Administrative Evaluation System Template. Alachua County Public Schools. Rule 6A Form AEST-2015 Effective Date: 2015

Transcription

1 Administrative Evaluation System Template Alachua County Public Schools Rule 6A Form AEST-2015 Effective Date: 2015 Owen A. Roberts, PhD, Superintendent

2 Table of Contents 1. Performance of Students 2. Instructional Leadership 3. Other Indicators of Performance 4. Summative Evaluation Score 5. Additional Requirements 6. District Evaluation Procedures 7. District Self-Monitoring 8. Appendix A Checklist for Approval Directions: This document has been provided in Microsoft Word format for the convenience of the district. The order of the template shall not be rearranged. Each section offers specific directions, but does not limit the amount of space or information that can be added to fit the needs of the district. All submitted documents shall be titled and paginated. Where documentation or evidence is required, copies of the source document(s) (for example, rubrics, policies and procedures, observation instruments) shall be provided. Upon completion, the district shall the template and required supporting documentation for submission to the address DistrictEvalSysEQ@fldoe.org. **Modifications to an approved evaluation system may be made by the district at any time. A revised evaluation system shall be submitted for approval, in accordance with Rule 6A-5.030(3), F.A.C. The entire template shall be sent for the approval process. Alachua Page 1 Administrator Evaluation System Template

3 1. Performance of Students Directions: The district shall provide: For all school administrators, the percentage of the evaluation that is based on the performance of students criterion as outlined in s (3)(a)1., F.S., along with an explanation of the scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(a)1., F.A.C.]. For all school administrators, confirmation of including student performance data for at least three years, including the current year and the two years immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for which data are available must be used. If more than three years of student performance data are used, specify the years that will be used [Rule 6A-5.030(2)(a)3., F.A.C.]. For school administrators, the district-determined student performance measure(s) used for personnel evaluations [Rule 6A-5.030(2)(a)7., F.A.C.]. Performance Targets Performance Targets--100 points possible or 1/3 (33.33%) of total evaluation: Two subcomponents: 1) This component consists of the aggregated school-based VAM data provided by the state for both reading and math. School-based values will be weighted for each school the administrator has been associated up to three years of data. The administrator will be accountable for years only in which he or she was serving as an administrator of a school. If the administrator has been at the same school for each of the past three years, each year s data will be equally weighted. In the event of a transfer between schools, the weighing for each year will be the number of student scores for a given school year divided by the total number of student scores over the three year period. The total number of possible points for this sub-component is 50 and will be assigned as follows: For each year that school-based data is available. Up to four (4) points will be assigned. o 4 points a school-based value-added score of greater than zero (0), where all of the scores contained within the associated 95-percent confidence interval also lie above zero (0). o 3 points any of the following: A school-based value-added score of zero (0); A school-base value-added score of greater than zero (0), where some portion of the range of scores associated with a 95-percent confidence interval lies at or below zero (0); or Alachua Page 2 Administrator Evaluation System Template

4 A school-based value-added score of less than zero (0), where some portion of the range of scores associated with both the 68-percent and the 95-percent confidence interval lies at or above zero (0). o 2 points A school-based value-added score that is less than zero (0), where the entire 68-percent confidence interval falls below zero (0), but where a portion of the 95-percent confidence interval lies above zero (0). o 1 point - a value-added score of less than zero (0), where all of the scores contained within the 95-percent confidence interval also lie below zero (0). If the administrator has been at the same school for three years, each year s value will be equally weighted. If the administrator has transferred, as an administrator between schools, the individual year s data will be weighted as described above using VAM data from each school to which the administrator was assigned over the three-year period. Once the weighted average for multiple years has been calculated, it will be converted to the 50 point scale required for this subcomponent by multiplying the weighted value by ) This component consists of measurable goals and site-specific targets based on the district s performance goals and the goals outlined in the district s Strategic Plan and tied to student performance data. The targets are intended to be ambitious, yet achievable. Final targets are set by the Administrator and the Executive Director of Schools and approved by the Superintendent. Each administrator will be rated on whether he/she exceeds the level of expected performance on each target (5); meets the level of expected performance on each target (3); partially meets the level of expected performance on each target (1); or does not meet the level of expected performance on each target (0). The total number of possible points for this sub-component is 50. The total number of points from sub-components 1 (student performance) and 2 (goals and targets) will be added together to provide the total Performance Target score. Both subcomponents (1 and 2) are student learning targets. Subcomponent 1 consists of aggregated school-based VAM data provided by the state for both reading and math, and subcomponent 2 consists of measurable, site-specific goals (based on student performance) set by the administrator and executive director of schools. Together, subcomponents 1 and 2 account for one-third of the administrator s final evaluation score. Cut scores for the Performance Targets (to include performance of students) are as follows: Performance Scale Percentage Score Performance 0 < 60 Unsatisfactory 60 < 70 Needs Improvement 70 <86 Effective Highly Effective Alachua Page 3 Administrator Evaluation System Template

5 2. Instructional Leadership Directions The district shall provide: For all school administrators, the percentage of the evaluation system that is based on the instructional leadership criterion as outlined in s (3)(a)3., F.S., along with an explanation of the scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(c)1., F.A.C.]. Description of the district evaluation framework for school administrators and the contemporary research basis in effective educational practices [Rule 6A-5.030(2)(c)2., F.A.C.]. For all school administrators, a crosswalk from the district s evaluation framework to the Principal Leadership Standards [Rule 6A-5.030(2)(c)3., F.A.C.]. Observation or other data collection instrument(s) that include indicators, organized by domains, based on each of the Principal Leadership Standards, and additional elements provided in s (3)(a)3., F.S. [Rule 6A-5.030(2)(c)4., F.A.C.]. Procedures for observing and collecting data and other evidence of instructional leadership [Rule 6A-5.030(2)(c)5., F.A.C.]. Instructional Leadership Evaluation Evaluation of instructional leadership is accomplished within Part 1, the Evaluation Indicators component, as found in the Alachua County Public Schools School Administrator Performance Evaluation Manual. The Instructional Leadership Evaluation component is a research-based instrument, based upon the state-approved evaluation model, that consists of ten (10) performance indicators linked to high-performing administrators and aligned to the Florida Principal Leadership Standards. The component includes a self-assessment, which is administered at the beginning of the year and a feedback cycle that supports reflective practice and is re-visited mid-year and at the end of the year. During the course of the school year, each administrator shall be observed by his/her executive director or principal and data and other evidence of performance shall be considered. Each administrator shall be rated, twice annually at mid-point and at the end of the school year, utilizing the Leadership Framework Indicators Rubric (found below), based on his or her performance on each of the 10 indicators. Ratings will be given to indicate whether the administrator exceeds the level of expected performance on each indicator (5 points); meets the level of expected performance on each indicator (3 points); partially meets the level of expected Alachua Page 4 Administrator Evaluation System Template

6 performance on each indicator (1 point); or does not meet the level of expected performance on each indicator (0 points). Points are totaled for this component for each evaluation (mid-year and year-end) and combined to provide a score based on a 100-point scale. Indicators Not Met 0 Partially Met 1 Met 3 Exceeds 5 1. Student Learning Results: Academic Standards, Performance Data, Planning and Goal Setting, Student Achievement Results. 2. Student Learning as a Priority: Learning Organization, School Climate, High Expectations, Student Performance Focus 3. Instructional Plan Implementation: FEAPs, Learning Goals Alignments, Curriculum Alignments, Quality Assessments, Faculty Effectiveness 4. Faculty and Staff Development: Cultivates Emerging Leaders, Delegates to Subordinates, Plans for Succession, Promotes Teacher Leadership, Develops Relationships Among Stakeholders 5. Learning Environment: Student Centered, Success Oriented, Diversity, Achievement Gaps 6. Decision Making: Prioritization Practices, Problem Solving, Quality Control, Distributive Leadership, Technology Integration 7. Leadership Development: Leadership Team, Delegation, Succession Planning, Relationships 8. School Management: Organizational Skills, Strategic Instructional Resourcing, Collegial Learning Resources 9. Communication: Constructive Conversations, Clear Goals and Expectations, Accessibility, Recognitions 10. Professional and Ethical Behavior: Resiliency, Professional Learning, Commitment, Professional Conduct Total Points per Rating; (multiply # of boxes checked for each rating by the appropriate point value per rating) Alachua Page 5 Administrator Evaluation System Template

7 In total, the Final Evaluation Indicator component equates to a maximum of 100 points, which accounts for one-third of the total (33.33%) potential school administrator final evaluation score. Cut scores for the Instructional Leadership components are as follows: Performance Scale Percentage Score Performance 0 < 60 Unsatisfactory 60 < 70 Needs Improvement 70 <86 Effective Highly Effective Alachua Page 6 Administrator Evaluation System Template

8 The following optional chart is provided for your convenience to display the crosswalk of the district s evaluation framework to the Principal Leadership Standards. Other methods to display information are acceptable, as long as each standard and descriptor is addressed. Alignment to the Florida Principal Leadership Standards (FPLS) Domain/Standard Evaluation Indicators Domain 1: Student Achievement: 1. Student Learning Results: Effective school leaders achieve results on the school s student learning goals. a. The school s learning goals are based on the state s adopted student academic standards and the district s adopted curricula; and, b. Student learning results are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district under Section , F.S.; international assessments; and other indicators of student success adopted by the district and state , 3.2, 3.3, , 1.4, 2.4, Student Learning As a Priority: Effective school leaders demonstrate that student learning is their top priority through leadership actions that build and support a learning organization focused on student success. a. Enables faculty and staff to work as a system focused on student learning; 3.6, 5.1, 5.2, 5.4 b. Maintains a school climate that supports student engagement in learning; 2.2 c. Generates high expectations for learning growth by all students; and, 2.3 d. Engages faculty and staff in efforts to close learning performance gaps among student subgroups within the school. 3.3, 5.4 Domain 2: Instructional Leadership 3. Instructional Plan Implementation: Effective school leaders work collaboratively to develop and implement an instructional framework that aligns curriculum and state standards, effective instructional practices, student learning needs and assessments. a. Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C., through a 3.1, 3.3, 3.4 common language of instruction; b. Engages in data analysis for instructional planning and improvement; 3.5, 5.4 c. Communicates the relationships among academic standards, effective instruction, and student performance; 3.2, 3.3, 3.4, 3.5 d. Implements the district s adopted curricula and state s adopted academic standards in a manner that is 3.2 rigorous and culturally relevant to the students and school; and, e. Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula. 4. Faculty Development: Effective school leaders recruit, retain and develop an effective and diverse faculty and staff. a. Generates a focus on student and professional learning in the school that is clearly linked to the system-wide strategic objectives and the school improvement plan; b. Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction; 3.5 Alachua Page 7 Administrator Evaluation System Template , 3.4 c. Employs a faculty with the instructional proficiencies needed for the school population served; 5.1, 5.2 d. Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, 3.1, 3.2, 3.3, 3.4, 3.5 data analysis for instructional planning and improvement, and the use of instructional technology; e. Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction; and, f. Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year , Learning Environment: Effective school leaders structure and monitor a school learning environment that improves learning for all of Florida s diverse student population. a. Maintains a safe, respectful and inclusive student-centered learning environment that is focused on equitable opportunities for learning and building a foundation for a fulfilling life in a democratic society and global economy; b. Recognizes and uses diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning; 5.1, , 5.3 c. Promotes school and classroom practices that validate and value similarities and differences among students; 2.4, 5.1, 5.2

9 d. Provides recurring monitoring and feedback on the quality of the learning environment; 1.4, 2.2, 2.3, 2.4, 3.5 e. Initiates and supports continuous improvement processes focused on the students opportunities for success 3.1, 3.5, 5.2, 5.4 and well-being; and, f. Engages faculty in recognizing and understanding cultural and developmental issues related to student learning by identifying and addressing strategies to minimize and/or eliminate achievement gaps. Domain 3: Organizational Leadership 5.3, Decision Making: Effective school leaders employ and monitor a decision-making process that is based on vision, mission and improvement priorities using facts and data. a. Gives priority attention to decisions that impact the quality of student learning and teacher proficiency; 3.1, 3.2, 3.4, 3.5, 6.1 b. Uses critical thinking and problem solving techniques to define problems and identify solutions; 2.4, , 3.5, 5.2, 6.3 c. Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed; d. Empowers others and distributes leadership when appropriate; and, 6.4, 3.6 e. Uses effective technology integration to enhance decision making and efficiency throughout the school. 6.5, 5.2, Leadership Development: Effective school leaders actively cultivate, support, and develop other leaders within the organization. a. Identifies and cultivates potential and emerging leaders; 2.1, 2.2, 3.6, 7.1 b. Provides evidence of delegation and trust in subordinate leaders; 3.6, 5.2, 7.2 c. Plans for succession management in key positions; 3.6, 5.2, 7.3 d. Promotes teacher-leadership functions focused on instructional proficiency and student learning; and, 3.6, 7.1, 7.2, , 5.2, 7.4 e. Develops sustainable and supportive relationships between school leaders, parents, community, higher education and business leaders. 8. School Management: Effective school leaders manage the organization, operations, and facilities in ways that maximize the use of resources to promote a safe, efficient, legal, and effective learning environment. a. Organizes time, tasks and projects effectively with clear objectives and coherent plans; 8.1 b. Establishes appropriate deadlines for him/herself and the entire organization; 8.1, c. Manages schedules, delegates, and allocates resources to promote collegial efforts in school improvement and faculty development; and, d. Is fiscally responsible and maximizes the impact of fiscal resources on instructional priorities Communication: Effective school leaders practice two-way communications and use appropriate oral, written, and electronic communication and collaboration skills to accomplish school and system goals by building and maintaining relationships with students, faculty, parents, and community. a. Actively listens to and learns from students, staff, parents, and community stakeholders; , 9.1 b. Recognizes individuals for effective performance; 9.4 c. Communicates student expectations and performance information to students, parents, and community; 9.2 d. Maintains high visibility at school and in the community and regularly engages stakeholders in the work of the school; 9.2, 5.2 e. Creates opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive conversations about important school issues. 9.2 f. Utilizes appropriate technologies for communication and collaboration; and, 9.3 g. Ensures faculty receives timely information about student learning requirements, academic standards, and all other local state and federal administrative requirements and decisions. 2.2, 2.3, 9.2 Domain 4: Professional and Ethical Behavior 10. Professional and Ethical Behaviors: Effective school leaders demonstrate personal and professional behaviors consistent with quality practices in education and as a community leader. a. Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6A and 6A , F.A.C.; b. Demonstrates resiliency by staying focused on the school vision and reacting constructively to the barriers to success that include disagreement and dissent with leadership; c. Demonstrates a commitment to the success of all students, identifying barriers and their impact on the wellbeing of the school, families, and local community; 10.2, 10.3, , , 10.3 Alachua Page 8 Administrator Evaluation System Template

10 d. Engages in professional learning that improves professional practice in alignment with the needs of the school system; 10.2, 10.4 e. Demonstrates willingness to admit error and learn from it; and, , 10.4 f. Demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback. Alachua Page 9 Administrator Evaluation System Template

11 3. Other Indicators of Performance Directions: The district shall provide: The additional performance indicators, if the district chooses to include such additional indicators pursuant to s (3)(a)4., F.S.; The percentage of the final evaluation that is based upon the additional indicators; and The scoring method, including how it is calculated and combined [Rule 6A-5.030(2)(d), F.A.C.]. Examples include the following: Deliberate Practice - the selection of indicators or practices, improvement on which is measured during an evaluation period Peer Reviews Objectively reliable survey information from students and parents based on teaching practices that are consistently associated with higher student achievement Individual Professional Leadership Plan Other indicators, as selected by the district Personal Professional Development Plan (PPDP): Each administrator is required to annually develop a Personal Professional Development Plan (PPDP). This component, which shall count as one-third of the total final evaluation score (33.33%), is based on the school administrator s personal professional development project (PPDP), which aligns to the School Improvement and District Strategic Plan. Each administrator will be rated on his/her level of performance and completion of the established PPDP. Each administrator may select from one to three PPDP targets. He/she will be rated as exceeding the level of expected performance on each target (5 points); meeting the level of expected performance on each target (3.5 points); partially meeting the level of expected performance on each target (1 point); or not meeting the level of expected performance on each the target (0 points). The number of PPDP targets is multiplied by 5, and this number is used to equate the total for the PPDP component to a 100-point scale through division and multiplication (see PPD Form and Scoring Rubric below). In total, the Evaluation Indicator component equates to a maximum of 100 points, which accounts for one-third (33.33%) of the total potential school administrator final evaluation score. Alachua Page 10 Administrator Evaluation System Template

12 PPDP Form and Scoring Rubric Target Description Exceeds 5 1 (required) Meets 3.5 Partially Meets 1 Not Meeting 0 2 (optional) 3 (optional) Total Points Each Column Total Points (Exceeds + Meets + Partially Meets + Not Meeting Total number of Targets attempted (1, 2, or 3) X 5 Box A Box B Final PPDP Score (Box A Box B) X 100 Cut scores for the PPDP Components are as follows: Performance Scale Percentage Score Performance 0 < 60 Unsatisfactory 60 < 70 Needs Improvement 70 <86 Effective Highly Effective Alachua Page 11 Administrator Evaluation System Template

13 4. Summative Evaluation Score Directions: The district shall provide: The summative evaluation form(s); and The scoring method, including how it is calculated and combined; and The performance standards used to determine the summative evaluation rating. Districts shall use the four performance levels provided in s (2)(e), F.S., [Rule 6A-5.030(2)(e), F.A.C.]. Summative Scoring: The Alachua County Public Schools school-based Administrators Performance Evaluation Process consists of three key components (Part I, Leadership Framework; Part II, VAM Data and Performance Targets; and Part III, the Personal Professional Development Plan or PPDP). Each of the components are weighted equally (maximum of 100 points each) and are each equated to 1/3 or 33.33% of the total summative score. Total points possible after all three components are completed and summed together equal 300 points. The resulting sum of points is then re-divided by 300 to align to a 100-point final scale. Points Received PART I: out of 100 Points Received PART II: out of 100 Points Received PART III: out of 100 TOTAL POINTS received: 300 = Final Performance Score Results shall be provided to the Department, as required, as Highly Effective, Effective, Needs Improvement, or Unsatisfactory. The following cut points shall be applied: Total Points Achieved Rating 0 < 60 Unsatisfactory 60 < 70 Needs Improvement 70 <86 Effective Highly Effective Alachua Page 12 Administrator Evaluation System Template

14 5. Additional Requirements Directions: The district shall provide: Documentation that the evaluator is the individual who is responsible for supervising the employee. An evaluator may consider input from other personnel trained in evaluation practices. If input is provided by other personnel, identify the additional positions or persons. Examples include assistant principals, peers, district staff, department heads, grade level chairpersons, or team leaders [Rule 6A-5.030(2)(f)2., F.A.C.]. Description of training programs and processes to ensure that all employees subject to an evaluation system are informed on evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place, and that all individuals with evaluation responsibilities and those who provide input toward evaluation understand the proper use of the evaluation criteria and procedures [Rule 6A-5.030(2)(f)3., F.A.C.]. Description of the processes for providing timely feedback to the individual being evaluated [Rule 6A-5.030(2)(f)4., F.A.C.]. Description of how results from the evaluation system will be used for professional development [Rule 6A-5.030(2)(f)5., F.A.C.]. Confirmation that the district will require participation in specific professional development programs by those who have been evaluated as less than effective as required by s (10), F.S. [Rule 6A-5.030(2)(f)6., F.A.C.]. Documentation that all school administrators must be evaluated at least once a year [Rule 6A-5.030(2)(f)7., F.A.C.]. Documentation that the evaluation system for school administrators includes opportunities for parents to provide input into performance evaluations when the district determines such input is appropriate, and a description of the criteria for inclusion, and the manner of inclusion of parental input [Rule 6A-5.030(2)(f)9., F.A.C.]. Description of the district s peer assistance process, if any, for school administrators. Peer assistance may be part of the regular evaluation system, or used to assist personnel who are placed on performance probation, or who request assistance [Rule 6A-5.030(2)(f)11., F.A.C.]. If included by a district, a description of the opportunity for instructional personnel to provide input into a school administrator s performance evaluation [Rule 6A (2)(f)12., F.A.C.]. Alachua Page 13 Administrator Evaluation System Template

15 School Supervision: Each school in the Alachua County Public Schools district is assigned and is supervised by an executive director of schools. Evaluation shall be by the executive director of schools, and he/she may consider feedback provided by parents, both informally and through written feedback submitted by parents directly to the district office. Executive directors are responsible for working with individual school principals in developing his/her evaluation plan, and the executive directors annually participate in training designed to improve their skills and conducting evaluations. At the beginning of the school year, the executive director shall hold a meeting with the principal to review the evaluation indicators, allow the principal to complete a selfassessment, review trend performance data, review the school improvement plan, discuss the district s areas of focus, and review site-specific data points, and to collaborate with the principal to develop an action plan for the school year. Goals will be established based on system targets and the principal s impact on improving student and teacher performance. At the school level, assistant principals are supervised by the school principal. School principals shall work with each assistant principal at his/her school to develop an individual evaluation plan. Assistant principals will complete a self-assessment and, along with the school principal, shall review trend performance data, review the school s improvement plan, discuss the district s areas of focus, and review site-specific data points, and collaborate with the principal to develop an action plan for the school year. Goals will be established based on system targets and the assistant principal s impact on improving student and teacher performance. Training, Feedback, and Professional Development: At mid-year, executive directors shall meet with school principals and principals shall meet with assistant principals to review status of the performance objectives. The executive director will complete the Midyear Review section of each of the components. The school principal shall do likewise for assistant principals. This meeting may also be used to address areas of concern and specific professional development designed to address any deficiencies shall be recommended by the executive director in order to support principals and assistant principals in improving performance. Final Evaluation: At the conclusion of each school year, the executive director will review the results of each of the component areas with the school principal. The school principal shall do likewise with assistant principals. Each executive director is responsible for completing the Evaluation Indicators component and for completing the Administrator Summative Evaluation forms for each principal Alachua Page 14 Administrator Evaluation System Template

16 under his/her supervision. Principals will complete the Evaluation Indicators component for each assistant principal at his/her school and also shall complete the Administrator Summative Evaluation form for each assistant principal. Principals will review the final evaluation results of all assistant principals at his/her school with the executive director assigned to the school. All school-based administrative personnel (principals and assistant principals) shall be formerly evaluated at least once each year. The executive director will provide feedback to the superintendent on the evaluation of all administrators at his/her assigned schools. The completed Administrative Summative Evaluation forms shall be signed by the executive director and administrators being evaluated. A copy of each of the signed forms is given to the principal and assistant principal, and the executive director shall send one copy to ACPS Department of Human Resource. The Summative Performance Appraisal Rating is a recommendation and is subject to the approval of the superintendent who is the final authority for the appointment and evaluation of administrators. Principals and assistant principals receiving evaluations of Needs Improvement or Unsatisfactory shall be assigned specific professional development tailored to the demonstrated deficiencies. That professional development shall become part of the administrator s PPDP for the following school year. Principals and assistant principals receiving evaluation of NI or U shall also be assigned a mentor principal who will work with the executive directors in providing support for the proscribed professional development plan and for providing specific peer assistance as determined by the administrator s PPDP. Alachua Page 15 Administrator Evaluation System Template

17 6. District Evaluation Procedures Directions: The district shall provide evidence that its evaluation policies and procedures comply with the following statutory requirements: In accordance with s (3)(c), F.S., the evaluator must: submit a written report of the evaluation to the district school superintendent for the purpose of reviewing the employee s contract [Rule 6A-5.030(2)(g)1., F.A.C.]. submit the written report to the employee no later than 10 days after the evaluation takes place [Rule 6A-5.030(2)(g)2., F.A.C.]. discuss the written evaluation report with the employee [Rule 6A (2)(g)3.,F.A.C.]. The employee shall have the right to initiate a written response to the evaluation and the response shall become a permanent attachment to his or her personnel file [Rule 6A-5.030(2)(g)4., F.A.C.]. Documentation the district has complied with the requirement that the district school superintendent shall annually notify the Department of any school administrators who receive two consecutive unsatisfactory evaluations and shall notify the Department of any school administrators who are given written notice by the district of intent to terminate or not renew their employment, as outlined in s (5), F.S. [Rule 6A (2)(i), F.A.C.]. Superintendent Review: At the conclusion of each school year, the executive director will review the results of the evaluation with the school principal. The school principal shall do likewise with assistant principals. School principals and assistant principals shall be given the opportunity to provide a written response to their evaluations, and that response shall become a permanent attachment to his/her personnel file. The executive director will then provide feedback to the superintendent on the evaluation of all administrators at his/her assigned schools. A copy of each school-based administrator s Summative Evaluation form also will be made available for the superintendent s review. The completed forms shall be signed by the executive director and administrators being evaluated. A copy the signed Summative Evaluation form shall also be provided to the principal and assistant principal within ten days of evaluation, and the executive director shall send one copy to ACPS Department of Human Resources along with any written comments or responses to evaluation submitted by the employee. Alachua Page 16 Administrator Evaluation System Template

18 Reporting Evaluation Results: The Summative Performance Appraisal Rating is a recommendation and is subject to the approval of the superintendent who is the final authority for the appointment and evaluation of administrators. At the conclusion of each evaluation period, the district shall notify, through state survey, the evaluation status of each school-based administrator. Results shall be reported as Highly Effective, Effective, Needs Improvement, or Unsatisfactory. Additionally, the superintendent shall notify the Department of Education of any school administrators who receives two consecutive unsatisfactory evaluations and shall notify the Department of any school administrators who are given written notice by the district of intent to terminate or not renew their employment. Alachua Page 17 Administrator Evaluation System Template

19 7. District Self-Monitoring Directions: The district shall provide a description of its process for annually monitoring its evaluation system. The district monitoring shall determine, at a minimum, the following: Evaluators understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability; [Rule 6A-5.030(2)(j)1., F.A.C.] Evaluators provide necessary and timely feedback to employees being evaluated; [Rule 6A-5.030(2)(j)2., F.A.C.] Evaluators follow district policies and procedures in the implementation of evaluation system(s); [Rule 6A-5.030(2)(j)3., F.A.C.] Use of evaluation data to identify individual professional development; and [Rule 6A (2)(j)4., F.A.C.] Use of evaluation data to inform school and district improvement plans [Rule 6A (2)(j)5., F.A.C.]. Monitoring of Evaluation Results: Executive directors and principals shall follow district policies, procedures, and timelines, as outlined in the ACPS School Administrator Performance Evaluation Manual and as provided below, in conducting employee evaluations in order to assure that timely feedback is provided to each administrator being evaluated. STEP 1 Timeline BY October 30, 2015: Each school-based administrator shall be given access to the Performance Evaluation Instrument for School Administrators Manual. Each administrator shall review the material and documents to become familiar with the policies, procedures, and timelines. STEP 2 BY November 16, 2015:Working with the administrator, each supervising executive director or principal develops, for each administrator under his/her supervision, Performance Targets and a Personal Professional Development Plan (PPDP), based on established district targets and school improvement goals and objectives. Alachua Page 18 Administrator Evaluation System Template

20 Each administrator also completes the self-assessment portion of the Leadership Framework Indicators. The administrator and supervisor reach a consensus on any areas that need to be addressed and discuss possible strategies and the supervisor s expectations. STEP 3 BY November 30, 2015: The administrator and supervisor shall meet to discuss the Performance Targets and PPDP. If the administrator agrees with the supervisor s established performance targets, the Performance Evaluation for Administrators Agreement Form is completed. The supervisor and the administrator will retain a copy for the file and for their records. The school administrator and supervisor shall have on-going communication about the progress of the administrator in meeting Performance Targets, components of the PPDP, and any Evaluation Indicators that are of concern. NOTE: If the selected administrator performance targets and initiatives and projects are not accepted by the administrator, the two will discuss possible revisions and the supervisor will provide recommendations. The revised administrator performance targets will then be submitted for review and approval. STEP 4 BY FEBRUARY 20, 2016 : A mid-year meeting and performance review shall occur. During the mid-year meeting, the supervisor and the school administrator will discuss the status of the administrator s performance and determine if there is a need for remediation. A mid-year review of all three components is officially completed at this time, and results entered on the respective evaluation instrument. The supervisor and the school administrator will retain a copy of the review for the file. The supervisor will determine if there is a need for placement on a Growth Plan. Additional components may be recommended for the school administrator s PPDP and additional training and support may be recommended. STEP 5 BY JUNE 30, 2016: A final meeting and performance review shall occur at the end of each school year. An evaluative review of all three components is officially completed by the supervisor at this time, and results entered on the respective evaluation instrument. The supervisor will complete the Overall Evaluation document and shall, within ten days of the performance evaluation, provide results to the school-based administrator. The supervisor and the school administrator shall sign the forms. The evaluated school administrator shall be afforded the opportunity to submit a written response to the evaluation. The supervisor will submit a signed copy of the Summative Performance Appraisal Rating document to Human Resources and to the superintendent. The Summative Performance Appraisal Rating is a recommendation and is subject to the approval of the superintendent, who is the final authority for the appointment and evaluation of administrators. Alachua Page 19 Administrator Evaluation System Template

21 Executive directors shall utilize evaluation data to recommend specific professional development for each principal. Principals shall do likewise when evaluating assistant principals. Executive directors shall be responsible for monitoring each principal s use of the evaluation system and shall further ensure that principals have had, and continue to receive, training and support in observation and evaluation. The superintendent shall annually review the results of all school-based administrator evaluations for accuracy and shall also monitor results to ensure inter-rater reliability. The superintendent and executive directors shall annually work with each school in developing school improvement plans that are informed by evaluation data. Executive directors shall likewise work with Curriculum Department staff in development of the district improvement plan. Data from administrative evaluations shall be considered as a component to the plan s development. Appendix A Checklist for Approval Performance of Students The district has provided and meets the following criteria: For all school administrators: The percentage of the evaluation that is based on the performance of students criterion. An explanation of the scoring method, including how it is calculated and combined. At least one-third of the evaluation is based on performance of students. For all school administrators confirmed the inclusion of student performance: Data for at least three years, including the current year and the two years immediately preceding the current year, when available. If less than the three most recent years of data are available, those years for which data are available must be used. If more than three years of student performance data are used, specified the years that will be used. For all school administrators: The district-determined student performance measure(s) used for personnel evaluations. Instructional Leadership Alachua Page 20 Administrator Evaluation System Template

22 The district has provided and meets the following criteria: For all school administrators: The percentage of the evaluation system that is based on the instructional leadership criterion. At least one-third of the evaluation is based on instructional leadership. An explanation of the scoring method, including how it is calculated and combined. The district evaluation framework for school administrators is based on contemporary research in effective educational practices. For all school administrators: A crosswalk from the district's evaluation framework to the Principal Leadership Standards demonstrating that the district s evaluation contains indicators based upon each of the Principal Leadership Standards. For all school administrators: Procedures for conducting observations and collecting data and other evidence of instructional leadership. Other Indicators of Performance The district has provided and meets the following criteria: Described the additional performance indicators, if any. The percentage of the final evaluation that is based upon the additional indicators. The scoring method, including how it is calculated and combined. Summative Evaluation Score The district has provided and meets the following criteria: Summative evaluation form(s). Scoring method, including how it is calculated and combined. The performance standards used to determine the summative evaluation rating (the four performance levels: highly effective, effective, needs improvement/developing, unsatisfactory). Additional Requirements The district has provided and meets the following criteria: Documented that the evaluator is the individual who is responsible for supervising the employee. Alachua Page 21 Administrator Evaluation System Template

23 Identified additional positions or persons who provide input toward the evaluation, if any. Description of training programs: Processes to ensure that all employees subject to an evaluation system are informed on evaluation criteria, data sources, methodologies, and procedures associated with the evaluation before the evaluation takes place. Processes to ensure that all individuals with evaluation responsibilities and those who provide input toward evaluation understand the proper use of the evaluation criteria and procedures. Documented: Processes for providing timely feedback to the individual being evaluated. Description of how results from the evaluation system will be used for professional development. Requirement for participation in specific professional development programs by those who have been evaluated as less than effective. All school administrators must be evaluated at least once a year. For school administrators: Inclusion of opportunities for parents to provide input into performance evaluations when the district determines such input is appropriate. Description of the district s criteria for inclusion of parental input. Description of manner of inclusion of parental input. Description of the district s peer assistance process, if any. Description of an opportunity for instructional personnel to provide input into a school administrator s evaluation, if any. District Evaluation Procedures The district has provided and meets the following criteria: That its evaluation procedures comply with s (3)(c), F.S., including: That the evaluator must submit a written report of the evaluation to the district school superintendent for the purpose of reviewing the employee s contract. That the evaluator must submit the written report to the employee no later than 10 days after the evaluation takes place. That the evaluator must discuss the written evaluation report with the employee. That the employee shall have the right to initiate a written response to the evaluation and the response shall become a permanent attachment to his or her personnel file. That district evaluation procedures require the district school superintendent to Alachua Page 22 Administrator Evaluation System Template

24 District Self-Monitoring annually notify the Department of any school administrators who receive two consecutive unsatisfactory evaluations and to notify the Department of any school administrators who are given written notice by the district of intent to terminate or not renew their employment, as outlined in s , F.S. The district self-monitoring includes processes to determine the following: Evaluators understanding of the proper use of evaluation criteria and procedures, including evaluator accuracy and inter-rater reliability. Evaluators provide necessary and timely feedback to employees being evaluated. Evaluators follow district policies and procedures in evaluation system(s). The use of evaluation data to identify individual professional development. The use of evaluation data to inform school and district improvement plans. Alachua Page 23 Administrator Evaluation System Template

25 Appendix B School Administrator Performance Evaluation Manual Alachua ALACHUA COUNTY PUBLIC SCHOOLS Page 24 Administrator Evaluation System Template

26 School Board of Alachua County April Griffin Robert Hyatt Leanetta McNealy Gunnar Paulson Eileen Roy Superintendent of Schools Sandra Hollinger (interim) Alachua County Public Schools Page 25

27 The Need The Alachua County School Board and Superintendent are committed to the implementation of best practices to achieve the school system s mission to meet the goals and objectives of the School Board of Alachua County s Strategic Plan. To achieve this, principals must support their schools, teachers, and students in the quest for academic excellence and improved post-secondary success for all students. The Performance Evaluation Instrument enables administrators to establish meaningful targets for continuous improvement through deliberate, data-driven practices. The evaluation system is designed to facilitate optimal performance based solely on data specific targets and the implementation of strategies proven to improve leadership and instructional practices. It also establishes targets to increase the level of accountability in multiple areas specific to leadership, teaching, and learning. In this system: Administrator appraisal is linked to the District Mission and the Board s Strategic Plan. An opportunity is provided for individualized appraisal in each school and each specific situation. There is a focal point for: o The effective and efficient alignment of district initiatives. o Identifying training needs of school-based administrators. This specific forum creates an ongoing structure for supervisor-administrator communication. The data-driven process identifies data collection needs. Targets are individualized and designed to benefit each school and district as a whole. Strategies are adjusted based on continuous monitoring and communication relative to analysis of multiple data sources. Improvement in performance is measured relative to the individual administrator, based on the factors of each rating in the evaluation system. Page 26

28 Getting Started At the heart of the Performance Evaluation Instrument is the belief that a formative and summative evaluation system is not only possible but is advantageous in creating an ongoing improvement process. The establishment of targets is a beginning point, and adjustment is based upon continuous monitoring of data. These targets will contribute to the implementation and success of the district s goals for improvement. At the beginning of the school year, the supervisor meets with each subordinate administrator to review the data pertinent to each of the target areas, the school improvement plan, the district s areas of emphasis, input from the administrator, and any other identified areas of need. The Administrator Performance Standards and Professional Code of Ethics will be reviewed as appropriate. Particular emphasis is placed upon the administrator in improving the performance of students. The administrator and supervisor then finalize the targets and related strategies and complete the Performance Evaluation for Administrators Agreement form by November 30 th of each school year. The administrator and the supervisor will meet at mid-year to review status of the performance objectives. The supervisor and administrator will complete all mid-year reviews of each component. This meeting may also be used to address areas of concern that must be added to the performance plan for the remaining school year. At the end of the school year, the administrator and supervisor will review the administrator s targets and the results of each of the objectives. The supervisor is responsible for completing the Administrator Summative Evaluation form along with all final evaluations for each component. The completed forms are signed by the supervisor and administrator. A copy of each of the signed forms is given to the administrator and the supervisor sends one copy to the ACPS Department of Human Resources. The Administrator Performance Scale Category is a recommendation and is subject to the approval of the Superintendent, who is the final authority for the appointment and reappointment of administrators. Page 27

29 About the Performance Evaluation Process for Administrators The Alachua County School Board and Superintendent are committed to realizing the Board s mission to provide educational excellence in every school, in every classroom, for every student, every day. Administrators play a critical role in supporting the success of our schools. In order to assist in achieving that success, the district is committed to identifying a clear and concise set of expectations for Administrators. The district has, thus, developed a Performance Evaluation Process that consists of three key components. Each of the components are weighted equally, and are based on Principal Leadership Standards, school- and site-based Performance Targets (to include performance of students), and established Personal Professional Development goals. Part I Leadership Framwork Indicators (100 points possible) Part II Performance Targets (100 points possible) Part III PPDP (100 points possible) Part I: Leadership Framework (100 points possible) This component consists of ten (10) Proficiency Areas linked to high-performing administrators. This component consists of a self-assessment, which is administered at the beginning of the year, and a feedback cycle that supports reflective practice and is re-visited mid-year and at the end of the year. Each administrator will be rated based on his or her performance on the indicators within each Proficiency Area. Ratings will indicate whether the administrator exceeds the level of expected performance on each indicator (5); meets the level of expected performance on each indicator (3); partially meets the level of expected performance on each indicator (1); or does not meet the level of expected performance on each indicator (0). Part II: Performance Targets (100 points possible) This component consists of measurable goals and site-specific targets based on student data and on VAM data provided by the state. The student learning targets are intended to be ambitious, yet achievable. Final targets are set by the Administrator and the Executive Director of Schools and approved by the Superintendent. Each administrator will be rated on whether he/she exceeds level of expected performance on each target (5); meets the level of expected performance on each target (3); partially meets the level of expected performance on each target (1); or does not meet the level of expected performance on each target (0). Part III: Personal Professional Development Initiative (PPDP) (100 points possible) This component is based on the school administrator s personal professional development project (PPDP), which aligns to the School Improvement and District Strategic Plan. Each administrator will be rated on his/her level of performance and completion of the established PPDP. He/she will be rated as exceeds the level of expected performance on each target (5); meets the level of expected performance on each target (3); partially meets the level of expected performance on each target (1); or does not meet the level of expected performance on each the target (0). Page 28