Douglas County School System Procedures for Non-Renewal of Certificated Employees
§ Principals or Supervisors must maintain ongoing and accurate records of employee performance.
§ Principals/ supervisors will be asked to submit a list of certified employees who are being recommended for renewal of their contracts in February of each year.
§ Principals/ supervisors must meet with the Director of Human Resources to discuss and review documentation for any certified employee being recommended for non-renewal.
§ Clear documentation of deficiencies or poor performance accompanied by attempts to offer assistance is expected. Exceptions may exist in situations where gross misconduct has occurred.
§ A list of all certified recommendations for renewal, non-renewal and resignations are submitted for Board approval in February or March of each year. Employees must be notified, in writing from the superintendent, of non-renewal by April 15 of each year.
Procedures for Unsatisfactory Performance for Classified Employees
§ Classified employees are considered “at will” employee.
§ Principals and supervisors are expected to monitor the performance for all classified employees.
§ Unsatisfactory job performance should be addressed verbally and in writing, following a progressive disciplinary process (verbal/ written warning, letter of direction, etc.)
§ In the event that an employee’s unsatisfactory job performance continues, the principal or supervisor should contact the Director of Human Resources to review the issues and to determine the appropriate course of action.
§ Classified employees are not entitled to a Due Process Hearing prior to any adverse employment action, however, they may request a name clearing hearing upon their termination from employment.
Evaluating and Improving Staff Performance
Leadership Personnel Must Be Willing To:
§ Have a mindset and willingness to identify marginal or unsatisfactory performance….. target the weakest teacher/ staff member each year.
§ Utilize clear communication and have no fear about confronting the marginal/ unsatisfactory employee.
§ Be prepared to give time and attention to the marginal/ unsatisfactory employee.
§ “Call it as you see it.” It is not necessary to “sandwich” “glow and grow” comments between comments that point out problem behavior. This sends a conflicting message to the employee.
§ Clearly communicate that continued marginal or unsatisfactory performance will result in a loss of employment.
- Bobby Stephens – Human Resources Institute
Annual Performance Evaluation
O.C.G.A. 20-2-210
§ All personnel…., including the superintendent, shall have performance evaluated annually by…. trained evaluator
§ All performance evaluation are part of the personnel file and are confidential
§ Board of Education evaluates the superintendent
§ Certified personnel who have deficiencies… shall have a professional development plan (PDP) designed to mitigate deficiencies
§ Progress relative to completing the PDP shall be assessed during the annual evaluation
§ Local units of administration (LUA) are authorized to use the model evaluation instrument adopted by the state board for each classification of professional personnel certified by the Professional Standards Commission (PSC)
O.C.G.A. 20-2-210
Amendments/ Additions
July 2000
§ Annual teacher evaluation shall at a minimum take into consideration:
1. The role of the teacher in meeting the school’s student achievement goals, including the academic gains of students assigned to the teacher;
2. Observations of the teacher by the principal and assistant principals during the delivery of instruction and at other times as appropriate;
3. Participation in professional development opportunities and the application of concepts learned to classroom and school activities;
4. Communication and interpersonal skills as they relate to interaction with students, parents, other teachers, administrators, and other school personnel;
5. Timeliness and attendance for assigned responsibilities;
6. Adherence to school and local school system procedures and rules; and
7. Personal conduct while in performance of school duties.
§ An addendum to the teacher’s annual evaluation shall be completed and become part of the teacher’s cumulative evaluation record when student assessments subsequently become available…
§ The evaluator shall complete such annual evaluation for each certificated person prior to April 1 of each year.
Purposes of the Georgia Teacher Evaluation Program
1. To identify and reinforce effective teaching practices.
2. To identify areas where development can improve instructional effectiveness.
3. To identify teachers who do not meet the minimum standards so that appropriate action can be taken.
Outline of GTOI Tasks and Dimensions
Teaching task I: Provides Instruction
§ Dimension A: Instructional Level
§ Dimension B: Content Development
§ Dimension C: Building for Transfer
Teaching Task II: Assesses and Encourages Student Progress
§ Dimension A: Promoting Engagement
§ Dimension B: Monitoring Progress
§ Dimension C: Responding to Student Performance
§ Dimension D: Supporting Students
Teaching Task III: Manages the Learning Environment
§ Dimension A: Use of Time
§ Dimension B: Physical Setting
§ Dimension C: Appropriate Behavior
Georgia Teacher Evaluation Program (GTEP)
GTEP
Georgia Teacher Observation Instrument(GTOI) / Georgia Teacher Duties and Responsibilities Instrument
(GTDRI)
Teacher Job Description
(Georgia Teacher Evaluation Program Manual)
Position Title: Classroom Teacher
Qualifications: Valid Georgia professional certification in the assigned teaching field
Reports to: Building Principal and/ or other authorized administrators
Teaching Tasks:
I Provides Instruction
A. Teaches at an appropriate instructional level
B. Provides content development
1. Provides teacher-focused content development
2. Provides student-focused content development
C. Builds for transfer
1. Provides initial focus
2. Provides content emphasis and linking
3. Provides lesson summaries
II Assesses and Encourages Student Progress
A. Promotes student engagement
B. Monitors student performance
C. Responds to student performance
1. Responds to adequate performance
2. Responds to inadequate performance
D. Supports students
III Manages the Learning Environment
A. Uses time efficiently
1. Handles non-instructional tasks efficiently
2. Uses instructional time appropriately
B. Maintains effective physical setting for instruction
C. Maintains appropriate student behavior in the classroom
1. Monitors behavior
2. Intervenes when necessary
Teacher Job Description (continued)
General Duties and Responsibilities
I. Teacher Duties and Responsibilities
A. Follows professional practices consistent with school and system policies in working with students, students’ records, parents, and colleagues
1. Interacts in a professional manner with students and parents
2. Is available to students and parents for conferences according to system policies
3. Facilitates home-school communication by such means as holding conferences, telephoning, and sending written communications
4. Maintains confidentiality of students and students’ records
5. Works cooperatively with school administrators, special support personnel, colleagues, and parents
B. Complies with school, system, and state administrative regulations and board of education policies.
1. Conducts assigned classes at the times scheduled
2. Enforces regulations concerning student conduct and discipline
3. Is punctual
4. Provides adequate information, plans, and materials for substitute teachers
5. Maintains accurate, complete, and appropriate records and files reports timely
6. Attends and participates in faculty meetings and other assigned meetings and activities according to school policy
7. Complies with conditions stated in contract
C. Demonstrates professional practices in teaching
1. Models correct use of language, oral and written
2. Demonstrates accurate and up-to-date knowledge of content
3. Implements designated curriculum
4. Maintains lesson plans as required by school policy
5. Assigns reasonable tasks and homework to students
D. Acts in a professional manner and assumes responsibility for the total school program, its safety and good order
1. Takes precautions to protect records, equipment, materials, and facilities
2. Assumes responsibility for supervising students in out-of-class settings
II Duties and Responsibilities, Prescribed by Local School and System (Optional)
A. ______
B. ______
C. ______
III. Professional Development Plan
Common Mistakes Made When Evaluating Personnel
§ The importance of the evaluation process is not communicated on a consistent basis.
§ The evaluation procedures are not communicated (how, when, etc.).
§ Administrator does not rely on enough sources. Only one observer is used for evaluating a marginal or unsatisfactory teacher.
§ Administrator does not rely on secondary data sources such as test scores, parent and/or staff complaints, etc.
§ Administrator observes symptoms (students off task, sleeping, misbehaving) but fails to describe causes(s) of symptoms.
§ Administrator fails to evaluate on a regular basis, therefore causing teachers to be unaccustomed to classroom observations.
§ Teachers receive the same comments on evaluations each year.
§ All teachers receive the same ratings and comments.
§ Administrator fails to explain the reason(s) for ratings.
§ The teacher is not allowed to explain his/her behavior or teaching strategy observed and rated by the administrator.
§ Administrator fails to follow due process (procedural) steps in evaluation process.
Corrective Discipline Procedures
Overview
§ The primary objective of a corrective program should be to promote and maintain a maximum level of acceptable behavior and performance on the part of all staff members.
§ The ultimate outcome of a successful program is to achieve the best possible working environment for all employees.
§ The marginal employee will set the minimum standard of behavior and performance for the workplace.
§ The administrator must pursue the orderly dismissal of any employee who is unable of unwilling to correct his/her problems.
Steps in Establishing a Corrective Program
1. Be fully aware and knowledgeable about:
§ Board policies
§ Administrative procedures
§ Building rules and regulations
§ Expectations concerning performance
2. Ensure each employee has been given a written copy of all rules and procedures
3. Make all staff aware of the minimum standard of conduct and performance that is acceptable.
4. Be prepared and willing to follow a corrective process.
§ Be objective
§ Be consistent
5. Consider how to measure the problem to be corrected.
Administrators Due Process Checklist
_____1. Was the expectation (rule, directive, procedure, policy) known to the employee?
_____ 2. Was the expectation reasonable? What is reasonable?
_____ 3. Was the violation related to the efficiency and orderliness of the operation? Did the behavior negatively affect the mission of the organization?
_____ 4. Was the employee notified/ told of the expected behavior and made aware of the rule that was violated?
_____ 5. Did the employee have prior knowledge of probable disciplinary consequences for failure to comply with the rule?
_____ 6. Was a fair and objective investigation of the circumstances conducted and the facts determined prior to the discipline?
_____ 7. Was there a clear violation or disobedience of the expectation? If yes, what evidence (specific data) supports this?
_____ 8. Does the disciplinary action taken match the seriousness of the violation? Does the “punishment fit the crime”? Is it reasonable?
_____ 9. Has the employee’s previous record been considered? If so, does it have relevance to the current incident?
_____10. Is the treatment of this employee consistent with that of others who have been disciplined for similar violations?
Progressive Corrective Procedures
A. Oral Direction
1. Oral Direction should always take place in the privacy of an office or location apart from other employees.
2. Review the request, rule, order, expectation or regulation which is the basis for disciplinary action.
3. State the inaction or failure on the employee’s behalf to comply with the expectation or regulation.
4. State that oral direction or warning is being issued.
5. Emphasize your expectation of the employee.
6. Always ask if there is anything that can be done to help.
7. Conclude with the indication that failure to comply will warrant further disciplinary action.
8. Make a written note or record of the date, tame, and action taken.
B. Written Direction
1. The direction must be individually written, stating specific material facts such as date, time, place, witnesses to and actions of the individual or individuals involved.
2. It should include a quotation of the regulation, rule, procedure, expectation or order violated or breached.
3. It should outline all previous oral directions.
4. It must be explicit and to the point—prove the misconduct or offense charged by using sensory facts. Avoid making assumptions of the use of hearsay evidence. Tell what was seen, heard, tasted, touched, or smelled. Let the concrete sensory facts tell the story to prove the case.
5. It should be stated that this letter constitutes written direction.
6. It should state that the staff member is being given another opportunity to improve his/her performance and express the hope that he/she does so. Offer help!
7. It should state that, if the staff member does not improve, he/she will be subject to further disciplinary action.
8. The staff member must be given a copy of the letter. Do not mail it or place it in the employee’s mailbox.
9. Forward a copy of the letter to other appropriate administrators.
Outline or Example of Written Direction
To: (Specific employee or person)
From: (The author of this written directive)
Reference: (An appropriate title for the body content)
Date: (The date this was written)
First Paragraph
Brief history of related activity, if any regarding this matter
Examples:
On October 10, 2006, , I spoke to you….
On October 15, 2006, I gave you a written warning….
Second Paragraph
State specifics
When, time and date the incident occurred
Where it happened
What happened?
Who witnessed it?
How did it happen?
Damage done
Potential danger
The specific rule or regulation violated
Third Paragraph
This is….
A letter of direction
A letter of warning, as disciplinary action
A description of my observations
A statement of fact
For your….
Insubordinate or improper conduct
Chronic absenteeism
Neglect of duty
Improper use of sick leave
False claim
Violation of safety rules
Refusal to follow a directive
Outline continued
Fourth Paragraph
State the action that you are taking
§ I am giving you this written direction with the intent (or hope) that you will correct your improper conduct….
§ I am affording you an opportunity to explain your insubordination…
§ I expect you to refrain hereafter from abusing the privileges accorded you and the other employees…
§ I am one again directing you to fully meet the duties and responsibilities expected of you in your assignment…
Fifth Paragraph
§ If you fail to observe fully the Board and building policies, rules, and regulations, you will subject yourself to further disciplinary action…