Table of Contents
| Status | Adopted |
| Original Adopted Date | 03/23/2000 |
| Last Revised Date | |
| Last Reviewed Date |
GCN: Evaluation of Professional Staff
Last Revised Date: 07/21/2014 Purpose
To outline guidelines for evaluating School of the Osage educators in order to:
1. Improve instruction;
2. Provide ongoing feedback for professional growth;
3. Facilitate communication between the professional employee and his or her immediate supervisor;
4 Promote teaching excellence and high standards of effectiveness for educators;
5. Identify areas in educators' practices to strengthen and the relevant supports available through the district and other resources; and
6. Provide for adherence to the evaluation policies adopted in accordance with state law.
Scope
This policy applies to all School of the Osage classroom teachers and the following nonclassroom teachers: library media specialists; guidance counselors; caseload educators (social workers, psychologists, special education supervisors); and academic interventionists/coaches (instructional facilitators, math, literacy, etc.). Principals and assistant principals are not included under this policy.
Definitions
Accuracy of the Data – Means only that the data identified with a particular educator is correct.
Minor Procedural Errors – Errors that do not materially affect or compromise the integrity of the evaluation results.
Artifact – A physical document or product presented by the educator to provide evidence of work completed.
Evidence – That which proves or disproves something; ground for belief; proof of existence.
System – The protocols and processes required to properly use the scoring guides and accurately enter the data.
Educator Evaluation and Development
School of the Osage believes that an educator development process that promotes the achievement and sustainment of high quality instruction is essential for student academic success, growth, and achievement. Accordingly, evaluation of educators will be conducted regularly and will reflect a fair, meaningful and accurate depiction of an educator's development, growth and performance in the teaching profession.
The district is also committed to supporting educators in their professional practices and believes that meaningful educator evaluations allow the district to identify instructional areas that need strengthening and prescribe appropriate available support and professional development opportunities. Therefore, educators may seek available district support to improve their professional practices. Additionally, educator evaluation provides the district with a useful tool to inform personnel decisions. Evaluations factor into employment decisions, including, but not necessarily limited to, promotion, retention, termination, compensation and the attainment of tenure status.
From a districtwide perspective, the results of regular and consistent evaluations are useful in informing systemic decisions designed to: 1) improve and optimize student achievement; 2) improve overall educator performance within the district; and 3) improve efficiency in the educational service delivery of the school system (e.g., align district professional development and educator support programs with districtwide educators needs identified through aggregate evaluation results).
Evaluation Model and Process
School of the Osage believes that in order for evaluation results to accurately reflect the performance level of an educator, the model of evaluation will be multidimensional and include components that are valid indicators of performance. Additionally, the evaluation process will be conducted with fidelity by competent evaluators and those certified in observation, in accordance with state law and regulations.
To that end, the district shall evaluate all educators in accordance with standards approved by the School of the Osage Board of Education. The evaluation process shall be defined and implemented uniformly throughout the district. The educator evaluation measure for the district shall include the following components:
1. Observation of Teaching/Classroom Instruction;
2. Unit of Instruction Analysis;
3. Analysis of Professional Development Plan;
4. Student Growth and/or Achievement Data; and
5. Stakeholder (including student) Perceptions.
The inputs for each evaluation component for an individual educator shall be included as part of the formal results of the evaluation. Inputs may include items such as an educator's relevant Missouri Assessment Program (MAP)/End of Course (EOC) and other standardized assessment scores, an evaluator's observation ratings and notes and responses to student perception surveys. The inputs for each evaluation component for an individual educator shall be available to the educator or designee, those allowed access by district policy, and those required access by state or federal law.
The results of the evaluation of an individual educator including the inputs shall constitute the official evaluation for the educator and shall be included in the educator's personnel file. Personnel files shall only be made available in accordance with applicable law and Board policy. Evaluation results are not grievable pursuant to district policy. However, any misapplication of this policy during the evaluation process is subject to the established grievance process.
Monitoring
The superintendent or designee shall monitor implementation of this policy and shall review the methods and definitions for conducting evaluations and measuring educator effectiveness with appropriate stakeholders. The superintendent or designee shall also review the components of the Network for Educator Effectiveness (NEE) Model to ensure the School of the Osage is in compliance with guidelines and requirements set forth by the Missouri Department of Elementary and Secondary Education (DESE). Moreover, the superintendent or designee shall provide to the Board every year a report on the district's aggregate educator evaluation results and their impact on student achievement.
Responsibility
1. The School of the Osage Board of Education is responsible for ensuring that guidelines and requirements set forth by DESE and federal law are properly effectuated for the district schools.
2. The district is responsible for providing professional development opportunities and support in accordance with policy and the district's professional development plan.
3. The district is responsible for overseeing the district-wide educator evaluation process.
4. The superintendent or designee is responsible for ensuring adherence to state evaluation compliance guidelines and grievances based on the application of this policy.
5. Principals are responsible for adhering to this policy, adhering to protocol guidelines set forth in the state evaluation model, and directing educators to available support and professional development.
6. Educators are responsible for adhering to this policy and seeking professional development and support as needed.
7. The superintendent is responsible for ensuring that all educators, principals and administrators are aware of the provisions and guidelines of the Elementary and Secondary Education Act (ESEA) waiver, including the general processes involved in the system.
8. The superintendent is responsible for ensuring that this policy is implemented.
5 C.S.R.20-400.375
MSIP
6.5.2 MSIP STANDARDS