APPRAISAL OF ADMINISTRATIVE PERFORMANCE IN USD 475

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Olivia Gordon
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1 T I M E L I N E June September November December January February June Conduct Self-Assessment Goal Setting Conference at Devin Center Formative Follow-up Meeting Formative Follow-up Meeting Review Steps to Administer Perceptual Survey Conduct Perceptual Survey Summative Assessment Conferences Superintendent Reports to BOE Conduct Self-Assessment Goal Setting Conference at Devin Center APPRAISAL OF ADMINISTRATIVE PERFORMANCE IN USD 475 Foreword This document outlines the process that will be used in appraising the professional performance of district administrators in USD 475. The basic plan of appraisal for administrators was originally developed during the school year. A committee of administrators revised the plan during the school year. 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. Administrative appraisal in the Geary County Unified School District is conducted to encourage and support professional growth of USD 475 administrators and the school improvement process in USD 475. 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. 1

2 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. Board policy requires the Superintendent to make this report to the Board no later than February of each year. When specific areas of needed improvement are identified, these will be identified in a written plan of assistance. A timeline will be established for formative conferences to check progress. During the conference period, each administrator will have full opportunity to discuss his or her reaction to the appraisal. An opportunity to reply in writing within a two week period after the conference regarding any aspects of the evaluation procedures and results will be accorded each administrator. USD 475 ADMINISTRATIVE APPRAISAL PROCESS I. Administrative Appraisal Domains USD 475 recognizes four domains of performance necessary for those who lead continuous improvement efforts. These are: A. Personal Behavior and Growth B. Professional Development and Leadership C. Decision-making and Communication D. Student Achievement 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. A. Exemplary Leader Has impact well beyond the expectations of the job description and provides a positive impact throughout the entire system. 2

3 B. Proficient Leader Has impact beyond the expectations of the job description and provides a significant impact on the leader s area of responsibility. C. 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. D. Not Meeting Standards Has negative impact on the basic expectations of the job and are ineffective and indifferent. III. Administrative Appraisal Process A. Administrator completes self-appraisal (Form 1). B. Superintendent and/or designee completes a self-appraisal (Form 1) on each administrator. C. Superintendent and/or designee compare self-appraisal, set SMART goals, and agree upon evidence to be collected (Form 2). D. Set up and conduct follow-up meetings to review progress (Form 3). E. 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 475 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. Components for Building Administrators The appraisal of each building administrator will consist of: 3

4 1. Teacher input (Perceptual Surveys) a. Elementary building administrators will have teacher input on a Perceptual Survey from their entire certified staff, except for Ware. b. At Ware, Fort Riley Middle School, and Junction City Middle School, all teachers will be randomly assigned to complete the Perceptual Survey for either the principal or the assistant principal. c. At Junction City High School, teachers in each Academy will be given the opportunity to complete the Perceptual Survey on their respective Academy Principal. The JCHS Principal will receive input from a stratified random sample of instructional staff, representing 20% of the staff in each academy. The District Athletic Director will receive input from Head Coaches of all sports at JCHS. d. Perceptual Survey input will be solicited from teachers on a checklist of twenty items, broken down into four areas: (1) Communication Skills (5 items) (2) Instructional leadership (5 items) (3) Human resource management (5 items) (4) Program management (5 items) 2. 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. 3. Feedback received from administrators whose central office services support building systems. This information should focus on how to make the collaboration between district and building systems as effective as possible. 4. 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. 5. Superintendent response. B. Components for Central Office Administrators The appraisal of Central Office Administrators will consist of: 1. 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. 2. Feedback from other members of the central office administrative staff. The design will be developed collaboratively by the Superintendent and executive staff and will include central office certified positions. 3. Feedback from selected sub groups who directly receive the targeted services provided by the department. 4. Self-appraisal, including reflection on feedback received from all sources including additional evidence collected by the administrator to show quality of 4

5 performance and progress made toward SMART goals since the last appraisal. 5. Superintendent response. C. Superintendent of Schools The appraisal of the Superintendent will consist of: 1. Perceptual Survey by a stratified random sample of Instructional Staff A random sample of 100 teachers will be invited to respond to the instrument. 2. Coaching input from members of the executive staff and principals. The Superintendent will design a process for receiving and reflecting on this feedback. 3. Board of Education input Board members will complete the Perceptual Survey 4. 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. VI. Mechanics of Conducting Perceptual Surveys with Teachers The following is the outline of the mechanical procedures involved in the process of conducting the Perceptual Surveys: A. The Director of Human Resource Services shall discuss the philosophy, purpose, and procedures of completing the perceptual instrument with the administrative staff. The Perceptual Survey will be discussed and procedures for its online administration will be provided to each administrator. B. The Building Principal will share the process within his/her building to meet the stated deadline times. C. For the staff to complete the Perceptual Surveys, the following procedures will be followed in each building 1. An will be sent to the evaluatee from Human Resource Services. This will include a link to the evaluatee website, and the ID and Password used to login to review evaluation reports. Please note that the ID numbers and Passwords are computer generated and, other than the evaluatee, no one has access to either of these items except for Human Resource Services, who has to make evaluation assignments. The evaluatee should save this for future reference. If the is accidentally deleted, contact Human Resource Services and ask to have another sent. 2. The evaluatee will click on the link in the and the login screen appears. This is where the ID number and Password will be entered. The evaluatee can either type this information into this screen, or they can 5

6 copy/paste each item into the screen. This would be accomplished by highlighting the ID number in the first, right clicking on the highlighted area and selecting copy, then moving to the login screen and right clicking again in the User ID block and selecting paste. The same procedure would be done for the Password. 3. Once logged in, a screen will be displayed with the evaluatee s name at the top and a box with a drop down arrow. Click on this arrow to select the desired results to be reviewed (i.e., those from instruction staff, administrative staff, BOE, or self). For instance, building principals will have two options in this drop down arrow ~ instructional staff and self; Devin Center administrators will have two options also, but it will be administrative staff and self; and the Superintendent will have all four options. 4. Report 1 shows the breakdown of responses for each individual question on the evaluation form. 5. Report 2 shows the comprehensive responses as broken down by sections (Comp 1 is questions 1-5, Comp 2 is questions 6-10, Comp 3 is questions 11-15, Comp 4 is questions 16-20, and Comp 5 is the summary for questions 1-20). 6. Report 3 is the written comment area and it prints comments exactly as typed by the evaluator. 7. These reports automatically calculate every time an evaluation is submitted. Once an evaluatee receives the with the login information, they are able to review and print these reports. D. It is imperative that all Perceptual Surveys be handled in a confidential manner. E. The Human Resource Services office will provide printed Reports 1, 2, and 3 on each administrator to the Superintendent of Schools. F. The Superintendent of Schools and Director of Human Resource Services will confer individually with each Principal and each Central Office Administrator as outlined earlier. G. The compiled Perceptual Survey forms will be maintained in the office of the Superintendent and will be open only to the Superintendent and persons authorized by the Superintendent. 6

7 Domain 1. Personal Behavior and Growth Not Meeting Standards Progressing Proficient Exemplary 1.1 Values others view points within boundaries of the organization Suppresses other points of view and discourages disagreement or divergent thinking. Little or no development or encouragement of divergent thinking. Readily acknowledges differences in points of view that support the organizational goals. Actively seeks differences in perspective, encouraging divergent thinking to support organizational goals. 1.2 Resilient Unwilling to acknowledge errors when confronted with evidence of mistakes, is defensive and resistant to learning from mistakes. Able to accept evidence of mistakes when offered by others. Some evidence of learning from mistakes. Evidence of learning from past errors. An accepting attitude in receiving feedback and discussing errors and failures with colleagues. 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. 1.4 Compliance with legal and ethical requirements Violates the legal and policy requriements in their relationship with leaders, employees, and students. 1.5 Organizational Skills Regularly misses deadlines. Is consistently late to meetings or misses them altogether. The operations within the building are not organized. Demonstrates honesty but does not always follow through on commitments. There is no "progressing" in this category; failing to be proficient is the same as being ineffective. Daily scheduling is not prioritized resulting in occasional conflicts that cause inconvenience to others. Misses some deadlines, but does quality work. The operations within the building show minimal organization. Demonstrates a personal and professional code of ethics at all times. No instances of illegal or unethical conduct with employees or students. Daily schedule is prioritized, but with some flexibility. Personal work is organized. The operations within the building are organized and run smoothly. Demonstrates honesty in all professional and personal endeavors and expects honesty in others. Meets the letter and spirit of the law, avoids both the fact and appearance of impropriety. 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.

8 Not Meeting Standards Progressing Proficient Exemplary 1.6 Choices for time management reflect a focus on the most important practices. 1.7 Evidence of continued professional growth. There is no evidence of awareness to organizing priorities. There is no awareness or evidence of knowledge of the organizational priorities. 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. There is evidence that tasks are completed on a regular basis. The priorities of the organization and the daily tasks are closely aligned. The leader actively participates in professional development, but does not share the information throughout the organization. The priorities of the organization and the daily tasks are closely matched. The leader facilitates the staff in matching tasks to priorities. 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 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. The leader shares knowledge throughout the organization and creates specific adaptations resulting in a culture that develops learning tools.

9 Geary County USD 475 Administrative Appraisal SELF-ASSESSMENT WORKSHEET Name: Date: 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 Administrative Appraisal Form # 1

10 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 Page of Geary County USD 475 Administrative Appraisal FORMATIVE ASSESSMENT: GOAL SETTING CONFERENCE Name School Year(s) Date of Meeting Superintendent and/or Designee Building/Department 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: Administrator: Date: Superintendent/Designee: Date: Next meeting date: time: place: Copies given to Administrator Administrator Appraisal Form # 2

12 Geary County USD 475 Administrative Appraisal FORMATIVE FOLLOW-UP MEETING LOG Name Date Superintendent and/or Designee Topics Discussed: Support, Feedback, Resources and Staff Development Needed: SIGNATURES: Administrator: Date: Superintendent/Designee: Date: Next meeting Date: time: place: Copies to Administrator Administrative Appraisal Form # 3

13 Geary County USD 475 Administrative Appraisal SUMMATIVE ASSESSMENT Page of Administrator: School: Assignment: Date: Superintendent and/or Designee: State the S.M.A.R.T. Goal/Domain addressed: State the activities and evidence agreed to: Describe how activities and evidence gathered shows or does not show completion of the S.M.A.R.T. Goal: Ranking (based on completion of goal/evidence gathered): Not Meeting Standards ٱ Progressing ٱ Proficient ٱ Exemplary ٱ Administrator Appraisal Form # 4

14 Page of Other factors contributed by administrator (such as activities in which you are presently engaged or have been engaged which you think have contributed to your effectiveness as an administrator): Other factors considered by Superintendent and/or designee: Suggestions for Staff Development for next cycle: A Plan of Assistance is recommended: YES NO SIGNATURES: Signature acknowledges completion of your appraisal, but not necessarily agreement. Administrator: Date: Superintendent/Designee: Date: Copies given to Administrator and Human Resource Services Administrator Appraisal Form # 4

Whitley County School District Certified Evaluation Plan. Adopted and Reviewed June 2018 Mr. John Siler, Superintendent

Whitley County School District Certified Evaluation Plan Adopted and Reviewed June 2018 Mr. John Siler, Superintendent Certified Personnel Evaluation Plan Whitley County Schools 300 Main Street Williamsburg,