HomeMy WebLinkAboutAppendix A to Report 24-090POLICY P.051.GOV
TITLE:DIRECTOR OF EDUCATION PERFORMANCE APPRAISAL
PROCESS
Date Authorized: September 2004
Last Revised: 24 June 2024
Last Reviewed: 24 June 2024
COMMITMENT TO INDIGENOUS RIGHTS, HUMAN RIGHTS, AND EQUITY
The Board recognizes its responsibility to ensure that this policy and associated procedures promote
and protect Indigenous rights, human rights, and equity. The Board will strive to address and
eliminate racism and structural and systemic barriers for students, staff, and the community.
1.0 RATIONALE
To establish the process for the Director of Education performance appraisal and:
a) ensure the accountability of the Director in undertaking their responsibilities as the Chief
Executive Officer of the District;
b) monitor the contribution of the Director to the achievement of the strategic plan and
provincial priorities; and
c) assist the Board and Director in identifying areas where the Director can improve their
performance and the overall leadership of the District.
2.0 DEFINITIONS
Please refer to Appendix A for a list of definitions of terms used in this policy.
3.0 GUIDING PRINCIPLES
3.1 The Board is committed to ensuring that the Director of Education (the Director)’s
performance appraisal review process:
a) is evidence-based;
b) is fair, transparent, and accountable to both the District and the Director; and
c) provides helpful, concrete, and objective feedback to the Director and recognizes
their contributions based on pre-set goals.
Appendix A to Report 24-090
4.0 SPECIFIC DIRECTIVES
General
4.1 The Director shall have an annual performance evaluation in accordance with this policy
and Ontario Regulation 83/24. The annual performance evaluation process is cyclical
and shall include either:
a) an Interim Evaluation;
b) a Full Evaluation; or
c) a Comprehensive Evaluation.
4.2 The cycle and method of the evaluation process is dependent on the start date of the
Director (Appendix B: Timing of Evaluation Cycles).
4.3 The Interim Evaluation cycle begins on the Director’s start date and ends on the first
following June 30 of a school year.
a) In the case where a Director starts between March 1 and June 30, an Interim
Evaluation Cycle shall be undertaken beginning on the Director’s start date and
ending on June 30 of the following year.
4.4 The Full Evaluation Cycle commences on July 01 in a year and ends on June 30 of the
following year.
4.5 The Comprehensive Evaluation is conducted bi-annually, and includes a report
prepared by a third party facilitator which invites feedback from Community Partners
and Stakeholders, including the Minister of Education, on the performance of the
Director.
4.6 Notwithstanding 4.1 and 4.2, the performance of the Director shall not be evaluated in
respect of the following periods:
a) a period when the Director is on an extended leave that has been approved by
the Board; or
b) a period when the Director is on secondment to a position other than that of the
Director.
The Performance Plan
4.7 An annual Performance Plan shall be developed collaboratively by the Director and the
Committee to support the performance appraisal of the Director, using the template
attached as Appendix C.
4.8 The Performance Plan shall include the following elements:
a) a list of the planned actions, including professional development activities, that the
Director will implement during the Evaluation Cycle to achieve each of the following
goals:
i. Student Achievement - Advance the provincial priorities in education in the
area of student achievement set out in Ontario Regulation 224/23;
ii. Resource Management - Exercise responsible resource management OR
responsibly manage resources;
iii. Healthy Workplace - Promote a healthy and inclusive workplace;
iv. Community Engagement - Establish and maintain collaborative
relationships;
v. Leadership - Demonstrate leadership to improve/maintain public
confidence; and
vi. Policy and Legislative Compliance - Ensure policy and legislative
compliance.
b) leadership competencies and actions for implementation during the Evaluation
Cycle to achieve the goals set out in the Evaluation Plan in accordance with
guidelines issued by the Minister under subsection 287.6 (1) of the Education Act;
c) methods for determining whether the Director successfully implemented the
actions set out in the performance plan during the evaluation cycle;
d) supporting evidence and indicators to measure, either qualitatively or
quantitatively, the degree to which the actions have achieved the specified goals;
and
e) any additional appraisal elements determined by the Committee with input from
the Director and if the additional appraisal elements include additional goals, a list
of the actions that will be implemented during the Evaluation Cycle to achieve
those goals.
4.9 The Director and the chair of the Committee shall each sign the performance plan and
each of them shall retain a copy for at least six years.
Performance Review and Ratings
4.10 The annual performance review includes the assignment of the following performance
ratings by the Committee, for each goal identified in the Performance Plan, based on
the feedback of the Board:
a) meets all expectations;
b) meets most expectations;
c) meets some expectations; or
d) does not meet expectations.
4.11 When determining which performance rating to assign to the Director, the Committee
shall consider the following factors:
a) the extent to which the Director worked diligently and consistently toward
implementing the actions identified in the performance plan;
b) the efforts made to engage board staff, community partners and stakeholders, and
others in developing the goals and implementing the actions identified in the
performance plan; and
c) the degree of success the Director had in achieving the goals set out in the
Performance Plan.
4.12 The final appraisal report shall include the Committee’s evaluation, the performance
rating, and a rationale for the rating.
The Director and Board Performance Appraisal Committee
4.13 The Director and Board Performance Appraisal Committee (the Committee) shall be
responsible for the Evaluation of the Director and shall be composed of five Board
members. Annually, the Committee shall elect a Chair and wherever possible, the chair
of the Board shall be elected as Chair of the Committee;
4.14 The Committee shall:
a) conduct performance appraisals of the Director based on predetermined criteria and
objectives;
b) ensure compliance with the regulatory requirements outlined in Ontario Regulation
83/24 and this policy;
c) ensure compliance with the established Evaluation Cycle and timelines;
d) determine whether a third party facilitator will be engaged for the purpose of
supporting the Full Evaluation Cycle
e) review and evaluate the Director's performance; and
f) finalize the Director’s performance appraisal report for presentation to the Board and
the Director.
Full Evaluation Cycle - Steps and Timelines
4.15 The Full Evaluation Cycle begins with the setting of the Director’s Performance Plan.
The Committee shall meet by May 15 to initiate the development of the Performance
Plan for the upcoming year and shall identify, what role, if any, a third party facilitator will
play.
4.16 The Committee chair and at least one other member of the Committee shall meet with
the Director by July 31 to develop and finalize the performance plan.
4.17 Notice shall be posted on the District’s website confirming that the Director’s
Performance Plan has been finalized and shared with members of the Board by August
15.
4.18 By August 15, the Chair of the Board shall provide written notice to the Minister that
includes the following information:
a) the date that the person began their role as the Director;
b) whether a Comprehensive Evaluation is required to be taken during the current
Full Evaluation Cycle; and
c) confirmation that the Director’s performance plan has been finalized for the
upcoming Full Evaluation Cycle.
4.19 By January 11, the Committee Chair must invite all members of the Board to provide
feedback on the Director’s progress to date in achieving the goals set out in the
performance plan. Feedback must be submitted to the Committee Chair by January 21.
4.20 By January 31, the Committee Chair and at least one other member shall meet with the
Director to provide feedback on progress to date.
4.21 By June 10, the Director shall complete the Performance Plan, including actions taken,
supporting evidence and indicators, professional learning completed, and a rationale for
any actions not implemented and/or goals not achieved and provide the completed draft
to the Committee Chair.
4.22 By June 20, a copy of the completed draft Performance Plan shall be provided to all
members of the Board, with instruction about how to provide feedback.
4.23 Each member of the Board has until June 30 to provide feedback on the draft
Performance Plan to the Committee.
4.24 By July 7, the Committee shall meet for the purpose of reviewing the feedback,
conducting the evaluation, and generating the draft performance appraisal report. In
conducting the evaluation, the Committee shall have regard for the provisions of section
4.10 of this policy.
4.25 By July 7, the Committee chair shall provide the draft performance appraisal report to
the Director.
4.26 By July 31, the Committee chair and at least one other member of the Committee shall
meet with the Director. The purpose of the meeting shall be to:
a) review the actions implemented by the Director to achieve the goals of the
performance plan, review and update the performance plan for the following
Evaluation Cycle, if necessary;
b) review and discuss the Committee’s draft performance appraisal report; and
c) provide the Director an opportunity to respond to the committee’s evaluation,
performance rating and explanation for the rating and the date by which the
feedback is required.
4.27 By August 10, the Committee Chair shall finalize the performance appraisal report and
provide the final performance appraisal report to the Board and the Director.
4.28 By August 15, the Board shall provide written confirmation to the Minister that the
performance appraisal has been conducted and that the final performance appraisal
report has been adopted by Board resolution by August 15. A copy of the confirmation
shall be posted on the Board’s website.
Comprehensive Evaluation
4.29 A comprehensive performance evaluation of the Director shall be undertaken in the first
Full Evaluation Cycle and every second full Evaluation Cycle thereafter.
.
4.30 The Board shall retain a facilitator with experience in executive performance
assessment to support the Comprehensive Evaluation.
4.31 The facilitator shall invite feedback from Board members, members of committees of the
Board, staff who report directly to the Director, parent members of all school councils,
federation representatives, and a representative sample of Community Partners and
Stakeholders, as identified by the Committee with input from the Director.
4.32 The facilitator shall develop a questionnaire for the purposes of collecting feedback. The
questionnaire shall be based on the Performance Plan.
4.33 The facilitator shall remove any words or names that would identify a parent/guardian or
student if a request is made to do so by the parent/guardian or student.
4.34 The facilitator shall perform the tasks required by April 30 and submit the required report
to the Committee and the Director by May 15.
4.35 The steps taken up are the same as for a Full Evaluation Cycle, plus the following:
a) By December 1, the Minister of Education shall provide a written notice to the
Board and the Director indicating their intent to provide feedback on the
comprehensive evaluation.
4.36 By April 30, the facilitator shall invite feedback from Board members, members of
committees of the Board, staff who report directly to the Director, parent members of all
school councils, federation representatives, and a representative sample of Community
Partners and Stakeholders, as identified by the Committee with input from the Director.
4.37 By May 15, the facilitator shall submit the required report to the Committee and the
Director.
4.38 By August 15, the list of community partners and stakeholders from whom feedback
was requested shall be provided to the Minister and posted on the board’s website as
part of the confirmation documentation.
Interim Evaluation Cycle - Steps and Timelines
4.39 Appendix D summarizes the steps and timelines for the Interim Evaluation Cycle.
Retention of Documentation
4.40 All required documents under this policy shall be retained for a period of at least six
years from the date of the draft performance appraisal report to which the document
relates.
5.0 APPENDICES
Appendix A: Policy Definitions
Appendix B: Timing of Evaluation Cycles
Appendix C: Performance Plan For The Evaluation of The Director
Appendix D: Interim Evaluation Cycle - Actions and Timelines
-6-P.051.GOV
6.0 REFERENCE DOCUMENTS
Education Act, 1998, § 283
Ontario Regulation 83/24
APPENDIX A: POLICY DEFINITIONS
In this policy,
Board means the Board of Trustees.
Community Partners and Stakeholders means persons or entities that interact with the
Board, including advocacy groups, First Nations, Metis and Inuit partners, business and labour
organizations, municipal and childcare partners and social services agencies.
Comprehensive Evaluation means the evaluation that is required bi-annually where an entity
(facilitator), with at least five years of experience conducting multi-source executive
performance assessments,appointed by the Board seeks feedback from Community Partners
and Stakeholders, including the Minister of Education, to provide feedback on the performance
appraisal of the Director of Education.
District means the Ottawa-Carleton District School Board.
Evaluation Cycle means the period of time during which the performance of a director of
education is appraised.
Full Evaluation Cycle means an Evaluation Cycle that commences July 01 in a year and
ends June 30 of the following year.
Interim Evaluation Cycle means an Evaluation Cycle that starts with the start date of the
Director of Education in this role and ends on the first following June 30 of a school year.
APPENDIX B: TIMING OF EVALUATION CYCLES
Start Date of role as Director of
Education
End Date for Interim Evaluation
Cycle
Start Date of First Full
Evaluation Cycle
Before March 1, 2024.none July 1, 2024
On or after March 1, 2024 and on or
before June 30, 2024.
June 30, 2025 July 1, 2025
On or after July 1 in a year and on
or before the last day of February in
the following year.
The first June 30 following their start
date.
The first July 1 following their
start date.
On or after March 1 in a year and on
or before June 30 in that same year.
June 30 in the following calendar
year.
July 1 in the following calendar
year.
OTTAWA-CARLETON DISTRICT SCHOOL BOARD
PERFORMANCE PLAN
FOR THE EVALUATION OF THE DIRECTOR OF EDUCATION /
SECRETARY OF THE BOARD
FOR THE YEAR:
Dated:
APPENDIX C: PERFORMANCE PLAN FOR THE EVALUATION OF THE DIRECTOR
Director of Education:
School Year:
GOAL: STUDENT ACHIEVEMENT
Advance the provincial priorities in education in the area of student achievement set out in Ontario Regulation
224/23
Leadership competencies and practices
needed to achieve the goals:
Planned Actions:Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Educational Leadership - Provide
educational leadership to ensure a
student-centered approach in OCDSB
schools and central departments that
supports student achievement and
learning in accordance with legislation
and the OCDSB’s strategic plan.
Integrated Instructional Leadership -
Guide instructional practice through
curriculum alignment and evidence based
intervention strategies, and professional
learning opportunities that enhance
educators skills and knowledge fostering
a collaborative and supportive
environment for continuous growth and
improvement.
●Meets all
●Meets most
●Meets some
●Does not
meet
Student Well-Being - Foster a culture
that prioritizes the physical, emotional
and psychological well being of students
and staffto address bullying,
discrimination and other harmful
behaviors.
Data-Informed Decision Making - Utilize
various data sources, such as student
assessments and performance metrics, to
inform instructional strategies, resource
allocation, and intervention programs
aimed at improving student achievement.
Continuous Improvement - Establish a
culture of continuous improvement by
implementing processes for ongoing
evaluation, reflection, and adjustment of
instructional practices and educational
programs to maximize student
achievement outcomes.
Director of Education:
School Year:
GOAL: RESOURCE MANAGEMENT
Manage human, capital and fiscal resources to achieve the goals identified in the board’s multi-year plan
developed under clause 169.1 (1) (f) of the Act.
Leadership competencies and practices
needed to achieve the goals:
Planned Actions:Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Strategic Planning - Develop and
implement strategic plans that align
organizational resources, priorities, and
actions to realize the vision and mission of
the district, and adaptively respond to
internal and external challenges and
opportunities.
Budget - Develop comprehensive budget
plans aligned with organizational goals
and priorities, and strategically allocate
resources to support the multi-year
strategic plan.
Resource Optimization - Maximize the
efficient use of existing resources,
including personnel, facilities, and
technology, through effective planning,
●Meets all
●Meets most
●Meets some
●Does not
meet
collaboration, and innovation to enhance
student learning experiences.
Monitoring and Evaluation - Establish
systems for monitoring resource
utilization, evaluate program
effectiveness, and conduct regular audits
to ensure compliance with financial
policies, regulations, and best practices.
StaffTraining and Development -
Provide ongoing training, professional
development, and support to staff
members to enhance their awareness,
understanding, and adherence to
legislative requirements, ethical
standards, and district policies and
procedures.
Director of Education:
School Year:
GOAL: HEALTHY WORKPLACE
Promote a healthy and inclusive workplace with effective systems for staffselection and oversight.
Leadership competencies and
practices needed to achieve the goals:
Planned Actions:Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Communication and Transparency -
Cultivate a culture of open
communication, trust, and transparency
by fostering dialogue, sharing
information, and actively listening to the
concerns and feedback of staffmembers.
Conflict Resolution - Implement effective
conflict resolution strategies and
mediation techniques to address
interpersonal conflicts, promote
constructive dialogue, and foster positive
relationships among staffmembers.
Work-Life Balance - Support staff
well-being and morale by promoting
work-life balance initiatives,flexible
scheduling options, and wellness
●Meets all
●Meets most
●Meets some
●Does not
meet
programs that prioritize physical and
mental health.
Professional Development
Opportunities - Provide opportunities for
staffto enhance their skills, knowledge,
and professional growth through ongoing
training, mentorship, career advancement
programs, and recognition of
achievements.
Recognition and Appreciation -
Recognize and appreciate the
contributions and achievements of staff
members through formal and informal
recognition programs, celebrations, and
expressions of gratitude to promote a
culture of appreciation and motivation.
Director of Education:
School Year:
GOAL: COMMUNITY ENGAGEMENT
Create and maintain respectful and collaborative relationships with students, parents, sta ff, school board
communities, community partners and stakeholders, Ministry sta ffand the Minister.
Leadership competencies and
practices needed to achieve the goals:
Planned Actions:Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Cultural Competence - Demonstrate
cultural competence by respecting and
valuing the diverse perspectives,
backgrounds, and experiences of
community members, and incorporate
culturally responsive practices into
educational programs and
decision-making processes.
Stakeholder Collaboration - Build and
nurture positive relationships with
parents, community members, local
organizations, and educational partners
to foster collaborative partnerships that
support student success and community
engagement initiatives.
●Meets all
●Meets most
●Meets some
●Does not
meet
Community Outreach - Develop and
implement outreach strategies to engage
stakeholders in educational initiatives,
gather input, and build support for
district goals, programs, and initiatives.
Partnership Development - Identify and
cultivate strategic partnerships with
external organizations, agencies, and
community stakeholders to expand
access to resources, expertise, and
opportunities that enhance educational
outcomes and student experiences.
Director of Education:
School Year:
GOAL: LEADERSHIP
Demonstrate leadership that maintains or improves the reputation of and public confidence in the board.
Leadership competencies and
practices needed to achieve the
goals:
Planned Actions Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Visionary Leadership - Articulate a
compelling vision for educational
excellence and equity, inspiring public
confidence to share in the vision, and
mobilizing resources and support to
achieve strategic goals and objectives.
Team Building and Empowerment -
Build high-performing teams by
fostering a culture of collaboration,
trust, and accountability, empowering
staffto take ownership of their work,
and providing opportunities for
professional growth and leadership
development.
●Meets all
●Meets most
●Meets some
●Does not
meet
Ethical Leadership - Demonstrate
integrity, honesty, and ethical
decision-making in all aspects of
leadership, adhering to professional
standards and legal requirements, and
fostering a culture of ethics, equity, and
social responsibility.
Change Management - Lead change
initiatives by effectively communicating
the need for change, engaging
stakeholders in the change process, and
providing support, resources, and
guidance to navigate transitions and
build organizational resilience.
Director of Education:
School Year:
GOAL: POLICY AND LEGISLATIVE COMPLIANCE
Ensure compliance with applicable laws, Ministry policies and guidelines, and board mandates.
Leadership competencies and practices
needed to achieve the goals:
Planned Actions:Actions taken to
improve
competencies or
practices:
Supporting
Evidence/Indicators:
Qualitative and/or
quantitative measures
Rating:
Policy Development and
Implementation - Develop, implement
and monitor policies and procedures to
ensure compliance with federal and
provincial legislation, ministry regulations
and guidelines, as well as board policy and
directives
Monitoring and Reporting - Establish
systems for monitoring and reporting on
compliance with legislative requirements,
regulatory mandates, and district policies,
and address any non-compliance issues
promptly and effectively.
Risk Management - Identify potential
legal,financial,and operational risks
●Meets all
●Meets most
●Meets some
●Does not
meet
related to legislative and policy
compliance, and implement proactive
measures to mitigate risks and ensure the
integrity and sustainability of district
operations.
Knowledge Mobilization - Stay informed
of legislative changes, legal trends, and
emerging issues. Collaborate with external
stakeholders and advocate for policies and
practices that advance the district's
mission and priorities.
APPENDIX D - INTERIM EVALUATION CYCLE - ACTIONS AND TIMELINES
Item Person or Entity Action Date
1 Committee chair and at
least one other member
of the committee
Meet with the director of education to develop
and finalize their performance plan.
The date that is 30
days after the
director’s first day
in the role
2 Committee Chair Provide a copy of the director’s performance
plan to every member of the board.
The date that is 45
days after the
director’s first day.
3 Chair of the Board 1. Provide written notice to the Minister
containing the following information,
i. the date that the person began their
role as director for the board, and
ii. confirmation that the director’s
performance plan has been put in
place for the current full Evaluation
Cycle.
2. Post a copy of the confirmation on the
board’s website.
The date that is 45
days after the
director’s first day
in the role.
4 Committee Chair Request feedback from every member of the
board in respect of the director’s progress
toward implementing the actions and achieving
the goals contained in the performance plan
and to discuss other matters relevant to the
performance plan.
The date that is 20
days before the
date determined
for item 6.
5 Each member of the
Board
Provide any feedback requested in item 4 to
the chair of the committee.
The date that is 10
days before the
date determined
for item 6.
6 Committee chair and at
least one other member
of the committee,
Meet with the director to review their progress
toward implementing the actions and achieving
the goals contained in the performance plan
and to discuss other matters relevant to the
performance plan.
The closest
weekday to a date
that is midway
between the date
on which the
action in item 3 is
taken and final
day of the interim
evaluation period.
7 Director of Education Update the performance plan in accordance
with subsection 9 (4)
June 10
8 Committee Chair Provide a copy of the draft performance
appraisal report, prepared in accordance with
section 10, in respect of the director of
June 20
education to every member of the board.
9 Each member of the
Board
Provide any feedback on the draft
performance appraisal report to the committee.
June 30