Jt. Jerome School District No. 261

PERSONNEL 5340

Evaluation of Teacher and Pupil Personnel Certificate Holders

The District has a firm commitment to performance evaluation of District personnel, whatever their category and

level, through the medium of a formalized system. The primary purpose of such evaluation is to assist personnel in

professional development, in achieving District goals, and to assist with decisions regarding personnel actions. This

policy applies to certificated personnel, but the District shall differentiate between non-instructional and pupil

instructional personnel. The Superintendent is hereby directed to create procedures that differentiate between

certificated non-instructional and certificated pupil instructional personnel in a way that aligns with the Charlotte

Danielson Framework for Teaching Second Edition to the extent possible and aligns to the pupil service staff’s

applicable national standards.

Each certificated staff member shall receive at least one written evaluation to be completed by no later than June

1st for each annual contract year of employment and shall use multiple measures that are research based and

aligned to the Charlotte Danielson Framework for Teaching Second Edition domains and components. The

evaluation of certificated personnel shall annually include a minimum of two documented observations, one of

which shall be completed prior to January 1st. In situations where certificated personnel are unavailable for two

documented classroom observations, due to situations such as long-term illness, late year hire, etc., one

documented classroom observation is acceptable.

Certified support personnel, both non-instructional and pupil personnel, will be evaluated using a similar process.

The supervisor may make adjustments to the procedure based on the position of the personnel. For example: the

observation as descripted may not be appropriate. Non-instructional staff (nurses, school psychologists,

counselors, therapists, instructional coaches, etc.) will be evaluated through the use of a rubric aligned to the

Charlotte Danielson Framework. (See Forms 5340F1-5340F7)

Objectives

The formal performance evaluation system is designed to:

1. Maintain or improve each employee's job satisfaction and morale by letting them know that the

supervisor is interested in their job progress and personal development;

2. Serve as a systematic guide for supervisors in planning each employee's further training;

3. Assure considered opinion of an employee's performance and focus maximum attention on achievement of assigned duties;

4. Assist in determining and recording special talents, skills, and capabilities that might otherwise not be

noticed or recognized;

5. Assist in planning personnel moves and placements that will best utilize each employee's capabilities and to align to District goals;

6. Provide an opportunity for each employee to discuss job problems and interests with their supervisor;

and

7. Assemble substantiating data for use as a guide, although not necessarily the sole governing factor, for such purposes as wage adjustments, promotions, disciplinary action, and termination.

Responsibility

The Superintendent or their designee shall have the overall responsibility for the administration and monitoring of

the Performance Evaluation System and will ensure the fairness and efficiency of its execution, including:

1. Distributing proper evaluation forms in a timely manner;

2. Ensuring completed evaluations are returned for filing by a specified date;

3. Reviewing evaluations for completeness;

4. Identifying discrepancies;

5. Ensuring proper safeguards and filing of completed evaluations;

6. Creating and implementing a plan for ongoing training for evaluators and certificated personnel on the

District’s evaluation standards, forms, and processes and a plan for collecting and using data gathered from evaluations;

7. Creating a plan for ongoing review of the District’s Performance Evaluation System that includes

stakeholder input from teachers, Board Members, administrators, parents/guardians, and other

interested parties;

8. Creating a procedure for remediation for employees that receive evaluations indicating that remediation would be an appropriate course of action; and

The Immediate Supervisor is the employee's evaluator and is responsible for:

1. Continuously observing and evaluating an employee's job performance including a minimum of two

documented observations annually for certificated personnel, one of which shall be completed prior to

January 1st of each year;

2. Meet with each employee to discuss job performance at least annually;

3. Completing Performance Evaluations as required; and

The individuals assigned this responsibility shall have received training in conducting evaluations based on the

statewide framework for evaluations within the immediate previous five years of conducting any evaluations.

The Certified Employee Evaluation Program procedures are not intended to limit an administrator’s additional

supervisory responsibilities.

Written Evaluation

A written summative evaluation will be completed for each certificated employee by June 1st. A copy will be given

to the employee. The record of the evaluation will be kept in the employee’s personnel file. The evaluation is

designed to increase planning and relate performance to assigned responsibilities through joint understanding

between the evaluator and the employee as to the job description and major performance objectives.

The written evaluation will identify the sources of data used in conducting the evaluation. Aggregate data may be

considered to determine professional development offerings.

The evaluator is required to include written comments on the Certified Employee Evaluation Summary form

describing the criteria resulting in any element being marked as “Basic” or “Unsatisfactory.” Positive comments

describing employee performance may also be included on the summary form.

Evaluation Measures

Observations: Periodic classroom observations will be included in the evaluation process with a minimum of two

documented observations annually for certificated personnel, one of which shall be completed prior to January 1st.

In situations where certificated personnel are unavailable for two documented classroom observations, due to

situations such as long-term illness, late year hire, etc., one documented classroom observation is acceptable.

Professional Practice: Sixty Seven Percent (67%) of the evaluation of certificated personnel will be comprised of

Professional Practice based on the Charlotte Danielson Framework for Teaching Second Edition. The evaluation will

include at least one of the following as a measure to inform the Professional Practice portion: input received from

parents/guardians, input received from students, and/or portfolios.

Student Achievement: Thirty Three Percent (33%) Instructional staff evaluation ratings must, in part, be based on

measurable student achievement as defined in Section 33-1001, Idaho Code, applicable to the subjects and grade

ranges taught by the instructional staff. All other certificated staff evaluations must include measurable student

achievement or student success indicators as applicable to the position. This portion of the evaluation may be

calculated using current and/or the immediate past year’s data and may use one or both years’ data.

Charlotte Danielson Framework: The evaluation will be aligned with minimum State standards and based upon

the Charlotte Danielson Framework for Teaching Second Edition and will include, at a minimum, the following

general criteria upon which the Professional Practice portion will be based.

•  All instructional or pupil service staff employees must also be evaluated across all domains.

• Domain 1 - Planning and Preparation

o 1a: Demonstrating Knowledge of Content and Pedagogy

o 1b: Demonstrating Knowledge of Students

o 1c: Setting Instructional Outcomes

o 1d: Demonstrating Knowledge of Resources

o 1e: Designing Coherent Instruction

o 1f: Designing Student Assessments

•  Domain 2 - Learning Environment

o 2a: Creating an Environment of Respect and Rapport

o 2b: Establishing a Culture for Learning

o 2c: Managing Classroom Procedures

o 2d. Managing Student Behavior

o 2e: Organizing Physical Space

•  Domain 3 - Instruction and Use of Assessment

o 3a: Communicating With Students

o 3b: Using Questioning and Discussion Techniques

o 3c: Engaging Students in Learning

o 3d: Using Assessment in Instruction

o 3e: Demonstrating Flexibility and Responsiveness

•  Domain 4 - Professional Responsibilities

o 4a: Reflecting on Teaching

o 4b: Maintaining Accurate Records

o 4c: Communicating with Families

o 4d: Participating in a Professional Community

o 4e: Growing and Developing Professionally

o 4f: Showing Professionalism

Leadership

Qualifications for Advanced Professional Endorsement - An Advanced Professional certified instructional, or pupil

service staff person shall be considered to have demonstrated professional leadership if she/he meets any of the

following criteria:

1. Has received a Master Educator Premium or National Board Certification for those years the premium

or certifications is held.

2. Serves on a district leadership committee or other committee providing guidance to the district, a

department, program, or school building. (Examples include: curriculum committee, Teacher Advisory

Council, Strategic Planning Committee)

3. Serves on a site-based committee providing guidance, direction to staff or one that makes site-based

decisions. (Examples include: Department Chair, Grade Level Team Chair, Building Leadership Team

Member, RTI Team Member, PBIS Team Member, MTSS Team Member, Community Public Relations)

4. Serves in a leadership position in a professional association related to public education

5. Serves on a community or state group/organization that works to benefit public education.

6. Serves in a leadership position in the local education association.

7. Documents providing mentoring, collegial support or professional development to staff and pre-

service educators

8. Staff working as an instructional coach, co-curricular academic advisor, professional learning

community leader, and a lead for other groups, teams, or roles supporting students and the district.

Meeting with the Employee

Pre/Post Observation Meeting between supervisors and employees may be scheduled periodically. During these

meetings, an open dialogue should occur which allows the exchange of performance oriented information. The

employee should be informed of how they have performed to date. If the employee is not meeting performance

expectations, the employee should be informed of the steps necessary to improve performance to the desired

level. Pre/Post Observation Meetings should include, but not be limited to, the following: job responsibilities,

performance of duties, progress on goals, and attendance. A memorandum for record will be prepared following

each counseling session and maintained by the supervisor.

Communication of Results: Each formal evaluation shall include a meeting with the affected employee to

communicate evaluation results within a reasonable amount of time of the formal observation. At the scheduled

meeting with the employee, the supervisor will:

1. Discuss the evaluation with the employee, emphasizing strong and weak points in job performance.

Commend the employee for a job well done if applicable and discuss specific corrective action if

warranted. Set mutual goals for the employee to reach before the next performance evaluation.

Recommendations should specifically state methods to correct weaknesses and/or prepare the employee for future promotions.

2. Allow the employee to make any written comments they desire. Inform the employee that they may turn

in a written rebuttal/appeal of any portion of the evaluation within seven days and outline the process for rebuttal/appeal. Have the employee sign the evaluation indicating that they have been given a copy and initial after supervisor’s comments.

No earlier than seven days following the meeting, if the supervisor has not received any written rebuttal/appeal,

the supervisor will forward the evaluation in a confidential manner to the Superintendent, or the designee. The

supervisor will also retain a copy of the completed form.

Individualized Professional Learning Plan

Each certificated staff member shall have an individualized professional development plan based on the Idaho

framework for teaching evaluation outlined in IDAPA 08.02.02.120 and developed by the staff member and their

evaluator. This plan shall include goals based on the individual's strengths and areas the staff member and their

evaluator seek to emphasize of needed growth.

Rebuttals/Appeal

Within seven days from the date of the evaluation meeting with their supervisor, the employee may file a written

rebuttal/appeal of any portion of the evaluation. The written rebuttal/appeal shall state the specific content of the

evaluation with which the employee disagrees, a statement of the reason(s) for disagreement, and the

amendment to the evaluation requested.

If a written rebuttal/appeal is received by the supervisor within seven days, the supervisor may conduct additional

meetings or investigative activities necessary to address the rebuttal/appeal. Subsequent to these activities, and

within a period of ten working days, the supervisor may provide the employee with a written response either

amending the evaluation as requested by the employee or stating the reason(s) why the supervisor will not be

amending the evaluation as requested.

If the supervisor chooses to amend the evaluation as requested by the employee then the amended copy of the

evaluation will be provided to, and signed by, the employee. The amended evaluation will then be forwarded to

the Superintendent, or the designee, for review in a sealed envelope, marked Personnel-Evaluation. The supervisor

will also retain a copy of the completed form.

If the supervisor chooses not to amend the evaluation form as requested by the employee then, the employee

may request, in writing, to have the Superintendent, or designee, review the evaluation. The request shall contain the specific area or areas the employee is rebutting. The Superintendent or designee will review the evaluation, the written response of the supervisor, the employee’s rebuttal, and any other pertinent information. Within 10 working days of the written request from the employee, the superintendent or designee will make a determination if the specific area or areas of the evaluation will be amended or remain as written by the supervisor. The Superintendent may ask for input from other knowledgeable personnel, if needed. The final evaluation, supervisor’s response, Superintendent’s response, and written rebuttal will be placed in the personnel file.

Personnel Action

If the employee’s performance is not satisfactory, the superintendent or designee may recommend to the board

that the employee be placed on probation.

If the Certified Employee’s performance is found to be not satisfactory, the board will establish a defined period of

probation of not less than eight (8) weeks. Upon completion of such probationary period, the board will determine

whether the employee will be retained; immediately discharged; discharged at the end of the current contract; or

reemployed at the end of the current contract on a continued probationary status.

Placing the employee on probation does not preclude the district from later determining, via evaluation, that the

employee’s performance is not satisfactory and establishing a subsequent period of probation.

Should any action be taken as a result of an evaluation to not renew an individual’s contract the district will comply

with the requirements and procedures established by state law.

Unsatisfactory Determination

The evaluator is required to include written comments on the Teacher Evaluation Summary describing the criteria

resulting in any element being marked as “unsatisfactory”

Whenever a teacher receives an evaluation on which his/her performance in one or more elements is deemed to

be “unsatisfactory” by the evaluator, a Professional development Plan or Formal Improvement Plan may be

developed in close collaboration with the evaluator. The plan shall focus on the area(s) that were deemed to have

been “unsatisfactory: on the observation report. The plan duration is recommended to be from 6 to 9 weeks.

Repeat Unsatisfactory Determination (Formal Improvement Plan)

Whenever a teacher receives a second evaluation on which his/her performance is deemed to be “unsatisfactory”

in the same element(s) as cited in the previous evaluation or whenever a teacher receives a third consecutive

evaluation citing any performance element as “unsatisfactory,” the teacher shall be placed on a Formal

Improvement Plan (duration to be determined by the evaluator). The formal Improvement Plan shall focus on the

area(s) that were deemed to have been “unsatisfactory” on the evaluation. If the teacher has not completed the

Formal Improvement Plan successfully and if the evaluator has met the administrative support responsibilities

cited in the Improvement Plan, the teacher may be advanced to Formal Probation by the School Board of Trustees,

upon the recommendation of the evaluator. A certified employee may be placed on formal probation and/or

terminated when such action is determined to be criminal, grossly negligent and/or violates the Code of Ethics for

Idaho Professional Educators.

Formal Probation

The Formal Probation Plan will focus on those elements requiring improvement. A determination at the end of the

formal probationary period will result in a recommendation to the board of trustees to 1) remove the certified

employee from probation, 2) continue the probation for a specified time period, or 3) not renew the certified

employee’s contract

Monitoring of Evaluation Plan and Policy

The protocol and policy for the teacher evaluation plan will be made available online. Stakeholders including

teachers, parents and board will have input as part of the ongoing review of the teacher evaluation plan.

As needed, a certified Employee Evaluation committee composed of teachers, board members, administrators,

and parents, may be convened to review the system used for staff evaluations. Recommendations from the

committee for modifications will be submitted to the Superintendent and upon approval will be submitted for

Board approval.

Records

Permanent records of each certificated personnel’s evaluation and any properly submitted rebuttal/appeal

documentation will be maintained in the employee’s personnel file. All evaluation records, including

rebuttal/appeal documentation, will be kept confidential within the parameters identified in State and federal law

regarding the right to privacy.

Reporting

Any subsequent changes to the District’s evaluation system shall be resubmitted to the State Department of

Education for approval. The District shall report annually to the State Department of Education:

1. The summative ratings;

2. The number of components rated as unsatisfactory;

3. The percentage of the certificated personnel’s students who met their measurable student achievement or growth targets or student success indicators;

4. The measures that were used; and

5. Whether an individualized professional learning plan is in place for all certificated personnel evaluations.

Legal References: IC § 33-514 Issuance of Annual Contracts – Support Programs –

Categories of Contracts – Optional Placement – Written

Evaluation

IC § 33-515 Issuance of Renewable Contracts

IC § 33-518 Employee Personnel Files

IC § 33-1001 Foundation Program — State Aid — Apportionment -

Definitions

IDAPA 08.02.02.120 Local District Evaluation Policy

Cross Reference: Policy 5340F1 Teacher

Policy 5340F2 Instructional Specialist

Policy 5340F3 Library/Media Specialist

Policy 5340F4 School Nurse

Policy 5340F5 School Counselor

Policy 5340F6 School Psychologist

Policy 5340F7 Therapeutic Specialist

Policy History:

Adopted on: 03/25/2008

Revised on: 12/20/2011

Revised on: 06/26/2012

Revised on: 10/23/2012

Revised on: 08/27/2013

Revised on: 06/24/2014

Revised on: 10/28/2014

Revised on: 12/15/2015

Revised on: 06/27/2016

Revised on: 02/28/2017

Revised on: 07/25/2017

Revised on: 09/26/2017

Revised on: 03/20/2018

Revised on: 06/22/2021

Revised on: 11/16/2021

Revised on: 11/28/2023