Evaluation of Administrative Staff - Procedures - 6410-P
The administrative organization plan of the District will determine lines of responsibility for evaluation. By August 1 of each school year the Superintendent will assign a supervisor to each administrator. Each administrator will be evaluated on the basis of:
- The appropriate District-established administrative job description;
- Established evaluative criteria, when applicable; and
- Specific supervisor/administrator-developed performance objectives.
Following the assignment of evaluators, individual conferences will be scheduled. At this initial conference, the evaluator and the administrator will agree upon the evaluative criteria which apply to a specific administrative position. Some of the evaluative criteria may not apply to every position. Additional criteria may be added by the evaluator. This allows the evaluative criteria to be tailored to specific job descriptions. Further, this initial meeting should provide a format for clarifying performance expectations between the administrator and the evaluator.
A second task must be accomplished at the initial conference. The administrator and the evaluator should formulate and review performance objectives to be pursued by the administrator and/or their administrative unit during the current year. Such performance objectives may include areas that may require attention, improvement, or special focus. The source(s) of these objectives may include: prior year evaluation data, building or District goals, needs assessment, climate surveys, or personal growth plans. As a guideline, each administrator should focus on approximately three (3) objectives in a given year. Administrators need not select objectives in every area of administrative responsibility.
Evaluators will meet with each administrator at least twice during the year. The purposes of these mid-year conferences will be: (1) to discuss and provide feedback regarding performance in accordance with agreed upon evaluative criteria (indicators) and (2) to monitor progress toward achievement of performance objectives. If necessary, objectives may be revised at either of these conferences. An "Administrator’s Mid-Year Evaluation Report" must be completed by January 31. If areas of performance are judged to need improvement, the administrator will be notified in writing (using the mid-year evaluation form) and given an opportunity to improve in that area. Additional evaluation performance reviews may be required.
Prior to the final evaluation conference, each administrator will complete a self-evaluation in which comments are written regarding performance and accomplishment of stated objectives. Alternatively, administrators are strongly encouraged to create "Portfolios" of their work during the school year which demonstrates satisfactory achievement of the evaluation criteria.
A final evaluation conference will be held annually between each administrator and their designated evaluator. An "Administrator’s Final Evaluation Report" should be completed no later than June 30. All criteria (indicators) should be discussed, performance noted, and feedback given. In addition, progress toward achievement of objectives must be noted. Finally, comments should be shared and discussed openly.
ADMINISTRATIVE EVALUATION PROCEDURES
First Day of School
"Administrator’s Mid-Year Evaluation Report" by Jan. 30
If the administrator is dissatisfied with the complete evaluation report, they will have the right to a conference involving their evaluator and the evaluator's supervisor. The decision of the evaluator's supervisor will determine the final content of the evaluation report. The administrator will have the right to submit a written statement detailing any exceptions they may have to the final content of the evaluation report, which statement will be attached to the personnel file copy of the evaluation report.
As related to the administrator's assignment, the following criteria, when applicable, will be used in the evaluation of administrative staff:
Category 1: Leadership
The administrator applies knowledge and skills of supervision to programs and staff and demonstrates the ability to inspire subordinates to grow and develop in a way that reflects acceptance of their leadership. The effective administrator:
- Assumes responsibility for the instructional program; encourages initiative and creativity in program improvement.
- Establishes procedures to provide appropriate staff, family, student and community involvement in program decisions.
- Cooperates with other administrators in establishing and implementing programs and goals.
- Assists teachers in providing for individual needs and abilities of students.
- Shares knowledge of desirable educational practices.
Category 2: Administration and Management
The administrator demonstrates responsibility in establishing an effective communicative environment which reflects openness, honesty and a high degree of mutual respect, both personal and professional. The effective administrator:
- Provides for prompt and courteous response to visitors, correspondence and telephone calls.
- Develops timely communications which enhance the understanding of the intended audience.
- Implements orderly procedures to facilitate communication within the building or department.
- Provides avenues to receive feedback.
- Submits reports as required.
- Supports District goals when dealing with the public.
- Conducts effective staff meetings.
- Attempts to involve all relevant constituent groups in shared-decision making.
The administrator demonstrates the ability to make a decision or form an opinion objectively. The administrator develops appropriate objectives. The effective administrator:
- Bases decisions on the educational well-being of students.
- Completes objectives assigned by supervisors.
- Completes self-selected objectives.
- Establishes a self-monitoring system for objective achievement.
The administrator demonstrates an interest in contributing to the accomplishment of District objectives beyond those directly related to his/ her administrative unit. The effective administrator:
- Accepts and follows through on specific District assignments.
- Contributes insights and perceptions which are helpful in the achievement of District-wide goals.
- Cooperates with other District administrators in achieving District goals.
- Demonstrates support for other District administrative units.
Category 3: School Finance
The administrator takes initiative to provide staff members with an understanding of the budget process and, when practical, utilizes staff members to help establish budget priorities.
The administrator demonstrates effective utilization and control of physical and financial resources. The effective administrator:
- Utilizes building/department staff to maintain the facility in good condition.
- Communicates clearly with other District departments about building needs that cannot be met by assigned staff.
- Makes budgetary decisions on the basis of educational/departmental need and available resources.
- Makes budgetary decisions that support achievement of District goals.
- Monitors building/department spending within established budgetary levels.
- Seeks means of achieving goals in a cost-effective manner.
Category 4: Professional Preparation and Scholarship
The administrator demonstrates a desire for continual growth of competencies. The effective administrator:
- Monitors their own performance; solicits feedback from others.
- Formulates and achieves appropriate personal goals for professional improvement.
- Participates in professional growth activities consistent with District goals.
The administrator seeks to become involved in meaningful professional growth activities.
Category 5: Effort Toward Improvement When Needed
The effective administrator:
- Responds to constructive suggestions.
- Adjusts to change and implements new strategies when appropriate.
- Seeks advice and assistance when appropriate.
Category 6: Interest in Students, Staff, Patrons and Subjects Taught in Schools
The administrator conducts self in a mature, self-confident and friendly manner in personal relationships in a way that contributes positively to the image of the District. The effective administrator:
- Promotes students' and faculty's feelings of personal worth.
- Deals constructively with interpersonal problems.
- Promotes high staff morale and commitment to professional competence.
- Respects individual judgment and diversity of opinion.
- Contributes to the maintenance of discipline by open communication among family, staff and students.
- Supports and effectively interprets building and District programs and policies to others.
- Cooperates with parent/community organizations.
- Plans use of available District/community resources to support student and/or program needs.
Category 7: Evaluation of Staff
The administrator applies knowledge, experience and training in recognizing good professional performance, capabilities and development. The effective administrator:
- Attends and participates in available courses and inservice training relating to the evaluation of staff.
- Demonstrates good judgment in selecting and assigning staff members to maximize their effectiveness.
The administrator demonstrates ability and performance in the evaluation of staff. The effective administrator:
- Utilizes appraisal practices that provide staff with a clear understanding of performance expectations.
- Spends an adequate amount of time and effort observing the performance of staff.
- Bases staff evaluations on professionally-gathered data.
- Demonstrates skill in communicating evaluation information to staff in a manner which inspires positive reaction and improvement.
- Develops appropriate programs to assist subordinates to overcome observed deficiencies.
- Follows established procedures and timelines in completing required staff evaluations.
- Recommends appropriate probation and termination action when necessary.
November 24, 1997