EVALUATION OF PROFESSIONAL STAFF MEMBERS Purpose A formal process of evaluating all certificated personnel will be implemented. The purpose of evaluation shall be the improvement of the quality of instruction. Such a process, to achieve the greater measure of success, shall be predicated on the assumption that the evaluation will be a cooperative procedure, with the evaluator and the evaluatee having full knowledge of the criteria, process, and results. The following statements give more specific purposes for evaluation: Evaluations document the extent to which the teacher makes student learning  the primary focus of the teacher’s professional time. Evaluations determine how well the objectives held by the school are being  carried out. The success of the educational program is dependent upon the quality of classroom instruction, supervision, and administration. Evaluations provide the basis for motivation and for self-improvement, permitting  personnel to be aware of their strengths and weaknesses in order to improve. Evaluations provide a basis for planning in-service training and supervisory  activities. Such activities can be most effective when they are based upon clear evidence of need as shown by evaluation studies. Evaluations provide the basis for administrative decisions. Such decisions may  include the employment of personnel, their assignment, the granting of continuing status, promotion, demotion, or termination. Evaluations aid in determining the adequacy or inadequacy of classroom  performance. Definitions When used in this regulation: Instructional day will mean a day in which pupils are scheduled to attend school  for instructional time. Performance classifications means the four (4) performance classifications,  designated as highly effective, effective, developing, and ineffective, included in
EVALUATION OF PROFESSIONAL STAFF MEMBERS Purpose A formal process of evaluating all certificated personnel will be implemented. The purpose of evaluation shall be the improvement of the quality of instruction. Such a process, to achieve the greater measure of success, shall be predicated on the assumption that the evaluation will be a cooperative procedure, with the evaluator and the evaluatee having full knowledge of the criteria, process, and results. The following statements give more specific purposes for evaluation:  Evaluations document the extent to which the teacher makes student learning the primary focus of the teacher’s professional time.  Evaluations determine how well the objectives held by the school are being carried out. The success of the educational program is dependent upon the quality of classroom instruction, supervision, and administration.  Evaluations provide the basis for motivation and for self-improvement, permitting personnel to be aware of their strengths and weaknesses in order to improve.  Evaluations provide a basis for planning in-service training and supervisory activities. Such activities can be most effective when they are based upon clear evidence of need as shown by evaluation studies.  Evaluations provide the basis for administrative decisions. Such decisions may include the employment of personnel, their assignment, the granting of continuing status, promotion, demotion, or termination.  Evaluations aid in determining the adequacy or inadequacy of classroom performance. Definitions When used in this regulation:  Instructional day will mean a day in which pupils are scheduled to attend school for instructional time.  Performance classifications means the four (4) performance classifications, designated as highly effective, effective, developing, and ineffective, included in
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