Policies and Procedures Handbook


Last Updated: 5/16/2005
Garrett County Public Schools
40 South Second Street
Oakland, MD 21550
(301)334-8900

ADMINISTRATIVE AND SUPERVISORY STAFF EVALUATION

Administrative Procedure

  1. Purposes of Evaluation
    1. The evaluation will serve to reinforce good qualities of employee performance.
    2. The evaluation procedure will focus on areas where leadership qualities might be improved.
    3. The evaluation will further serve as one of the bases for reassignment of personnel.

  2. Responsibility-Frequency of Evaluation
    1. The evaluation form will be signed by both the evaluee and the evaluator as described below:
Evaluee Evaluator
Assistant Superintendent Superintendent
Director: Instruction Assistant Superintendent
Director: Administration Superintendent
Supervisor: Instruction Director: Instruction
Supervisor: Administration Superintendent
Principal Superintendent
Coordinator/Facilitator Assistant Superintendent / Appropriate Director
Non-Certificated Administrator Superintendent / Appropriate Supervisor
Assistant Principal Principal
Pupil Personnel Workers Director of Pupil Services
    1. An Administrators and Supervisors Evaluation Form will be completed according to the following chart:
Administrators and Supervisors
Evaluations
Non-Tenured -
SPC 1, SPC 2, or APC
One per semester
Tenured -
SPC 1 or SPC 2
One per year
Tenured -
APC
certificate years I - 3 - 5 One per year
certificate years 2 - 4 Optional
    1. The use of additional individuals to be involved in the evaluation process is left to the discretion of the evaluator.

  1. Procedure for Evaluation
    1. All parties involved in the evaluation process should become familiar with the evaluative procedure, their responsibilities as covered by the evaluation form, and the appropriate job description.
    2. Input for the evaluation should be considered by the evaluator from as many sources as possible. These sources may include other professionals, supporting services personnel, and the public. Evaluation evidence should be collected and analyzed as objectively as possible.
    3. The evaluator should use N.A. (not applicable) only when the employee has no responsibility in a particular category on the evaluation form.
    4. The evaluation form must be discussed thoroughly and signed by the professionals involved indicating that an evaluation conference was held.
    5. The employee being evaluated may submit any written comments he/she desires related to the evaluation and also may request a conference with the evaluator's immediate superior.
    6. The employee being evaluated will receive a copy of the evaluation form. The original copy will be filed in the personnel folder of the employee.

  2. Certification/Recertification
    Each employee must be aware of and comply with the Professional Certification and Recertification Administrative Procedure 510.0.


  3. Indicators of Effective Leadership within Professional Competencies and Related Behaviors
    1. Technical Competence

      This area applies to all aspects of an individual's performance as related to their functions within the school system.

      1. Performs duties set forth in job description.
      2. Effectiveness as program change agent.
        1. Observable evidence which indicates knowledge and use of appropriate behaviors to bring about desired program changes.
        2. Evidence of program change.
      3. Verbal-written communication skills.
        1. Appropriate and effective use of verbal and written communications with individuals, small groups, and large groups.
        2. Appropriate and effective use of verbal and written communications relative to decision-making responsibilities.

    2. Administrative-Management Functions

      This area applies to those responsibilities and practices generally associated with the administrative responsibilities of the current assignment.

      1. Personnel practices.
        1. Ability to exercise personnel selection decisions objectively.
        2. Ability to utilize personnel effectively maintaining a high level of cooperation.
        3. Ability to recommend for transfer, promotion, or dismissal personnel under consideration for reassignment or dismissal.
      2. Scheduling of activities.
        1. Skill in establishing program goals which are achieved through scheduling.
        2. Provision for flexibility and/or structure where needed.
      3. Business practices and record keeping.
        1. Accuracy and thoroughness in all financial and administrative responsibilities.
        2. Promptness in all administrative reports and records.
      4. Fiscal/resource management.
        1. Appropriately budgets for program(s).
        2. Exercises decisions over budget expenditures.
      5. Facility management.
        1. Exercises leadership to insure efficient operation and well maintained appearance.
        2. Efficient supervision of staff.
      6. Decision-making.
        1. Abilities related to collecting data, seeking advice if needed, and making decisions which are in the best interest of those to be served by the decision.
        2. Amount of time required to make decisions, purposeful utilization of work time during the year, and willingness to spend the time required to complete the job.
      7. Leadership
        1. Utilization of time for leadership.
        2. Assumes initiative to further goals and objectives.

    3. Interpersonal Relationships

      This area applies to the total human relations and public relations skills utilized in working with related agencies and the community in insuring that the objectives of local schools and the school system are achieved.

      1. Develops positive school-community relations.
        1. Utilization of informational service skills and communications to promote support for program direction, budgetary processes, and other responsibilities related to the particular position.
        2. Skills reflecting a grasp of the total situation from a student, professional, and/or public point of view.
      2. Creates a positive school community environment.
        1. Qualities of tact, perseverance, honesty, sincerity, professional ethics, and a sense of humor which promotes a positive environment.
        2. Skill in resolving problems in as positive a fashion as possible.
        3. Skill in bringing together those professionals and support staff necessary to improve programs and resolve problems.

    4. Personal-Professional Qualities

      This area applies to all personal and professional qualities possessed by the leader which contribute to effectiveness in an administrative/supervisory role.

      1. Self-analysis and self-improvement abilities:
                  a.  Ability to analyze personal strengths and weaknesses related to job responsibilities and ability to take action leading to change where change is
                      desirable.
                  b.  Relationship and effectiveness of workshops and course work to professional responsibilities.

          2.  Observes ethics of the profession.

       

    5. Goals

      This area applies to state, local and personal goals.

      1. Promotes school system policies and goals.
        1. Incorporates system goals in area of administrative responsibilities.
        2. Follows all applicable policies and procedures.
      2. Develops, implements, and evaluates personal goals annually.

      Administrators And Supervisors Evaluation Form

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Professional Certification and Rectification 533.630 A&S
Adopted 8/16/74 JJR
Revised 5/9/95 AAC