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HomeMy WebLinkAboutPR 602 HR - Performance Appraisal And Supervision For Professional Growth Of Teachers -1- PR.602.HR PROCEDURE PR.602.HR TITLE: PERFORMANCE APPRAISAL AND SUPERVISION FOR PROFESSIONAL GROWTH OF TEACHERS Date issued: November 1999 Last revised: 08 April 2008 Authorization: Senior Staff: 01 September 1999 1.0 OBJECTIVE The purpose of this procedure is to: 1.1 ensure that students receive an education of the highest quality; 1.2 create a shared understanding of the Board’s standards of high quality teaching which are based on the College of Teachers’ Standards of Practice and Teacher Competencies contained in the Schedule to Regulation 99/02; 1.3 provide teachers with an opportunity to reflect on high quality teaching and to provide teachers with meaningful feedback while generating professional dialogue; 1.4 support and promote ongoing professional growth; 1.5 support and promote ongoing professional growth; 1.6 provide a process for assistance and additional support for those whose performance is not satisfactory; 1.7 provide for fair, effective and consistent teacher evaluation in every school; and 1.8 ensure that the Ottawa-Carleton District School Board is in compliance with the legislative requirements related to performance appraisals of teachers, specifically, Part X.2 “Teacher Performance Appraisal” of the Education Act, Ontario Regulation 98/02 and 99/02. 2.0 DEFINITIONS In this procedure, 2.1 Supervision is an on-going developmental process directed toward improved performance and job satisfaction. It is formative in nature. Its prime function is supervisory as compared with the administrative function of summative evaluation. Its focus is on change or making a process or operation more effective as it progresses. -2- PR.602.HR 2.2 Evaluation occurs when an evaluator ‘sums up’ by commenting on some aspect or aspects of an individual’s work as observed over a period of time based on multi-source data. The chief function of evaluation is to indicate the evaluator’s overall perception of an individual’s work or performance as clearly as possible. Thus, a summative report is a formal acknowledgment of the quality of one’s work. Summative reports summarize changes and accomplishments in connection with the improvement of program and instruction. 2.3 Professional growth is defined as an on-going process designed solely for the development and improvement of an individual's performance. This process is characterized by an emphasis on self -evaluation, goal-setting, accompanying strategies, measures of success, constructive feedback and self -directed learning. All these components require an atmosphere of mutual trust and respect. 2.4 New Teacher means all teachers certified by the Ontario College of Teachers including teachers trained out-of-province who have been hired into permanent positions (full-time or part-time) to begin teaching for the first time in Ontario. Teachers are considered “new” until they successfully complete the New Teacher Induction Program or, subject to any extension provided for in the regulations, when 24 months have elapsed since the date on which they first began to teach for the Board. 2.5 New Teacher Induction Program (NTIP) means a new teacher induction program which contains the following elements (a) an orientation for new teachers (b) mentoring for new teachers (3) professional development and training appropriate for ne w teachers (4) such other elements as are prescribed by regulation. This program shall be offered to each new teacher for the 12 months that follow the date on which the teacher first begins to teach for the Board. The new teacher shall continue to be offered the program for a second 12-month period if the teacher does not successfully complete the program in the first 12-month period. A new teacher successfully completes the program when he or she receives two satisfactory ratings in performance appraisals no later than 24 months following the day on which the teacher first begins to teach for the Board in a permanent position, subject to any extensions provided for in the regulations (e.g., up to 90 school days). The Board may, at its discretion, off er the NTIP to non-permanent first-year teachers such as long-term occasional teachers. If those teachers subsequently start a permanent contract position, the principal may take their previous participation into account when determining which induction e lements are appropriate. 2.6 New Teaching Period means the 24 month period that follows the day on which the teacher first begins to teach for a board, other than that as an occasional teacher. 2.7 Experienced Teacher means a teacher who is (a) employed by the Board in a permanent contract position and (b) a member of the elementary or secondary school teachers’ bargaining unit and (c) has successfully completed the New Teacher Induction Program or, subject to any extension provided for in the regulations, his or her 24-month new teaching period has elapsed. Experienced teacher does not include an occasional teacher, a continuing education teacher, a supervisory officer, a principal, or a vice- principal. -3- PR.602.HR 3.0 RESPONSIBILITY 3.1 The school principal is responsible for the supervision of teachers. The principal may delegate responsibility for conducting one or more performance appraisals to a vice- principal. (Note: This does not include an administrative designate or acting vice - principal/principal where the person is still a member of their respective teachers’ bargaining unit). 3.2 A duty or power of a principal under this procedure shall be performed or exercised by the appropriate superintendent where: a) the principal and the superintendent agree that the superintendent shall perform the duty or exercise the power; or b) the superintendent is of the opinion that the principal is unable to perform the duty or exercise the power in a timely way because of absence or for some other reason. 4.0 PROCEDURE Underlying Principles 4.1 Supervision for teachers means encouragement toward improvement of instruction, which is the most important single aspect of the supervisor’s role. 4.2 The Supervision for Growth Process is based on the belief that teachers are motivated towards on-going improvement of instruction and the delivery of high quality educational experiences for each student. 4.3 The process is also based on the belief that the principal, who is responsible for the supervision and evaluation of the performance of teachers, should facilitate and support professional growth as outlined in the learning plans of those under his or her supervision. Appropriate supervisory practices and participation of staff in professional growth planning will enhance this development process. Pre-Hiring Requirement 4.4 Prior to making an offer of employment to a teacher who has been employed by another school board(s), the principal must contact the last board that employed the teacher regarding the teacher’s previous performance appraisals. New Teacher Experienced Teacher For a teacher who is considered a new teacher, the principal must request the following: a) information about the elements of the new teacher induction program that the teacher was required to participate in at the board; b) copies of the teacher’s performance appraisal conducted by the board; For a teacher who is no longer considered a New Teacher, the principal must request the following: a) if either of the last two performance appraisals resulted in an unsatisfactory rating, copies of the last two performance appraisal documents, and all documents relied on in conducting the appraisals; b) copies of any documents relating to the termination of the teacher’s -4- PR.602.HR New Teacher Experienced Teacher c) copies of all documents relied on in conducting performance appraisals; d) copies of any enrichment plan or improvement plan; e) copies of any documents relating to the termination of the employment of the teacher or to a recommendation for the termination of the employment of the teacher that are in the possession of the board and that, in the opinion of the board, may be relevant to the decision of the requesting board; and f) copies of any documents relating to resignation by the teacher while on review status that are in the possession of the board and that, in the opinion of the board, may be relevant to the decision of the requesting board. employment, or to a recommendation for termination of the teacher’s employment, that, in the opinion of the previous board, may be relevant to the OCDSB’s potential hiring decision; and c) copies of any documents relating to the teacher’s resignation while on review status that, in the opinion of the previous board, may be relevant to the OCDSB’s potential hiring decision. EVALUATION REQUIREMENTS 4.5 Principals are responsible for ensuring that the applicable evaluation requirements are met for new and experienced teachers. New Teacher Experienced Teacher New hires, who meet the definition of New Teachers, will be evaluated twice in the first 12-month period, after they begin teaching in accordance with the procedures established under the Education Act for new teachers. If a teacher is teaching in only one semester, the appraisals must be conducted in that semester. New hires, who do not meet the definition of New Teachers, shall be considered as experienced teachers and be evaluated as such at least once in the first 12 months after they begin teaching in accordance with the procedures established under the Education Act for experienced teachers. The first and second appraisals can be conducted at such intervals as the principal considers appropriate. Additional appraisals are required if an appraisal in the first year results in a performance rating that is not satisfactory. Once a new hire has successfully completed his/her first evaluation year (e.g., initial 12 months of employment), each subsequent evaluation year, as long as the teacher continues in the employ of the Board, must be preceded by four years that are not evaluation years (“five-year cycle”). The principal assigned to the school to which a new teacher is assigned shall, as soon as possible after the new teacher first begins to teach, During the evaluation year, the experienced teacher must receive at least one performance appraisal. If a teacher is teaching in only one semester, -5- PR.602.HR New Teacher Experienced Teacher determine which elements of the new teacher induction program offered by the board are appropriate for that teacher to participate in and inform the teacher of that determination. The principal shall take a teacher’s participation in the new teacher induction program into account when conducting the performance appraisal(s). the appraisal must be conducted in that semester. A new teacher who successfully completes the NTIP program (e.g., two satisfactory ratings no later than 24 months following the day on which the teacher first begins to teach for the board in a permanent position) shall move to a five-year cycle as noted above for experienced teachers. Additional performance appraisals may be conducted during a non- evaluation year, using the same process used during an evaluation year, if the principal considers it advisable to do so in light of circumstances relating to the teacher’s performance. The decision to conduct an additional appraisal may be made at any time during the school year. If an additional appraisal results in an unsatisfactory rating, the timelines and process as outlined for unsatisfactory ratings will apply. A teacher may request an additional performance appraisal during a non- evaluation year. The principal may refuse the request if, in the principal’s opinion, the additional performance appraisal is unlikely to result in improvement in the teacher’s performance. An additional appraisal does not impact on the evaluation cycle. ANNUAL LEARNING PLANS (ALP) FOR EXPERIENCED TEACHERS ONLY: 4.6 In consultation with their principal, experienced teachers are required to develop an ALP each year that includes their professional growth goals, as well as their proposed action plan with timelines for achieving those goals. The growth goals and strategies identified by the teacher should be relevant to his or her professional needs and focus on improving his or her teaching practice and student learning. 4.7 Teachers who move from the new teacher’s appraisal process to the experienced teacher’s appraisal process must develop an ALP in their first year as an experienced teacher. -6- PR.602.HR 4.8 Each year, teachers in consultation with their principal are required to review and update, as necessary, their ALP. This review and update must take into account the teacher’s learning and growth over the year, as well as the professional growth goals and strategies recommended through the summative report of the teacher’s most recent performance appraisal. 4.9 Experienced teachers are encouraged to gather parent and student input to inform the review and update of their ALP each year. 4.10 In an evaluation year, teachers must review and update their ALP in a meeting with their principal as part of the performance appraisal process. The pre-observation and post- observation meetings provide opportunities for this review and update to take place. 4.11 In the non-evaluation years, a meeting is not required but is recommended. If at any time during these years the teacher or principal requests a meeting to discuss the ALP, then a meeting shall take place. 4.12 The teacher and the principal must both sign the teacher’s ALP each year and retain a copy for their records. Under certain circumstances, the duties of the principal as outlined above may be delegated to a vice-principal in the same school or to an appropriate supervisory officer. LEAVES 4.13 The following periods of leave are excluded from the performance appraisal schedule. New Teacher Experienced Teacher A teacher’s new teaching period excludes the following periods of time: In calculating the five-year cycle, the following periods of time are excluded: a) A period during which the teacher does not teach at any time in a school governed by the board. a) A period during which the teacher does not teach at any time in a school governed by the board. b) A period during which the teacher is on an extended leave that has been approved by the board. b) A period during which the teacher is on an extended leave that has been approved by the board. c) A period when the teacher is on secondment to a non-teaching position or to a teaching position outside the Ontario public education system. c) A period during which the teacher is on secondment to a non-teaching position, or to a teaching position outside the Ontario public education system. If a teacher is on an extended leave during all or part of a year that is scheduled as an evaluation year, any performance appraisal that would otherwise be carried out during that period must be conducted within 60 school days after the teacher returns. The calculation of the five-year cycle resumes on termination of the leave or secondment. If a teacher is on an extended leave during all or part of a year that is scheduled as an evaluation year, any performance appraisal that would -7- PR.602.HR New Teacher Experienced Teacher otherwise be carried out during that period must be conducted within 60 school days* after the teacher returns. (* In exceptional circumstances, and following consultation with Human Resources, consideration will be given to an extension of the 60 days.) SECONDMENTS 4.14 The following rules apply to teachers on secondment with respect to their performance appraisal schedule. New Teacher Experienced Teacher The following rules apply to every new teacher who is seconded to a teaching position in the Ontario public education system during his or her new teaching period: If a teacher is seconded to a teaching position in the Ontario public education system at any time during the five-year cycle, the following rules apply: a) The secondment does not affect the performance appraisal schedule for new teachers. a) The year that is scheduled as an evaluation year for the teacher during the cycle does not change. b) The board must advise the seconding board of the teacher’s position within the teacher’s new teaching period. b) The board must advise the seconding board of the teacher’s position within the teacher’s five-year cycle. c) The seconding board must ensure that all performance appraisals required during the secondment period are carried out. c) The seconding board must ensure that all performance appraisals required during the secondment period are carried out. d) If a performance appraisal carried out while a teacher is seconded to another board results in an overall performance rating that is not satisfactory, the secondment agreement is terminated, the performance appraisal is deemed not to have been conducted except for the purposes of terminating the secondment, the teacher resumes the position in his or her new teaching period that the teacher was in when he or she began the secondment and the 24-month period commences running from that position on the termination of the secondment agreement, and the board must conduct a performance appraisal within 60 days of the teacher’s return to the board. d) If a performance appraisal carried out while a teacher is seconded to another board results in an unsatisfactory overall performance rating, the secondment agreement is terminated, the performance appraisal is deemed not to have been conducted except for the purposes of terminating the secondment, the teacher’s five-year cycle recommenced, with the first year designated as the evaluation year, and the board must conduct a performance appraisal within 60 days of the teacher’s return to the board. -8- PR.602.HR APPRAISAL PROCESS 4.15 Principals and vice-principals must use the Board’s electronic Teacher Performance Appraisal program for monitoring and completion of new and experienced teacher appraisals at their school. Summative reports must be completed within the TPA program and a signed copy submitted to Human Resources prior to the end of the school year. 4.16 Missed Timelines: If a step or process is not completed within the timelines provided for in the procedure, the step or process must be completed by the appropriate person as soon as possible thereafter, and timelines for all succeeding steps must be calculated from the time the last step of the process was actually completed. 4.17 Records Retention: Records required to be made under this procedure must be retained for a period of at least six years from the date of the summative report of the performance appraisal to which the record relates. This includes retention of all prescribed Ministry of Education forms, as well as other records relied on by the principal in the completion of the summative report. 4.18 All performance appraisals must include the following steps. New Teacher Experienced Teacher The principal must conduct the first performance appraisal in the first 12- month period following the new teacher being hired with the Board. Within 20 days after a teacher commences teaching in a year that is scheduled as an evaluation year, the principal shall notify the teacher that the teacher will be evaluated that year. The principal shall assign a satisfactory or development needed rating to a new teacher, based on the results of the first performance appraisal. The principal shall assign a satisfactory or unsatisfactory rating to an experienced teacher based on the results of the performance appraisal. The teacher must be evaluated with respect to the 8 competencies (3 domains) identified in Schedule 11 of the Act and other competencies as may be provided by the Board. The teacher must be evaluated with respect to the 16 competencies (5 domains) identified in Schedule 1 of the Act and other competencies as may be provided by the Board. All performance appraisals must include the following steps: All performance appraisals must include the following steps: a) a meeting between the principal and the teacher in preparation for a classroom observation of the teacher; a) a meeting between the principal and the teacher in preparation for a classroom observation of the teacher and to review the teacher’s current learning plan; b) classroom observation to evaluate the teacher’s competencies; including a determination by the principal of whether the teacher has the knowledge and is employing the practices described in the Act; b) classroom observation to evaluate the teacher’s competencies; including a determination by the principal of whether the teacher has the knowledge and is employing the practices described in the Act; c) a meeting between the principal and the teacher after the classroom observation to: c) a meeting between the principal and the teacher after the classroom observation to: -9- PR.602.HR New Teacher Experienced Teacher  review the results of the classroom observation;  discuss other information relevant to the principal’s evaluation of the teacher’s competencies;  discuss the teacher’s participation in the new teacher induction program;  review the results of the classroom observation;  discuss other information relevant to the principal’s evaluation of the teacher’s competencies;  finalize the teacher’s learning plan for the current year; d) preparation by the principal of a summative report of the performance appraisal containing the principal’s evaluation, overall performance rating, and explanation for the rating of the teacher; d) preparation by the principal of a summative report of the performance appraisal containing the principal’s evaluation, overall performance rating, and explanation for the rating of the teacher; e) a copy to the teacher of the summative report, signed by the principal, within 20 school days after the classroom observation; with subsequent signature by the teacher to acknowledge receipt of the summative; e) a copy to the teacher of the summative report, signed by the principal, within 20 school days after the classroom observation; with subsequent signature by the teacher to acknowledge receipt of the summative; f) submission of the completed summative report to the appropriate Human Resources Officer (who will obtain the superintendent’s signature of approval) and subsequent retention in the teacher’s human resources file. f) submission of the completed summative report and the teacher’s learning plan for the year to the appropriate Human Resources Officer (who will obtain the superintendent’s signature of approval) and subsequent retention in the teacher’s human resources file. 4.19 Where a performance appraisal results in a Satisfactory Rating, the principal must take the following steps. New Teacher (Satisfactory Rating) Experienced Teacher (Satisfactory Rating) Following a performance appraisal that results in a satisfactory rating, the principal must develop growth strategies for the teacher reflecting the outcomes of the appraisal. In developing the growth strategies, the principal must seek input from the teacher. The growth strategies must be described in the summative report. Following a performance appraisal that results in a satisfactory rating, the principal must recommend professional growth goals and strategies for the teacher to take into account in developing, reviewing and updating his or her Annual Learning Plan each year. The principal may also provide further feedback on the strengths and possible areas of growth for the teacher. Where the New Teacher has accumulated two satisfactory appraisal ratings at any time during the The next evaluation year for the teacher must take place after four non- evaluation years (five-year cycle). -10- PR.602.HR New Teacher (Satisfactory Rating) Experienced Teacher (Satisfactory Rating) first 24-month period after he or she begins teaching, the new teacher has successfully completed the New Teacher Induction Program. Principals must sign the Individual NTIP Strategy form and forward a copy to the appropriate Human Resources Officer who will subsequently submit the names of new teachers eligible for NTIP notation via the employer portal on the Ontario College of Teacher’s website (within 60 calendar days from the time of completion). The Ontario College of Teacher’s Registrar shall, within 60 calendar days of receiving notice that the teacher has successfully completed the NTIP, note this fact on the teacher’s Certificate of Qualification and on the College’s public register. Teachers will be informed by OCT that the notation has been added to the public register. 4.20 Where a performance appraisal results in a Development Needed/Unsatisfactory Rating, the principal must take the following steps: New Teacher (Development Needed Rating) Experienced Teacher (Unsatisfactory Rating) Where the appraisal rating is development needed, additional requirements must be met to ensure the teacher receives support, guidance and monitoring necessary to enable the teacher to improve his/her performance within a given period. The process begins after the principal determines that the appraisal has resulted in a development needed rating. Where the appraisal rating is unsatisfactory, additional requirements must be met to ensure the teacher receives support, guidance and monitoring necessary to enable the teacher to improve his/her performance within a given period. The process begins after the principal determines that the appraisal has resulted in an unsatisfactory rating. Within 15 school days of determining the development needed rating (either the first or second appraisal), the principal must: Within 15 school days of the principal determining the unsatisfactory rating, the principal must: a) give the teacher written notice of the development needed rating and explain the reasons for the rating; a) give the teacher written notice of the unsatisfactory rating and explain the reasons for the rating; b) explain to the teacher what is lacking in the teacher’s performance; b) explain to the teacher what is lacking in the teacher’s performance; c) explain to the teacher what is c) explain to the teacher what is expected -11- PR.602.HR New Teacher (Development Needed Rating) Experienced Teacher (Unsatisfactory Rating) expected of the teacher in areas in which his/her performance is lacking; of the teacher in areas in which his/her performance is lacking; d) determine which elements of the New Teacher Induction Program offered by the Board are appropriate for the teacher to participate in to improve his or her performance and develop an Enrichment Plan based on participation in those elements, taking the teacher’s input into account; d) recommend steps and actions that the teacher should take to improve his/her performance, taking the teacher’s input into account; e) provide the teacher and the appropriate supervisory officer with a copy of the summative report; e) provide the teacher and the appropriate supervisory officer with a copy of the summative report; f) provide the teacher and the appropriate supervisory officer with a brief summary in writing of the explanations for the rating, what is lacking and what is expected of the teacher in the areas where performance is lacking; and f) provide the teacher and the appropriate supervisory officer with a brief summary in writing of the explanations for the rating, what is lacking and what is expected of the teacher in the areas where performance is lacking; and g) provide the teacher and the appropriate supervisory officer with an Enrichment Plan that may include additional orientation, additional mentoring days, and/or additional professional development. g) provide the teacher and the appropriate supervisory officer with an Improvement Plan that includes the steps and actions that the teacher should take to improve his or her performance. It is the teacher’s responsibility to take the necessary steps provided for in the Improvement Plan. If the development needed rating was determined as part of the first appraisal, the subsequent appraisal must be completed within the first 12 months of teaching. If the development needed rating was determined as part of the second appraisal, the subsequent appraisal must be completed within 120 school days from the beginning of the second 12 month period, taking into consideration time allowed for the teacher to participate in the enriched supports. Within 60 school days of the initial notice to the teacher of the unsatisfactory rating, the principal must complete another performance appraisal. In determining the timing of the second appraisal, the principal must balance the desirability of giving the teacher a reasonable opportunity to improve his or her performance against the responsibility of providing students with quality education. Where the subsequent appraisal rating is satisfactory, the same process applies as outlined above in 10.5. If this is the second satisfactory rating, the formal performance appraisal is Where the subsequent appraisal rating is satisfactory, the same process applies as outlined above in 10.5. Because it has resulted in a positive outcome, this subsequent appraisal -12- PR.602.HR New Teacher (Development Needed Rating) Experienced Teacher (Unsatisfactory Rating) complete. If this is the first satisfactory rating, a third appraisal is required and will take place within 120 school days from the beginning of the second 12- month period. (whether it is the second or third) completes the formal performance appraisal of the teacher in his or her evaluation year. Where the subsequent appraisal rating is unsatisfactory, the teacher will be placed on review status and the procedures set out for teachers who are on review must be followed. Where the subsequent appraisal rating is unsatisfactory, resulting in the teacher having received two consecutive unsatisfactory appraisal ratings, the teacher will be placed on review status and the procedures set out below for teachers who are on review must be followed. ON REVIEW STATUS: 4.21 A teacher who is on review status shall be advised of his/her right to have assistance and representation from the appropriate Federation at every step in the under review process. 4.22 Where a teacher resigns his/her employment while on review status, the secretary of the board must promptly file a complaint with the Ontario College of Teachers regarding the conduct or actions of the teacher that relate to the teacher having been placed on review status. New Teacher (Review Status) Experienced Teacher (Review Status) A teacher is put on review status when he or she receives a first unsatisfactory rating. Whenever a teacher is on review status, the principal shall: A teacher is put on review status when he or she receives two consecutive unsatisfactory ratings Whenever a teacher is on review status, the principal shall: a) implement the Improvement Plan; b) monitor the teacher’s performance; a) monitor the teacher’s performance; c) consult regularly with the supervisory officer regarding the teacher’s performance and steps that can be taken to improve it, unless the supervisory officer is carrying out the functions of the principal, in which case no consultation is required; b) consult regularly with the supervisory officer regarding the teacher’s performance and steps that can be taken to improve it, unless the supervisory officer is carrying out the functions of the principal, in which case no consultation is required; d) provide feedback and recommendations to the teacher that the principal considers might help the teacher improve his or her performance. c) provide feedback and recommendations to the teacher that the principal considers might help the teacher improve his or her performance. Within 15 school days of determining that a teacher will be receiving an unsatisfactory rating on a performance Within 15 school days of determining that a teacher will be receiving the second consecutive unsatisfactory rating, the -13- PR.602.HR New Teacher (Review Status) Experienced Teacher (Review Status) appraisal, the principal will: principal will: a) arrange a meeting between the principal, the teacher and the appropriate superintendent with responsibility for schools. The teacher shall be advised prior to the meeting that he/she has the right to be accompanied by a representative of the Federation; a) arrange a meeting between the principal, the teacher and the appropriate superintendent with responsibility for schools. The teacher shall be advised prior to the meeting that he/she has the right to be accompanied by a representative of the Federation; b) at the meeting, provide the teacher with written notice of the unsatisfactory rating, written notice that he/she is being placed on review status, and a copy of this procedure; b) at the meeting, provide the teacher with written notice of the unsatisfactory rating, written notice that he/she is being placed on review status, and a copy of this procedure; c) explain the reasons for the unsatisfactory rating, including what is lacking in his/her performance and expectations for improvement in each area; c) explain the reasons for the unsatisfactory rating, including what is lacking in his/her performance and expectations for improvement in each area; d) explain to the teacher the ways, if any, in which his/her performance has changed since the previous appraisal; d) explain to the teacher the ways, if any, in which his/her performance has changed since the previous appraisal; e) seek input from the teacher as to what steps and actions could help the teacher improve his/her performance; e) seek input from the teacher as to what steps and actions could help the teacher improve his/her performance; f) provide the appropriate superintendent and the teacher with copies of the summative report and all documents relied on in conducting the performance appraisal; f) provide the appropriate superintendent and the teacher with copies of the summative report and all documents relied on in conducting the performance appraisal; g) consult with the appropriate superintendent with respect to the teacher’s Improvement Plan; g) consult with the appropriate superintendent with respect to the teacher’s Improvement Plan; h) prepare a written Improvement Plan for the teacher, setting out steps and actions that the teacher should take to improve his/her performance, taking into account the teacher’s input, as well as suggested resources and support services available to the teacher to assist in improving performance; h) prepare a written Improvement Plan for the teacher, setting out steps and actions that the teacher should take to improve his/her performance, taking into account the teacher’s input, as well as suggested resources and support services available to the teacher to assist in improving performance; i) provide the teacher and the appropriate supervisory officer with a copy of the summative report, all documents relied on in conducting the performance appraisal, a brief written summary of the explanations, and a i) provide the teacher and the appropriate supervisory officer with copies of the written Improvement Plan. -14- PR.602.HR New Teacher (Review Status) Experienced Teacher (Review Status) copy of the written Improvement Plan. Within 120 school days (the “review period”) of advising the teacher that he/she is on review status (but no later than 24 months after the teacher begins teaching if a new teacher), the principal must complete another performance appraisal. The timing of the performance appraisal is at the discretion of the principal and supervisory officer, in consultation with the supervisory officer responsible for human resources, or designate. Within 120 school days (the “review period”) of advising the teacher that he/she is on review status the principal must complete another performance appraisal. The timing of the performance appraisal is at the discretion of the principal and supervisory officer, in consultation with the supervisory officer responsible for human resources, or designate. During the review period, the principal will continue to monitor the teacher’s performance, consult regularly with the supervisory officer regarding the teacher’s performance and the steps that could be taken to improve it, and provide feedback and recommendations to the teacher that the principal considers might help the teacher improve his/her performance. During the review period, the principal will continue to monitor the teacher’s performance, consult regularly with the supervisory officer regarding the teacher’s performance and the steps that could be taken to improve it, and provide feedback and recommendations to the teacher that the principal considers might help the teacher improve his/her performance. The principal may, at any time during the review period, in consultation with the supervisory officer, determine that it is appropriate to complete the next performance appraisal. The principal will provide the teacher with notice of his/her intention to complete the performance appraisal at the next scheduled meeting to discuss the teacher’s progress. The principal may, at any time during the review period, in consultation with the supervisory officer, determine that it is appropriate to complete the next performance appraisal. The principal will provide the teacher with notice of his/her intention to complete the performance appraisal at the next scheduled meeting to discuss the teacher’s progress. The principal will normally proceed to complete the next performance appraisal when, in the principal’s opinion: The principal will normally proceed to complete the next performance appraisal when, in the principal’s opinion: a) there has been sufficient and sustained improvement in the teacher’s performance; or, a) there has been sufficient and sustained improvement in the teacher’s performance; or, b) there has not been sufficient improvement in the teacher’s performance despite having been provided with reasonable time and assistance and sufficient improvement is unlikely in the circumstances. b) there has not been sufficient improvement in the teacher’s performance despite having been provided with reasonable time and assistance and sufficient improvement is unlikely in the circumstances. Where the subsequent performance appraisal results in a rating of satisfactory, the teacher immediately Where the subsequent performance appraisal results in a rating of satisfactory, the teacher immediately -15- PR.602.HR New Teacher (Review Status) Experienced Teacher (Review Status) ceases to be on review status. The teacher must be advised in writing of that fact, along with a copy of the signed summative report. At the request of either the teacher or the principal, the parties must meet to discuss the performance appraisal. ceases to be on review status. The teacher must be advised in writing of that fact, along with a copy of the signed summative report. At the request of either the teacher or the principal, the parties must meet to discuss the performance appraisal. Where the performance appraisal results in a subsequent consecutive unsatisfactory rating, the principal must promptly send a written recommendation to the board that the teacher’s employment should be terminated. The recommendation must be accompanied by written reasons for the recommendation, as well as copies of all performance appraisal documents and all documents relied on in conducting the three performance appraisals. Where the performance appraisal results in a subsequent consecutive unsatisfactory rating, the principal must promptly send a written recommendation to the board that the teacher’s employment should be terminated. The recommendation must be accompanied by written reasons for the recommendation, as well as copies of all performance appraisal documents and all documents relied on in conducting the three performance appraisals. If at any time during the review period the principal and appropriate superintendent, in consultation with Human Resources and legal counsel, determine that the delay necessitated by conducting a subsequent performance appraisal is not in the best interests of the students, they must promptly send a joint written recommendation to the board that the teacher’s employment should be terminated. The recommendation must include a statement that, in the opinion of both the principal and the supervisory officer, the delay necessitated by a third performance appraisal is inconsistent with the best interests of the students. If at any time during the review period the principal and appropriate superintendent, in consultation with Human Resources and legal counsel, determine that the delay necessitated by conducting a subsequent performance appraisal is not in the best interests of the students, they must promptly send a joint written recommendation to the board that the teacher’s employment should be terminated. The recommendation must include a statement that, in the opinion of both the principal and the supervisory officer, the delay necessitated by a third performance appraisal is inconsistent with the best interests of the students. In the event of a decision to terminate the teacher’s employment, a meeting will be arranged with the teacher, a Federation representative (unless the teacher expressly waives his/her right to have a representative present), the superintendent with responsibility for schools and the superintendent with responsibility for human resources (or designate) to inform the teacher of the principal’s recommendation. In the event of a decision to terminate the teacher’s performance, a meeting will be arranged with the teacher, a Federation representative (unless the teacher expressly waives his/her right to have a representative present), the superintendent with responsibility for schools and the superintendent with responsibility for human resources (or designate) to inform the teacher of the principal’s recommendation. -16- PR.602.HR New Teacher (Review Status) Experienced Teacher (Review Status) Following the meeting, the principal will confirm the recommendation in writing with copies to the teacher, the superintendent with responsibility for schools and the superintendent with responsibility for human resources (for inclusion in the teacher’s personnel file). The recommendation will proceed to the board, as indicated below. Following the meeting, the principal will confirm the recommendation in writing with copies to the teacher, the superintendent with responsibility for schools and the superintendent with responsibility for human resources (for inclusion in the teacher’s personnel file). The recommendation will proceed to the board, as indicated below. RECOMMENDATION FOR TERMINATION (FOLLOWING ON REVIEW STATUS) 4.23 In the event of an unsatisfactory rating, a meeting will be arranged with the teacher, a Federation representative (unless the teacher expressly waives his/her right to have a representative present), the appropriate superintendent with responsibility for schools and the superintendent responsible for human resources, prior to submitting the recommendation to the board to inform the teacher of the principal’s recommendation. 4.24 The principal must promptly (at least prior to forwarding the recommendation to the board), provide the teacher with the following: a) a copy of the written recommendation; b) a copy of the written reasons for the recommendation; and c) copies of all performance appraisal documents and all documents relied on in conducting the performance appraisals. 4.25 Pending the board’s decision on the recommendation to terminate the teach er’s employment, the director of education will suspend the teacher with pay or reassign the teacher to duties that are, in the view of the director, appropriate in the circumstances. 4.26 The board must, within 60 days of receiving a recommendation to terminate a teacher’s employment, make a decision, by majority vote, on whether or not to accept the recommendation. 4.27 If the teacher’s employment is not terminated, his/her reassignment to other duties (or suspension) ceases and unless the board and the teacher agree otherwise, the teacher resumes his/her former position. The teacher’s 5-year cycle recommences; however, the principal shall normally indicate that an additional performance appraisal is to be conducted during the next school year, even though it will be a non-evaluation year. 4.28 If the teacher’s employment is terminated, the secretary of the board must promptly file a complaint with the Ontario College of Teachers regarding conduct or actions of the teacher that relate to the termination. 5.0 REFERENCE DOCUMENTS Board Policy P.089.HR: Performance Appraisal and Supervision for Professional Growth of Teachers Part X.2 “Teacher Performance Appraisal” of the Education Act Ontario Regulation (O. Reg.) 99/02 (as amended to O. Reg. 96/07) -17- PR.602.HR Ontario Regulation (O. Reg.) 98/02 (as amended to O. Reg. 97/07) MOE - Performance Appraisal of Experienced Teachers - 2007 Technical Requirements Manual MOE - New Teacher Induction Program – 2006 Manual for Performance Appraisal of New Teachers and Induction Elements Manual OCDSB Rubrics – Experienced and NTIP Teachers -18- PR.602.HR Teacher Performance Appraisal Overview New Teachers & Experienced Teachers Components 2006 New Teachers (NTIP) 2007 Experienced Teachers Frequency Two appraisals in the first year of employment. Additional appraisals are required if any appraisals in the first year result in a rating that is not satisfactory. One performance appraisal in an evaluation year, every five years. Appraisal Meetings Three appraisal meetings, repeated for each appraisal process. 1. Pre-observation meeting 2. Classroom observation 3. Post-observation meeting Three appraisal meetings, repeated for each appraisal process. 1. Pre-observation meeting 2. Classroom observation 3. Post-observation meeting Documenting Summative Report Form for New Teachers. Summative Report Form for Experienced Teachers. Competencies and Performance Indicators Eight competencies (three domains) most relevant for new teachers are highlighted so that principals can focus on them in the appraisal process 45 looks-fors highlighted for new teachers as a resource. In assessing the teacher’s performance, the principal must consider all 16 competencies set out in Schedule 1 of Ontario Regulation 99/02, as amended. In preparing the summative report, the principal provides comments identified in discussions with the teacher as the focus of the teacher’s performance appraisal (the principal may also comment on other competencies that were assessed through the performance appraisal). List of 90 look-fors available in the Log of Teaching Practice as an optional resource Rating Scale Two-point rating scale: Satisfactory, Development Needed* * For teachers with Dev. Needed, the rating in the subsequent appraisal is: Satisfactory, Unsatisfactory Two-point rating scale: Satisfactory, Unsatisfactory -19- PR.602.HR Components 2006 New Teachers (NTIP) 2007 Experienced Teachers Goal-Setting for Growth Further areas for new teacher growth identified through the appraisal process are captured in the Summative Report Form for New Teachers Each experienced teacher must have an ALP each year that includes the teacher’s professional growth objectives, as well as his or her proposed action plan and timelines for achieving those objectives. The ALP is teacher authored and directed and is developed in a consultative and collaborative manner with the principal. Each year, teachers in consultation with their principal, must review and update their ALP, as necessary from the previous year. They must take into account their learning plan from the previous year, their learning and growth over the year and the summative report of their most recent performance appraisal. In an evaluation year, the teacher and principal must meet to review and update the teacher’s ALP as part of the performance appraisal. Teachers are encouraged to gather parent and student input in developing, reviewing and updating their ALP each year. Parent/Student Input Documents recording parental input, pupil input or both shall be taken into account in the performance appraisal process. Experienced teachers are encouraged to include parent and student input in developing, reviewing and updating their ALP. -20- PR.602.HR Components 2006 New Teachers (NTIP) 2007 Experienced Teachers Unsatisfactory Performance Enrichment Plan after one appraisal rating that is not satisfactory. After two appraisal ratings that are not satisfactory, the teacher will be On Review status and an Improvement Plan will be developed. After three appraisal ratings that are not satisfactory, the teacher’s employment will be recommended for termination. After employment termination, the Ontario College of Teachers will be notified. While the teacher is On Review status, the principal and supervisory officer can jointly decide to omit the 3rd appraisal and recommend the teacher’s employment termination to protect the best interests of students. Improvement Plan after one appraisal rating that is unsatisfactory. After two appraisal ratings that are unsatisfactory, the teacher will be On Review status. After three appraisal ratings that are unsatisfactory, the teacher’s employment will be recommended for termination. After employment termination, the Ontario College of Teachers will be notified. While the teacher is On Review status, the principal and supervisory officer can jointly decide to omit the 3rd appraisal and recommend the teacher’s employment termination to protect the best interests of students. -21- PR.602.HR Performance Appraisal Process (Overview) for Experienced Teachers (Excerpt from Ministry of Education 2007 Technical Requirements Manual) -22- PR.602.HR Performance Appraisal Process (Overview) for New Teachers (NTIP) (Excerpt from Ministry of Education 2006 Manual for Performance Appraisal of New Teachers -23- PR.602.HR