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Administrative Procedure 411: Teacher Growth, Supervision and Evaluation

Programs for promoting teacher growth, supervision and evaluation in the division are based on the following beliefs:

  • The primary responsibility of professional staff is the establishment and maintenance of high quality learning situations for students.
  • Teachers have been and will continue performing their teaching responsibilities at a level of performance that meets or exceeds Alberta Education’s Teaching Quality Standard.
  • An essential responsibility of all educators is the constant improvement of professional practice through continual reflection and professional growth.
  • It is the professional responsibility of educators to recognize and share their strengths in a collaborative manner with other professional staff for the benefit of students.
  • The division has the responsibility to provide all professionals with opportunities to improve professional practice.
  • The primary responsibility of the principal is to practice and promote instructional leadership, including supervision of instruction, as well as the evaluation of the performance of professional staff as required.
  • Supervision and evaluation policies and regulations will be applied fairly, reasonably and consistently in keeping with the principles of natural justice and due process.
  • Due process in employment decisions involves the exercise of professional judgment supported by fair and reasonable assessment and informed decision-making.
  • Teachers whose performance does not meet the acceptable standard have both a right and an obligation to collaborate and to determine their professional growth needs.
  • Teachers on a program of improvement must be provided with a fair and reasonable opportunity to improve their performance and become successful.
  • The division has the right and the responsibility to terminate the employment of professional staff members who have been given a fair and reasonable opportunity to improve but whose performance continues to be judged to be less than the acceptable level.
  1. Evaluation describes the formal process of gathering and recording information over a period of time and the application of professional judgment by the participants in determining whether the teacher does or does not meet the Teaching Quality Standard. The evaluation process will result in the preparation and presentation of a written report regarding the professional performance of the teacher. A teacher evaluation is completed:
    a)    To determine whether a teacher will be recommended for permanent certification;
    b)    To determine whether a continuous teaching contract will be offered to a teacher holding a probationary or interim teaching contract;
    c)    Where concerns exist that the teacher may not be meeting the requirements of the Teaching Quality Standard; or
    d)    The teacher has requested an evaluation.
  2. Evaluations may be conducted by the principal or central office personnel designated by the Associate Superintendent of Human Resources.
  3. Supervision is the ongoing process by which the principal exercises educational leadership through carrying out duties required under Section 20 of the School Act in respect to teachers and teaching. School administration utilizes supervision as a means of monitoring the teaching quality of teachers on continuous teaching contracts based on the Teaching Quality Standard.
  4. Instructional leadership is described as part of the principal’s role in section 20(a) of the School Act. Mentor is a professional staff member who holds a permanent teaching certificate and develops a mentorship plans to assist one or more teachers.
  5. Mentorship plans are written plans of action designed to assist another teacher. These plans will include a statement of goals, indicators of goal achievement, and a reasonable time frame for implementation and completion.
  6. Professional growth is the career-long learning process whereby a teacher plans to achieve professional learning objectives or goals that are consistent with the Teaching Quality Standard.
  7. Professional growth plans are written action plans to improve and demonstrate professional growth. These plans will include a statement of goals, indicators of goal achievement, and a reasonable time frame for implementation and completion.
  8. Representative body of teachers is a group composed of two (2) or more teachers, the membership of which is agreed to mutually by the teacher and the principal.

A.   Teacher Professional Growth 

  1. All teachers on continuing and probationary contracts with the division shall complete a professional growth  plan each year.
  2. The Professional Growth Plan shall:
    1. Reflect goals and objectives based on an assessment of learning needs by the individual teacher;
    2. Show a demonstrable relationship to the Teaching Quality Standard; and
    3. Take into consideration the educational plans of the school, the division and Alberta Education.
  3. The Professional Growth Plan shall be submitted to the principal and/or a representative group of teachers on an annual basis for review and verification of compliance with the procedures identified in this administrative procedure.

 B.   Teacher Supervision 

  1. The principal shall be responsible for the ongoing supervision of all teachers by:
    1. Providing support and guidance to teachers;
    2. Observing and receiving information from any source relative to the quality of teaching a teacher provides to students; and
    3. Identifying those behaviours or practices of a teacher that demonstrate quality of performance. 

C.  Teacher Evaluation 

  1. An evaluation of a teacher shall be conducted:
    1. Upon the written request of a teacher;
    2. For purposes of gathering information related to a specific employment or certification decision concerning the teacher; or
    3. When, on the basis of information received through supervision, concerns exist that the teaching of the teacher may not meet the Teaching Quality Standard.
  2. Upon completion of an evaluation, the evaluator must provide the teacher with a signed original of the completed evaluation report.
  3. Where, as a result of an evaluation, the evaluator determines that a change in the behaviour or practice of a teacher is required, the evaluator shall indicate, in writing, that the:
    1. Teacher’s teaching does not meet the acceptable Teaching Quality Standard;
    2. Teacher will be required, as part of a team, to formulate an appropriate Plan for Improvement as defined in applicable procedure; and
    3. The Plan for Improvement will constitute a formal Notice of Remediation.

D.  Other 

  1. This administrative procedure does not restrict a principal from taking disciplinary or other action, as appropriate, where the principal has reasonable grounds for believing that actions or practices of a teacher endangers the safety of students, constitutes a neglect of duty, a breach of trust or a refusal to obey a lawful order/directive of the Board or the Superintendent.
  2. A teacher shall have the right to appeal any aspect of this administrative procedure. Avenues of appeal will be to the Superintendent and then the Board.
  3. Information relative to the implementation of this administrative procedure will be reported annually by the Superintendent as part of the division’s local communications newsletter to all ratepayers.
  4. Appendices A to C contain various documents with regard to the implementation of this administrative procedure. 

School Act,Section 20
AP 411 Teacher Growth, Supervision, and Evaluation Appendices A, B, C
Teacher Growth, Supervision, and Evaluation Policy 2.1.5 (Alberta Education)
Teaching Quality Standard (Ministerial Order 016/97)
Successful Effective Supervision of Professional Staff (Alberta Teachers’ Association, 2003)

Forms Manual, Human Resources and Payroll, Professional Development, Sample Professional Growth Plans

growth plans, samples, guiding questions.