Teacher Growth, Supervision and Evaluation

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Teacher Growth, Supervision and Evaluation

    AP-G-201.1 Teacher Growth, Supervision,

    and Evaluation

    Administrative Procedures

     February 16, 2005


In this Practices and Procedures document:

    1. “administrator” means a teacher who is a Superintendent, Principal Educator or

    Associate Principal;

    2. “evaluation” means the formal process of gathering and recording information or

    evidence over a period of time and the application of reasoned professional judgment

    by an administrator in determining whether one or more aspects of the teaching of a

    teacher exceeds, meets or does not meet the TQS and the distinctive requirements of

    this charter school;

    3. “notice of remediation” means the written statement issued by an administrator to a

    teacher where the administrator has determined that the teacher’s teaching does not

    meet the TQS;

4. “Superintendent” means the Superintendent of Schools;

    5. “supervision” means the ongoing process by which an administrator supports and

    guides teaching;

6. “teacher professional growth” means the career-long learning process whereby a

    teacher annually develops and implements a plan to achieve professional learning

    objectives or goals that are consistent with the TQS;

    7. "teaching quality standard" means the authorized standard and descriptors of

    knowledge, skills and attributes (KSAs) as defined in the TQS and any additional

    FFCA standards which are consistent with the TQS. Appendix “A” summarizes the

    KSAs for Interim Professional Teaching Certification. The KSAs for Permanent

    Professional Teaching Certification are summarized in Appendix “B”.

    8. “distinctive requirements of this charter school” refers to the principles of practice set

    out in the FFCA charter and described by the Board through its statement of Vision,

    Mission and Principles (see Appendix “C”)


    1. Principal Educators will review these Practices and Procedures with all teaching staff

    near the commencement of each school year.

    2. A program of career-long learning must be an integral part of a teacher’s professional

    life. Teachers have the responsibility of constantly reflecting upon their professional

    practice and seeking improvement as part of a continuing process of professional


    3. All teachers are required to participate in ongoing supervision to ensure that teaching

    practices meet the expectations of the TQS and the distinctive requirements of this

    charter school, and to promote professional growth in order to optimize student


    4. Teachers who hold Interim Professional Teaching Certificates or who are employed

    under a contract other than a continuing contract will participate in teacher evaluation

    as outlined in these Practices and Procedures as well as participating in ongoing


    5. Teachers who hold Permanent Professional Teaching Certificates and are employed

    under a continuing contract will only be evaluated for one of the reasons noted in “2”

    of the “Teacher Evaluation” section of these Practices and Procedures.

    6. These Practices and Procedures do not restrict administrators from taking disciplinary

    or other action, as appropriate, where there are reasonable grounds for believing that

    the 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 of FFCA or, from

    taking any action or exercising any right of power under Section 105 of the School



    1. All teachers must complete annual professional growth plans to help them support

    optimum student learning.

2. An annual Growth Plan is expected to:

    2.1 reflect goals based on self-assessment of professional learning needs by the

    individual teacher;

    2.2 show a demonstrable relationship to the TQS;

    2.3 take into consideration the educational plans of FFCA and Alberta Learning.

    2.4 Consider goals contained in the campus improvement plan

    3. The growth plan may be a planned program of supervising a student teacher or

    mentoring a teacher. A growth plan may also be a component of a long-term, multi-

    year plan.

    4. Prior to October 15 of a school year, a teacher must submit an annual growth plan for

    review and approval to an administrator or to a group of teachers delegated by the

    Principal Educator.

5. Growth plans should address the following:

    5.1 professional learning goals,

    5.2 strategies to obtain each goal,

    5.3 a time line for implementation, and

    5.4 the intended method of assessing goal attainment.

    6. As part of the supervision process an administrator will maintain awareness of a

    teacher’s professional growth plan, the status of progression towards achieving the

    goal(s) of the plan and may provide guidance and assistance in implementing the plan.

    7. Prior to the end of the school year, each teacher will meet with an administrator or the

    group of teachers under “4” of this section to review the implementation of the

    growth plan and to consider professional growth possibilities for the next year.

    8. The Principal Educator will retain a copy of the growth plan for the period of the

    school year. The plan will be returned to the teacher at the end of the school year.

    9. Unless a teacher agrees, the content of a growth plan must not be part of an

    evaluation of a teacher.

    10. Despite “9” above, a Principal Educator may identify behaviors or practices that may

    require evaluation in accordance with these Practices and Procedures provided that

    the information identified is based on a source other than that in the annual growth

    plan of the teacher.


    1. Supervision involves a range of leadership processes designed to ensure quality

    teaching practice and to improve teaching and learning. Teacher supervision includes

    such instructional leadership activities as:

    1.1 providing support and guidance to teachers including assisting teachers to

    become familiar with the professional responsibilities as outlined in the TQS.

    1.2 observing and receiving information from any source about the quality of

    teaching practice;

    1.3 identifying the behaviors or practices of a teacher that for any reason may

    require an evaluation.

2. Administrators will participate in supervision through:

    2.1 ongoing communication with teachers about teaching and learning;

    2.2 reviewing and approving annual growth plans;

    2.3 the acquisition of information regarding the teacher’s participation in any

    aspect of the activities of the school;

    2.4 frequent observation, guidance and support of teaching practice.

    3. If a concern regarding a teacher’s practice is expressed by a parent or by a student to

    an administrator, the administrator may:

    3.1 arrange for the person concerned to discuss the matter with the teacher;

    3.2 if the matter remains unresolved, attempt to deal with the situation through

    mediation, an investigation or more focussed supervision;

    3.3 if an investigation or more focussed supervision leads to the belief the teacher

    may not be meeting the TQS and/or and the distinctive requirements of this

    charter school, initiate the teacher evaluation process.

    4. Where the Principal Educator, through the process of supervision, has reason to

    believe that a teacher may not be meeting the expectations of the TQS and/or and the

    distinctive requirements of this charter school, teacher evaluation may be initiated in

    accordance with the “Teacher Evaluation” section of these Practices and Procedures.


    1. Teacher evaluation is based upon the Principal Educator’s informed and reasoned

    judgment about the teacher’s practice in relation to the TQS.

    2. The evaluation of a teacher by the Principal Educator may be conducted:

    2.1 upon written request by a teacher;

    2.2 for purposes of gathering information related to a specific employment


    2.3 for purposes of assessing the growth of a teacher's practice related to the

    issuing of a permanent professional teaching certificate;

    2.4 when, on the basis of information received through supervision, the Principal

    Educator has a reason to believe that the teaching of a teacher may not meet

    the TQS;

    3. On initiating an evaluation, the evaluator will communicate explicitly to the teacher:

    3.1 the reasons for and purposes of the evaluation;

    3.2 the processes, criteria and standards to be used;

    3.3 the evaluation data sources to be used;

    3.4 the timelines to be applied, and;

    3.5 the possible outcomes of the evaluation.

4. The following processes will be used in teacher evaluations:

    4.1 multiple observations based upon established TQS criteria and the distinctive

    requirements of this charter school;

    4.2 additional data related to the teacher’s teaching practice:

    ; planning documents;

    ; student evaluation records;

    ; a variety of student performance and teaching artifacts;

    ; surveys; and

    ; other agreed upon data sources.

    4.3 frequent conferencing including the evaluator’s updates about the teacher’s

    strengths/weaknesses in the major areas of teaching practice.

    5. A report on teacher evaluation should consist of:

5.1 an introduction;

    5.2 a statement of evaluation purposes and possible outcomes;

    5.3 an overview of the evaluation context;

    5.4 a description and data-based comment in each applicable TQS domain of


    5.5 identification of the significant strengths of a teacher;

    5.6 recommendations for improvement;

    5.7 a concluding statement: “In my opinion, at this time and in this assignment,

    the teacher’s professional practice (does not meet, or meets, or exceeds) the

    expectations contained in the Teaching Quality Standard for Alberta and the

    distinctive requirements of this charter school;

    5.8 a statement verifying that the report has been discussed with the teacher, that

    provision has been made for the teacher to sign the report prior to its

    submission to the office of the Superintendent, and that the teacher has been

    made aware of the right of review.

    6. All evaluation reports will be signed by the teacher and the evaluator. A copy of the evaluation report will be provided to the teacher being evaluated and the school Principal Educator. The original report will be held in the teacher’s Central Office file.

    7. A teacher being evaluated shall be given the opportunity to append additional comments to an evaluation report.

    8. A teacher may ask the Superintendent to review the teacher’s evaluation to ensure compliance with these Practices and Procedures.

    9. A request for a Superintendent review of an evaluation must be made within 10 calendar days of the teacher receiving the evaluation report and must outline in writing the teacher’s reasons for the request.

     10. Upon receiving a request for a Superintendent review of a teacher’s evaluation, a

    review must be conducted and a written decision rendered within 21 calendar days.



    1. Teachers on probationary contracts, interim contracts or temporary contracts of six

    months or more will be evaluated during the term of their contract in accordance with

    these Practices and Procedures.

    2. Evaluations of teachers on probationary contracts should be completed by April 15 of

    the school year.

    3. Evaluations of teachers on temporary contracts of six months or more should be

    completed by the end of the sixth month of the temporary contract.


    1. Evaluations for the purpose of recommending a teacher for Permanent Professional

    Certificate should be completed by April 15 of the year of eligibility.


    1. A Notice of Remediation is the written statement issued to a teacher by an

    administrator where the administrator has determined that the teacher's teaching does

    not meet the TQS and the distinctive requirements of this charter school. A Notice of

    Remediation describes:

    1.1 the behaviours or practices that do not meet the TQS and the changes required;

    1.2 an indication of resources available to assist the teacher to address the necessary


    1.3 a reasonable time schedule to address the remediation strategies;

    1.4 how the determination will be made that the required changes have taken place;

    1.5 the consequences of not achieving the required changes including, but not

    limited to, termination of the teacher’s contract of employment;

    1.6 notification that the remediation plan may temporarily replace the obligation of

    the teacher to implement an annual Teacher Professional Growth Plan.


    1. In accordance with the expectations and timelines of the Notice of Remediation, the

    original evaluator will be involved in the follow-up teacher evaluation and an

    evaluation may be conducted by a Superintendent.

    2. A Remediation Follow-up Evaluation will be undertaken with a focus on assessing

    the degree to which the teacher has met the performance expectations specifically

    described in the Notice of Remediation.

3. In the event that Remediation Follow-up Evaluation identifies that the teacher’s

    practice meets expectations, recommendations for a professional growth plan will be

    included in the report. However, an additional evaluation of the teacher’s

    professional practice will be completed within two years of the filing of the second


    4. In the event that the Remediation Follow-up Evaluation report concludes the

    teacher’s professional practice is not meeting the Alberta Teaching Quality Standard

    a recommendation may be made to the Board to terminate the teacher’s contract in

    accordance with the School Act.

    5. In the event of termination of contract, the teacher shall be made aware of his/her

    right to appeal to the Board.


    The Teaching Quality Standard Domains of Practice (Interim KSAs)

    Interim KSA

     Domain One Planning and Preparation

    Teachers demonstrate consistently that they understand

    a ; contextual variables affect teaching and learning.

    b ; the structure of the Alberta education system.

    c ; the purposes of the Guide to Education and programs of study germane to the

    specialization or subject disciplines they are prepared to teach.

    d ; the subject disciplines they teach.

    f ; the purposes of short, medium and long term range planning.

    Domain Two Classroom Environment

    Teachers demonstrate consistently that they understand

    g ; students’ needs for physical, social, cultural and psychological security. h ; the importance of respecting students’ human dignity.

    Domain Three Instruction

    Teachers demonstrate consistently that they understand

    e ; that all students can learn, albeit at different rates and in different ways. i ; there are many approaches to teaching and learning

    k ; the purposes of student assessment.

    j ; the functions of traditional and electronic teaching/learning technologies. m ; student learning is enhanced through the use of home and community resources.

    Domain Four Professional Responsibilities

    Teachers demonstrate consistently that they understand

    l ; the importance of engaging parents, purposefully and meaningfully, in all

    aspects of teaching.

    n ; the importance of contributing, independently and collegially, to the quality of

    their school.

    o ; the importance of career-long learning.

    p ; the importance of guiding their actions with a personal, overall vision of the

    purpose of teaching.

    q ; the expectations required to achieve the Teaching Quality Standard.

     This is a summarized version of the KSAs. Please consult Ministerial Order (#016/97) Teacher Quality Standard Applicable to the Provision of Basic Education in Alberta.


    Teaching Quality Standard Domains of Practice (Permanent KSAs)


    KSA Domain One Planning and Preparation

    Teachers demonstrate, in their practice, professional repertoires that are expanded

    beyond the Interim KSAs. Teachers

    a ; apply pedagogic knowledge, skills and attributes based on their ongoing analysis

    of contextual variables.

    b ; understand the legislated, moral and ethical frameworks within which they work.

    c ; understand the subject disciplines they teach.

    e ; engage in a range of planning activities

    Domain Two Classroom Environment

    Teachers demonstrate, in their practice, professional repertoires that are expanded

    beyond the Interim KSAs. Teachers

    f ; create and maintain environments that are conducive to student learning

    Domain Three Instruction

    Teachers demonstrate, in their practice, professional repertoires that are expanded

    beyond the Interim KSAs. Teachers

    g ; translate curriculum content and objectives into meaningful learning activities.

    d ; know there are many approaches to teaching and learning

    h ; apply a variety of technologies to meet students’ learning needs.

    i ; gather and use information about students’ learning needs and progress.

    Domain Four Professional Responsibilities

    Teachers demonstrate, in their practice, professional repertoires that are expanded

    beyond the Interim KSAs. Teachers

    j ; establish and maintain partnerships among school, home and community,

    and within their own schools

    k ; are career-long learners.

    This is a summarized version of the KSAs. Please consult Ministerial Order (#016/97) Teacher

    Quality Standard Applicable to the Provision of Basic Education in Alberta.


    Foundations for the Future Charter Academy

    Vision, Mission and Guiding Principles

    January 2005


    “Excellence in student achievement and character development through distinctive teaching and learning.”


    “To provide a safe and caring environment where academic excellence, character development, parental involvement and staff leadership are valued and fostered.”

Guiding Principles:

    1. Education is a partnership between the school, the home and the community leading to

    decisions made in the best interests of students. FFCA encourages regular and open communication among stakeholders and recognizes that an open door policy with administration strengthens relationships and results in enhanced learning for students.

2. FFCA is a learning organization. Performance feedback through subjective and objective

    measures is used to promote opportunities for continuous learning and improvement. FFCA is committed to developing habits such that stakeholders embrace the concept that learning is a life-long practice.

3. FFCA recruits, selects and develops outstanding staff members committed to the goals and

    distinctiveness of the organization. Contributions of staff will be identified and appreciated.

4. FFCA expects effective leadership from staff such that opportunities for student learning are


    5. FFCA values openness. Actions and decisions of the board, administration and staff will be transparent to their constituents and consistent with the vision, mission and Charter of FFCA.

    6. FFCA values accountability at all levels. Each person is responsible for his or her own behavior and decisions.

7. FFCA students will achieve academic excellence through teachers’ use of exemplary teaching

    strategies, establishment of clearly-defined standards of behaviour, and the provision of a conducive and supportive environment. Self-confidence comes from competence.

8. Students will be surrounded with positive thinking and encouragement; which lead to self-

    confidence, initiative, independence and optimal learning.

9. Staff exercise professional judgment in responding to the learning needs of students within a

    defined structure:

    ; Consistency in program delivery class-to-class and campus-to-campus will be achieved through

    grade level meetings, subject area coordination and coaching.

    ; Consistency among the campuses is monitored day to day through administrative supervision.

10. Class sizes within FFCA are targeted to be no higher than 25. Small variations in actual class

    size may be implemented in response to meeting the learning needs of students.

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