The parties agree that,
during the 2009-2010 school year, the Joint Professional Growth and Evaluation
Task Force will pilot an evaluation system that will ultimately replace the
current system being used (Performance Cycle and Professional Growth
Cycle). The new evaluation system will
include three tiers in which staff will be evaluated on a differentiated cycle
throughout their career. SPS and SEA
will have the opportunity to ratify the proposed changes to the evaluation
system prior to their District-wide implementation.
The following parameters
will guide the work of the task force:
1.
The task force
will consist of 12 people, 6 selected by SEA and 6 selected by SPS.
2.
Some operating
beliefs that will be reflected in the task force’s work will be:
·
The purpose of
every evaluation is to help strengthen every employee in their practice;
·
Schools are
lifelong learning communities, where continuous professional development and
growth are practiced;
·
Data is one
source of information to assist in reflecting on student learning, classroom
environment and instruction;
·
A safe learning
environment for students and teachers is one where innovation is encouraged and
professional judgment is respected;
3. The SPS Professional Practice Standards will be reviewed and adapted to ensure they meet certain criteria that contribute to good teaching practice. Further, SPS Professional Practice Standards will be reconciled with the evaluation standards so that one document, one set of standards is used to provide benchmarks for growth and benchmarks for performance evaluation. The Task Force will ensure that the professional growth standards are aligned with the criteria that staff new to the profession must meet as part of the professional certification process.
4. The Task Force will develop the criteria for placement on specific tiers and a process that will include frequency of comprehensive evaluations.
5.
Participants in
the Pilot will set goals that focus on improving student academic achievement
and professional growth goals aligned to the CSIP. These may be in collaboration with colleagues
and will be collaboratively set with the principal/supervisor. Appropriate joint training will be provided
to support this form of goal setting.
6.
Critical to both
performance evaluation and goal setting is a clear understanding of both the
usefulness and limitations of data. The task force will develop templates for
considering multiple sources of student performance data including classroom
based assessments, standardized tests, pre and post tests, attendance,
discipline data, mobility, and completion (course or year) rates for students.
7.
The task force
will develop a timeline, budget and process for the successful implementation
of their recommendations. How to bring employees and supervisors together to a
common understanding of the beliefs and practices that support this change is a
responsibility of the task force.
SECTION A: Introduction
1.
The SPS and SEA
agree that outstanding performance should be recognized, that opportunities for
continuous professional development should be provided to all staff members,
and that resources should be effectively allocated to provide support for
performance improvement.
2.
The SPS and SEA
agree that the highest goals for student achievement are met when teachers,
educational staff, administrators, parents, students and the entire community
understand and fulfill their shared responsibility for the educational success
of all students. The SPS and SEA are
jointly committed to pursuing this vision of shared responsibility on the part
of all stakeholders.
3.
The SPS and SEA
agree that a meaningful and effective evaluation process is based on the principles
of mutual respect, shared accountability, and continuous improvement. The SPS
and SEA agree that these principles will be advanced by an evaluation system that
is conducted in a manner that fosters open and candid communication, that
recognizes all factors that affect performance, and by a mutual commitment to
assist all employees to meet or exceed performance expectations.
4.
Individual
employees and their evaluators shall jointly set goals for professional development
and establish performance expectations that are consistent with the individual
school’s Academic Achievement Plan, the SPS's educational philosophy, this
Collective Bargaining Agreement, and State law.
SECTION
B: General Terms Of The Evaluation
Process
1.
Establishment of
“Professional Growth Cycle” and “Performance Cycle”:
Enhancing
the total learning environment and improving academic achievement for students
are the paramount purposes to be served by the evaluation process. The evaluation process will best serve these
purposes by focusing on the continuous professional growth and development of
individual employees. To this end, two
complementary cycles of professional development/ evaluation, “Performance” and
“Professional Growth,” have been established.
2.
Annual Evaluation:
All
educational staff will receive an annual evaluation. All employees will be observed by their
evaluators regardless of the evaluation cycle used. The evaluator will complete an Evaluation
Form and provide a copy to the employee as well as a copy for the employee's
personnel file. The employee may add
his/her comments to the Evaluation Form.
3.
Designation of
evaluator:
a.
Within each
school building, the principal or his/her designated administrator will be
responsible for completing an annual Evaluation Form for every employee whose
major portion of assignment is in that building, according to the evaluation
processes described in this article. Also,
ESA employees assigned to a building from central administration will be
evaluated by their supervisor, with input from the building principal.
b.
An employee who
serves equal time in two (2) buildings may receive two evaluations or only one
evaluation depending upon the preference of the employee.
c.
An employee who
is assigned to more than two buildings by central administration will be
evaluated by his/her supervisor, with input from the building principals.
4. Student
Achievement as a factor in teacher performance evaluation:
a.
The
principal/program manager will meet with individual employees to set annual
goals linked to the SPS’ Strategic Plan and the school’s CSIP. The
principal/program manager and the employee have an equal responsibility to set annual
student achievement goals. The principal/program manager and the employee will
mutually agree to the manner in which growth in student achievement will be
measured. This meeting will take place
by November 15 of the school year for professional growth cycle or performance
cycle employees.
b.
During the goal
setting process the principal/program manager and the certificated employee
should review and discuss:
1) The employee’s reflections on previous strategies and
outcomes and the plan for this year;
2) The classroom evidence used to assess student
progress (including student IEPs, special education assessments or data
pertinent to support personnel duties);
3) SPS, State and performance data used to set student
achievement goals;
4) Classroom data used by the employee in previous years
including SPS curriculum-based assessments;
5) SPS, school and teacher trend data;
6) Opportunities for professional development and use of
resources available to the school;
7) Strategies for positive coaching by peers, administrators
and others.
c.
Certificated
employees may be evaluated using a variety of assessment tools to monitor the academic
achievement growth of students. These
may include portfolios (collected classroom evidence like daily assignments,
tests, major projects, writing samples, artwork, audio tapes); common indicators
(tests) relative to State and SPS standards; special education IEP’s and
assessments; 504 plans; and data relative to support personnel duties.
d.
Evaluations of
certificated employees will include State mandated criteria as well as student academic
achievement growth as required by the State of Washington, and which is aligned
with SPS’ Strategic Plan and this Collective Bargaining Agreement.
e. The
Annual Performance Evaluation and evaluation conferences conducted by the
principal/program manager or supervisor in the evaluation process are
specifically excluded from the representation provisions of Article III,
Section C, except that the subsequent discussion of the evaluation following
the receipt of the written evaluation may involve representation pursuant to
these provisions.
1.
The Performance
Cycle is a process established to ensure that every certificated employee is
performing satisfactorily or better according to the Evaluation Criteria (see
“Observation Report Form,” Appendix J1 and J2) set forth in State law and this
Agreement. The purpose is to ensure
effective service to all students.
2.
The Performance
Cycle will be used for:
a.
All employees
who are new to the SPS.
b.
Experienced
employees who do not have four consecutive satisfactory evaluations.
c.
All employees
with non-continuing or provisional contracts.
d.
Any experienced
employee returned to the Performance Cycle from the Professional Growth Cycle.
e.
Any experienced
employee already using the Professional Growth Cycle who wishes to return to
the Performance Cycle.
3.
Observations:
a.
The evaluator
will conduct two (2) observations of the employee's performance for a minimum
total of sixty (60) minutes of observation.
The evaluator will complete an Observation Report Form (Appendix J1 and
J2) according to Section 4.b below.
b.
The first
observation will be no less than thirty (30) minutes and will occur before
winter break for continuing contract employees and during the first 90 calendar
days of employment for all non-continuing and provisional contract employees.
4.
Pre- and post-observation
conferences:
a.
A
pre-observation conference to discuss professional activities to be observed
will be held prior to the first required observation and will be optional for
any subsequent observations.
b.
Following the
observation (or series of observations), the the employee may request a
post-observation conference with the evaluator.
The evaluator will schedule the requested conference within one (1) week
or inform the employee why the conference cannot be scheduled. The evaluator
will provide the employee with a written report prepared on the Observation
Report Form (Appendix J1 and J2). The
evaluator shall provide the employee with this report within six (6) working
days of the observation unless either the evaluator or the employee is
physically unavailable.
c.
The employee may
respond to the observer regarding the Observation Report in writing within
three (3) working days of receiving the report.
Any response made by the employee will be attached to and filed with the
Observation Report.
SECTION D:
Professional Growth Cycle
1.
The Professional
Growth Cycle process encourages continuous professional growth through goal
setting, development of a professional growth plan, and periodic review of
progress. Both the evaluator and the
employee will receive training in these skills to support the Professional
Growth Cycle process.
a.
The Professional
Growth Cycle may be used for continuing contract employees who have obtained
satisfactory performance evaluations for four consecutive years. At the
discretion of the Human Resources Director, up to three consecutive years of
satisfactory evaluations from another school district in the State of
b.
Employees in the
Professional Growth Cycle must make a good faith effort to achieve the goals
established in the plan; however, there will be no consequences if an employee
does not achieve the stated goals as long as their performance remains
satisfactory based on the eight Evaluation Criteria.
c.
Data generated
while participating in the Professional Growth Cycle is not used in the
Performance Cycle.
2.
Professional
Growth Plan Development:
a.
Prior to
November 15 of the first year of the Professional Growth Cycle, the employee
will assess his/her own professional development and consider specific goals to
be included in the Professional Growth Plan.
The employee will then design an initial Professional Growth Plan,
including: statement of goals and/or areas of focus and how the goals support
the CSIP; strategies for achieving the goals; evidence of and indicators of
progress, and means of gathering data and measuring growth toward goals; time
lines for completion of plan components; and identification of support needed
to implement the plan. The employee may
identify, obtain commitment(s), and make any necessary arrangements with others
(e.g., supervisors, colleagues, curricular specialists, etc.) to assist with
implementation of the plan.
b.
No later than
November 15 of the first year of the Professional Growth Cycle, the employee
will arrange a conference with his/her evaluator to discuss the initial
Professional Growth Plan. The employee
and the evaluator have a joint responsibility to develop the growth goals in a
collaborative manner. The evaluator will review the Professional Growth Plan
designed by the employee, recommend areas of assistance to the employee, and
discuss resources (if any) for implementation.
The employee will then record and initial the final plan on the
Professional Growth Plan Form, have the plan initialed by the evaluator, and
provide a copy to the evaluator.
c.
Prior to the end
of each school year, the employee will review his/her Professional Growth Plan,
gather data and/or evidence for growth measurement, assess progress, and make
any appropriate revisions to the plan.
d.
Prior to the end
of the school year, the employee will arrange a conference with his/her
evaluator to discuss the employee's review and assessment of the Professional
Growth Plan. Prior to this conference the employee will review and reflect upon
the student achievement that the employee established for use in the annual
evaluation document. The evaluator will review the employee's growth
measurements, the employee’s assessment of his/her progress and revisions to
the plan. The evaluator will also make
recommendations that may be of assistance to the employee and discuss resources
(if any) for continuous improvement. The
employee will then record and initial the finalized information on the
Professional Growth Plan Form, have the form initialed by the evaluator, and
provide a copy to the evaluator.
e.
One or more
mid-year review conferences may be held by mutual agreement at the request of
either the employee or the evaluator.
3.
Annual
Evaluation for the Professional Growth Cycle:
a.
As required by State
law, evaluators must conduct at least thirty (30) minutes of observation(s) of
the employee in the course of the Professional Growth Cycle to ensure that all
Evaluation Criteria are met as set forth in State law and this Agreement. Observation(s) of the employee may be
conducted inside or outside of the classroom; the thirty (30) minutes need not
be continuous; no post-observation conference is required, and no report is
required. However, either the evaluator
or the employee may request a conference or written report.
b.
In accordance
with State law, a copy of the Professional Growth Plan will not be retained in
the employee’s personnel file.
4.
Return to
Performance Cycle:
An
employee may be removed from the Professional Growth Cycle when the evaluator
has reason to believe that the employee is not performing satisfactorily
according to one or more of the Evaluation Criteria. In such cases, the evaluator will have
attempted informal interventions. At the time the evaluator notifies the
employee in writing of the decision to move the employee to the Performance Cycle
the evaluator will meet to collaboratively develop a plan of improvement
designed to assist the employee in meeting standards. If at any time the
evaluator determines the employee is again meeting standards he/she will notify
the employee in writing of the employees return to the Professional Growth Cycle.
An employee may also be removed from the Professional Growth Cycle if the
principal/program manager needs to more closely observe the employee for
reasons unrelated to unsatisfactory performance. This could include a change of assignment to
a different grade level or other similar factors. The Instructional Director
and the SEA will be notified of the intent to remove an employee from the
Professional Growth Cycle. The decision to move an employee to the Performance
Cycle is not grievable, but a meeting of the employee, his/her SEA
representative, the supervisor and the Instructional Director may be called by
the employee to discuss the reasons for the change.
SECTION
E: Substitute Evaluation
1.
All substitutes
other than those with continuing contracts will be evaluated in accordance with
the Guidelines for Evaluation of Substitutes (Appendix L) and the Substitute
Evaluation Form (Appendix M). However,
substitutes assigned to a building and long-term substitutes may, upon mutual
agreement with their principal/program manger or assigned administrator, be
evaluated under Sections B, C, or D of this Article. In the absence of mutual agreement, long-term
substitutes and substitutes assigned to buildings will be evaluated under the
Guidelines for Evaluation of Substitutes.
2.
Human Resources
will maintain all individual evaluations of a substitute for the school
year. These evaluations will become a
part of the employee’s permanent personnel file.
3.
The evaluator
for a long-term substitute or a substitute assigned to a building will be
designated according to provisions in Section B Subsection 3 of this Article
(“Designation of Evaluator”).
4.
Any negative
evaluation will be shared with the employee prior to being placed in the
employee’s personnel file.
1.
The
Superintendent may, at any time after October 15, place an employee on
probation if his/her performance is judged to be unsatisfactory based on the
Evaluation Criteria and at least two (2) observations prior to winter break.
2.
Prior to the
Superintendent placing any employee on probation, the evaluator must complete
an Evaluation Form (Appendix I) by no later than January 15. A copy of the
Evaluation Form will be provided to the employee.
3.
Any employee who
is to be placed on probation will be notified in writing by the
Superintendent. The notice will comply
with RCW 28A.405.100. The SPS will provide a copy of the Superintendent’s
letter placing an employee on probation to the Executive Director of the SEA.
4.
At the beginning
of probation the employee will be provided with a draft of the specific and
reasonable program for improvement pursuant to RCW 28A.405.100. The employee will meet with the principal/supervisor
within five (5) working days following the receipt of the draft plan for the
purpose of discussing and providing input to the plan. The principal/program
manager has the responsibility to complete the final plan. The
principal/program manager will provide the employee with the final plan within
five (5) working days after that meeting.
Any objection to the plan will be made at the time the final plan is
provided to the employee. If there is a
disagreement, an SEA representative will collaborate with a designee of the
Chief Academic Officer to develop the parts of the plan in question.
5.
During the
probationary period the evaluator shall meet with the employee at least twice
monthly to supervise and make a written evaluation of the progress, if any,
made by the employee.
6.
The probationer
may be removed from probation if he/she has demonstrated improvement to the
satisfaction of the principal/program manager in those areas specifically
detailed in his/her initial notice of deficiency and subsequently detailed in
his/her plan of improvement.
7.
Upon
recommendation of the evaluator, the Superintendent may remove the employee
from probationary status if satisfactory performance improvement has been
observed and documented.
8.
Non-renewal of
any employee will be accomplished in accordance with the procedures established
by applicable law.
1.
Procedural
Disputes:
a.
Disputes
concerning exclusively a departure by the SPS from the procedural requirements
of this Article XI (Evaluation) will be subject to Article X (Grievance
Provisions).
b.
An arbitrator
will have the authority to direct appropriate remedies in cases properly
subject to arbitration.
2.
Non Procedural
Disputes:
a.
All other
disputes (including findings made and conclusions reached by the building
principal/program manager or supervisor) will not be subject to the grievance
provisions in Article X, except that employees with performance judged to be
satisfactory on the annual performance evaluation form (Appendix I) may use the
grievance provisions of Article X through Step 2 for the purpose of obtaining a
review of the findings made and conclusions reached.
b.
Any employee who
remains dissatisfied with the results of this review will have the right to
remove the annual performance evaluation form (Appendix I) from his/her
personnel file after a period of four (4) years from the date of the Step 2
grievance response.
3.
In cases of
notice of probable cause for discharge, adverse change in contract status, or
non-renewal of contract, any pending grievance under Article X will be
discontinued and the grievant may pursue the statutory review procedures. An
arbitrator will have the authority to direct appropriate remedies in cases
properly subject.