2015-2016 School Administrator Evaluation System Rule 6A-5.030 Form AEST-2015 Effective Date: 2015 Citrus Sandra Himmel, Superintendent Suzanne Swain, Coordinator of Certification and Professional Standards
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 9. Appendix B Self-Reflection Tool 10. Appendix C Observation Instrument 11. Appendix D Administrator Summative Evaluation 12. Appendix E Developing Rubric for Deliberate Practice Plan 13. Appendix F Rating Rubric for Deliberate Practice Plan 14. Appendix G Deliberate Practice Plan Template 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 email 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. Citrus Page 1
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. 1012.34(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.]. Citrus Page 2
Student Performance Measures The district portion (leadership practice) will be 67% and the data portion (student performance) will be 33% of the school administrator s overall summative evaluation. All administrative personnel will include 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. School administrators will receive a rating based on their school wide VAM results and the data collected from district designed assessments. Citrus County will accept the schoolwide VAM (1-4) that the DOE issues. The weighting of the VAM will be proportional to the teaching assignment at the school. The state provides ratings based on the cut scores. The ratings issued by the state in combination with the district data ratings will be averaged to give the administrator (s) a rating for the data portion of the evaluation system. Instructional personnel receive a rating for the district designed assessments. Again, all data ratings will be combined and averaged to provide the administrator(s) with an overall data rating. For example, an administrator has 10 teachers assigned to him. 5 teachers receive highly effective, 3 receive effective, and 2 receive needs improvement as the data rating. The ratings are given a value (1-4). The overall total score is 33 points. When divided by the number of teachers, 10, the average score is 3.3 which is an overall rating of effective. The rating matrix on page 18 clearly explains how the two ratings will be combined for the overall evaluation rating. Below is a chart of the data sources administrators will use to determine the data rating for instructional staff. STATEWIDE ASSESSMENTS USING VAM DATA CONTENT AREA/TEACHER GRADE Performance Measure(s) for Evaluation Purposes Percentage Associated with Final Summative Evaluation English Language Arts & Math 4-8 FSA ELA & Math VAM English Language Arts & Reading 4-10 FSA ELA VAM Math 4-8 FSA Math VAM Algebra 1 6-12 FSA EOC VAM District: TOSA Math PK-12 District FSA, EOC Math VAM District: TOSA ELA, Program Specialist PK-12 District FSA ELA VAM ELA, Literacy Coach Non-Classroom Instructional Personnel PK-12 School-Wide VAM=FSA (Guidance, Media, ESE Specialist, Speech ELA and MATH, or FSA ELA, Pathologist, School TOSA, Technology Specialist, or FSA Math Testing Specialist, Athletic Director, Title I) District: TOSA (ESE, Grant Writer), ESE Specialist, Social Worker, School Psychologist, Teacher Hearing Impaired, Technology PK-12 District FSA, EOC - ELA & Math VAM 33% HE, E, D/NI, U Citrus Page 3
Specialists, Speech Pathologist, Lead Speech & Language Teacher CDE 11-12 School-Wide VAM (all 3 high schools) STATEWIDE ASSESSMENTS USING DISTRICT ACADEMIC PERFORMANCE MODEL (NOT VAM DATA) Geometry, Algebra 2 6-12 FSA EOC: Geometry, Algebra 2 Biology, US History, Civics 6-12 NGSSS EOC: Biology, US History, Civics Science- 8 th grade 8 Science- 5 th grade (if only teaches 5 Science) NGSSS FCAT 2.0 Science- 8 th grade NGSSS FCAT 2.0 Science- 5 th grade District: TOSA Science K-12 District NGSSS FCAT 2.0 Science and Biology EOC District: TOSA Social Studies K-12 District US History and Civics EOC Pre-Kindergarten PK VPK Assessment Advanced Placement Classes 9-12 AP Tests AP Human Geography 9 AP Tests International Baccalaureate 9-12 IB Tests Career and Technical Courses (High School) with Industry Certification 9-12 Industry Certification Exams If 50% of students are not IC tested, then End-of-Term Test will serve as the data source GED, Adult Education TOSA 9-Adult Industry Certification WTC Career & Technical Courses of Study 9-Adult Content Specific Certification Exams For instructional staff serving all students; Guidance, Media, Adult ESOL-Career Pathways, etc. School-wide Industry Certification Exams Transition Academy 9-Adult Employability Rating Scale Math, Applied Academics Resource Instructor 9-Adult Industry Certification Access Points K-12 Florida Standards Alternate Assessment (FSAA) DISTRICT DESIGNED ASSESSMENTS 33% HE, E, D/NI, U Citrus Page 4
Elementary Art, Music, PE Teachers 2 District Art, Music, PE Assessment Middle School- Non-State Tested subject 6-8 District End-of-Term areas and elective courses Test High School- Non-State Tested core 9-12 District End-of-Term subject areas (not linked to EOC, AP or IB Test courses): Informal Geometry Liberal Arts Mathematics 2 Pre-Calculus Honors Calculus Honors Environmental Science Earth Space Science Physical Science and Honors Marine Science and Honors Chemistry 1 and Honors Anatomy and Physiology and Honors US Government and Honors World History and Honors Economics with Financial Lit and Honors World Cultural Geography Spanish 1 English III and IV and Honors DISTRICT SELECTED ASSESSMENTS High School- Non-State Tested course and electives not listed above Kindergarten, First Grade, Second Grade, Third Grade Career and Technical Courses (not linked to Industry Certification Assessments) 9-12 Teacher Created- Principal Approved Final Exam/End-of-Term Test K-3 FastBridge areading 9-12 Teacher Created Final Exam/End-of-Term Test 33% HE, E, D/NI, U 33% HE, E, D/NI, U Citrus Page 5
Below are the Growth Models we use to determine the overall data ratings for instructional personnel. Citrus Page 6
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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. 1012.34(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. 1012.34(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.]. 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. Citrus Page 9
Instructional Leadership Scoring Method The district portion (leadership practice) will be 67% and the data portion (student performance) will be 33% of the school administrator s overall summative evaluation. The district leadership portion will include the five standards listed on pages 9-13 and the Deliberate Practice Plan. Each standard and Deliberate Practice Plan will be 17% of the 67% of the district portion (leadership practice) rating for the district portion (leadership practice). The administrator will receive a rating for each standard and a rating for the Deliberate Practice Plan. Those ratings will be added together and averaged to determine the overall score for the district portion of the summative evaluation. Once a rating is determined for the district portion (leadership practice), that rating will be combined with data portion. The chart on page 18 explains how the overall rating is determined. Observing and Collecting Data for Instructional Leadership The administrator s supervisor will collect artifacts and observe at the school site throughout the year. The supervisor of the administrator will complete school-wide walkthroughs which will allow the supervisor to collect data. Examples of data collected include, but are limited to, charts documenting student performance, walkthrough notes documenting effective classroom instruction, accomplishing strategies listed in the school improvement plan, and evidence demonstrating highly effective/effective leadership practices. Contemporary Research in Effective Educational Practices The underlying research base of this evaluation system combines many of the concepts of "reflective practices, "collaborative action, "learning communities" and "quality management into the Working on the Work" concepts of Dr. Phillip C. Schlechty and his organization, The Center for Leadership in School Reform. Our new process includes the research and principles that support the Florida Principal Leadership Standards which is the framework for the entire assessment system. The foundation of the evaluative processes is based on the research from the practices of Douglas Reeves and The Leadership and Learning Center. Other research utilized in the revision of our appraisal system includes the six (6) design standards from The New Teacher Project as well as the extensive research information provided through Robert J. Marzano and his organization Learning Sciences International. Also integrated into this evaluation system are high impact teaching strategies developed by Max Thompson and the high effect size strategies by John Hattie. School Administrator Professional Standards and Florida Principal Leadership Indicators Citrus Page 10
To support this end, CCS has clearly defined a set of standards-based expectations for school administrators and has established a set of processes and procedures to assist school administrators in meeting these standards. To clarify these expectations, five (5) Citrus County Standards have been developed to guide the work of school administrators. The five (5) Standards encompass Florida Principal Leadership Indicators (FPLI), which are based on essential foundational principles. The appraisal committee matched the FPLIs descriptors to the five (5) Standards. As the FPLIs provide a common language and statewide understanding of the expectations of quality instruction, the descriptors serve as indicators of effectiveness within each Citrus County Standard in our revised evaluation system Standard: 1 The school administrator supports the beliefs, shared vision, and mission adopted by the district. 1.2.A Enables faculty and staff to work as a system focused on student learning. 1.2.B Maintains a school climate that supports student engagement in learning. 1.2.C Generates high expectations for learning growth by all students. 2.5.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. 2.5.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. 2.5.C Promotes school and classroom practices that validate and value similarities and differences among students. 3.7.E Develops sustainable and supportive relationships between school leaders, parents, community, higher education and business leaders. 3.9.A Actively listens to and learns from students, staff, parents, and community stakeholders. 3.9.C Communicates student expectations and performance information to students, parents, and community. 4.10.A Adheres to the Code of Ethics and the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C. 4.10.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. 4.10.C Demonstrates a commitment to the success of all students, identifying barriers and their impact on the well-being of the school, families, and local community. Citrus Page 11
Standard: 2 The school administrator designs and delivers knowledge work that meets the needs of staff, students, parents, school system, and community. 1.1.A Develops the school's learning goals based on the states adopted student academic standards and the districts adopted curricula. 2.3.A Implements the Florida Educator Accomplished Practices as described in Rule 6A-5.065, F.A.C. through a common language of instruction. 2.3.D Implements the district's adopted curricula and state's adopted academic standards in a manner that is rigorous and culturally relevant to the students and school. 2.4.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. 2.4.E Implements professional learning that enables faculty to deliver culturally relevant and differentiated instruction. 2.5.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. Standard: 3 The school administrator manages the resources of time, people, space, information and technology in order to enhance the qualities of the work provided to the staff and students. 2.4.C Employs a faculty with the instructional proficiencies needed for the school population served. 2.4.D Identifies faculty instructional proficiency needs, including standards-based content, research-based pedagogy, data analysis for instructional planning and improvement, and the use of instructional technology. 2.4.F Provides resources and time and engages faculty in effective individual and collaborative professional learning throughout the school year. 3.6.E Uses effective technology integration to enhance decision making and efficiency throughout the school. 3.8.A Organizes time, tasks and projects effectively with clear objectives and coherent plans. Citrus Page 12
3.8.B Establishes appropriate deadlines for him/herself and the entire organization. 3.8.C Manages schedules, delegates, and allocates resources to promote collegial efforts in school improvement and faculty development. 3.8.D Is fiscally responsible and maximizes the impact of fiscal resources on instructional priorities. 3.9.E Creates opportunities within the school to engage students, faculty, parents, and community stakeholders in constructive conversations about important school issues. 3.9.F Utilizes appropriate technologies for communication and collaboration. 3.9.G Ensures faculty receives timely information about student learning requirements, academic standards, and all other local state and federal administrative requirements and decisions. Standard: 4 The school administrator continuously monitors and communicates the extent to which staff and students are engaging the work, persisting with the work, experiencing satisfaction in the products of the work, and modifies the work accordingly. 1.1.B Analyzes student learning results which are evidenced by the student performance and growth on statewide assessments; district-determined assessments that are implemented by the district under Section 1008.22, F.S.; international assessments; and other indicators of student success adopted by the district and state. 1.2.D Engages faculty and staff in efforts to close learning performance gaps among student subgroups within the school. 2.3.B Engages in data analysis for instructional planning and improvement. 2.3.C Communicates the relationships among academic standards, effective instruction, and student performance. 2.3.E Ensures the appropriate use of high quality formative and interim assessments aligned with the adopted standards and curricula. 2.4.B Evaluates, monitors, and provides timely feedback to faculty on the effectiveness of instruction. 2.5.D Provides recurring monitoring and feedback on the quality of the learning environment. 2.5.E Initiates and supports continuous improvement processes focused on the students' opportunities for success and well-being. Citrus Page 13
4.10.F Demonstrates explicit improvement in specific performance areas based on previous evaluations and formative feedback. Standard: 5 The school administrator is a leader. 3.6.A Gives priority attention to decisions that impact the quality of student learning and teacher proficiency. 3.6.B Uses critical thinking and problem solving techniques to define problems and identify solutions. 3.6.C Evaluates decisions for effectiveness, equity, intended and actual outcome; implements follow-up actions; and revises as needed. 3.6.D Empowers others and distributes leadership when appropriate. 3.7.A Identifies and cultivates potential and emerging leaders. 3.7.B Provides evidence of delegation and trust in subordinate leaders. 3.7.C Plans for succession management in key positions. 3.7.D Promotes teacher leadership functions focused on instructional proficiency and student learning. 3.9.B Recognizes individuals for effective performance. 3.9.D Maintains high visibility at school and in the community and regularly engages stakeholders in the work of the school. 4.10.D Engages in professional learning that improves professional practice in alignment with the needs of the school system. 4.10.E Demonstrates willingness to admit error and learn from it. Observation Form The observation form (Appendix C) will be used by the supervisor to show proficiency levels for all administrators. The observation instrument was developed by integrating the FPLS indicators into the five Citrus County standards. Proficiency levels on the observation instrument will follow the guidelines established by Florida Statute 1012.34 with feedback provided by the Citrus Page 14
supervisor conducting the formal or informal observation. This evaluation process, including feedback, begins with an initial conference with the administrator, on-going informal observations, formal and informal feedback, and concludes with a summative evaluation infusing data outcomes with principal competencies. Directions: The district shall provide: 3. Other Indicators of Performance The additional performance indicators, if the district chooses to include such additional indicators pursuant to s. 1012.34(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 Citrus Page 15
Deliberate Practice Plan School administrators are required to complete a Deliberate Practice Plan (Appendix G) every year. School administrators will use the Developing Rubric (Appendix E) when writing the Deliberate Practice Plan. School administrators will implement the Deliberate Practice Plan throughout the school year. A rating of HE, E, D, NI, U will be given based on successful implementation of the plan. The Rating Rubric (Appendix F) will be used by the administrator to determine the rating. The rating will be under the Professional Standards and Florida Principal Leadership Indicators. The Deliberate Practice Plan will be 17% of the rating for the district portion of the evaluation system. The district portion will be combined with the data portion which will determine the overall evaluation rating. Citrus Page 16
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. 1012.34(2)(e), F.S., [Rule 6A-5.030(2)(e), F.A.C.]. Citrus Page 17
Summative Evaluation Each administrator will receive a rating of Highly Effective, Effective, Needs Improvement, or Unsatisfactory based on his/her performance on the district portion of the administrator summative evaluation (Appendix D). School administrators will receive a rating for the data portion based on school-wide VAM. The district portion of the summative evaluation will be 67% of the overall evaluation. The data portion of the evaluation will be 33% of the overall evaluation. The rating matrix in this section will be used to determine the overall rating. The assistant superintendent and principals will schedule an end of the year meeting with each administrator to complete a summative evaluation. During this meeting, administrators will share data related to his/her student performance data/achievement documented in his/her professional development plan/deliberate practice, discuss the strategies implemented throughout the year, and participate in conversation about performance related to the five (5) Citrus County Standards based on the Self-Reflection Tool. After reviewing the evidences of effectiveness gathered throughout the year via informal/formal walkthroughs and classroom observations, the administrator s supervisor will assign a rating of Highly Effective, Effective, Needs Improvement, or Unsatisfactory for the six components of the district portion of the evaluation system. Each component is weighted as 17% of the 67% of the district portion. Once the rating for the district portion is determined by combining the six components, that rating is weighted at 67% of the final evaluation rating. The rating for the student performance portion of the evaluation will be based on the growth model rating provided by the state or the district model for teachers of subjects and grades not assessed by statewide assessments. School administrators will receive a rating based on their school wide VAM results and the data collected from district designed assessments. Citrus County will accept the schoolwide VAM (1-4) that the DOE issues. The weighting of the VAM will be proportional to the teaching assignment at the school. The state provides ratings based on the cut scores. The ratings issued by the state in combination with the district data ratings will be averaged to give the administrator (s) a rating for the data portion of the evaluation system. Instructional personnel receive a rating for the district designed assessments. Again, all data ratings will be combined and averaged to provide the administrator(s) with an overall data rating. For example, an administrator has 10 teachers assigned to him. 5 teachers receive highly effective, 3 receive effective, and 2 receive needs improvement as the data rating. The ratings are given a value (1-4). The overall total score is 33 points. When divided by the number of teachers, 10, the average score is 3.3 which is an overall rating of effective. The rating matrix on page 18 clearly explains how the two ratings will be combined for the overall evaluation rating. Summative Evaluation Ratings Highly Effective Performance and results relative to CCS and the Accomplished Practices are consistently at the highly effective level. Citrus Page 18
CCS and the Accomplished Practices should exceed effective levels and constitute models of proficiency for other teachers. This level of CCS and the Accomplished Practices reflect extraordinary effort and superior capabilities. Effective Performance and results relative to CCS and the Accomplished Practices are consistently effective. The level of CCS and the Accomplished Practices reflect efforts and capabilities that consistently meet expectations. Developing (instructional personnel in the first 3 years of employment) Needs Improvement (4+ years) Performance and results relative to CCS and the Accomplished Practices are developing or need improvement Efforts and capabilities show growth towards meeting CCS and the Accomplished Practices. Continued support will be provided. Unsatisfactory * Performance and results relative to CCS and the Accomplished Practices do not meet expected level of performance expectations. Efforts and capabilities do not meet the level of performance required by the CCS and the Accomplished Practices. Substantial assistance, monitoring, and training is required. *An assistance plan is required if rated as Unsatisfactory. Rating Matrix Rating Areas Florida Principal Leadership Standards 67% Student Data 33% Range Average Overall Rating Options H H 4.00 4.00 Highly Effective H E 3.12-3.81 3.67 Highly Effective, Effective H D/NI 2.78-3.48 3.33 Highly Effective, Effective H U 2.30-3.15 3.00 Effective, Developing/Needs Improvement E H 2.78-3.63 3.33 Highly Effective, Effective E E 2.45-3.44 3.00 Effective Citrus Page 19
E D/NI 2.12-3.11 2.67 Effective, Developing/Needs Improvement E U 1.97-2.77 2.33 Effective, Developing/Needs Improvement D/NI H 2.12-2.96 2.67 Effective, Developing/Needs Improvement D/NI E 1.78-2.77 2.33 Effective, Developing/Needs Improvement D/NI D/NI 1.45-2.44 2.00 Developing/Needs Improvement D/NI U 1.30-2.11 1.67 Developing/Needs Improvement, Unsatisfactory U H 1.82-2.29 2.00 Developing/Needs Improvement U E 1.48-2.11 1.67 Developing/Needs Improvement U D/NI 1.15-1.77 1.33 Developing/Needs Improvement, Unsatisfactory U U 1.00 1.00 Unsatisfactory Citrus Page 20
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. 1012.98(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- 5.030(2)(f)12., F.A.C.]. Citrus Page 21
Personnel Completing Evaluations The Assistant Superintendent for School Operations will complete the evaluations for all Principals and the Principals for each school site will complete the evaluations of his/her Assistant Principals. These evaluations will be completed utilizing the Citrus County Administrator Summative Assessment. Training Programs and Processes All Principals and the Assistant Superintendent for School Operations who supervise administrative personnel participate in an administrator evaluation overview meeting in July each year. A PowerPoint presentation with voiceover was created to explain the essential components of the system and is shared with the above mentioned staff, assuring that all participants heard and saw the same information. An additional training takes place in the summer of each of the following years with all administrators to clarify the processes and procedures for conducting evaluations. School based administrators who are responsible for conducting evaluations will collaborate with each other during district administrator meetings to ensure inter-rated reliability of the system. After the initial training period, subsequent training sessions will be provided for new personnel who move into evaluator roles. Annual Evaluation (Timely Feedback) All school administrators will be evaluated at least once per year. School principals will be evaluated by the Assistant Superintendent. Assistant Principals will be evaluated by the school s Principal. Annual evaluations will take place at the end of the school year for all school administrators. School administrators and the Assistant Superintendent will schedule an end of the year meeting with the administrators that they oversee to complete a summative evaluation. During this meeting, school administrators will share data related to student performance /achievement documented in his/her deliberate practice plan, discuss the strategies implemented throughout the year, reflect on the impact of professional development, and participate in conversation about performance related to the five (5) Citrus County Standards and the Florida Principal Leadership Standards based on the Self-Reflection Tool. After reviewing evidence of effectiveness gathered throughout the year via midyear review and data, the administrator will assign a rating of highly effective, effective, developing/needs improvement, or unsatisfactory for the district portion of the evaluation system. The rating for the student performance portion of the evaluation will be based on the VAM scores provided by the state. If statewide assessment data is not available prior to the end of the year, the administrator will receive a rating on the district portion. Subsequently, the summative evaluation rating will be assigned the following school year during the beginning of the year conference with the administrator. In discussing the Citrus Page 22
previous year s data at the beginning of the year meeting, a true cyclical improvement process will evolve. Administrators will submit the Summative Evaluation Form to the Human Resources Department Professional Development Evaluation results and data are currently used in the reflective cycle of establishing Deliberate Practice Plans. The Deliberate Practice Plan is 17% of the district portion of the evaluation system. Each educator will use their individual results to identify professional development needs which must be implemented to increase student achievement. The school administration through the school improvement process will identify professional development needs via school based data relative to teacher performance and student growth measures. The district will provide professional development activities based upon the culmination of the global results received in regards to student growth measures and teacher evaluation results. Data collected by Research and Accountability and individual schools will assist each level in determining the types of professional development options that are needed throughout the district. This process will continue in the coming years with a more systematic and defined examination of the researchedbased strategies being utilized in our schools. If an administrator receives a less than effective rating, he/she will be placed on an assistance plan and assigned a mentor administrator to provide assistance with his/her professional growth. The administrator s supervisor will provide and monitor professional development opportunities through the assistance plan. Specific professional development is required for administrators that received a rating of less than effective on their evaluations. Parent Input Parental input will be provided via yearly school improvement surveys and through School Advisory Enhancement Council meetings. Parental input into an administrator s performance evaluation will be sought if/when a school receives a grade of D or F by the Department of Education and is deemed to be in an Intervene Status according to the No Child Left Behind legislation. Citrus Page 23
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. 1012.34(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- 5.030(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. 1012.34(5), F.S. [Rule 6A- 5.030(2)(i), F.A.C.]. Citrus Page 24
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Summative Evaluation Meeting The supervisor of the administrator will schedule a time to meet with the administrator to review all of the data collected that was used to determine the final rating. The ratings for each of the five standards as well as the Deliberate Practice Plan will be shared. The supervisor will explain how each rating was determined based on data that the supervisor collected as well as artifacts that the administrator provided. Unsatisfactory Summative Evaluations Schools and cost centers will submit all administrative evaluations to the Human Resources Department once the overall rating is assigned. The superintendent will review all of the data collected regarding administrative evaluations. The superintendent will receive copies of evaluations for administrative personnel that receive an overall rating of unsatisfactory for the purpose of reviewing the employee s contract. A written report will be provided to the employee no later than 10 days after the superintendent reviews the evaluation. The employee may provide a written response to the evaluation and it shall become a permanent attachment to the personnel file. If an employee receives two consecutive unsatisfactory evaluations the superintendent will notify, in writing, the Department of Education stating district s intent to terminate or non-renew the employment. Citrus Page 26
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- 5.030(2)(j)4., F.A.C.] Use of evaluation data to inform school and district improvement plans [Rule 6A- 5.030(2)(j)5., F.A.C.]. Citrus Page 27
Monitoring Citrus County Schools will follow Deming s Plan-Do-Check-Act Model as the process for evaluating the effectiveness of the revised administrative evaluation system. Summative student performance data and comparative teacher/administrator evaluation ratings will be reviewed and analyzed for consistency. Revisions to the components and/or processes related to the evaluation system will be made to ensure continued improvements in instruction and student learning. In addition, we will continue to study the results of the researched-based instructional practices being utilized in our schools and provide professional development resources to support full implementation of those practices strongly linked to increased student achievement. Supervisors will complete a midyear review for all administrators in January of each school year. The rating for the district portion of the evaluation system will be completed by June of each year and the rating for the data portion of the evaluation system will be completed by October of each year. The overall evaluation for the previous year will be completed by October. School and District Improvement Plans After examining the results of school-based evaluations based on specific student growth and achievement data and reviewing the use of instructional strategies that have a high probability of increasing student achievement, school improvement plans will be developed based on identified areas. The results of evaluations will assist in defining plausible causal information relating to deficit areas. Professional development will be linked to address these needs. Similarly, district improvement plans will be able to follow the same process as the schools. The district will Citrus Page 28
identify global areas of need and the district improvement plan will be designed to provide resources and support to address deficit areas. 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 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 Citrus Page 29
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. 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 Citrus Page 30
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 it s evaluation procedures comply with s. 1012.34(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 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. 1012.34, F.S. District Self-Monitoring 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. Citrus Page 31
Appendix B Self-Reflection Tool Citrus Page 32
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Appendix C Observation Instrument Citrus Page 59
Appendix D Administrator Summative Evaluation Citrus Page 60
Appendix E Developing Rubric for Deliberate Practice Plan Citrus Page 61
Appendix F Rating Rubric for Deliberate Practice Plan Citrus Page 62
Appendix G Deliberate Practice Plan Template Citrus Page 63
State Board of Education Marva Johnson, Chair John R. Padget, Vice Chair Members Gary Chartrand Tom Grady Rebecca Fishman Lipsey <Start Michael Olenick Text Here> Andy Tuck Pam Stewart Commissioner of Education August 11, 2016 Sandra C. Himmel, Superintendent Citrus County Schools 1007 West Main Street Inverness, Florida 34450-4625 Dear Superintendent Himmel: Thank you for submitting amendments to your district s School Administrator Evaluation System. Your amendments to the Citrus County Schools evaluation system for school administrators have been approved for 2015-16. The department appreciates your continued leadership in your district and throughout the state for the benefit of all of our students. At your earliest convenience, please ensure that district staff update your district s website with the 2015-16 revised School Administrator Evaluation System that was approved by the department and send the URL link to DistrictEvalSysEQ@fldoe.org. For questions or concerns, please contact Eileen McDaniel Eileen.McDaniel@fldoe.org (850-245-0562) or Jason Graham Jason.Graham@fldoe.org (850-245-0546). Sincerely, Eileen L. McDaniel ELM/jgd cc: Suzanne Swain, Director of Human Resources Eileen L. McDaniel Bureau Chief, Educator Recruitment, Development & Retention www.fldoe.org 325 W. Gaines Street Tallahassee, FL 32399-0400 850-245-0562 2014, Florida Department of Education. All Rights Reserved.