Book: G

Section: Personnel

Title: Portland Administrators' Criteria for Evaluation

Code: GCOC-E

Status: Active

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PORTLAND ADMINISTRATORS’ CRITERIA FOR EVALUATION

 

Statement of Purpose

 

The purpose of administrator evaluation is to ensure highly effective leadership for education in Portland and to support the mission and operation of the school system.  The heart of administrator evaluation is the assessment and improvement of the skills and performance which strengthen the relationship between instruction AND student learning.

 

Administrator evaluation is based on the following criteria:

1. Demonstrates leadership skills for assigned programs or schools.

2. Demonstrates a commitment to professional growth and the improvement of performance.

3. Recognizes and effectively evaluates professional performance of their respective staffs.

4. Demonstrates a commitment to students, employees, the educational program, and the community.

5. Demonstrates management skills for assigned programs or schools.

Performance Criteria

 

The following criteria in bold type must be considered in the evaluation of all administrators as appropriate to their assignments.  Performance indicators listed under each criterion are examples that describe a range of administrative roles.  These indicators may be selected, or altered, or supplemented to fit a particular administrative role, department, or school.  Such action would be based on a discussion of performance indicators by the administrator and the evaluator during the Phase 1 conference.

 

1.0       Demonstrates Leadership and Administrative Skills for Assigned Programs or Schools

1. 1. Demonstrates effective leadership of the staff, students, parents, and/or community.

1.1.1    Communicates school or department commitment and enlists support for vision and goals.

1. 1. 2. Participates in and supports ongoing School Improvement planning, in collaboration with staff, parents, students, and community members.

1. 1. 3. Establishes procedures to permit the staff, students, and community to review and formulate recommendations for school department goals.

1. 1. 4. Communicates effectively through written and verbal methods.

1. 1. 5. Is a visible leader and maintains frequent contact with students and the staff.

1. 1. 6. Creates a climate that encourages innovation, and nurtures needed change.

1. 1. 7. Models good instruction in all professional interaction.

1. 1. 8. Demonstrates knowledge of child/adolescent growth and development and adult learning theory.

1.2       Demonstrates knowledge and ability to implement approved curriculum program.

1. 1. 1. Assists and encourages staff members to adjust their individual programs to accommodate individual students’ needs and abilities.

1. 1. 2. Assists staff members in evaluating their instructional methods and materials.

1. 1. 3. Participates actively in collaborating with the staff and community in the development and review of the system-wide curriculum.

1. 1. 4. Assigns the staff and schedules the programs to effectively meet the needs of students.

1. 1. 5. Assists the staff to develop meaningful goals, objectives, and strategies.

1. 1. 6. Advocates for the necessary resources to deliver programs.

1. 1. 7. Ensures that staff promote creative and critical high level thinking skills in the instructional program.

1. 1. 8. Understands, models, and promotes teaching for learning techniques and strategies that are research based.

1. 1. 9. Analyzes, utilizes, and monitors available data to ensure that curriculum objectives are being met.

1. 1. 10. Ensures student equity in student programs and activities.

1. 1. 11. Demonstrates knowledge and techniques in curriculum design, development, implementation, and evaluation.

2.0       Demonstrates the Ability to Recognize and Evaluate Effective Professional Performance of the Staff.

2.1       Acquires knowledge about staff performance through direct observation, discussion, data collection, and coaching methods.

1. 1. 1. Understands and models effectively supervisory methods.
2. 1. 2. Understands and models effectively instructional techniques.
3. 1. 3. Recognizes and encourages each employee’s contributions to the school community.

2.2       Demonstrates skill in evaluating the performance of assigned staff members.

1. 1. 1. Requires capabilities of staff members and encourages their professional growth.
2. 1. 2. Appraises staff performance objectively and fairly.
3. 1. 3. Uses observations and conferences to assist staff in the improvement of their performance.
4. 1. 4. Establishes procedures for determining staff needs, expertise, and assignments.
5. 1. 5. Produces written staff evaluations that assess performance based on established criteria, and identifies recommended target objectives with outcomes.
6. 1. 6. Designs remediation processes, where necessary, to enable staff members to improve their performance.

3.0       Demonstrates an Interest in and Commitment to Students, Staff Members, Parents, Community Members, and the Educational Program.

1. 1. Creates an environment of trust that is responsive to the collective needs of the students, staff, and community.

1. 1. 1. Demonstrates ability to adapt leadership style to fit the needs of the staff, student’s parents, and community.

3.1.2    Helps staff members to attain a feeling of security and satisfaction in their work.

1. 1. 3. Demonstrates sensitivity to the feelings of others, and responds accordingly.

3.1.4    Reviews accuracy and considers possible effects of information that is provided to the public.

1. 2. Promotes and nurtures a positive climate in the work place.

1. 1. 1. Models cooperation and teamwork with staff members.
2. 1. 2. Involves the staff, students, and parents in decision-making process, as appropriate.
3. 1. 3. Organizes meetings with staff that are responsive to school needs.
4. 1. 4. Practices preventive discipline by means of open communication with parents, the staff, and students, based on clearly stated expectations.
5. 1. 5. Provides for disciplinary procedures that are conducive to learning and are enforce fairly.
6. 1. 6. Works with parent-teacher and other organizations to improve the service that the school renders to students and the community.
7. 1. 7. Communicates effectively with staff members, parents, students, and the community.
8. 1. 8. Recognizes and celebrates the contributions of staff and community members.

3.3       Provides professional growth opportunities for the staff.

1. 1. 1. Collaborates with staff to assist staff members in taking responsibility for their professional growth plans.

1. 1. 2. Serves as a role model for continued professional growth.

1. 1. 3. Encourages and assists staff member to establish meaningful goals, objectives, outcomes, and strategies.

1. 1. 4. Assists in the design of effective staff and professional development programs which match personal organizational (building/district) goals.

1. 1. 5. Supports staff development through the effective use of budget, time, and other resources.

4.0       Demonstrates a Commitment to Professional Growth, and Makes Effort to Improve Performance.

1. 1. Recognizes and reflects upon one’s personal and professional beliefs, abilities, and actions.

4.1.1    Keeps current by reading professional or trade publications.

1. 1. 2. Writes clear, concise reports and other publications.

1. 1. 3. Practices continuous self-improvement for professional growth.

1. 2. Participates in professional organization.
2. 1. 1. Participates at the local, state, and national levels in appropriate professional organizations.
3. 1. 2. Maintains membership and participation in local, state, and national organizations to promote and enhance the public schools.
4. 3. Participates in workshops, seminars, and graduate studies.

1. 1. 1. Participates in conferences, in-service sessions, workshops, and classes, etc.
2. 1. 2. Continues to research, study, and share in his/her discipline or field.

5.0       Demonstrates Knowledge and Ability to Manage Effectively and Efficiently the Operation of the Assigned Area of Responsibility.

1. 1. Demonstrates effective management of human resources.

5.1.1    Provides leadership for assessing staffing needs and identifying highly qualified candidates to meet these needs.

1. 1. 2. Implements and supports the established district guidelines for the hiring process.

1. 1. 3. Budgets time to achieve balance between administrative and supervisory duties.

5.1.4    Establishes appropriate procedures for development and identification of unit needs and personnel selection.

1. 1. 5. Delineates responsibilities and authority, establishes lines of communication.

1. 1. 6. Supervises and coordinates extracurricular activities.

1. 1. 7. Ensures accuracy of personnel and pupil records.

1. 1. 8. Promotes and models open and clear communication among individuals and groups within the building and/or throughout the organization.

5.2       Demonstrates knowledge and applies principles of fiscal management.

1. 1. 1. Plans and budgets resources efficiently in area of responsibility.

1. 1. 2. Implements accounting policies consistent with existing district policies and procedures.

5.3       Demonstrates ability to manage the physical plant effectively.

1. 1. 1. Supervises and manages the operation and maintenance of the physical plant.

1. 4. Demonstrates knowledge and application of policies and mandates.

1. 1. 1. Consistently implements and supports School Committee policies, state law, federal law, and bargaining agreements.

5.5       Demonstrates knowledge for dealing with the dynamics and politics of school/district decision making.

 

 

GCOC-E - Portland Administrators' Criteria for Evaluation.pdf (19 KB)

 

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