______Community Consolidated School District 202
We prepare learners for the future
Administrative Performance Evaluation Program
______Community Consolidated School District 202
15732 Howard Street
______, IL
TABLE OF CONTENTS
District #202 Goals………………………………………………….……..3
Purpose……………………………………………………………….….…3
Participants…………………..……………………………………….….…3
Origin of Plan………………………………………………………………4
Administrative Performance Evaluation Plan………………………………4
Development of the Plan…………………………………………………….4
Definitions…………………………………………………………………4-5
Philosophy & Core Beliefs…………………………………………….…...5
Underlying Assumptions of the Plan……………………………………..…6
Responsibility for Evaluation………………………………………………..6
Evaluation Process Overview…………………………………………..…6-7
Multi-dimensional Leadership Evaluation……………………………….8-9
Evaluation Process Requirements………………………………………....10
Remediation Plan………………………………………………..….…..11-12
Appendix A – Self-Assessment…...……………………………………13-20
Appendix B – SMART Goal Planning Sheet………………………………21
Appendix C – Summative Evaluation Form………………………..….22-24
______Community Consolidated Schools
District #202 Goals
- Our learning community will be a place where each person can achieve his/her maximum individual potential.
- Optimal learning cultures, climates, and facilities will be developed and maintained.
- Communication strategies will create a climate of inclusion, trust, and shared responsibility.
- Resources will be developed and optimized to fulfill the vision, mission, and goals of the District.
The Purpose of the Performance Plan
The purpose of the District #202 Administrative Performance Plan is a three-fold process. First, the Administrative Performance Plan is intended to direct and promote the work of our administrators toward the achievement of our District goals, most especially, the improvement of teaching and learning which leads to all learners maximizing the individual potential. Second, this plan is intended to provide accountability to the members of the Board of Education by equipping them with the information necessary to make informed personnel decisions. Thirdly, the Administrative Performance Plan is intended to provide a framework for promoting the ongoing professional development and growth of the individual administrator. This will be accomplished through a structured, strategic collaborative process grounded in the principles of continuous improvement including peer coaching, goal-setting, standards-based performance, self-reflection, timely feedback, organizational and personal learning, and demonstrated results.
Participants
In the development of this plan include:
Representatives of the Administrations
______Assistant Superintendent
______Director of Human Resources
______Director of Human Resources
______Director of Human Resources
______Assistant Principal at P.S.H.S.
______Assistant Principal at I.J.M.S.
______Assistant Principal at E.P.E.S.
______Director of Student Services
______Asst. Director of E.L.L.
______Coordinator
______Asst. Principal P.N.H.S.
______Principal of W.G.E.S.
______Principal of T.R.M.S.
______Principal of G.P.E.S.
Origin of the Plan
This Administrative Performance Evaluation Plan originated from the mandate established by Article 24A-15 of The Illinois School Code that requires all school principals and encourages all school district administrators be evaluated on a yearly basis.
Administrative Performance Evaluation Program
Consistent with the expectations specified in Article 24A of The Illinois School Code, this program is applicable to the performance evaluation of all District #202 administrators.
This program shall be submitted to the Illinois State Board of Education. Whenever any substantive change is made to this plan, the revised plan shall be submitted to the Illinois State Board of Education for review and approval.
Development of the Plan
The Administrative Performance Evaluation Plan for ______Community Consolidated School District #202 has been developed by a representative committee of administrators and shall meet on an as-needed basis to review and reach agreement on procedural changes and to receive information regarding changes in the Leadership Standards. The Leadership Standards for school administrators are included in Appendix B.
Definitions
Accountability – responsibility for results
Actionable – information or concepts that can be translated into plan of work
Administrator – individual holding a Type 75 certificate with supervisory responsibility charged with implementing Board of Education policy and pursuant to their performance-based contract.
Artifacts – evidence of leadership performance to demonstrate goal attainment
Continuous Improvement – constantly striving for betterment
Demonstrated Results – information/data indicating improvement
Feedback – oral and/or written communication related to progress of plan may include but not limited to emails, memos, surveys, phone conversations, checklists, etc.
Leadership Standards – see Appendix B
Performance-base Contract – administrator’s initial contract and renewal is based on evaluation of the individual’s performance as aligned to the appropriate job descriptions and professional leadership standards
Performance Evaluation Plan – refers to a formal, written performance evaluation process which includes procedures by which a school board evaluates all administrative certified personnel employed in a school district and which meets the requirements of Article 24A of The Illinois School Code.
Program of Work – a series of sub-goals and timelines in support of one of the four District #202 goals. These sub-goals facilitate smaller, short-term successes intended to encourage long-term organizational improvement and progress.
School Board – refers to boards of education governing school districts in accordance with Article 10 of The Illinois School Code
Self-reflection – the process of analyzing learning and growing as an administrator
S.M.A.R.T. Goals – a goal that is Strategic & Specific, Measurable, Attainable, Results Oriented, and Timely.
Philosophy
With a vision to prepare learners for the future, ______Community Consolidated School District #202 is committed to the professional development of every administrator regardless of his/her experience, training, or present level of expertise. The development of a single leadership style is not the goal of the organization; however, the district is invested in helping individuals become effective leaders who demonstrate a commitment to the Core Beliefs of District #202 and positively impact student achievement.
District #202 Core Beliefs
§ Education is a shared responsibility
§ Every individual has value and importance
§ Everyone can learn
§ Everyone is unique
§ Success is necessary for everyone
§ Every individual needs love, respect, and acceptance
§ Learning is a lifelong process
§ Schools and the changing society affect one another
§ The primary function of the school is to educate
Underlying Assumptions of the Plan
The Board of Education and Administration have developed an Administrator Performance Evaluation Plan based upon the following assumptions:
- School districts are required to have an operative and functional certified employee evaluation process involving the supervision and evaluation of staff performance.
- The intent of this plan is to facilitate the teaching-learning process to promote student learning while supporting and fostering professional development, recognizing that all employees have the right and responsibility to grow.
- The performance evaluation of administrators is an ongoing and continuous process.
- Performance evaluation is most effective when it takes place in a collaborative atmosphere of trust and respect.
- Improvement is best achieved when support and feedback are provided on a continuous basis.
- The teaching-learning process is composed of identifiable behaviors, which can be observed, recorded, analyzed, and changed.
- Growth and improvement in the teaching-learning process is demanding and requires hard work, time, and planning.
- There are other areas of administrator performance that will be addressed as referenced by the leadership standards.
Responsibility for Evaluation
The personnel responsible for performance evaluation will be the Superintendent or his/her designee.
The Evaluation Process Overview
The mission of District #202 is very ambitious and is managed as described in the Strategic Plan of Work 2004-2009. The role of an administrator in District #202 is to create and improve a system (school, department, or district) for which she/he is responsible and to make it the best it can be so that the district mission is accomplished. The performance of an administrator in optimizing the system for which she/he is responsible means evaluating contributions in achieving the mission and goals of the district.
The District #202 administration evaluation process begins with a self-reflective assessment as well as any stakeholder feedback that the administrator may have collected. Through self-reflection, administrators analyze and describe the specific goal or goals they will focus on throughout a given time period. These goals should take into account not only the administrator’s self-reflective assessment but also District #202 goals. Data/evidence are provided by the administrator that shows the degree to which the goal (s) have been accomplished, and analysis is described in areas of strength and opportunities for improvement. After the self-reflection is completed, the administrator will meet with their fellow colleagues to assist each other in creating high-performance administrative goal (s). The goal or goals will be shared with the Superintendent or his/her designee. The Superintendent or his/her designee may solicit additional input from others who are knowledgeable about the performance of the administrator and incorporates those perspectives into a single document. This document becomes the basis for discussions regarding the administrator’s major job responsibilities, the results the administrator has achieved, areas of improvement and growth, new skill and/or knowledge requirements, and ultimately, goals for the following year. Feedback milestones are identified and designed into the new goals as a means of providing ongoing support and analysis.
The benefits of this process include administrator roles and goals that are strategically designed and defined. This framework creates fairness, provides clear expectations, and is challenging. It also creates feedback about the administrator’s performance that is centered on his/her own self-reflection and clearly linked to performance.
District #202 benefits from this administrator evaluation process because it aligns administrator performance with the mission and goals of the district. This consistent framework, focused on improvement, will lead to greater administrator success, greater administrator satisfaction, and to significant improvements in the education of all students.
Multi-dimensional leadership evaluation: A theoretical model
1. MAY: The administrator would collect multiple pieces of feedback from peers, supervisors, as well as complete a self-evaluation of his/her leadership competencies. Simultaneously the administrator would collect his/her school’s academic, cultural, and community data in order to share with their colleagues. This data would include any stakeholder feedback that was collected during the prior year.
2. JUNE: The administrator would meet with several administrative colleagues to discuss their self-evaluations as well as school data to determine appropriate individual leadership goals that they would set for themselves for the upcoming year. This learning team approach to goal setting would allow for conversational reflection on the information that they are sharing. These learning teams should meet several times throughout the year to allow for collegial conversation about the goals that they were individually working towards and make adjustments as necessary.
3. August/September: Once the initial goals had been established with the assistance of the learning team, each administrator would meet with their district level supervisor to share goals and if necessary make adjustments. Step three of this theoretical leadership evaluation model allows for continuous conversational reflection that should occur throughout the year. The administrators would continue to meet with their supervisor, learning teams, and collect evidence of goal attainment as a cyclical process throughout the school year.
4. February 1st – June: The fourth step of the multi-dimensional leadership evaluation model would be the final summative evaluation document. The supervisor along with the administrator would meet to discuss the multiple pieces of evaluation evidence and documentation that had been reviewed and collected throughout the year. From this information a summative evaluation document would be created and shared with each principal that provides substantive suggestions for leadership improvement and sustainability.
5. The critical final step of this evaluation model is, ultimately student achievement will be increased.
6. The process would begin again the following year and follow the same procedures.
Requirements of the Evaluation Process
1. Analyze Current Situation: May
a. Complete the Leadership Self-Evaluation Matrix
b. Collect survey or feedback results from various school, community, or
district stakeholders
c. Meet with collegial team to discuss the Leadership Self-Evaluation strengths and challenges and explain the survey and feedback results to colleagues.
2. Develop S.M.A.R.T. Goals (use action planning grid): June
a. Identify administrative improvement goals targeting the focus of your
professional work for this year.
b. Explain how your goals relate to District #202 goals.
3. Design Action Plan: June
a. Complete an action planning sheet for each S.M.A.R.T. goal.
4. Determine Meeting times throughout the year
a. Supervisor and administrator reach consensus on feedback including
frequency and method.
b. Determine mid-year feedback date (s) that is no later than end of
November and year ending feedback by February 1st or no later than end of the third quarter.
5. Implement Action Plan: throughout the year
a. Compile, organize, and analyze information/data that supports action
plan.
6. Review Feedback and Make Needed Adjustments: throughout the year
a. Receive feedback as agreed from collegial team and evaluator.
b. Describe, document, and implement adjustments using additional action
planning grids as needed.
c. Collect evidence that is relevant to the goals
7. Assess Progress and Complete Implementation
a. Provide an assessment of your professional work (what worked –what
didn’t work)
b. Collect and analyze evidence that pertains to the goals
c. Provide the data and analysis that supports these conclusions.
8. Provide Reflection and Complete Summative Evaluation
a. Meet with collegial team to discuss successes and challenges.
b. Write and submit reflection document prior to summative conference
including future targets of improvement.
c. Participate in the summative evaluation conference process including
written documentation on goal achievement, summary of overall job performance, and follow up recommendations.
d. Evaluation must be completed by end of contract year. Those administrators who will not be offered a contract for the next school year will be notified by February 1st.
Remediation Plan
The following procedures will be used in the design and implementation of the remediation plan.
A. The plan shall provide for 90 school days of remediation.
1. The remediation plan shall be conducted by the Superintendent or designee.
2. The remediation plan will provide feedback including frequency and method as
determined by the Superintendent or designee.
3. The remediation plan shall provide for evaluation conference to occur no less
than once every 30 school days for the 90 school day remediation period immediately following the administrator’s receipt of the remediation plan.