Board Policies

Adoption Date: Jul 11, 1979
Revision Date: Mar 21, 2012

The Board recognizes that good teaching is the most important element in a sound educational program.  Although the teaching process is an extremely complex one and the evaluation of this process is a challenging and technical function, teacher evaluation must be done to maintain high standards of teaching.


The primary purposes of evaluation are:


1.        To improve the quality of instruction and educational services to the students of our community;


2.        To aid the individual teacher to grow in competence and effectiveness;


3.        To provide a sound basis for the appraisal of teacher performance.


Evaluation of teacher performance must be a cooperative continuing process designed to improve the quality of instruction.  All professional employees are involved in the evaluation process.  The teacher shares with those who work with him/her the responsibility for developing effective evaluation procedures and instruments and instruments and for the development and maintenance of professional standards and attitudes regarding the evaluation process.


Therefore, the Board delegates to the professional staff the responsibility of developing, organizing, and implementing a system-wide program for evaluation the instructional process as one means to insure quality control of instruction.


The Board and Association recognize that evaluation is something that is done with a teacher and not to a teacher and acknowledge the right, duty and responsibility of administrators to make periodic evaluations of the performance of teachers for the purpose of providing a sound basis for teacher improvement and an assessment of teacher effectiveness.


Any administrator designated by the Superintendent may evaluate teachers.


The guiding principles for a sound evaluation program should include the following:


Continuity and Written Evaluation


1.      Evaluation needs to be a continuous process throughout the school year.


2.      Each teachers shall be evaluated in writing at least annually.




If a certificated employee receives a rating of ineffective or improvement necessary, the evaluator and the certificated employee shall develop a remediation plan of not more than ninety (90) school days in length to correct the deficiencies noted in the certificated employee’s evaluation.  The remediation plan must require the use of the certificated employee’s license renewal credits in professional development activities intended to help the certificated employee achieve an effective rating on the next performance evaluation.


Assistance may be from the following:


1.      Arrange to have the teacher observe a pertinent demonstration in the area of the teacher’s weakness.


2.      Arrange for the teacher to observe another classroom in which that teacher is having success in the area needing improvement.


3.      Have the teacher choose another teacher to work with him/her in the identified area.


4.      Consultation with the administrator and/or other resource personnel.


5.      Utilize other forms of assistance which are mutually agreed upon by the teacher and evaluator.




1.      The evaluation process shall be based on the criteria adopted by the Board.


2.      All observations for the purpose of evaluation shall be done openly and with the knowledge of the teacher. 


3.      Any communication an administrator may have with a teacher regarding evaluation shall be done in private and in a professional manner.


4.      Any written evaluation shall be based on in-class observations and other school-related activities relating to criteria adopted by the Board. 



Classroom Visitation


1.      Classroom visitations are an essential component of the evaluation program.  Visitation means an in-class observation by the administrator of the instructional activities of the teacher.


2.      A teacher may request a maximum of two additional visitations from the administrator.    




Teachers assigned to more than one school shall be evaluated by the administrator most directly responsible for such teacher’s performance.  In the event a teacher has equal or nearly equal assignments in two or more buildings, one administrator in cooperation with the other involved administrator(s) shall assume the responsibility to coordinate the evaluation process in a fair and equitable manner.    


Evaluation Conference and Report



1.      A formal appraisal conference between the teacher and the evaluator shall be completed by June 1 of the year in which the evaluation occurs and submitted to the appropriate assistant superintendent.


Formal Appraisal Conference


1.      The evaluator’s written appraisal report of the teacher being evaluated shall be reviewed by both parties at the formal appraisal conference.  A copy of the written evaluation shall be signed by the teacher and the evaluator.


2.      The formal appraisal conference shall be preceded by observations by the evaluator in the teacher’s classroom followed by informal discussions between the teacher and the evaluator.


3.      Formal written evaluations shall be recorded on the approved Instrument and shall be signed by both parties with a copy given to the teacher.  The teacher’s signature shall indicate only that the teacher has seen the material, not that he/she necessarily agrees with it.


4.      The evaluator shall inform the teacher that he/she may take his/her copy of the evaluation form for study.  The teacher may respond to the evaluation in written form and attach a copy of the response to the evaluation.



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