ADMINISTRATOR EVALUATION AND GROWTH SYSTEM

ADMINISTRATOR EVALUATION AND GROWTH SYSTEM Reference Documentation Prepared by: Lake Havasu Unified School District #1 2200 Havasupai Blvd. Lake Havasu City, AZ 86403 Adopted: 1

TABLE OF CONTENTS Section Section Title Page I. Introduction Statement of Purpose Philosophy/Belief Statement State Statute and Policy Statement 3 II. Process/Procedures Guidelines for Evaluation Process Description of Skill Sets/Criteria and Ratings Sources for Assistance 4 III. Documents Administrator Summative Evaluation Professional Development Plan Administrator Worksheet 6 2

I. INTRODUCTION Statement of Purpose The foremost purpose of evaluating administrative personnel is to improve student learning. The Lake Havasu Unified School District #1 Administrator Evaluation and Growth System is designed to contribute to the District s pursuit of excellence in education and to help carry out the District s Mission Statement. The Administrator Evaluation and Growth System applies to all Principals and Assistant Principals. Evaluations must be completed by Board-approved qualified evaluators. For the purpose of the Administrator Evaluation and Growth System, the person designated to serve in the role of evaluator is the Superintendent, or qualified evaluator identified by the Superintendent. The Administrator Evaluation and Growth System assures the Governing Board and the community that quality education is a responsibility shared by all staff. The evaluation system also provides for specific and reasonable plans for improvement of Administrative staff performance if the performance of the Administrator requires improvement. Additionally, it provides evidence for termination of Administrative staff due to inadequate job performance as mandated by Arizona State Statute. Philosophy/ Belief Statements We believe the Administrator Evaluation and Growth System should; provide opportunities for Administrators to demonstrate their leadership and interaction with staff and students. be a collaborative endeavor between the evaluator and the Administrator. facilitate open communication in an atmosphere of mutual trust and respect. help Administrators develop skills of self-reflection and self-assessment which fosters life-long learning. help Administrators empower all staff and students to reach their maximum potential in the areas of academic, career and personal/social/emotional growth. State Statute and Policy Statement It is the intent that the LHUSD #1 Administrator Evaluation and Growth System be aligned with State Statute and to the extent that it is not, State Statute shall prevail. 3

II. PROCESS/PROCEDURES Guidelines for Evaluation Process Orientation of Administrators Upon employment with the Lake Havasu Unified School District the Superintendent will review the Administrator Evaluation and Growth System with the new administrator. A copy of the summative evaluation form will be given to new administrators so they understand what is expected of their job performance. Formal Observations/Summative Evaluation Throughout the school year the evaluator will observe the Administrator both formally and informally to monitor progress toward desired objectives. Formal observations are appropriate for assessing the Administrator s skills and interactions with staff, parents and students. Other observable activities may include: ATM, department meetings, SIT meetings, IEP meetings, building staff meetings, PD trainings, committee work and/or large group presentations. The Administrator will complete a self-assessment as part of the formal evaluations process and will discuss strengths and areas of improvement results with evaluator. The self-assessment should be used to assist the Administrator in developing his/her professional development plans and goals. Reduction In Force (RIF) Policy HB 2227 went into effect July 1, 2010. It significantly changed hire, rehire and RIF policies. Staff tenure and seniority will no longer be the considerations in retention determinations. Required Improvement Plan At any point during the year, based on observations or the formal summative evaluation, an Administrator may be placed on a Required Improvement Plan (RIP). This plan will identify the area(s) needing improvement, the resources which may be used for improvement and the time line for expected progress. The RIP can be considered as an indication that the Administrator s performance is unsatisfactory and may be inadequate for continued employment. Professional Development Plan After the final Summative Evaluation of the year, each Administrator will establish a Professional Development Plan for the following year. These plans may be modified at the beginning of the following school year. The plan will be collaboratively developed between the Administrator and evaluator. The intent of the Professional Development Plan is to foster continual professional improvement. The plan may include areas in which the evaluator and Administrator feel are conducive for professional improvement but do not constitute issues for non-employment. Description of Skill Sets/Criteria and Ratings Administrators will be formally evaluated and rated based on the Interstate School Leaders Licensure Consortium (ISLLC) Standards. 4

Standard 1 A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Standard 2 A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 3 A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Standard 4 A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5 A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Standard 6 A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Ratings of each indicator will fall under the following categories: A. Exemplary- Performance consistently exceeds standards for all indicators. B. Proficient Performance meets standards for all indicators. C. Developing Performance demonstrates evidence of progress, but the Administrator needs to continue working towards proficiency. D. Unsatisfactory Performance is below standard. The Administrator must improve performance. The evaluator will prepare a Required Improvement Plan within 15 instructional days of the rating. An employee may be placed on a Required Improvement Plan after receiving an Unsatisfactory in any skill set. Sources for Assistance All new Administrative staff will be assigned a mentor for the first year of employment. 5

IV. DOCUMENTS Administrator Summative Evaluation Professional Development Plan Administrator Worksheet PAGE 7 13 14 6

LAKE HAVASU UNIFIED SCHOOL DISTRICT ADMINISTRATOR EVALUATION Name: School: School Year: Position: Evaluator: Principal Date District Office Official Date 0 7

Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Indicator Exemplary Proficient Developing Unsatisfactory 1.1 Collaboratively develops and implements a shared vision and mission. The school s vision and mission have been developed with all stakeholders involved. The whole school community is involved in school improvement efforts. The school s vision and mission have been developed with some stakeholders involved. Parts of the school community are involved in school improvement efforts. The school s vision and mission have been developed with a few stakeholders involved. Limited parts of the school community are involved in school improvement efforts. The school s vision and mission, is unclear. The school community is not involved in school improvement efforts. 1.2 Collects and uses data to identify goals, assess organizational effectiveness, and promote organizational learning. Yearly goals have been developed using data with objectives and strategies designed to achieve the vision. Barriers to achieving the vision are identified and addressed. Yearly goals have been developed using data with some objectives and strategies designed to achieve the vision. Some barriers to achieving the vision are identified and addressed. Yearly goals have been developed using data with a few objectives and strategies designed to achieve the vision. A few barriers to achieving the vision are identified and addressed. Yearly goals are underdeveloped. Barriers to achieving the vision have not been identified or addressed. 1.3 Creates and implements plans to achieve goals. Yearly goals are monitored quarterly and supported with necessary resources. Goals are evaluated and revised as necessary. Goals are monitored and supported with necessary resources. Goals may be evaluated and revised as necessary. Goals are infrequently monitored and supported with necessary resources. Goals may be evaluated at the end of the year. Goals are not monitored and supported with necessary resources. Goals are not evaluated. Comments: Sample evidence 1.1 Graphs showing student test scores over time Classroom improvement charts for attendance, behavior, or grades Information about activities and honors for clubs and interest groups Flyers, posters, newsletters 1.2 Clearly articulated objectives and strategies A plan for use of existing resources A plan for acquiring additional needed resources Evidence of multiple opportunities to learn for all students Learning barriers are identified by analysis of school and community data and prioritized needs 1.3 A thorough review process which articulates steps supporting continuous improvement Established date for annual review Ongoing schedule for monitoring the planning process and yearly goals recognition of achievements and accomplishments Provides results to stakeholders 8

Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Indicator Exemplary Proficient Developing Unsatisfactory 2.1 Fosters and sustains a culture of collaboration, trust, listening, and high expectations. High expectations for self, students and staff dominate the culture in the school. Organizational support systems effectively align resources for maximum student growth and development. Assists in development of educational leaders. Supports development of fellow administrators. High expectations for self, students and staff are part of the culture in the school. Organizational support systems align resources for student growth and development. High expectations for self, students and staff are part of the culture in the school. Organizational support systems align some resources for student growth and development. Expectations for self, students and staff are not high. Resources are not aligned and organized to support student growth. 2.2 Promotes, plans, implements, monitors, and evaluates professional development that focuses on student learning consistent with the school and system vision and goals. Professional development is focused on the school s specific student learning needs. Lifelong learning is encouraged and modeled. Professional development is planned to consider student learning needs. Lifelong learning is encouraged. Professional development is rarely planned to consider student learning needs. Lifelong learning is rarely encouraged. Professional development does not address the student learning needs. Lifelong learning is not modeled or encouraged. 2.3 Promotes student learning using data, knowledge of human development and learning theory, best practices and appropriate technologies. Student learning throughout the school is consistently supported by best practices, the use of data and appropriate technologies in teaching and learning. Barriers to student learning are systematically identified, clarified and addressed. Student learning is often supported by best practices, the use of data and technologies in teaching and learning. Barriers to student learning are often identified and addressed. Student learning may occasionally be supported by best practices, the use of data and technologies in teaching and learning. Barriers to student learning are rarely identified and addressed. Best practices, the use of data and technologies are not used to support student learning. Barriers to student learning are not identified. Comments: Sample Evidence: 2.1 Positive, supportive, professional relationships as part of the school culture Process in place for allocation of resources Support and assistance provided to students who are not making adequate progress Strategic organization and structure of faculty and staff Physically and emotionally safe learning environment School and classroom time designed for optimal student learning Needs-based, ongoing professional development opportunities Novice teachers supported by a mentor program Student teachers in training with master teachers Leadership based on shared decision making as appropriate Student achievement data (AIMS, SAT 10, Dibels, Galileo) Mentor new principal Supervise principal intern Promotes leadership opportunities for teachers 2.2 Professional Development plans: Are aligned to school goals Address the needs of staff (both certificated and classified) Contain plans for sustained growth activities May be supported during paid school time Allow for staff learning to be implemented in the classroom Results of SAI Evidence of support for lifelong learning includes: Course registration documents or sign in sheets Written reflections on personal reading and study Group/book study, notes or minutes 2.3 Best Practices are documented by: Program strategy implementation Progress checks and recommendations Student achievement data (AIMS, SAT 10, Dibels, Galileo, course finals) Technology use is characterized by: Adequate, up-to-date equipment to meet the needs of the student population Evidence of student projects/products created with technology tools Full capacity student use of available equipment 9

Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Indicator Exemplary Proficient Developing Unsatisfactory 3.1 Manages the human, fiscal, material, physical and time resources to provide a safe, healthy, aesthetically pleasing and effective instructional environment. School operational and organizational systems are managed efficiently and effectively, and monitored regularly to provide a safe, healthy, aesthetically pleasing and effective instructional environment. Fiscal resources are managed responsibly, efficiently and effectively. All school human, material, physical and time resources are managed to maximize organizational goals. School operational and organizational systems provide an instructional environment that is generally safe, healthy and supportive of learning.. Fiscal resources are managed responsibly. School human, material, physical and time resources are often focused on school goals. The school s instructional environment is frequently ineffective due to poorly managed operational and organizational systems. The physical environment may be unsafe, unhealthy and/or unattractive. Fiscal resources are not systematically managed. The school s human, material, physical and time resources are often not used to support school goals. School operational and organizational systems do not support an instructional environment. The school s physical environment is unsafe, unhealthy and /or unattractive. The school s human, material, physical and time resources are not managed to support organizational goals. 3.2 Identifies potential problems and opportunities and confronts and resolves them in a timely manner, using effective group-process, conflict resolution, consensus- building and communication skills. Emerging trends and potential problems are identified, studied and confronted in a timely manner. Effective communication skills are evident throughout the school population. Some emerging trends and potential problems are identified and confronted. Communication skills are effective in some segments of the school population. Trends and potential problems are sometimes identified. Communication skills are inconsistent throughout the school population. Trends and potential problems are rarely identified. Communication skills are ineffective throughout the school population. Comments: Sample Evidence: 3.1 Cleanliness is maintained throughout the school Safety is maintained through functional fire alarms and suppression systems, safety exit systems and hazardous supply storage Energy conservation is maintained School funds are managed responsibly, efficiently and effectively Management decision reflect learning needs through Monitoring schedules and forms Room arrangement plans Special spaces set aside for particular uses Learner groupings Shared planning time for teachers Self-guided learning zones 3.2 School site council and the committee minutes and reports reflect awareness of emerging trends Newsletters Written policies and procedures Evidence of school wide training and use in conflict resolution strategies Disciplinary records reflect a rapid response to problems PBIS records Peer Mediation/ Anti Bullying records Wellness Program 10

Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Indicator Exemplary Proficient Developing Unsatisfactory 4.1 Ensures that diversity is recognized and valued throughout the school community. 4.2 Establishes partnerships with area businesses, Institutions of higher education, community agencies, organizations and groups to strengthen programs and support school and system goals. Diversity is recognized and valued. The school and community serve one another as resources. High visibility, active involvement and communication with the larger community are a school priority. Multiple partnerships are established with area businesses, institutions of higher education and community groups. Effective media relations are developed and maintained. Comments: Sample Evidence: 4.1 Procedures are established and implanted to create a positive, inviting climate Special programs are held and student projects are displayed to encourage positive attitudes towards diversity Community resources are made available Diversity is recognized and tolerated. The school and community participate in collaborative ventures. The school is committed to involvement and communication with the larger community. One or more partnerships are established with area businesses, institutions of higher education and community groups. The school seeks positive media relations. Diversity is rarely acknowledged or valued. The school and community collaboration is minimal. Visibility, involvement and communication with the larger community are minimal. Limited relationships with community groups. The school rarely pursues positive media relations. 4.2 Schedules of on-campus and off-campus activities Letters requesting facilities, Letters of appreciation Sign-in sheets from events Posted student work, Photographs Correspondence with parents Mentoring schedules PTO/PTA meeting minutes Records of community based meetings Partnerships with community are established Diversity is not acknowledged. The school and community do not communicate or collaborate. The school does not communicate with the larger community. The school has few or no partnerships with community groups. The school does not pursue positive media relations. 11

Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Indicator Exemplary Proficient Developing Unsatisfactory 5.1 Treats people fairly, equitably and with dignity and respect. Demonstrates values and attitudes that inspire others to higher levels of performance. Considers the impact of administrative practices on others. Demonstrates values and attitudes that are acceptable to the school community. Occasionally considers the impact of administrative practices on others. People are usually treated fairly. Inconsistently considers the impact of administrative practices on others. People are not treated fairly. Attitude discourages high levels of performance. Ignores the impact of administrative practices on others. 5.2 Understands various ethical perspectives and serves as a role model of ethical behavior and professional practice. Demonstrates a personal and professional code of ethics. Examines personal and professional values, serves as a role model and uses the influence of the office to enhance the educational program. Comments: Sample Evidence: 5.1 Surveys, reports, minutes of meetings, agendas Site Procedures Newsletters, memos and other communications Schedules & assignment of duties Model teaching Presentations Faculty Meetings Demonstrates awareness of professional ethics. Examines professional values, serves as a role model and occasionally uses the influence of the office to enhance the educational program. Inconsistently demonstrates awareness of professional ethics. Inconsistently viewed as a role model and occasionally uses the influence of the office for personal gain. Does not demonstrate a code of ethics. Is not accepted as a role model and uses the influence of the office for personal gain. 5.2 Regular surveys of all stakeholder groups Minutes, agendas and schedules reflecting collaborative opportunities Policies and procedures are in place to involve public and respond proactively to identified concerns 12

Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Indicator Exemplary Proficient Developing Unsatisfactory 6.1 Understands and influences the environment in which the school operates on behalf of the students and their families. The environment in which schools operate is influenced on behalf of students and their families. Regular communication occurs among the school community concerning trends, issues and potential changes in the environment in which schools operate. The school studies ways in which the environment in which schools operate may be influenced on behalf of students and their families. Communication processes have been initiated among the school community concerning trends, issues, and potential changes in the environment in which schools operate. The school has limited involvement with the environment in which schools operate. There may be some communication among the school community concerning changes in the environment. The school has no involvement with the environment in which schools operate. There is no communication among the school community concerning changes in the environment. 6.2 Uses legal systems to protect and promote students rights and improve students opportunities within a framework of policies, laws and regulations enacted by local, state and federal authorities. The school community works within the framework of policies, laws and regulations enacted by local, state, and federal authorities. Public policy is shaped to provide quality education for students. Lines of communication are developed with decisions makers outside the school community. Parts of the school community works within the framework of policies, laws and regulations enacted by local, state and federal authorities. May occasionally seek input to public policy on behalf of students. Some lines of communication exist with decision makers outside the school community. The school occasionally violates policies, laws and regulations enacted by local, state and federal authorities. The school rarely uses political means to support education. Minimal communication lines exist with decision makers outside the school community. The school violates the framework of policies, laws and regulations enacted by local, state, and federal authorities. The school does not participate in shaping policy. There are no lines of communication with decision makers outside the school community. Comments: Sample Evidence: 6.1 Information about policies, laws, and regulations is shared throughout the community Memos, newsletters, meeting minutes, reports, programs, posters and flyers. Participation in administrative team, leadership opportunities, meetings and projects 6.2 Current issues in education are addressed at the school level through memos, newsletters, programs and meetings Principal participates in study groups and school board meetings Principal facilities communication among the school community concerning the environment Participation in administrative team, leadership opportunities, meetings and projects 13

Professional Development Plan Administrator Name: School year: Instructions: Use this form to create 3 annual goals. State the goal, why the goal is needed, strategies to accomplish it (identify people responsible for each step) and how you will evaluate the success of the goal. Building Performance Goal (student achievement related) 1. State goal 2. Why is the goal needed? 3. List your strategy to achieve this goal and timeline to complete each step: Steps Completed by 1. 1. 2. 2. 3. 3. 4. How you will know the goal was successfully completed? Professional Growth Goal (continued learning, skill improvement) 1. State goal: 2. Why is the goal needed? 1. List your strategy to achieve this goal and timeline to complete each step: Steps Completed by 1. 1. 2. 2. 3. 3. 2. How you will know the goal was successfully completed? Community Goal (connecting school & community) 1. State goal: 2. Why is the goal needed? 3. List your strategy to achieve this goal and timeline to complete each step: Steps Completed by 1. 1. 2. 2. 3. 3. 4. How you will know the goal was successfully completed? Administrator s Signature Date Superintendent s Signature Date 14

LAKE HAVASU UNIFIED SCHOOL DISTRICT ADMINISTRATOR WORKSHEET Name: School: School Year: Position: Evaluator: SCHOOL LEVEL ACHIEVEMENT: Successful completion of: Aims Goal (17%) Yes No Points (124) 0 District Assessments (16%) Yes No Points (117) 0 Total earned from site goal: Total of Above 0 A INDIVIDUAL PERFORMANCE EVALUATION: (66%) Points (490 max) B 0 0 0 A + B = C 0 divided by 2 = 0 C D Comments: Principal Date District Office Official Date 15