Performance Appraisal (School Administrators) · 1 Performance Appraisal (School Administrators)...

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Performance Appraisal (School Administrators)

Probationary Administrator

Guiding Principles

1. Probationary Administrators require structure to grow in both their personal and professional capacity

as leaders.

2. The emphasis in this performance appraisal model is both formative and summative. In this

component, the administrator, in consultation with the Assistant Director of Education for Human

Resources (or designate), assumes responsibility for his/her professional development.

3. As members of a profession, administrators should have a direct influence over their professional

development. As skilled professionals, administrators need both support and feedback, not only from

teachers and supervisors, but where practical, from colleagues, students, and parents and support

staff.

4. Effective and meaningful appraisal of Probationary Administrators requires a focus on growth and a

structured model to drive improvement. To facilitate success the model must:

i. Provide effective timely and meaningful feedback.

ii. Use multiple sources of data.

iii. Be based on clear, relevant and meaningful criteria

iv. Support active involvement in peer assistance/mentoring

v. Foster mutual trust between the administrator and the supervisor.

5. The Purpose of the Professional Growth Component is

to foster and give recognition to administrative excellence

to promote administrators as reflective practitioners; and

to promote effective leadership styles

6. The Intent of the “Appraisal Professional Growth Plan” is

to assist the administrator to improve professional competencies

to assist and support individual administrator growth

to provide co-operative appraisal mechanisms; an

to encourage and support individual professional growth

2

Procedures:

1. The Assistant Director of Education (Human Resources) or designate shall be responsible for

the facilitation of professional appraisal of probationary administrators.

2. All administrators being appraised in accordance with this module shall be directed to the

Professional Growth and Professional Appraisal Policy and Administrative Regulations as

published on the Nova Central School District website.

3. Upon successful completion of the probationary period the administrator will be placed in the 5

year cycle for Performance Appraisal of Tenured Administrators.

4. The Assistant Director (Human Resources) or designate shall schedule a meeting prior to

September 30th (Conference 1) of the evaluation year. This meeting shall :

a) discuss the School Development plan for the school and the Strategic Education Plan

for the district.

b) review the administrator’s personal goals and professional aspirations

c) discuss the use of the Appraisal surveys

d) establish a meeting time for conference 2

e) discuss the components and development process for the professional growth plan for

probationary administrators

f) discuss indicators of success within the plan, a plan of action, expected progress,

observation techniques, the distribution and review of the Teacher Survey of

Administrator Effectiveness (if used), supports required, timelines and feedback

5. The Assistant Director (Human Resources) or designate may schedule group meetings with all

administrators in their particular cohort to disseminate information and documents.

6. The development of the administrator professional growth plan shall focus on the goal areas

outlined in the professional growth plan template. The third goal area provides the option for

the evaluator to focus administrative professional growth in a particular area. The

administrator will ensure that his/her professional growth plan is completed in order to allow

discussion in conference 2.

7. The Assistant Director (Human Resources) or designate will meet with the administrator prior

to October 30th

(Conference 2). This meeting will include:

a) discussion of the administrator’s self evaluation.

b) discussion of the administrator’s Professional Growth Plan

g) a review of professional needs and experiences

3

h) review of the administrator professional growth plan

i) discuss the components, indicators, and other specific criteria of appraisal

j) agree on observation and monitoring procedures

k) agree on feedback and conferencing timelines

8. The submission of each of the two progress reports shall be preceded by a meeting with the

administrator to discuss the contents of the report.

9. In the event that the administrator is entering the second year of their probationary period the

October 30th

meeting will include a discussion of the results of both the Teacher Survey of

Administrator Effectiveness and the SEO Survey of Administrator Effectiveness.

10. In the event that the administrator is entering their second year of probation the completion of

the Teacher Survey of Administrator Effectiveness will have occurred prior to May 15th

of the

previous school year.

11. The Administrator shall consider and discuss with the supervisor the school internal and

external student achievement data prior to the completion of their Professional Appraisal

Growth Plan.

12. Administrators shall consider the following data when developing a professional growth plan;

a) The District Strategic Education Plan.

b) The School Development Plan.

13. The administrator will incorporate milestones/timelines for achievement in their Professional

Appraisal Growth Plan.

14. The Administrator may develop a portfolio or use a current portfolio to highlight their

successes and growth during the school year.

15. The Appraisal Supervisor shall report on the progress of Probationary Administrator twice

during the school year. The first report is due Nov 31st of the appraisal year. The second

report shall be submitted no later than March 31st. This report will be a summary of the

progress that has been made and highlight any encountered obstacles.

16. In the event that an administrator is not making satisfactory progress during the probationary

period the supervisor will immediately inform Human Resources.

17. In addition to the feedback, which takes place on a regular basis, there will be ongoing

discussion on the following:

a) a sharing of observations

b) a review of objectives in light of observations and self-evaluation

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c) a review of the professional growth plan

d) an evaluation of achievement of objectives

e) a plan of action to improve any areas requiring attention; and

18. The final report submitted by March 31 shall include one of the following recommendations:

a) The administrator has experienced success in their position and is recommended for tenure

or recommended to move to year two of their probationary period.

b) The administrator is not recommended to continue in the position.

19. All performance appraisal reports shall be placed in the administrators personnel file.

5

Probationary Administrator Performance

Appraisal Report

Administrator’s Name: _______________________________________________________________

School: _______________________________________________________________

Report Number One (due November 31st) ______ Report Number Two (due March31

th) ________

Strategies: Please outline the strategies for each objective listed in the Administrator Professional

Growth Plan and note the level of success that the administrator has had in completing this strategy.

Please feel free to add to extra rows and columns to this chart.

Objective:

Strategy SUCCESS/

Goal One: Instructional Leadership

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Strategies: Please outline the strategies for each objective listed in the Administrator Professional

Growth Plan and note the level of success that the administrator has had in completing this strategy.

Please feel free to add to extra rows and columns to this chart.

Objective:

Strategy SUCCESS

Goal Two: School Organization/Management

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Strategies: Please outline the optional strategies for this optional goal and note the level of success that

the administrator has had in completing this strategy. Please feel free to add to extra rows and

columns to this chart.

Objective:

Strategy SUCCESS

Evaluator Summary Statement:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Goal Three: Optional

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Recommendation:

______ The administrator is making satisfactory or better progress towards the completion of his/her

probationary period.

______ The administrator is recommended for tenure.

______ The administrator is not recommended to continue in this position.

Signature of Supervisor: ____________________________________________________

Date: _______________________________________

Administrator’s Summary Statement:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Signature of Administrator: _______________________________________________

Date: ____________________________________

Cc: Administrator, Human Resources

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ADMINISTRATOR SELF REFLECTION

Directions: Indicate the degree to which you disagree or agree with each of the statements below as

they apply to the administrator in your family of schools. If you are unable to provide a response to a

certain statement please leave it blank.

Professional Leadership

As an Administrator I; Disagree Agree

1. Delegate responsibility to others. 1 2 3 4 5

2. Involve all staff in policy formulation. 1 2 3 4 5

3. Work with staff to improve curriculum and instruction. 1 2 3 4 5

4. Become involved in committee work at the district level. 1 2 3 4 5

5. Strive towards personal and professional growth. 1 2 3 4 5

6. Keep current with the new developments in teaching 1 2 3 4 5

and learning.

7. Demonstrate effective and efficient organizational skills. 1 2 3 4 5

8. Promote a strong academic focus. 1 2 3 4 5

9. Promote the acceptance of the necessity of change. 1 2 3 4 5

10. Ensure that assigned tasks get done efficiently. 1 2 3 4 5

11. Encourage and models risk taking. 1 2 3 4 5

12. Displays energy and enthusiasm for his own work. 1 2 3 4 5

13. Make teachers feel appreciated for their contributions to 1 2 3 4 5

the school.

10

Shared Vision and Goals


1. Develop with teachers, goals and objectives for specific 1 2 3 4 5

curriculum areas.

2. Create an atmosphere in which all are accepted. 1 2 3 4 5

3. Decentralize decision making. 1 2 3 4 5

4. Promote collaboration among all stakeholders for 1 2 3 4 5

improvement.

5. Develop practices, procedures, and customs to encourage 1 2 3 4 5

new staff members to perpetuate the learning culture

6. Understand that the hallmark of any successful 1 2 3 4 5

organization is a shared sense among its members about

what they are trying to accomplish.

7. Ensure that school goals are regularly re-examined to 1 2 3 4 5

ensure that they meet the needs of pupils and the changing

external environment.

8. Consider how the school culture encourages or inhibits 1 2 3 4 5

pupil progress, development and achievement, and the

accomplishment of school goals.

9. Communicate the school vision to teachers, students and 1 2 3 4 5

parents.

10. Encourage teachers to evaluate progress the school is 1 2 3 4 5

making toward achieving school goals.

Learning Environment


1. Develop efficient methods to handle routine matters. 1 2 3 4 5

2. Diligently supervise support staff. 1 2 3 4 5

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3. Delegate responsibilities to others. 1 2 3 4 5

4. Ensure that teachers receive resources required for instruction. 1 2 3 4 5

5. Value variety and change in classroom practices. 1 2 3 4 5

6. Emphasize the need to explore new instructional strategies for 1 2 3 4 5

the classroom.

7. Encourage new approaches to teaching and learning. 1 2 3 4 5

8. Ensure that student learning experiences are planned from both 1 2 3 4 5

student needs and learning outcomes.

9. Ensure that emphasis is place on providing all students with 1 2 3 4 5

the skills for independent learning.

10. Ensure the maximum use of instructional time. 1 2 3 4 5

Concentration on Teaching and Learning


1. Provide for a well organized and balanced curricular program. 1 2 3 4 5

2. Assess the effectiveness of all staff members and their ability 1 2 3 4 5

staff to perform at a high level.

3. Encourage and assists teachers to use time to collaborate and 1 2 3 4 5

plan with each other to develop units of work.

4. Promote instruction that promotes a high level of student 1 2 3 4 5

involvement.

5. Provide opportunities for students to participate actively 1 2 3 4 5

in the learning process.

6. Maintain an interest in curriculum development and evaluation. 1 2 3 4 5

7. Monitor individual student performance regularly. 1 2 3 4 5

8. Ensure that the program provides variety and flexibility to 1 2 3 4 5

address the range of needs of the learner.

12

9. Ensure that appropriate scope, sequence and curriculum content 1 2 3 4 5

are followed.

10. Monitor the quality and quantity of student achievement. 1 2 3 4 5

High Expectations As an Administrator I; Disagree Agree

1. Believe that student success is linked to high expectations. 1 2 3 4 5

2. Promote high academic achievement standards. 1 2 3 4 5

3. Have high expectations for the professional staff. 1 2 3 4 5

4. Have high expectations for students. 1 2 3 4 5

5. Expect teachers to engage in continuous professional growth. 1 2 3 4 5

6. Expect teachers to be effective innovators. 1 2 3 4 5

7. Encourage eagerness and respect for learning. 1 2 3 4 5

Positive Reinforcement


1. Treat students with respect when dealing with discipline problems. 1 2 3 4 5

2. Recognize, through the appropriate medium, student 1 2 3 4 5

achievements.

3. Promote the school within the community. 1 2 3 4 5

4. Inform parents of school expectations regarding pupil conduct. 1 2 3 4 5

5. Have an open door policy and provide constructive feedback 1 2 3 4 5

that supports and encourages teachers in their work.

6. Establish effective and appropriate rapport with students, 1 2 3 4 5

staff and parents.

13

7. Promote the principles of equality. 1 2 3 4 5

8. Work to achieve a positive school climate. 1 2 3 4 5

Monitoring Progress


1. Work to achieve a positive school climate. 1 2 3 4 5

2. Monitor the progress of students. 1 2 3 4 5

3. Organize and directs the promotion and placement of students, 1 2 3 4 5

and maintains pupil records.

4. Organize the school according to accepted district philosophy. 1 2 3 4 5

5. Develop a program of orientation for new students to the school. 1 2 3 4 5

6. Assist teachers in analyzing pupil problems and finding solutions. 1 2 3 4 5

7. Ensure that student support services are used effectively. 1 2 3 4 5

8. Develop clear procedures for reporting student progress to parents. 1 2 3 4 5

9. Refer students who require additional assistance to the appropriate 1 2 3 4 5

agencies.

Rights and Responsibilities


1. Provide for a well-organized, balanced and supervised 1 2 3 4 5

co-curricular program.

2. Develop criteria for the most effective placement of students 1 2 3 4 5

in school programs.

3. Adequately provide for the safety of students. 1 2 3 4 5

4. Am consistent in all dealings with students. 1 2 3 4 5

5. Ensure that students are offered special programs that are 1 2 3 4 5

relevant to their unique needs.

14

6. Establish appropriate procedures for dealing with student 1 2 3 4 5

discipline and supervision.

Purposeful Teaching


1. Have a clear philosophy and understanding of time tabling and 1 2 3 4 5

scheduling.

2. Conduct regular staff meetings necessary for the proper 1 2 3 4 5

functioning of the school.

3. Assign duties as equitably as possible. 1 2 3 4 5

4. Ensure maximum use of instructional time. 1 2 3 4 5

5. Allocate teaching assignments according to training, experience 1 2 3 4 5

and abilities of staff members.

Learning Organization


1. Develop a program of orientation for new staff members 1 2 3 4 5

to the school.

2. Conduct a program of staff evaluation. 1 2 3 4 5

3. Maintain a professional library for staff use. 1 2 3 4 5

4. Encourage teachers to use a wide variety of teaching techniques. 1 2 3 4 5

5. Monitor teachers in their classroom. 1 2 3 4 5

6. Recognize teacher accomplishments of a professional nature. 1 2 3 4 5

7. Encourage staff ownership and responsibility for development 1 2 3 4 5

of school improvement goals and objectives.

8. Provide opportunities for staff reflection and feedback. 1 2 3 4 5

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9. Encourage teachers leadership and participation in decision 1 2 3 4 5

making.

10. Display a commitment to continuous growth. 1 2 3 4 5

11. Recognize and promote curriculum leaders in the school. 1 2 3 4 5

12. Understand that teachers need knowledge of child development, 1 2 3 4 5

multiple strategies and a variety of assessment strategies.

13. Promote high quality staff development. 1 2 3 4 5

14. Understand that having processes and procedures in place to deal 1 2 3 4 5

with day-to-day administration is fundamental to the development

of a learning organization.

Home-School Community Partnership


1. Have stated a commitment to parental involvement in the education 1 2 3 4 5

2. Seek partnership with community agencies and organizations. 1 2 3 4 5

3. Ensure parent participation in decisions affecting their child’s 1 2 3 4 5

education (classroom placement, course selection etc.)

4. Ensure all educational options for children are explained clearly 1 2 3 4 5

to their parents.

5. Communicate school procedures and rules to parents at the 1 2 3 4 5

beginning of each year or when the child is enrolled.

6. Ensure there is educational training for parents to enable them to 1 2 3 4 5

work with children at home.

16

OTHER COMMENTS:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

17

TEACHER SURVEY OF

ADMINISTRATOR EFFECTIVENESS





The Administrator in my school; Disagree Agree

1. Delegates responsibility to others. 1 2 3 4 5

2. Involves all staff in policy formulation. 1 2 3 4 5

3. Works with staff to improve curriculum and instruction. 1 2 3 4 5

4. Becomes involved in committee work at the district level. 1 2 3 4 5

5. Strives towards personal and professional growth. 1 2 3 4 5

6. Keeps me current with the new developments in teaching 1 2 3 4 5

and learning.

7. Demonstrates effective and efficient organizational skills. 1 2 3 4 5

8. Promotes a strong academic focus. 1 2 3 4 5

9. Promotes the acceptance of the necessity of change. 1 2 3 4 5

10. Ensures that assigned tasks get done efficiently. 1 2 3 4 5

11. Encourages and models risk taking. 1 2 3 4 5


13. Makes teachers feel appreciated for their contributions to 1 2 3 4 5

the school.

18


This Administrator in my School; Disagree Agree


curriculum areas.

2. Creates an atmosphere in which all are accepted. 1 2 3 4 5

3. Decentralizes decision making. 1 2 3 4 5

4. Promotes collaboration among all stakeholders for improvement. 1 2 3 4 5

5. Develops practices, procedures, and customs to encourage 1 2 3 4 5


6. Understands that the hallmark of any successful organization 1 2 3 4 5

is a shared sense among its members about

what they are trying to accomplish.

7. Ensures that school goals are regularly re-examined to 1 2 3 4 5

ensure that they meet the needs of pupils and the changing

external environment.

8. Considers how the school culture encourages or inhibits 1 2 3 4 5

pupil progress, development and achievement, and the


9. Communicates the school vision to teachers, students and 1 2 3 4 5

parents.

10. Encourages teachers to evaluate progress the school is 1 2 3 4 5

making toward achieving school goals.


The Administrator in my School; Disagree Agree

1. Develops efficient methods to handle routine matters. 1 2 3 4 5

2. Diligently supervises support staff. 1 2 3 4 5

3. Delegates responsibilities to others. 1 2 3 4 5

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4. Ensures that teachers receive resources required for instruction. 1 2 3 4 5

5. Values variety and change in classroom practices. 1 2 3 4 5

6. Emphasizes the need to explore new instructional strategies for 1 2 3 4 5

the classroom.

7. Encourages new approaches to teaching and learning. 1 2 3 4 5

8. Ensures that student learning experiences are planned from both 1 2 3 4 5


9. Ensures that emphasis is place on providing all students with 1 2 3 4 5


10. Ensures the maximum use of instructional time. 1 2 3 4 5



1. Provides for a well organized and balanced curricular program. 1 2 3 4 5

2. Assesses the effectiveness of all staff members and their ability 1 2 3 4 5


3. Encourages and assists teachers to use time to collaborate and 1 2 3 4 5


4. Promotes instruction that promotes a high level of student 1 2 3 4 5

involvement.

5. Provides opportunities for students to participate actively 1 2 3 4 5


6. Maintains an interest in curriculum development and evaluation. 1 2 3 4 5

7. Monitors individual student performance regularly. 1 2 3 4 5

20

8. Ensures that the program provides variety and flexibility to 1 2 3 4 5

address the range of needs of the learner. Ensures that appropriate

scope, sequence and curriculum content are followed.

9. Monitors the quality and quantity of student achievement. 1 2 3 4 5

High Expectations The Administrator in my school: Disagree Agree

1. Believes that student success is linked to high expectations. 1 2 3 4 5

2. Promotes high academic achievement standards. 1 2 3 4 5

3. Has high expectations for the professional staff. 1 2 3 4 5

4. Has high expectations for students. 1 2 3 4 5

5. Expects teachers to engage in continuous professional growth. 1 2 3 4 5

6. Expects teachers to be effective innovators. 1 2 3 4 5

7. Encourages eagerness and respect for learning. 1 2 3 4 5



1. Treats students with respect when dealing with discipline problems. 1 2 3 4 5

2. Recognizes, through the appropriate medium, student 1 2 3 4 5

achievements.

3. Promotes the school within the community. 1 2 3 4 5

4. Informs parents of school expectations regarding pupil conduct. 1 2 3 4 5

5. Has an open door policy and provides constructive feedback 1 2 3 4 5


6. Establishes effective and appropriate rapport with students, 1 2 3 4 5

staff and parents.

21

7. Promotes the principles of equality. 1 2 3 4 5

8. Works to achieve a positive school climate. 1 2 3 4 5

Monitoring Progress



2. Monitors the progress of students. 1 2 3 4 5

3. Organizes and directs the promotion and placement of students, 1 2 3 4 5


4. Organizes the school according to accepted district philosophy. 1 2 3 4 5

5. Develops a program of orientation for new students to the school. 1 2 3 4 5

6. Assists teachers in analyzing pupil problems and finding solutions. 1 2 3 4 5

7. Ensures that student support services are used effectively. 1 2 3 4 5

8. Develops clear procedures for reporting student progress to parents. 1 2 3 4 5

9. Refers students who require additional assistance to the appropriate 1 2 3 4 5

agencies.



1. Provides for a well-organized, balanced and supervised 1 2 3 4 5


2. Develops criteria for the most effective placement of students 1 2 3 4 5

in school programs.

3. Adequately provides for the safety of students. 1 2 3 4 5

4. Is consistent in all dealings with students. 1 2 3 4 5

22

5. Ensures that students are offered special programs that are 1 2 3 4 5


6. Establishes appropriate procedures for dealing with student 1 2 3 4 5


Purposeful Teaching


1. Has a clear philosophy and understanding of time tabling and 1 2 3 4 5

scheduling.

2. Conducts regular staff meetings necessary for the proper 1 2 3 4 5


3. Assigns duties as equitably as possible. 1 2 3 4 5

4. Ensures maximum use of instructional time. 1 2 3 4 5

5. Allocates teaching assignments according to training, experience 1 2 3 4 5




1. Develops a program of orientation for new staff members 1 2 3 4 5

to the school.

2. Conducts a program of staff evaluation. 1 2 3 4 5

3. Maintains a professional library for staff use. 1 2 3 4 5

4. Encourages teachers to use a wide variety of teaching techniques. 1 2 3 4 5

5. Monitors teachers in their classroom. 1 2 3 4 5

6. Recognizes teacher accomplishments of a professional nature. 1 2 3 4 5

7. Encourages staff ownership and responsibility for development 1 2 3 4 5


23

8. Provides opportunities for staff reflection and feedback. 1 2 3 4 5

9. Encourages teachers leadership and participation in decision 1 2 3 4 5

making.

10. Displays a commitment to continuous growth. 1 2 3 4 5

11. Recognizes and promotes curriculum leaders in the school. 1 2 3 4 5

12. Understands that teachers need knowledge of child development, 1 2 3 4 5


13. Promotes high quality staff development. 1 2 3 4 5

14. Understands that having processes and procedures in place to deal 1 2 3 4 5





1. Has stated a commitment to parental involvement in their 1 2 3 4 5

Children’s education.

2. Seeks partnership with community agencies and organizations. 1 2 3 4 5

3. Ensures parent participation in decisions affecting their child’s 1 2 3 4 5


4. Ensures all educational options for children are explained clearly 1 2 3 4 5

to their parents.

5. Communicates school procedures and rules to parents at the 1 2 3 4 5


6. Ensures there are educational activities training for parents 1 2 3 4 5

that enable them to work with children at home.

24

OTHER COMMENTS:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

25

SUPERVISOR SURVEY OF

ADMINISTRATOR EFFECTIVENESS





The Administrator Disagree Agree

1. Delegates responsibility to others. 1 2 3 4 5

2. Involves all staff in policy formulation. 1 2 3 4 5

3. Works with staff to improve curriculum and instruction. 1 2 3 4 5

4. Becomes involved in committee work at the district level. 1 2 3 4 5

5. Strives towards personal and professional growth. 1 2 3 4 5

6. Keeps me current with the new developments in teaching 1 2 3 4 5

and learning.

7. Demonstrates effective and efficient organizational skills. 1 2 3 4 5

8. Promotes a strong academic focus. 1 2 3 4 5

9. Promotes the acceptance of the necessity of change. 1 2 3 4 5

10. Ensures that assigned tasks get done efficiently. 1 2 3 4 5

11. Encourages and models risk taking. 1 2 3 4 5


13. Makes teachers feel appreciated for their contributions to 1 2 3 4 5

the school.

26


This Administrator; Disagree Agree


curriculum areas.

2. Creates an atmosphere in which all are accepted. 1 2 3 4 5

3. Decentralizes decision making. 1 2 3 4 5

4. Promotes collaboration among all stakeholders for 1 2 3 4 5

improvement.

5. Develops practices, procedures, and customs to encourage 1 2 3 4 5


6. Understands that the hallmark of any successful organization 1 2 3 4 5

is a shared sense among its members about what they are trying

to accomplish.

7. Ensures that school goals are regularly re-examined to ensure that 1 2 3 4 5

they meet the needs of pupils and the changing external

environment.

8. Considers how the school culture encourages or inhibits pupil 1 2 3 4 5

progress, development and achievement, and the


9. Communicates the school vision to teachers, students and 1 2 3 4 5

parents.

10. Encourages teachers to evaluate progress the school is making 1 2 3 4 5

toward achieving school goals.



1. Develops efficient methods to handle routine matters. 1 2 3 4 5

2. Diligently supervises support staff. 1 2 3 4 5

27

3. Delegates responsibilities to others. 1 2 3 4 5

4. Ensures that teachers receive resources required for instruction. 1 2 3 4 5

5. Values variety and change in classroom practices. 1 2 3 4 5

6. Emphasizes the need to explore new instructional strategies for 1 2 3 4 5

the classroom.

7. Encourages new approaches to teaching and learning. 1 2 3 4 5

8. Ensures that student learning experiences are planned from both 1 2 3 4 5


9. Ensures that emphasis is place on providing all students with 1 2 3 4 5


10. Ensures the maximum use of instructional time. 1 2 3 4 5



1. Provides for a well organized and balanced curricular program. 1 2 3 4 5

2. Assesses the effectiveness of all staff members and their ability 1 2 3 4 5


3. Encourages and assists teachers to use time to collaborate and 1 2 3 4 5


4. Promotes instruction that promotes a high level of student 1 2 3 4 5

involvement.

5. Provides opportunities for students to participate actively 1 2 3 4 5


6. Maintains an interest in curriculum development and evaluation. 1 2 3 4 5

7. Monitors individual student performance regularly. 1 2 3 4 5

28

8. Ensures that the program provides variety and flexibility to 1 2 3 4 5

address the range of needs of the learner.

9. Ensures that appropriate scope, sequence and curriculum content 1 2 3 4 5

are followed.

10. Monitors the quality and quantity of student achievement. 1 2 3 4 5

High Expectations This Administrator; Disagree Agree

1. Believes that student success is linked to high expectations. 1 2 3 4 5

2. Promotes high academic achievement standards. 1 2 3 4 5

3. Has high expectations for the professional staff. 1 2 3 4 5

4. Has high expectations for students. 1 2 3 4 5

5. Expects teachers to engage in continuous professional growth. 1 2 3 4 5

6. Expects teachers to be effective innovators. 1 2 3 4 5

7. Encourages eagerness and respect for learning. 1 2 3 4 5



1. Treats students with respect when dealing with discipline problems. 1 2 3 4 5

2. Recognizes, through the appropriate medium, student 1 2 3 4 5

achievements.

3. Promotes the school within the community. 1 2 3 4 5

4. Informs parents of school expectations regarding pupil conduct. 1 2 3 4 5

29

5. Has an open door policy and provides constructive feedback 1 2 3 4 5


6. Establishes effective and appropriate rapport with students, 1 2 3 4 5

staff and parents.

7. Promotes the principles of equality. 1 2 3 4 5


Monitoring Progress



2. Monitors the progress of students. 1 2 3 4 5

3. Organizes and directs the promotion and placement of students, 1 2 3 4 5


4. Organizes the school according to accepted district philosophy. 1 2 3 4 5

5. Develops a program of orientation for new students to the school. 1 2 3 4 5

6. Assists teachers in analyzing pupil problems and finding solutions. 1 2 3 4 5

7. Ensures that student support services are used effectively. 1 2 3 4 5

8. Develops clear procedures for reporting student progress to parents. 1 2 3 4 5

9. Refers students who require additional assistance to the appropriate 1 2 3 4 5

agencies.



1. Provides for a well-organized, balanced and supervised 1 2 3 4 5


30

2. Develops criteria for the most effective placement of students 1 2 3 4 5

in school programs.

3. Adequately provides for the safety of students. 1 2 3 4 5

4. Is consistent in all dealings with students. 1 2 3 4 5

5. Ensures that students are offered special programs that are 1 2 3 4 5


6. Establishes appropriate procedures for dealing with student 1 2 3 4 5


Purposeful Teaching


1. Has a clear philosophy and understanding of time tabling and 1 2 3 4 5

scheduling.

2. Conducts regular staff meetings necessary for the proper 1 2 3 4 5


3. Assigns duties as equitably as possible. 1 2 3 4 5

4. Ensures maximum use of instructional time. 1 2 3 4 5

5. Allocates teaching assignments according to training, experience 1 2 3 4 5




1. Develops a program of orientation for new staff members 1 2 3 4 5

to the school.

2. Conducts a program of staff evaluation. 1 2 3 4 5

3. Maintains a professional library for staff use. 1 2 3 4 5

4. Encourages teachers to use a wide variety of teaching techniques. 1 2 3 4 5

31

5. Monitors teachers in their classroom. 1 2 3 4 5

6. Recognizes teacher accomplishments of a professional nature. 1 2 3 4 5

7. Encourages staff ownership and responsibility for development 1 2 3 4 5


8. Provides opportunities for staff reflection and feedback. 1 2 3 4 5

9. Encourages teachers leadership and participation in decision 1 2 3 4 5

making.

10. Displays a commitment to continuous growth. 1 2 3 4 5

11. Recognizes and promotes curriculum leaders in the school. 1 2 3 4 5

12. Understands that teachers need knowledge of child development, 1 2 3 4 5


13. Promotes high quality staff development. 1 2 3 4 5

14. Understands that having processes and procedures in place to deal 1 2 3 4 5





1. Has stated a commitment to parental involvement in the 1 2 3 4 5

Education of their children.

2. Seeks partnership with community agencies and organizations. 1 2 3 4 5

3. Ensures parent participation in decisions affecting their child’s 1 2 3 4 5


4. Ensures all educational options for children are explained clearly 1 2 3 4 5

to their parents.

5. Communicates school procedures and rules to parents at the 1 2 3 4 5


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6. Ensures there are educational activities training for parents 1 2 3 4 5

that enable them to work with children at home.

OTHER COMMENTS:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

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NOVA CENTRAL SCHOOL DISTRICT

Sample Professional Appraisal Growth Plan

Name: John Doe School: Nova Central School District All Grade

Assessments and Questionnaires. (√)

Please check questionnaires and assessments used in the creation of your plan.

1. Administrator Self Assessment _____

2. Teacher Assessment of Administrator Effectiveness _____

3. Supervisor Assessment of Administrator Assessment _____

4. Other _____

Professional Appraisal Growth Plan goal (s): (Sample)

GOAL 1: Instructional Leadership

Objective 1:

Improve my understanding and practice of instructional leadership practices through the

implementation of school wide classroom walkthroughs.

Strategies:

1.1 Identify, obtain and read three professional articles on the CWT process.

Timelines: October 30th

1.2 Develop and present to staff a slide show presentation outlining the CWT process.

Timelines: November 15th

1.3 Implement Classroom walkthrough process in the school. including a means of using observations

to guide future individual, grade level or staff meetings

Timelines: December 15th

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Measures: At the end of the year I will compile data on the number of CWT completed during the year. I

will survey staff to determine the effectiveness of CWT’s.

Describe the methods to monitor progress:

1. Weekly tally of number of classrooms visited.

2. Agendas from grade level and staff meetings

Objective 2: I will implement a process to identify, monitor and plan for academically at risk students.

Strategies:

2.1 All teachers will meet early in the school year to identify a minimum of three students with

academic gaps either through school based or external assessments from the from the previous

school year.


2.2 The school administration will work with school staff to develop an academic plan for the

identified students from the remainder of the school year to ensure academic success for the

identified students.

Timelines: November 15th

Measures: At the end of the year statistics will be compiled on the number of previously identified at risk

students who achieved academic success during the year.


1. There will be scheduled monthly meetings with teachers, students and parents to discuss the plan and

make adjustments as necessary.

2. I will ensure weekly verbal contact with both the student and teacher to informally check on student

progress.

3.

Resources: N/A

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NOVA CENTRAL SCHOOL DISTRICT

Sample Professional Appraisal Growth Plan

Objective 1:

To ensure maximization of school scheduling I will undertake a process to improve my knowledge of

scheduling for the high school program.

Strategies:

1.1 . I will schedule a session with district personnel familiar with high school scheduling to

determine strategies for a 3 year planning cycle for my school.


1.2 I will have the initial planning for next year’s school schedule completed by the end of the 1st

term.

Timelines: January 31st

1.3 The course selection process for the next school year will begin by March 1st of this school

year.

Timelines; March 1st

1.4 All course selection will be returned and analyzed/audited by March 15th

Timelines: March 15th

1.5 All students will receive the next year’s schedules by May 1st.

Timelines: May 1st.

Measures: Schedules will be presented to students in a timely manner and a three year program of studies

will be completed for the high school program.


1. Adherence to timelines:

Goal 2: School Organization/Management Goal

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Resources:

1. Access to district personnel and/or other administrators with demonstrated knowledge of scheduling

systems.

Objective 2:

In order to promote a safe and caring school environment the school will implement PBIS.

Strategies:

2.1 The school will schedule district personnel to visit the school during one of its close out days to in-

service staff in PBIS.

Timelines: November 1st

2.2 The school will implement PBIS in K-6.

Timelines: January 3rd

Measures: Implemented PBIS program in K-6 with foundations for September implementation in 7-12.

There will also be audit of student discipline files in June to determine the success of the program.


1. Scheduling of District Inservice

2. Scheduling of Launch ceremony at school.

Resources:

1. District personnel to assist in in-service and implementation.

_____________________________________ __________________________

Teacher Date

_______________________________________ __________________________

Facilitator Date

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SAMPLE PROFESSIONAL PORTFOLIO

A professional Portfolio is a mode which allows administrators to collect information about their

professional, personal and educational background so that they can demonstrate in a practical and realistic

manner that they have the competencies and skills necessary to be successful in their current role or any

future positions in which they might find themselves. Since the professional portfolio is a showcase it is

important that it be kept current and relevant.

The Professional Portfolio could include:

records of achievement and successes

records of courses completed

resume

certificate of qualification

awards and certificates

records of completed projects

chronological work history – including responsibilities

evidence of skills and competencies obtained

mentor’s acknowledgement

evaluation reports

school community involvement

letter of commendations and recommendation

committee work

articles written

conferences attended

professional development experiences

list of leadership initiatives

professional growth plan and reflections

other pertinent materials

lesson plans/units of work

course materials

web pages

Performance Appraisal (School Administrators) · 1 Performance Appraisal (School Administrators)...

Documents

Transcript of Performance Appraisal (School Administrators) · 1 Performance Appraisal (School Administrators)...