GCNA Evaluation of School Administrative Staff
Adopted: May 16, 1988
The Board believes that principals and vice-principals are the major influence on the education of children attending District schools and the key to development of a superior educational system.
The Board requires that principals and vice-principals have skills and knowledge relating to student personnel, school program, staff personnel, and school management. It is the responsibility of the Superintendent to ensure that principals have and continue to develop and apply these necessary skills and knowledge.
1. The purposes of the evaluation of principals and vice-principals are:
a. To improve the quality of District Administration, both collectively and individually.
b. To provide a basis for decision-making related to the status of those administrators who hold interim or acting designations;
c. To provide administrators with information relating to:
ii. Recommendations for changes,
iii. Specific requirements for changes; and
d. To provide the basis for the preparation of directed professional development plans as required.
2. Administrative designations are of three types:
The designation is for a specific period of time or for a specific purpose.
The designation is in its first year and will expire at the end of that year if it is not designated continuing.
The designation remains in force from year to year unless terminated by the administrator or the Board.
Evaluation of vice-principals is a delegated joint responsibility of the Superintendent and the principal.
4. The minimum frequency for evaluation of principals and vice-principals is:
If the designation is for a period greater than twenty operational days, the administrator will receive a written report at that point at which the designation ends or after the designation has been in effect for three months, whichever comes first. If longer than three months, evaluation will occur as scheduled for those with interim designations.
The administrator will receive a minimum of one evaluation prior to April 30. A second report will be prepared on the same basis as for those on continuing contracts.
Specific aspects of the role of all administrators, to be determined prior to the commencement of the school year, will be evaluated each year. Reports will be completed in two parts, the first by early in the following school year and the second prior to the Christmas Break of that year.
Notwithstanding the foregoing, a principal or vice-principal may request an evaluation, and the request shall be honoured within forty operational days.
5. Those administrators who hold acting or interim designations will be informed of their status for the next school year prior to May 31 of the current school year.
6. Evaluations will be based upon:
a. The Statement of Administrative Expectations;
b. The role description for principals adopted from time to time by the Board;
c. The list of responsibilities which will be developed for each school having a principal and vice-principal(s) and filed with the Superintendent prior to September 10 of each school year; and
d. Key Responsibility Areas derived from prior evaluations or District or School Priorities Statements identified prior to the commencement of the school year.
1. Identification of Key Responsibility Areas and Indicators of Success
Prior to commencement of each school year, the Superintendent will meet with each principal and vice-principal to:
a. Prepare a statement of emphasis for school administrators for the next school year; and
b. Identify key responsibility areas for the next school year.
Following this meeting, the evaluator will meet with each principal and vice-principal to identify indicators of success in fulfilling the District's Key Responsibility Areas in the schools. In some cases, specific Key Responsibility Areas will be identified for individual administrators at this time.
2. Monitoring Progress
Meetings will be held with individual administrators in January/February and May/ June to review progress towards fulfilling the Key Responsibility Areas. The final meetings will be followed up with an evaluation report.
3. Content of Reports
The following should be included in each report:
a. Administrator's name and school;
b. Evaluator's name;
c. A description of the evaluation process: techniques used, dates, and duration of visits;
d. Comments related to each Key Responsibility Area which is relevant to the administrator's assigned duties;
e. Additional comments which may be appropriate as judged by the evaluator;
f. A summary statement including:
iii. Mandatory requirements,
iv. The dated signature of evaluator; and
v. Acknowledgment of receipt of the report and an invitation to respond or appeal.
4. Distribution of and Access to Reports
In the case of all reports:
a. The report shall be discussed with the administrator;
b. Copies of the report shall be prepared as follows:
i. One copy for the administrator,
ii. One copy for the file of the Assistant Superintendent (Operations),
iii. One copy which will be submitted to the Superintendent who will review it before forwarding it to the Human Resources Department for filing, and
iv. One copy for the principal if the administrator being evaluated is a vice-principal.
Access to the file is limited to the administrator, members of the Human Resources Department, and the Superintendent.
5. Appeal Process
Within five operational days of receipt of report, the administrator may advise the Superintendent, in writing, that the appropriateness of one or more of the mandatory requirements is being appealed.
The appeal will be heard by a committee appointed by the Superintendent, and consists of a central office administrator and two school-based administrators. The committee shall prepare a recommendation to the Superintendent who will determine whether the appeal will be upheld or denied.