Purpose
Evaluation, according to Oregon Revised Statutes 342.850(1), is "to aid the teacher in making continuing professional growth and to determine the teacher’s performance of the teaching responsibilities." Therefore, the goals of the district teacher evaluation program are:
To maintain and improve classroom instruction in order student achievement;
To promote continuous growth and instructional leadership ability of the teacher;
To evaluate teacher performance according to performance standards and job descriptions. Contract renewal recommendations will be based, in part, on the results of teacher evaluation.
To encourage communication and collaboration between teacher and administrator;
To foster accountability to students, parents and the community.
The Board directs the administration to develop a licensed staff evaluation plan to implement this policy. This plan shall be reviewed and updated periodically and shall be incorporated into this policy as procedures by referenced documents.
Definition of Terms
1. Job Description: Written criteria that indicate specific responsibilities including those unique to the position. The responsibilities listed are applicable to the position and can be assessed by administrator observation.
2. Standards of Performance: Standards of Performance are written criteria that identify the indicators of quality in performing the responsibilities listed in the employee's job description. The standards are general in nature, applicable to all educators, and related to the standards of conduct and ethics prescribed by the Teachers' Standards and Practices Commission. The standards are listed in administrative regulation GB-AR(1) - General Standards of Performance.
3. Performance Goals: The individual teacher's written performance goals are to be established at the goal-setting conference based on the job description, performance standards, domains, district goals, the applicable school and district improvement plans, and self-directed professional growth. Performance goals are unique to the individual teacher. Goals should be specific and measurable. If there is disagreement regarding the wording of goals, the supervisor shall make the final determination. The teacher may attach an explanation of the areas of disagreement to the goals. Goal interviews shall be completed by no later than October 30 of each year. Progress on the goals is to be determined in conjunction with the supervisor and recorded in the written goals report.
4. Observations: Observations may be scheduled (formal), unscheduled, or incidental. Scheduled observations should include a preconference to identify teacher expectations; to review methodology; and to discuss any special concerns. Scheduled observations should last at least twenty minutes and the teacher should be furnished a written observation report for signature. A post observation conference is highly recommended. At least two scheduled observations must be completed prior to the written evaluation report.
Unscheduled observations (drop-ins) are informal and of no specific length. Data and observations collected during visits may be used in the evaluation. These visits may not reduce the number of required, scheduled observations.
Incidental observations are those which are based on observations outside the classroom which are nonetheless part of the teacher' s responsibilities. Information collected in this manner may be used in the evaluation.
5. Change of Status: Refers to the notification a teacher receives informing him/her that the purpose of supervision has changed to a Program of Assistance for Improvement. Information obtained during observations subsequent to a change of status may be used to terminate the teacher's employment with the district.
6. Written Criteria: Used in the evaluation process include job descriptions, performance standards, performance goals and certification requirements including the competent and ethical performance of teaching duties.
7. Program of Assistance for Improvement: means a written plan established for the teacher which is designed to assist him/her in attaining the necessary professional growth and development to meet district standards. Failure to achieve the goals of a Program of Assistance for Improvement can result in dismissal, nonextension of a teaching contract, or nonrenewal of a teaching contract.
Time Lines and Requirements
1. Probationary Teachers
Probationary teachers will receive an evaluation annually. The report will be based on multiple observations with at least one observation and conference to take place by December 20.
2. Contract Teachers
Contract teachers will receive at least one written evaluation report every four years as determined by principal. However, all teachers will have at least one scheduled observation annually. Principals may place up to 40% of a building faculty on evaluation cycles longer than two years.
3. Evaluation Reports and Time Lines
The evaluation report shall include the district's Teacher Evaluation form (based on at least two scheduled observations), the Evaluation Checklist, and other materials deemed appropriate by the administrator.
Probationary Teachers: Evaluations are to be completed by February 28 for probationary teachers.
Contract Teachers: Evaluations are due by May 30.
Evaluation materials are to be sent to the human resource department at the district office for placement in personnel files. All materials related to evaluations are considered permanent contents of a teacher's personnel file.
Programs of Assistance for Improvement
When performance lacks effectiveness and deficiencies are noted, a Program of Assistance for Improvement may be furnished to the contracted teacher. A Program of Assistance for Improvement, while intended to improve performance, may result in termination if improvement is not satisfactory. A Program of Assistance for Improvement must meet the following criteria:
1. The teacher must be given five days notice of the intention to present a Program of Assistance. This is done through a change of status letter which announces a conference to present the Program of Assistance. The change of status letter changes the focus of evaluation to include the potential of loss of employment.
2. Programs of Assistance for Improvement must include:
a. A statement of deficiencies;
b. Expectations including the necessary steps for improvement;
c. Assistance which will be provided including conferences and written progress reports;
d. Methods of assessing and documenting progress;
e. Who will evaluate progress;
f. Time line for improvement.
3. Conferences during a Program of Assistance may be conducted as necessary in relation to the assistance being provided and to the specific conditions for assessment of progress.
4. A teacher placed on a Program of Assistance for Improvement may use peer assistance independent of administrative assistance when such is practical, reasonable, and acceptable to the teacher and principal. In no case will suggestions or observations of a peer assistant be used as part of the evaluation process.
5. Additional references to evaluation and Programs of Assistance for Improvement found in the Agreement between the district and the Cascade Bargaining Council.
END OF POLICY
Legal Reference(s):
ORS 243.650
ORS 332.505
ORS 342.850
OAR 581-022-1720
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