Article XV - Evaluation

15.1 VISION STATEMENT

15.1.1 The fundamental premise for a successful evaluation program shall be based on trust, mutual respect, confidentiality, fairness, equality and consistency. 

15.1.2 The purpose of a unit member evaluation is to: 

1. Maintain and improve the quality of education in the District 

2. Promote professional growth 

3. Foster student achievement 

4. Recognize competence and accomplishments 

5. Acknowledge contributions beyond classroom duties 

6. Be consistent/parallel with District and site goals 

15.1.3 The parties agree that this evaluation system, based on the California Standards for the Teaching Profession, meets the requirements of Education Code Section 44662 (Stull Bill Evaluation Process). Furthermore, these standards constitute the goals and objectives for all teachers in the Newcastle Elementary School District. 

15.1.4 All teachers, whether in their year of formal evaluation or not, are expected to be familiar with and working towards developing the practice of these standards.

15.2 CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

1. STANDARD I – Engaging and Supporting All Students in Learning 

1. Using knowledge of students to engage them in learning

2. Connecting learning to students’ prior knowledge, backgrounds, life experience, and interests

3. Connecting subject matter to meaningful, real-life contexts

4. Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

5. Promoting critical thinking through inquiry, problem solving, and reflection

6. Monitoring student learning and adjusting instruction while teaching

2. STANDARD II – Creating and Maintaining Effective Environments for Student Learning

1. Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

2. Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

3. Establishing and maintaining learning environments that are physically, intellectually and emotionally safe

4. Creating a rigorous learning environment with high expectations and appropriate support for all students

5. Developing, communicating and maintaining high standards for individual and group behavior

6. Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

7. Using instructional time to optimize learning

3. STANDARD III – Understanding & Organizing Subject Matter for Student Learning

1. Demonstrating knowledge of subject matter, academic content standards and curriculum frameworks

2. Applying knowledge of student development and proficiencies to ensure student understanding of subject matter

3. Organizing curriculum to facilitate student understanding of subject matter

4. Utilizing instructional strategies that are appropriate to the subject matter

5. Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students

6. Addressing the needs of English learners and students with special needs to provide equitable access to the content

4.  STANDARD IV – Planning Instruction and Designing Learning Experiences for All Students

1. Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction

2.  Establishing and articulating goals for student learning

3. Developing and sequencing long-term and short-term instructional plans to support student learning

4. Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

5. Adapting instructional plans and curricular materials to meet the assessed learning needs of all students 

5. STANDARD V – Assessing Student Learning

1. Applying knowledge of the purposes, characteristics, and uses of different types of assessments

2. Collecting and analyzing assessment data from a variety of sources to inform instruction

3. Reviewing data, both individually and with colleagues, to monitor student learning

4. Using assessment data to establish learning goals and to plan, differentiate, and modify instruction

5. Involving all students in self-assessment, goal setting, and monitoring progress

6. Using available technologies to assist in assessment, analysis, and communication of student learning

7. Using assessment information to share timely and comprehensible feedback with students and their families

6.    STANDARD VI – Developing as a Professional Educator

1. Reflecting on teaching practice in support of student learning

2. Establishing professional goals and engaging in continuous and purposeful professional growth and development

3. Collaborating with colleagues and the broader professional community to support teacher and student learning

4. Working with families to support student learning

5. Engaging local communities in support of the instructional program

6. Managing professional responsibilities to maintain motivation and commitment to all students

7. Demonstrating professional responsibility, integrity, and ethical conduct

15.3 FREQUENCY OF EVALUATION

15.3.1 Probationary Unit Members - Each probationary unit member shall be evaluated on a continuing basis.  A formal evaluation shall be completed each school year.  These unit members will receive at least one formal observation not later than two weeks into the second trimester and another formal observation not later than March 15.

15.3.2 Temporary Unit Members - Each temporary unit member shall be evaluated on a continuing basis.  A formal evaluation shall be completed each school year.  These unit members will also receive at least one formal observation not later than two weeks into the second trimester and another formal observation not later than March 15.  Temporary unit members working only the second half of the year shall have at least one formal observation no later than four weeks prior to the end of the school year.

15.3.3 Permanent Unit Members - Each permanent unit member shall be evaluated on a continuing basis.  Permanent unit members who have been employed in the district for less than ten years and performing satisfactorily shall be formally evaluated at least once every other year.  Permanent unit members who have been employed for at least ten years with the district, are NCLB Compliant, and whose previous evaluation rated the employee as a 3,  “Satisfactory/Strong,” shall be evaluated every five years if the unit member and evaluator consent to this schedule.  The certificated employee or the evaluator may withdraw consent at any time.  Should either party withdraw consent, written notice and the reason(s) for the withdrawal shall be provided to the other party.  Permanent unit members given a rating of a  “Needs Improvement” or “Unsatisfactory” in any teaching standard on the Certificated Teacher Observation/ Evaluation Form shall be formally evaluated each school year.  Members receiving a rating of “Does Not Meet Standards”  in two (2) or more of the teaching standards shall be rated "Unsatisfactory" and referred to the PAR program.  This rating shall be determined by the NESD Rubric Supporting The California Standards for Teaching Professionals in the Appendix ”E”.

15.4 AREAS OF EVALUATION

15.4.1 The District shall evaluate and assess certificated unit member performance as reasonably relates to the Evaluation of Teaching Performance Form:  Standard I – Engaging and Supporting All Students in  Learning, Standard II – Creating and Maintaining Effective Environments for Student Learning, Standard III – Understanding & Organizing Subject Matter for Student Learning, Standard IV – Planning Instruction and Designing Learning Experiences for All Students, Standard V – Assessing Student Learning, Standard VI – Developing as a Professional Educator.

15.4.2 Non-classroom-based unit members shall be evaluated on the fulfillment of duties as defined in their job descriptions.  Upon request, unit members will be provided a copy of their job description.

15.5 USE OF PUBLISHERS’ NORMS

15.5.1 The evaluation and assessment of unit member's performance pursuant to this Article shall not include the use of publishers' norms established by standardized tests.

15.6 NOTICE TO UNIT MEMBERS

15.6.1 No later than October 1 of the year in which the formal or informal evaluation is to take place, the District shall give unit members a copy of the evaluation procedures, the criteria upon which the evaluation is to be based, AND the Governing Board's established Standards of Expected Pupil Achievement at each grade level in each area of study.  In addition, the District shall give each probationary unit member the name of an experienced person who will provide assistance to the probationary unit member.

15.7 PRE-CONFERENCE AND EVALUATION PLAN

1. The unit member being evaluated and the evaluator shall meet to establish:

1.  The standards to be observed in the areas described in Section 2 during the evaluation period no later than eight weeks after the beginning of the school year;

2. A formal evaluation plan which shall offer the teacher an opportunity to sign up for the first formal classroom observation.  Pre-observation conferences, post 

observation conferences and the final summary evaluation shall be scheduled appropriately.  For temporary and probationary unit members, the first formal observation/evaluation shall be conducted no later than two weeks into the second trimester of employment for that school year; and

3. By mutual agreement, the evaluator and teacher may include any of the following as documentation of progress toward meeting District standards in the areas of evaluation described in Section 2: video/technology portfolio, curriculum units, teacher journals, logs and calendars, interviews, lesson plans, evidence of communications with parents/students, examples of student work, records of participation in school improvement efforts, and reports on professional growth activities.

15.8 CLASSROOM OBSERVATIONS/POST OBSERVATION CONFERENCES

15.8.1 Each evaluation plan shall include up to two (2) formal classroom observations, and each formal classroom observation shall be a minimum of thirty (30) minutes. With the agreement of both the unit member and the evaluator, the number of formal observations may be reduced from two (2) to one (1).  Prior to the first observation, the District shall give the unit member at least two (2) days' notice.  Within ten (10) days after each formal classroom observation, the evaluator shall hold a post-observation conference.  A unit member who receives a negative evaluation shall be entitled to additional classroom observations, evaluation conferences, and written evaluations with criteria and resources for improvement as needed.

15.9 FORMAL EVALUATION SUMMARY

15.9.1 All final evaluation conferences for permanent, temporary, and probationary unit members shall be completed not later than (30) days prior to the last day of instruction. All final evaluation conferences for probationary-two unit members shall be completed by March 1.  The evaluator shall transmit a copy to the unit member thirty (30) days prior to the end of the school year.  The evaluator and the teacher must sign all copies of the evaluation.

15.9.2 If a permanent unit member is given an “Unsatisfactory, does not meet standards” in two or more of the standards, he/she shall be referred to the PAR program as per section 2 of this agreement.  Any rating of “one” requires the evaluator to indicate in writing specific teacher instructional Practices Not Consistent With Minimum Standards and list requirements for improvement as described in NESD Rubric Supporting the California Standards for Teaching Professionals.

15.9.3 Where the teacher receives an overall Unsatisfactory Formal Evaluation Summary, the evaluator shall hold a conference with the teacher prior to the issuance of the Formal Evaluation Summary.

15.9.4 The teacher shall have the right to initiate a written reaction or response to the evaluation, and that response shall become a permanent attachment to the teacher's personnel file.

15.10 ALTERNATIVE EVALUATION

15.10.1 The District and the Newcastle Teachers Association (NTA) share the belief that offering alternatives to the traditional evaluation system will improve excellence in instruction by promoting the professional growth of experienced teachers.

15.10.2 Participants

1. The following certificated personnel will be eligible to participate in an alternative evaluation system:

1. All permanent certificated employees who have met the requirements of Item C, section 2.

2. Participation will be voluntary by the permanent certificated unit member with the approval of the site administrator.

3. There will be no limit on the number of participants

4. The alternative evaluation option, if mutually agreed upon, shall take the place of the traditional evaluation methods as outlined in Article XV of the Collective Bargaining Agreement.

5. Teachers whose participation in the alternative evaluation program is judged to detract from the teacher's instructional and professional performance may be reassigned during the year to the traditional evaluation process as outlined in Article XV of the Collective Bargaining Agreement between the District and NTA.  The administrator must specify to the affected teacher, in writing, the reasons for the evaluation reassignment.

15.10.3 Process

1. Goal Setting - The certificated employee will develop goals as the foundation for his/her alternative evaluation option.  During the goal setting conference, the site administrator and the certificated employee will:

1.   Agree on the goals and the selection of the alternative evaluation option.

2.   Develop timelines for completion.

3.   Review how the alternative evaluation option will enhance student learning.

15.10.4 Alternative Evaluation Options

1. The certificated employee should select alternative evaluation options which are in close alignment with his/her annual goals. The District-wide approved alternative options are described as follows:

1.   Traditional Evaluation process

2.   Research Project

3.   Teacher Portfolio

4.   Other mutually agreed upon process

15.10.5 Collaboration

1. The District and NTA believe the most effective professional growth occurs through collaboration.

2. The teacher and the site administrator will work together in the selection of the options and the development of the specific activities.

3. All participants in the alternative evaluation option will be encouraged to share the progress and results of their alternative individual or educational team activities with other colleagues.  The time and format for this collaboration will be developed at each individual site.

15.10.6 Timelines

1. The certificated employee will submit a written alternative evaluation plan/goals.  Timelines are to be predetermined by the participants and the site administrator.

15.10.7 Final Report

1. Prior to the end of the year, the teacher and administrator will meet to review the progress of the selected teacher activities.  Both the teacher and the administrator will provide a written response.  Upon satisfactory completion of the selected activities, a form indicating completion of the alternative evaluation plan and meeting District Standards will be included in the personnel file.

15.11 PERSONNEL FILE CONTENTS AND INSPECTION

15.11.1 Materials in personnel files of unit members which may serve as a basis for affecting the status of their employment are to be made available for the inspection by the person involved.

1. Such material is not to include ratings, reports, or records which (1) were obtained prior to the employment of the person involved, (2) were prepared by identified examination committee members, or (3) were obtained in connection with a promotional examination.

2. Every unit member shall have the right to inspect such materials upon request, provided that the request is made at a time when such person is not actually required to render services to the employing district.

3. Information of a derogatory nature, except material mentioned in the second paragraph of this section, shall not be entered or filed unless and until the unit member is given notice and an opportunity to review and comment thereon.  A unit member shall have the right to enter and have attached to any such derogatory statement his own comments thereon.

4. In the event a unit member demands a hearing after having been served with a notice of the District's intention to dismiss, evidence of records regularly kept by the District concerning the unit member may be introduced, but no decision relating to the dismissal or suspension of any unit member shall be made based on charges or evidence of any nature relating to matters occurring more than four (4) years prior to the filing of the notice.