2.A.26 Resource Teacher Evaluation

 
Human Resources

Administrative Procedure: Resource Teacher Evaluation 
 Effective Date:
                           June 2005		 Administrative Procedure Code: 2.A.26 
Amended Date: November 2024 
 		 Policy Reference
 
Legal Reference 


Border Land School Division has evaluation procedures to address the need for continued professional growth of all staff in relation to life-long learning and the divisional expectation for accountability. The Board also recognizes that supervision and self-reflection are key components in an effective evaluation policy.

 

Resource Teachers provide support to students and teachers within the context of a school’s service delivery model, and according to the universal roles and guidelines for Resource Teachers (sis_resource_teachers_mb_schools.pdf)

In order to address these goals this procedure recognizes that the evaluative function is separate from the growth function.  Therefore, an accountability track is designed to address the evaluation function and a developmental track is designed to address the continued professional growth.

 

There is a formative part to the process and a summative evaluation and report at the end.

Accountability Track

 

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.

 

The accountability track requires a formal summative evaluation. This summative evaluation will be conducted as follows:

 

  • Teachers who are new to their role as Resource Teachers will receive feedback on their performance within three months of their appointment. 
  • Resource Teachers will be evaluated every four years after an evaluation in their first year.
  • Resource Teachers may request a summative evaluation outside of the four year cycle.
  • Resource Teachers who, in the professional judgment of the school administrator, are experiencing difficulty meeting an acceptable level of performance, may be placed on the Under Review Process (as per Administrative Procedure 2.A.10).

 

Developmental Track

 

The developmental track has been created with the expressed purpose of fostering lifelong learning.  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 develop and maintain the best possible learning environment for the student.
  • To ensure effective practices.
  • To facilitate ongoing collaboration among staff.
  • To promote professional development, recognizing that the needs of each resource teacher are unique.

In order to accomplish these goals, it is expected that all resource teachers will maintain a professional growth plan after their first year, and that it will be shared with their direct supervisor on an annual basis. 

 

Components of such a professional growth plan may include the following:

  • Self-directed professional development
  • Group-directed professional development
  • Action research
  • Post-secondary work
  • Serving on educational committees
  • Leading or directing professional development session
  • Other

 

Resource Teacher Evaluation

 

An orientation will be arranged with each new resource teacher, by their direct supervisor. After three months, the feedback form will be shared with the Resource Teacher.

 

The following will occur during formal evaluation cycle:

 

  1. Initial Interview with Principal and/or VP and Resource (Sept.-Oct.) –

     

    a. Identify % FTE in resource: _______________

     

    b. Identify the number of years as a resource teacher: _________________

     

    c. Identify together the service delivery model in the school: _____________________

     

    c. Estimate together main areas of need re: resource in the school, using the resource handbook:

    ______ % teacher support,

    ______ % student support,

    ______% leadership,

    ______% management,

    ______% other

     

     

    d. Describe briefly how student support needs in the school are identified:

    ________________________________________________________________________

     

    e. Review the evaluation criteria and indicators (attached) together to develop a common understanding (use MB Ed. Resource Teacher handbook as a reference, where needed).

     

  2. Resource Teacher uses the Resource Teacher Evaluation Criteria and Indicators and the Performance Level guidelines to self-evaluate his/her current level of performance. (Oct. – mid Nov.)

     

  3. Meeting #2 – mid November

    a. Share self-evaluation with evaluator

    b. Evaluator responds to self-evaluation, with questions about reasons/evidence for the self-evaluation.

    c. Evaluator and resource teacher together identify and agree on next steps re: continuation and growth (focus on 1-2 areas based on resource teacher’s time, current performance, student and school wide needs.  Also possibly identify what the resource teacher will stop doing).

     

  4. Resource teacher implements next steps (as well as guide programming already underway) (Dec.-March)

     

  5. Summative Evaluation (April-May)
  1.  Resource Teacher – self-evaluate again
  2. Principal or Vice Principal – using the performance scale, to provide a scale score for the criteria in all four universal roles.  Add comments about the resource teacher’s performance in each area, as well as a summative comment at the end.
  3. Principal or vice principal and resource teacher meet to discuss the evaluation and comments. Resource teacher may respond to evaluation and comments and add comments.
  4. Signatures and dates – Principal signs the document; Resource Teacher signs the document indicating s/he had read it.
  5. The principal submits the final summative copy to the superintendent for her/his perusal, provides the resource teacher with a copy, and then the original is placed in the resource teacher’s personnel file in the Division Office.

In cases where the resource teacher wishes to appeal the evaluation, the following procedures shall apply:

  • The resource teacher shall first appeal to their immediate supervisor and must appeal to the Superintendent before appealing to the Board.
  • If not satisfied with the review, they may appeal to the Board.
  • The resource teacher will have two weeks to give notice of their intention to appeal after the summative report has been written. A meeting will be set up mutually convenient to the Board and the resource teacher.
  • At any time during the process, either of the participants shall have the right and the opportunity to seek assistance.
  • A teacher may withdraw an appeal at any time.


RESOURCE TEACHER EVALUATION CRITERIA

 

Border Land School Division

Border Land School Division acknowledges that the communities and schools located within Border Land School Division sit on Treaty 1 and Treaty 3 land, the original lands of the Anishinaabe peoples and on the homeland of the Métis Nation.

Border Land School Division respects the treaties that were made on these treaty areas and we dedicate ourselves to moving forward in partnership with our Indigenous communities in a spirit of truth, reconciliation and collaboration.