Administrative Procedures

Administrative Procedure 413

Supervision and Evaluation of Professional Staff

Background

Recognizing its responsibility to provide the best possible educational services to its students, the Lloydminster Public School Division holds that:

1. Teacher effectiveness is the most important in school determinant of student learning.
2. The improvement of teaching effectiveness is a shared responsibility between individual staff members and the Lloydminster Public School Division.
3. Supervision practices and procedures are to reflect current research as applicable to local needs, conditions, and Lloydminster Public School Division priorities.
4. One means of ensuring teaching effectiveness is a program of teacher supervision.
5. The primary purpose of the program of supervision is to improve teacher effectiveness (formative supervision).
6. The secondary purpose of supervision is to provide a basis for decisions regarding retention, re-assignment, or dismissal (summative evaluation).

Guidelines

Through the Director of Education, the Lloydminster Public School Division shall ensure that a program of supervision is carried out according to the following guidelines:

1. Supervision shall take into account: 
   1. The teacher's skill and competencies; and,
   2. The teacher's professional attributes.
2. The procedure is to be guided by the interaction between the teacher and the supervisor.
3. The practices and procedures of supervision and any directives arising out of the supervision process must be fair and equitable.
4. Supervision is to be differentiated in order to meet their individual needs.
5. The program of supervision is to be part of an ongoing process aimed at improvement of instruction and professional practice
6. When there is a question of a teacher not meeting the expectations of the Lloydminster Public School Division, the supervisor shall investigate immediately, and if need be, initiate a formal supervision to address the identified concerns.
7. The Director of Education or designate will use all the information gathered in the supervision process to provide the basis for decisions regarding retention, re-assignment, or dismissal.
8. Formal written reports, filled on a regular basis, will serve to provide ongoing records of performance.

Procedures

1. The Director of Education or designate will establish and maintain suitable procedures for supervising the performance of each teacher.
2. In coordinating the teacher supervision at the school level, it may be determined that the Principal and/or the Vice-Principal share the duties.
3. This program will include the following features:
   1. Formative Supervision - is to assist the teachers in such a way as to achieve goals. Formative Supervision is process oriented as it is primarily concerned with improving teaching practices.
   2. Summative Evaluation - is to collect information to assess the present level of performance of the teacher.  Summative Evaluation is used to provide a basis for decision making.
   3. Professional Growth and Development Plan (PGDP) - is to enable personal and professional growth through goal setting and reflective practice.
   4. Intensive Evaluation - the process used when it is determined that a teacher is not 
      meeting the standards as indicated in their supervision report.
   5. Supervision Process
      1. The supervision model shall be used for the purposes of observing instructional behaviors and professional practices.
   6. Type of Contract
      1. Continuing - Formal supervision process beginning with Track 1.
      2. Replacement - Formal supervision process beginning with Track 1.
      3. Temporary - All supervision is formative. No summative report required.
      4. This model shall provide framework for both formal and informal observations.
      5. All teachers will submit a Professional Growth and Development (Form 413-1) to their Principal annually.
   7. Observations are to involve the following basic components:
      1. Preconference - a preliminary discussion with the teacher about the lesson in advance of the observation;
      2. Observation of the teacher instructing the lesson;
      3. Post-conference - after the observation the teacher and Principal shall meet to discuss and reflect upon the lesson and its outcomes;
      4. A written summary of the observation and post conference shall be completed by the Principal and shared with the teacher; and,
      5. Informal Observations - the Principal may have the opportunity to visit the classroom unannounced, as time permits, to familiarize themselves with the teacher and classroom or for information gathering purposes.  Observation of the teacher's professional practices shall be ongoing.  Post conferences for such observations shall be called at the discretion of the Principal or upon the request of the teacher.

Application

1. Professional Growth and Development Plan - All teachers will complete a Professional Growth Plan (Form 413-1).  The Professional Growth Plan is intended to provide flexibility and opportunity for teachers to direct their professional growth while working closely with Principal.  It encourages the teacher to self examine their practice and identify areas and strategies which can improve and enhance student learning.
1. Teachers will submit their Professional Growth and Development Plan to the Principal by October 15 of the current school year. The Principal will meet with the teacher to review the plan.
2. The Professional Growth and Development Plan shall include a self evaluation and identify the goals, strategies, activities, resources, supports required, and evidence associated with professional growth.
3. A midterm meeting will be scheduled to review progress and identify actions to be taken before the year-end. The teacher shall report either verbally or in writing, to the Principal, on the progress of their Professional Growth and Development Plan, by May 15.
4. The Professional Growth and Development Plan will not become part of the teacher's personnel file and will be stored in the Principal office.
2. Track 1 - First Year Teachers - This group includes teachers in their first year of employment with the Lloydminster Public School Division.  This supervision process will be led by the Superintendent of Education and supported by Principal and shall include the following:
1. A meeting in August/September with the Superintendent of Education to review the supervision competencies and the Professional Growth and Development Plan (Form 413-1).
2. A minimum of two (2) formative visits by the Superintendent of Education and one (1) formative visit by the Principal must be completed.
3. A written report shall be completed by the Principal and/or the Superintendent of Education after each formative visit (Form 413-2).
4. The written supervision report shall be completed by the Superintendent of Education prior to May 15 (Form 413-3). If the report indicates satisfactory performance the teacher will continue through the routine prescribed supervision process.
5. Should the Principal or Superintendent of Education be concerned about the teacher's performance they shall complete the supervision report (Form 413-3) in order to initiate an Intensive Supervision Program (Track 5).  This can be completed at any time during the supervision process.
6. The report (Form 413-3) shall be shared with the teacher and the teacher will initial and sign the document as required. The initial and signature does not imply that the teacher is in agreement with the report, but rather acknowledges that the document has been reviewed by the teacher, and is in receipt of the document. The teacher may add written comments to the report.
7. Copies of the report shall be distributed as follows: employee file, school personnel file, and the Lloydminster Public School Division personnel file.
3. Track 2 - Second Year Teachers - This group includes teachers in their second year of employment with the Lloydminster Public School Division. This supervision model is led by Principal and supported by the Superintendent of Education and shall include the following:
1. A meeting by the end of October with the Principal to review the Professional Growth and Development Plan (Form 413-1).
2. A minimum of two (2) formative visits by the the Principal and one (1) by the Superintendent of Education must be completed. There shall be at least one (1) visit before Christmas and at least one (1) prior to the end of April.
3. A written report shall be completed by the Principal and/or the Superintendent of Education after each formative visit (Form 413-2).
4. The written supervision report shall be completed by the Principal prior to April 30 (Form 413-3).  If the report indicates satisfactory performance the teacher will continue through the routine prescribed supervision process.
5. Should the Principal be concerned about the teacher's performance, they shall complete the supervision report (Form 413-3) in order to initiate an Intensive Supervision Program (Track 5).  This can be completed at any time during the supervision process.
6. The report (Form 413-3) shall be shared with the teacher and the teacher will initial and sign the document as required. The initial and signature does not imply that the teacher is in agreement with the report, but rather acknowledges that the document has been reviewed by the teacher, and is in receipt of the document. The teacher may add written comments to the report.
7. Copies of the report shall be distributed as follows: employee file, school personnel file, and the Lloydminster Public School Division personnel file.
4. Track 3 - Five Year Cycles of Supervision - Following the second year of employment, teachers shall be supervised every fifth year thereafter.  The supervision model is led by the Principal and shall include the following:
1. A meeting by the end of October to review the teacher's Professional Growth and Development Plan (Form 413-1) and establish a plan for supervision.
2. A minimum of two (2) formative visits by the Principal must be completed.
3. A written report shall be completed by the Principal after each formative visit (Form 413-2).
4. The written supervision report shall be completed by the Principal prior to May 30 (Form 413-3). If the report indicates satisfactory performance the teacher will continue through the routine prescribed supervision process.
5. Should the Principal be concerned about the teacher's performance they shall complete the supervision report (Form 413-3) in order to initiate an Intensive Supervision Program (Track 5). This can be completed at any time during the supervision process.
6. The report (Form 413-3) shall be shared with the teacher and the teacher will initial and sign the document as required. The initial and signature does not imply that the teacher is in agreement with the report, but rather acknowledges that the document has been reviewed by the teacher, and is in receipt of the document. The teacher may add written comments to the report.
7. Copies of the report shall be distributed as follows: employee file, school personnel file, and the Lloydminster Public School Division personnel file.
5. Track 4 - Intensive Evaluation Process - The Principal and/or Superintendent of Education will complete the supervision report initiating the Track 4 - Intensive Evaluation Process if, through regular processes of supervision and support, the Principal determines the teacher is not demonstrating satisfactory performance in one or more elements of the criteria outlined in Lloydminster Public School Division’s Teacher Supervision Document.
1. The Superintendent of Education, in consultation with the Director of Education shall confirm and proceed with placing the teacher on Track 4 - Intensive Supervision and coordinate the process.
2. The Superintendent of Education shall arrange a meeting with the Principal and the teacher. The teacher may choose to have a Saskatchewan Teachers’ Federation (STF) representation at the meeting. The teacher will be given written notification that they have been placed on Track 4 and advised of the teaching behavior(s) or professional practice(s) that have been deemed unsatisfactory. The teacher shall be provided with an Intensive Evaluation Plan of Improvement Form (413-4) and a meeting date will be set to discuss the plan.
3. The teacher shall prepare for the follow up meeting and will identify the activities they will undertake to rectify the areas identified as requiring improvement and the support they will request.
4. The Intensive Evaluation Plan will be conducted over a reasonable period of time which is normally not to exceed one (1) complete school year. All relevant time lines will be set to minimize disruptions to students' learning.
5. The Superintendent of Education shall supervise the intensive supervision process to ensure the improvement plan as adhered to, if need be, to modify the improvement plan, and to ensure that the needs of students continue to be met.
6. The Superintendent of Education shall consult with and involve the Principal throughout the intensive supervision program.
7. At the conclusion of the intensive supervision plan, the Superintendent of Education shall conduct a summative evaluation of the teacher.  If the teacher's performance is satisfactory, the teacher shall return to the teacher supervision schedule as appropriate.  If the performance is unsatisfactory, the Superintendent of Education, in consultation with the Principal may submit a recommendation for dismissal to the Director of Education, who may forward it to the Board of Education.
8. Any teacher on Track 1 or 2 that receives an unsatisfactory summative report following the intensive supervision process shall result in a recommendation for dismissal to the Board of Education.
6. Any appeal made with respect to the teacher supervision process and their outcomes shall be guided by Sections 210 through 230 of the Education Act, 1995.

Professional Competencies

The criteria for evaluation of teaching performance shall be based primarily on Saskatchewan Professional Teachers Regulatory Board (SPTRB) teacher competencies:

1. The teacher demonstrates the ability to maintain respectful, mutually supportive, and equitable professional relationships with learners, colleagues, families, and communities.
2. The teacher demonstrates a commitment to service and the capacity to be reflective, lifelong learners, and inquirers.
3. The teacher demonstrates professionalism in service both to students and to the profession.
4. The teacher establishes, promotes, and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected, and safe.

Instructional, Knowledge, and Curricular Competencies

1. The teacher applies a current and comprehensive repertoire of effective planning to meet the learning needs of every student.
2. The teacher applies a current and comprehensive repertoire of effective instruction to meet the learning needs of every student.
3. The teacher applies a current and comprehensive repertoire of assessment practices that meet the learning needs of every student.

Reference
Section 85, 175, 210, 211, 212, 213, 215, 216, 217, 217.1, 218, 219, 220, 221, 222, 225, 226, 227, 229, 230, 231 Education Act, 1995
Saskatchewan Professional Teachers Regulatory Board (SPTRB) Teacher Competencies
Resources for Supervision Form 413
Advanced Solutions International, Inc. (n.d.). Retrieved from https://www.sptrb.ca/web/SPTRB/Professional_Standards/SPTRB/Professional_Standards/Standards_of_Professional_Conduct_and_Competence/Standards_of_Professional_Conduct.aspx?hkey=4b1262de-3a31-4443-ac75-afl3da981e01
Chris Hodges. (n.d.). Retrieved from
https://www.saskatchewan.ca/government/news-and-media/2019/november/27/education-framework
Danielson, C. (2013). The framework for teaching: evaluation instrument. Princeton, NJ: Danielson Group.
Professional Practice Standards - overview. (n.d.). Retrieved from
https://www.alberta.ca/professional-practice-standards-overview.aspx

Revised
August 2023