ADMINISTRATIVE APPRAISAL PLAN

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1 ADMINISTRATIVE APPRAISAL PLAN TIME LINE: June September November December January February Conduct Self-Assessment Goal Setting Conference at Devin Center Conduct Administer Perceptual Survey Formative Follow-up Meeting Summative Assessment Conferences Superintendent Report to BOE APPRAISAL OF ADMINISTRATIVE PERFORMANCE Foreword This document outlines the process that will be used in appraising the professional performance of district administrators in USD 435. The appraisal for administrators in previous year was in essay format responding to questions about leadership, building activities and student achievement. This year we are doing a pilot conducted with administrators to test the system. The use of a perceptual survey is optional this year but may become a part of this appraisal process. This appraisal system was developed by Geary County USD 475. Purpose of Appraisal The basic purpose of the appraisal procedure is to facilitate the professional growth and development of each individual member of the administrative staff. Appraisal for the purpose of improvement encourages ongoing communication, feedback, adjustment, and teamwork. Seen from a systems view, appraisals focus on the improvement of individual performance and produce improvement of the total educational system. The appraisal system in the Abilene School District will be conducted to encourage and support professional growth of USD 435 administrators and the school improvement process. It also responds to the Board of Education's expectations for accountability. Board of Education policy directs the Superintendent of Schools to meet with the Board annually to discuss administrative evaluations. Criteria for Appraisal of Administrative Performance The Superintendent's annual evaluation report to the Board of Education is based on the formative and summative conferences. It includes direct observation throughout the year of the administrator's ability to apply four identified domains (Section I) in leading school improvement, information provided by the administrator during each of the conferences, and the Perceptual Survey described in this outline of the appraisal process. USD 435 ADMINISTRATIVE APPRAISAL PROCESS I. Administrative Appraisal Domains USD 435 recognizes four domains of performance necessary for those who lead continuous improvement efforts. These are: Personal Behavior and Growth, Professional Development and Leadership, Decision-making and Communication and Student Achievement

2 II. Administrative Appraisal Rubrics For each domain in the appraisal process, criteria are established as a continuum in the form of a rubric. The levels of performance include exemplary, proficient, progressing and not meeting standards, as described below. Exemplary Leader - Has impact well beyond the expectations of the job description and provides a positive impact throughout the entire system. Proficient Leader - Has impact beyond the expectations of the job description and provides a significant impact on the leader's area of responsibility. Progressing Leader - Has limited impact on the basic expectations of the job description and provides little impact on the leader's area of responsibility. Moving toward Proficient by responding to coaching and professional development. Not Meeting Standards - Has negative impact on the basic expectations of the job and are ineffective and indifferent. III. Administrative Appraisal Process 1. Administrator completes self-appraisal (Form 1). 2. Superintendent and/or designee completes a self-appraisal (Form 1) on each administrator. 3. Superintendent and/or designee compare self-appraisal, set SMART goals, and agree upon evidence to be collected (Form 2). 4. Set up and conduct follow-up meetings to review progress (Form 3). 5. Summative Evaluation Conference (Form 4). IV. Superintendent Response Following the administrator's presentation of progress on the SMART goal and the review of the teacher input from the Perceptual Survey at the January conference, the Superintendent will provide written comments to the administrator about his/her performance. The Superintendent, the Director of Human Resource Services, and the Assistant Superintendents will also provide ongoing feedback on performance to the administrator throughout the appraisal process. V. Components of the Appraisal Process for USD 435 Administrators The components in the process of appraisal are designed to meet both the goals of accountability to the Board of Education and continuous improvement of administrative performance in USD 475. A perceptual survey will be provided to gather input solicited from a representative group on a checklist of twenty items, broken down into four areas: Communication Skills (5 items), Instructional leadership (5 items), Human resource management (5 items) and Program management (5 items) Components for Building Administrators appraisal will consist of: 1. Self-appraisal, including reflection on feedback received from all sources including

3 additional evidence collected by the administrator to show quality of performance and progress made toward SMART goals since the last appraisal. 2. Building administrators will have teacher input from a Perceptual Survey given to a randomly assigned group of teachers from their building. Activities Director will also receive input from a randomly assigned group of Head Coaches of sports and activities at AHS. 3. Evidence selected by the building administrator to reach their SMART goal. The source may be an original design initiated by the administrator or may be the results of other district activities in which building leaders may coach or serve as role models for each other. 4. Superintendent response. Components for Central Office Administrators The appraisal of Central Office Administrators will consist of: 1. Self-appraisal, including reflection on feedback received from all sources including additional evidence collected by the administrator to show quality of performance and progress made toward SMART goals since the last appraisal. 2. Feedback from building principals on the effectiveness of central office support provided to building systems. The design for collecting this feedback will be established by the respective Central Office Administrator and will include clear statement of expectations for effective service. 3. Feedback from selected sub groups who directly receive the targeted services provided by the department. 4. Superintendent response. The appraisal of the Superintendent will consist of: 5. Self-appraisal, including reflection on feedback received from all sources including additional evidence collected by the administrator to show quality of performance and progress made toward SMART goals since the last appraisal. 6. Feedback from administrative team, central office employees, teachers and classified staff on the effectiveness of support provided to building systems. Feedback from Board of Education members provided by the department. 7. Perceptual Survey by a stratified random sample of not more than 10% of district staff will be invited to respond to the instrument. References Reeves, D.B. (2004). Assessing Educational Leaders. Thousand Oaks, California: Convin Press

4 Domain 1 Personal Behavior and Growth 1.1 Values others viewpoints within boundaries of the organization Not Meeting Standards Progressing Proficient Exemplary Suppresses other points of view and discourages disagreement or divergent thinking Little or no development or encouragement of divergent thinking 1.2 Resilient Unwilling to acknowledge errors Able to accept evidence of mistakes when confronted with the evidence of when offered by others. Some mistakes, is defensive and resistant to evidence of learning from mistakes learning from mistakes Readily acknowledges differences in points of view that support the organizational goals Evidence of learning from past errors. An accepting attitude in receiving feedback and discussing errors and failures with colleagues Actively seeks differences in perspective, encouraging divergent thinking to support organizational goals Builds resilience in colleagues and throughout the organization by highlighting and praising good mistakes where risks are taken, mistakes were made, lessons were learned, and both the individual and the organization learned for the future 1.3 Integrity Does not demonstrate honesty and cannot be trusted to follow through with commitments Demonstrates honesty, but does not always follow through on commitments Demonstrates a personal and professional code of ethics at all times Demonstrates honesty in all professional and personal endeavors and expects honesty in others 1.4 Compliance with legal and ethical requirements Violates the legal and policy There is no progressing in this requirements in their relationship category; failing to be proficient is with leaders, employees, and students the same as being ineffective No instances of illegal or unethical conduct with employees or students Meets the letter and spirit of the law, avoids both the fact and appearance of impropriety 1.5 Organizational Skills Regularly misses deadlines. Is consistently late to meetings or misses them altogether. The Daily scheduling is not prioritized resulting in occasional conflicts that cause inconvenience to others. operations within the building are not Misses some deadlines, but does organized quality work. The operations within the building show minimal organization. 1.6 Choices for time management reflect a focus on the most important practices There is no evidence of awareness to organizing priorities. There is no awareness or evidence of knowledge of the organizational priorities There is evidence that tasks are completed on a regular basis. The priorities of the organization and the daily tasks are closely aligned. Daily schedule is prioritized, but with some flexibility. Personal work is organized. The operations within the building are organized and run smoothly The priorities of the organization and the daily tasks are closely matched. The leader facilitates the staff in matching tasks to priorities Daily schedule is organized and prioritized, but can be modified to meet the needs of others. Meets or exceeds deadlines with quality work. The organization of operations within the building serves as a model The priorities of the organization and the leader s focus are directly correlated. The leader facilitates the growth of the staff through effective use of time management skills 1. 7 Evidence of continued professional growth Professional development is typically one size fits all and there is little or no evidence of new learning or sharing of that learning with colleagues The leader actively participates in professional development, but does not share the information throughout the organization Engages in professional development that is directly linked to organizational needs. The leader attends and participates in required district leadership professional development. The administrator attends and actively participates in professional development required of those they supervise The leader shares knowledge throughout the organization and creates specific adaptations resulting in a culture that develops learning tools

5 Domain 2 Professional Development and Leadership 2.1 Plan and implement professional development aligned with school improvement goals 2.2 Understands Staff proficiencies and needs for further development 2.3 Recognizes and rewards staff strategically Not Meeting Standards Progressing Proficient Exemplary Professional development is based on most current fad. Faculty requests are routinely approved whether or not they are related to school goals. The leader s personal professional development agenda is based on whim and preference, not school improvement needs Professional development is typically one size fits all and there is little or no evidence of recognition of individual staff needs The leader is indifferent to the accomplishments of staff members and takes no decisive action to acknowledge staff work or practices Professional development opportunities are somewhat related to the school improvement goals, but there is no way of systematically assessing their impact. Criteria for selection is not evident, so programs that are popular but ineffective tend to be the norm The leader is aware of differentiated needs of staff members, and there are a few instances of differentiated professional development The leader recognizes the importance of rewarding staff but is not consistent in the implementation of recognition practices Results based professional Systematic and timely reviews of development areas of emphasis are linked to the school improvement goals. There is systematic assessment measuring the impact and effectiveness of the results-based staff development The leader is aware of professional development plans for each faculty and staff member, and professional development activities reflect the prioritized needs of these plans The leader understands there is a clear relationship between best practices and recognition. The leader has a plan to reward staff which includes multiple indicators of recognition and it is consistently implemented. The leader models the need for meaningful recognition of others. The leader recognizes staff based on their impact on the school environment RBPD are evident and result in the termination of ineffective programs. Has a process for prior review of new professional development programs and rigorously applies its applications for time and funding. Appropriate support and resources are provided for professional development initiatives The leader has created criteria, and has demonstrated a record of individualized professional development opportunities linked to the needs of each staff member, including certified and non-certified staff. The leader and staff routinely share professional development opportunities with other schools, departments, districts and organizations The entire organization reflects the leader s relentless, positive reinforcement. Performance by the organization reflects the leaders focus on recognition that is accurate, timely, and specific. The leader balances individual recognition with team and organization-wide recognition. 2.4 Provides formal and informal feedback to improve performance Formal feedback is unspecific. Informal feedback is rare and more likely to be associated with negative than positive behavior The leader adheres to the personnel policies in providing formal feedback, although the feedback is only occasionally used to improve organizational performance Feedback is explicitly linked to organizational goals and both the leader and employees can cite examples of where feedback is used to improve individual and organizational performance Routinely provides specific strategies with peers that are associated with improved student achievement. Seeks opportunities to mentor/coach colleagues with similar responsibilities

6 2.5 Develop strong formal and informal leaders The leader does not build capacity in The leader provides some others and appears to be indifferent to opportunities to staff who may, in the need for leadership in the system time, be capable of independently assuming a leadership role The leader continually identifies, recruits, and supports staff in assuming leadership roles The leader has developed staff members who are ready to assume leadership responsibilities. The leader continues to provide guidance and mentorship to new, developing, and emerging leaders at both the building and district level 2.6 Delegates and trusts staff Staff are unwilling or unable to exercise independent judgment The leader sometimes delegates, but also maintains decision making authority that could be delegated to others There is a clear pattern of delegated decisions with authority to match responsibility at every level in the organization People throughout the organization are empowered in formal and informal ways. Trust and delegation in the organization contributes directly to the identification and empowerment of future leaders 2.7 Demonstrates use of technology in professional development The leader does not display personal competence in technology applications and does not use technology in professional development The leader is personally proficient in technology and advocates for the use of technology, but does not always link technology implementation to teaching and learning The leader demonstrates personal competency in technology and links technology initiatives of the organization to specific professional development The leader serves as a model for technology implementation. the links between technology implementation and learning success are clear. The leader coaches the entire staff on the results of the linkage between technology and organizational effectiveness. The leader serves as a coach/mentor for use of technology in professional development that results in increased student learning

7 Domain 3 Decision Making and Communication 3.1 Data driven decision- making including specific reference to internal and external data on student achievement and objective data on curriculum, teaching practices, and leadership practices 3.2 Clear identification of the decision-making process including which decisions are made by a consensus or by the staff independently 3.3 Decisions evaluated for effectiveness and revised where necessary Not Meeting Standards Progressing Proficient Exemplary Data are rarely used for decision and the predominant decision-making methodology is mandate from the leader The leader varies from autocracy to democracy with no clear method, negatively impacting staff morale There is little or no evidence of reflection and re-evaluation of previous decisions Some decisions are based on data, but others are the result of personal preference and tradition The leader uses both consensus and unilateral decision-making, but the reason for changing decision-making process is not consistently clear The leader has new information and appears to be willing to reconsider previous decisions, but does not have evidence of making changes The records of decision-making reflect a clear reliance on state and district student achievement data The leader uses both consensus and unilateral decision-making. The leader can share the data and rationale for the decision-making process chosen The leader has evidence of evaluating and revising decisions based on new information Decision-making is consistently based on a variety of data sources. The leader cites specific examples of practice that have been changed, discontinued and initiated based on data analysis. Inferences from data are shared outside the school community with appropriate audiences Stakeholders understand the difference between the levels of decision-making. The use of data results in the majority of decisions being reached by consensus The leader has evidence of evaluating and revising decisions that have been changed based on new data. There is a culture in which the leader and everyone in the organization can discuss what is not working without fear or embarrassment or reprisal 3.4 Two-way communication with students 3.5 Two-way communication with staff The leader does not know student The leader is visible and often greets names, avoids student contact except students by name, and talks with where leadership presence is students frequently. Minimal required. Many students do not evidence of decisions based upon know the leader s name or recognize input from students the leader on sight. No evidence of decisions based upon input from students Communication consists of Communication consists of minimal announcements with little or no interaction; generally evidenced by interaction. No evidence of decisions responding to questions. Minimal based upon input from staff evidence of decisions based upon input from staff The leader regularly greets student by The leader goes to exceptional name, and is proactive in talking with lengths to listen to students. and listening to students. The leader Discussions with students reveal that is visible throughout the school day. they know that the leader will listen Evidence of decisions based upon to them and treat them with respect. input from the students Data suggests students feel empowered and supportive of educational objectives Communication includes open twoway discussions. The leader makes an effort to recognize the personal and individual contribution each one makes. Clear evidence of decisions based upon input from staff The leader engages in active listening with the staff. Data suggests staff members feel empowered and supportive of educational objectives 3.6 Two-way communication with parents and community Communication between the leader and parents and community consists of little or no interaction. No evidence of decisions based upon input from parents and community members Communication between the leader and parents and community consist of minimal interaction generally evidenced by responding to questions and/or concerns. Minimal evidence decisions based upon input from parents and community members Communication includes frequent two-way interactions. Clear evidence of decisions based on input from parents and community members The leader engages in actively listening with parents and community. Data suggests parents and community members feel empowered and supportive of educational objectives

8 Domain 4 Student Achievement Not Meeting Standards Progressing Proficient Exemplary 4.1 Planning and goal setting for student achievement through the use of curriculum, instruction, and assessment 4.2 Monitor and evaluate student achievement results Goals are vague. Student characteristics are used as excuse Indifferent to results. No leadership behavior is evident in dealing with use of instructional resources Goals are related to student achievement, but scores do not yet show growth Uncertain of the relationship between leader behavior and student achievement. Assigns responsibility for student achievement to teacher behavior Goals and strategies target student achievement. Student results show steady improvement Student achievement significantly increases and is sustained. Leader demonstrates an understanding of the role curriculum, instruction, and assessment plays in achieving results Leader shares strategies that influence student achievement. Others use this individual as a resource All student subgroups show improvement. The leader focuses upon student growth and recognizes new challenges, addresses them, and shares results 4.3 Knowledge of content standards The leader is unaware of content standards 4.4 Knowledge of change process No attempts are made to make changes that would affect student achievement 4.5 Resources are linked to student achievement No link is made between the use of resources and student achievement The leader encourages all staff to be trained in content standards Changes are mandated for the benefit of students The leader shares student performance data with staff but does not base use of resources (time, personnel, professional development, parent involvement, etc.) on student achievement There is evidence of knowledge of Professional development focuses on content standards and staff members the standards and students progress discuss them with students and on mastering them among themselves. Instructional decisions and assessments are aligned with content standards Change is a collaborative undertaking involving all stakeholders over time Decisions about use of resources are based upon student achievement A climate fostering change encourages analysis of problems, especially those addressing student achievement data Data is used consistently as the basis for deciding on distribution of resources. Staff and parents can articulate priorities based upon the use of resources

9 Administrative Performance Appraisal Forms

10 Administrative Appraisal SELF-ASSESSMENT WORKSHEET Name: Using the "Administrative Appraisal Rubrics" carefully reflect on your performance and complete this worksheet. This information will be used when you meet with the Superintendent at the goal setting conference. Please give a copy of this completed worksheet to the Superintendent a week prior to your goal setting conference. KEY: N =Not Meeting Standards PR =Progressing P =Proficient E =Exemplary Domain 1. Personal Behavior and Growth N PR P E 1.1 Values other viewpoints within boundaries of the organization. 1.2 Resilient. 1.3 Integrity. 1.4 Compliance with legal and ethical requirements. 1.5 Organizational skills. 1.6 Choices for time management reflect a focus on the most important practices. 1.7 Evidence of continued professional growth. Domain 2. Professional Development and Leadership N PR P E 2.1 Plan and implement professional development aligned with school improvement goals. 2.2 Understands staff proficiencies and needs for further development. 2.3 Recognizes and rewards staff strategically. 2.4 Provides formal and informal feedback to improve performance. 2.5 Develop strong formal and informal leaders. 2.6 Delegates and trusts staff. 2.7 Demonstrates use of technology in professional development. Domain 3. Decision Making and Communication N PR P E 3.1 Data driven decision-making including specific reference to internal and external data on student achievement and objective data on curriculum, teaching practices, and leadership practices. 3.2 Clear identification of the decision making process including which decisions are made by consensus or by the staff independently, which decisions are made by the leader after getting input from staff, and which decisions are made by the leader alone. 3.3 Decisions evaluated for effectiveness and revised where necessary. 3.4 Two-way communication with students. 3.5 Two-way communication with staff. 3.6 Two-way communication with parents and community. Domain 4. Student Achievement N PR P E 4.1 Planning and goal setting for student achievement through the use of curriculum, instruction, and assessment. 4.2 Monitor and evaluate student achievement results. 4.3 Knowledge of content standards. 4.4 Knowledge of change process. 4.5 Resources are linked to student achievement. Administrative Appraisal Form # 1

11 Abilene USD 435 Administrator Appraisal FORMATIVE ASSESSMENT: EVALUATION CONFERENCE Name: Superintendent and/or Designee: Based on the Rubric identify the following: Area of Improvement: Goals: The goal addresses following Domains (check all that apply): Domain 1 Domain 2 Domain 3 Domain 4 S.M.A.R.T. GOAL: Activities and Evidence Timeline/Deadline SIGNATURES: Employee: Superintendent/Designee: Next meeting date: Copies given to Employee Administrative Appraisal Form # 2

12 Abilene USD 435 Administrator Appraisal FORMATIVE FOLLOW-UP MEETING LOG Name: Superintendent and/or Designee: Topics Discussed: Support, Feedback, Resources needed: SIGNATURES: Employee: Superintendent/Designee: Next meeting date: Copies given to Employee Administrative Appraisal Form # 3

13 Abilene USD 435 Administrator Appraisal SUMMATIVE ASSESSMENT Name: Assignment: Superintendent and/or Designee: State SMART Goal/Domain Addressed: Sate activities and evidence agreed to: Describe how activities and evidence support the Goal/Domain: Ranking (based on evidence) Not Meeting Standards Progressing Proficient Exemplary Other factors contributed by administrator: Other factors contributed by evaluator: A Plan of Assistance is recommended: YES NO SIGNATURES: Employee: Superintendent/Designee: Copies given to Employee and personnel file Administrative Appraisal Form # 4

14 Abilene USD 435 Administrator Appraisal PLAN OF ASSISTANCE Name: Date of Meeting: Superintendent and/or Designee: Support Team Members (required for those on Assistance Plan): State SMART Goal/Domain Addressed: Goals address the following Domains: Domain 1 Domain 2 Domain 3 Domain 4 GOAL: Sate activities, evidence and timeline agreed to: SIGNATURES: Employee: Superintendent/Designee: Copies given to Employee and personnel file Administrative Appraisal Form # 5

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