth Plan) is
included below.
• The
partner in a professional growth plan may be a professional colleague.
• The
plan of the teacher shall include specific details and dates that will allow
the principal to discuss progress to date.
• Both
teacher and principal will keep a copy of the plan. It is recognized that if changes to the plan
occur during the year, these changes shall be communicated to the principal.
Components of such a professional growth plan may include the
following:
• Self-directed
professional development
• Group-directed
professional development
• Action
research
• Post-secondary
study
• Serving
on educational committees
• Supervising
teacher candidates
• Leading
or directing professional development session
• Other
A copy of the Professional Growth Plan and the Professional
Portfolio Record may be placed in the personnel file of the teacher at his/her
discretion.
Definitions
Related to Developmental and Growth Plan Model for Supervision
Professional Portfolios
This record of personal and
professional pursuits may be presented in a variety of formats such as
scrapbooks, photo albums, file folders, binders, CD’s or any other medium.
Self-Directed Professional Development
The teacher may select one or more
professional development activities that are relevant to the approved
plan. This might include conferences,
visitations, workshops, or other professional development activities discussed
with the school administrator.
Group-Directed
Professional Development
This might involve school level
professional development (P.D), grade level meetings, or other activities where
groups of people focus on a particular P.D. topic that is relevant to the
teacher’s plan.
Action Research
This is similar to field research. The teacher selects an area for study and
gathers data at the school level. This
may be done individually or by a group of teachers interested in studying the
same area. The project shall result in a
report and may be part of a post-secondary course.
Post-Secondary Studies
This involves university or
community college work that is relevant to the teacher’s plan.
Educational Committees
Many teachers serve on committees
at the local level and/or provincial level. This work may be considered for a
professional growth plan. The work of the committee must be relevant to the
teacher’s plan.
Supervision of Teacher Candidates
When serving as a cooperating
teacher for a minimum of a five-week practicum block, the teacher is required
to assist the teacher candidate with planning, management, methodology,
observation skills, and evaluation techniques.
Discussions and meetings require the teacher to focus on a particular
skills area.
The Framework for Teaching and
Evaluation Instrument
NOTE: The school administrator and the classroom teacher will each pick one area, in each domain,
to focus on for the evaluation.
Below is the Smart Card for the framework and the complete Danielson Rubric can
be found at https://www.danielsongroup.org/framework/
Levels of performance defined:
• Note: levels of
performance describe teaching not teachers; each term is value laden and may
differ for each teacher; clarity of meaning must be established beforehand.
Unsatisfactory:
Not a high standard: students will not come to harm as a
consequence of the teacher’s actions; requires an immediate response.
Basic:
Typical of someone new to the profession; characterized by
inconsistency due largely to lack of experience; in the process of acquiring
the skills of a proficient/distinguished teacher.
Proficient:
A solid, professional teacher; typical of teachers who know
their craft and their school.
Distinguished:
A different type of learning environment; typical of
teachers who are able to create a community of learners where students are
fully invested in their learning; can look as though the teacher is not doing
anything.
2.A.10 Teacher Evaluation (Full PDF)