Evaluation/Supervision

(Employees otherwise not covered under Policy 4115 & 4215) The Governing Board believes that regular, comprehensive evaluations designed to hold administrative and supervisory staff accountable for their performance are key to improving their instructional leadership and management skills. Evaluations shall be linked to the district's vision and goals and school improvement plans. Evaluations shall be used to recognize the exemplary skills and accomplishments of administrative and supervisory employees, serve as a criterion for contract renewals, and identify areas needing improvement. When the evaluation indicates areas needing improvement, the Governing Board expects employees to take the initiative to improve their performance and for their supervisors to assist them in obtaining needed job skills. Administrative and supervisory employees shall be evaluated in accordance with provisions of employee contracts and/or applicable collective bargaining agreements as appropriate. The Superintendent or designee shall make written evaluation procedures available to all administrative and supervisory employees. A classified supervisor or manager shall be evaluated on the 3rd and 5th month of their probationary employment period and annually thereafter. A certificated supervisor or manager shall be evaluated annually. Evaluations may occur between scheduled periods at the request of the employee, his/her supervisor, or the Superintendent or designee. The Superintendent or designee shall establish clear, objective criteria for evaluation based on the job responsibilities of each administrative or supervisory position. Evaluation criteria for certificated school site administrators shall be based on the California Professional Standards for Educational Leaders (CPSEL) and also may include, but not be limited to, evidence of: (Education Code 44671) - Academic growth of students, based on multiple measures which may include student work as well as student and school longitudinal data that demonstrate academic growth over time - Assessments used for this purpose shall be valid and reliable and used for the intended purposes and for the appropriate student populations. Local and state academic assessments may include, but are not limited to, state standardized assessments and formative, summative, benchmark, end-of-chapter, end-of-course, and performance assessments. - Effective and comprehensive teacher evaluations, including, but not limited to, curricular and management leadership, ongoing professional development, teacher-principal teamwork, and professional learning communities - Culturally responsive instructional strategies to address and eliminate the achievement gap - The ability to analyze quality instructional strategies and provide effective feedback that leads to instructional improvement - High expectations for all students and leadership to ensure active student engagement and learning - Collaborative professional practices for improving instructional strategies - Effective school management, including personnel and resource management, organizational leadership, sound fiscal practices, a safe campus environment, and appropriate student behavior - Meaningful self-assessment to improve as a professional educator, which may include, but not be limited to, a self-assessment based on the CPSEL and the identification of areas of strengths and areas for professional growth to engage in activities to foster professional growth - Consistent and effective relationships with students, parents/guardians, teachers, staff, and other administrators The evaluation shall be dated and signed by the employee and evaluator. The employee may respond in writing to the evaluation within a reasonable time after receiving a copy of the evaluation. The response shall be attached to the evaluation and placed in the employee's personnel file.