1. Evaluation Process
a. The purpose of supervision and evaluation is to promote and reinforce good instruction. Supervision and evaluation are on-going processes. Regular evaluation of performance is the right of every teacher.
b. Evaluation pursuant to Article E.16 of this Agreement is a formal process in which a teacher's performance is assessed using the set of predetermined criteria as set out in Article E.16.2 of this Agreement.
c. Criteria shall only be applied which relate to aspects of the learning situation over which the teacher has responsibility or control.
d. The evaluation report may contain introductory comments regarding the teacher's experience, training and present assignment.
e. Reports shall reflect any discrepancy between the teacher's assignment, professional training and preferences of teaching subjects and grades/age groups.
f. The content of the teacher's report shall be based upon personal observations as well as an assessment of the teacher's performance in relation to the criteria contained in Article E.16.2 of this Agreement.
g. The first and second reports referred to in Articles C.13.1 and E.16 of this Agreement shall be prepared by different evaluators, one of whom shall be the Superintendent or designate (other than an Administrative Officer from the teacher's school). The report shall be written independently by the evaluator.
h. All reports on the work of a teacher shall be in writing.
i. The conclusion of a report shall consist of a summative statement stemming from the criteria identified in Article E.16.2 this Agreement, and if the teacher's performance is less than satisfactory, it shall be so indicated. The evaluator may make recommendations for future growth.
j. Involvement or non-involvement in voluntary activities or matters not directly related to teaching duties are outside the scope of evaluating and reporting on the work of a teacher. A teacher may request a statement about these voluntary activities and matters not related to teaching duties, which shall be attached to the report.
k. An evaluation of a teacher shall be conducted no more than once every five years unless authorized in writing by the Superintendent, or when a teacher requests an evaluation.
l. When an evaluation is undertaken for the purposes of a report on a teacher, the following shall apply:
i. Without restricting the discretionary power of the Superintendent under the School Act, R.S.B.C. 1996, c.412 with amendment and Regulations to initiate an evaluation report, the teacher shall be notified within the first month of the school year, or within the first month of employment if hired during the school year, that an evaluation is to be conducted on her/him;
ii. Visits for the purpose of evaluation shall take place between October 1st and May 31st of each year, unless otherwise agreed between the teacher and the evaluator;
iii. The teacher shall be notified, at least one week in advance of the meeting referred to in Article E.16.1.l.v.(b) of this Agreement, that an evaluation is to be conducted leading to a first report referred to in Article E.16 of this Agreement;
iv. Suggestions for continued professional improvement and growth may be made at any time during the evaluation process;
v. The evaluator shall discuss with the teacher the process and the expected timeline by which the evaluation shall take place and the expected time for the issuance of the report, and which shall include:
1. one week's notice prior to the initial classroom visit;
2. a pre-observation conference;
3. a series of not less than three nor more than eight observations, which shall not exceed a total of eight hours of observation time. A minimum of two observations shall be selected by the teacher. Where more than five observations are required, one-third of the observations shall be selected by the teacher. None of the observations shall be at inappropriate or abnormal times;
4. a conference following the series of observations, which may include the design of a plan of remediation of reasonable duration based on specific concerns of the evaluator. This plan shall be developed in consultation with the teacher.
vi. A follow-up phase, which shall include an observation or assessment, shall take place after the remediation plan referred to in Article E.16.1.l.v . of this Agreement has been undertaken in order to assess the teacher's effectiveness with regard to the specific concerns. The evaluator shall review the observations or assessment with the teacher concerned.
vii. The teacher shall be given a draft copy of a report at least 48 hours prior to the preparation of the final copy. The evaluator shall communicate with and given an opportunity to meet with the teacher to discuss the draft report prior to preparation of the final copy.
viii. A final report shall be issued no later than May 31st for full-time continuing teachers. In all other cases, the final report shall be issued no later than two weeks prior to the end of the teacher's current assignment.
ix. Concerns not addressed earlier in the evaluation process shall not appear in the final report.
x. The teacher may submit written commentary on his/her written report, and this commentary shall be attached to and filed with all copies of the report.
xi. It is recognized that the teacher, when suggested by the evaluator and approved by the Superintendent, or requested by the teacher, shall be provided with a remediation plan designed to assist the teacher in attaining a satisfactory level of performance with regard to the concerns of the final report. This plan, and a reasonable time span for the remediation process, shall be developed in consultation with the teacher.
xii. Based on the specific concerns of the first report and after the timeline of the plan of remediation has transpired, a second report shall be written in accordance with all of Article E.16 of this Agreement.
xiii. If the second report referred to in Article E.16.1.l.xii. of this Agreement indicates a less than satisfactory level of performance, a third report shall be written in accordance with Article E.16.1.l.iii,iv,v,vi,vii,viii and ix of this Agreement.
2. Teacher Evaluation Criteria
a. Where any of the criteria/processes for the purpose of evaluation are not appropriate due to the nature of the teacher's assignment (i.e. non-classroom assignment), the evaluator shall discuss with the teacher the criteria/processes which shall be followed. Such criteria/processes shall be consistent with those set out in this agreement.
b. The following shall be the reference criteria used in preparing an evaluation report pursuant to Article E.16.1 of this Agreement.
i. Knowledge of Subject Matter and Child Development
1. The teacher demonstrates knowledge of the subject matter being taught.
2. The teacher utilizes knowledge of appropriate developments and trends in the subject area being taught and in child development.
3. The teacher endeavours to keep his/her knowledge current and his/her teaching techniques effective for the teaching areas and children he/she is assigned.
4. The teacher keeps knowledge current and incorporates current educational research into practice.
ii. Preparation and Planning
1. planning reflects learning objectives;
2. planning should reflect consideration of class characteristics with provision being made for individual differences;
3. planning should allow for flexibility in instruction;
4. planning reflects knowledge of student's previous learning.
5. planning will show evidence of an appropriate evaluation process.
The teacher also:
6. utilizes appropriate materials and personal resources;
7. provides plans and clear directions for teachers-on-call.
iii. Instructional Skills
1. targets instructions to appropriate level of understanding;
2. where appropriate, instructs to clearly defined goals and objectives;
3. demonstrates clarity of presentation;
4. monitors learning;
5. defines and provides for individual student differences;
6. defines student expectations clearly;
7. provides for closure or transition;
8. utilizes a variety of instruction techniques;
9. utilizes a variety of questioning techniques;
10. creates assignments which utilize, reinforce, or expand upon the content of the lesson;
11. promotes group and/or individual thinking skills;
12. is available to students as a resource person.
iv. The criteria in Article E.16.2.b.iii of this Agreement shall encompass general instructional skills and shall, as well, be applied in the context of the presentation of a lesson.
v. Professional Management and Relationships
1. develops positive rapport with students;
2. encourages students to assume responsibility for their own actions, to practice self-discipline, and to develop a positive self-concept;
3. promotes positive relationships with and among students;
4. demonstrates consistency, respect and fairness in dealing with students;
5. establishes consistent routines and clear expectations for student conduct appropriate to the activity;
6. maintains an orderly environment and is well organized for lesson presentation;
7. actively encourages student on-task behaviour;
8. encourages students to achieve to their fullest potential;
9. maintains individually and cooperatively a high standard of professional conduct with pupils, colleagues and parents;
10. develops a positive classroom climate with curriculum based displays and samples of student work where appropriate;
11. speaks and acts towards pupils with respect and dignity and attempts to maintain a mutual respect between himself/herself and her/his students;
12. attends to conditions that may affect the health and safety of students.
vi. Assessment and Evaluation of Student Progress and Management of Record
1. clearly defines evaluation criteria for students;
2. assesses student progress on a regular basis;
3. where appropriate, evaluates student growth and achievement in line with objectives of identified planning;
4. maintains appropriate, accurate records of student achievement, attendance, and other necessary data, as required by school and/or ministry policies and procedures;
5. designs student assessment and interprets the results;
6. maintains a system of accountability for student progress and completion of assignments along with written records of student progress;
7. provides feedback on performance regularly to students and to parents;
8. establishes a variety of procedures for assessing students and communicates these procedures clearly to students, parents, administrators and other appropriate personnel;
9. respects the confidentiality of information concerning students;
10. utilizes the results of student performance assessments for future instruction.
3. It is recognized that the Superintendent or designate shall, except as limited by this Agreement, continue to exercise his/her normal discretion in supervising and advising teachers consistent with the School Act and Regulations.