15. Professional Growth, Supervision and Evaluation

Long-Range Policy

15.A.1 The Alberta Teachers’ Association supports the principle that the professional growth, supervision and evaluation process is based on a standard of practice established by the profession.
[2000/10]

15.A.2 The teaching profession has a responsibility for professional growth, supervision and evaluation.
[1985/90/2000/10]

15.A.3 School boards have a responsibility to provide adequate time and resources to implement programs of professional growth, supervision and evaluation.
[1990/2000/10]

15.A.4 All professional growth, supervision and evaluation policies and procedures must conform to the Code of Professional Conduct.
[1990/2000/10]

15.A.5 Professional growth plans are self-authored, growth directed and reflect the individual’s assessment of the individual’s professional learning needs.
[1970/75/80/85/90/2000/04/10]

15.A.6 All teachers, including administrators, have a responsibility for their ongoing individual and collective professional growth.
[1980/90/2000/04/10]

15.A.7 The Alberta Teachers’ Association believes that teachers and school and system administrators must not be expected to adopt a school’s or school system’s improvement goals or format for their individual professional growth plans.
[2004/10]

15.A.8 Professional growth is characterized by
1. a career-long learning process;
2. individual reflection and dialogue with colleagues about professional practice;
3. development and implementation of a written plan that
a) achieves goals that are consistent with the professional practice standard,
b) reflects the unique learning needs identified by the individual and
c) evolves over the school year as it is shared and reviewed with colleagues; and
4. clear expectations, processes and timelines.
[1980/85/90/91/2000/02/10]

15.A.9 A professional growth plan may not be used for evaluation unless the author requests that the plan be used for this purpose.
[2000/10]

15.A.10 Professional growth plans are the property of the individual; although a copy may reside with the administrator’s office, the plan is returned to the individual or deleted by the administrator if it has been provided in digital form no later than the end of the school year.
[2000/10/16]

15.A.11 The largest portion of the resources for professional growth, supervision and evaluation programs should be directed to professional growth.
[1980/90/91/2000/10]

15.A.12 The overall goal of supervision is to promote professional learning and development.
[1980/90/2000/10]

15.A.13 The purpose of supervision is to
1. provide support, guidance and development opportunities;
2. observe and to receive information from qualified sources about the quality of professional practice;
3. provide direct, constructive feedback about professional practice;
4. identify professional behaviours and practices that should be recognized as exemplars;
5. identify professional behaviours and practices that may require an evaluation; and
6. support school improvement and staff development.
[1980/85/87/90/2000/04/10]

15.A.14 Supervision of teachers is conducted by school principals; supervision of school principals and central office certificated staff is conducted by the superintendent.
[1980/85/90/2000/10]

15.A.15 The program of supervision must be characterized by
1. a climate of trust and support;
2. an ongoing, continuing process;
3. shared responsibility;
4. a collegial collaborative model that includes direct and differentiated approaches;
5. individual input into the methods and process;
6. sharing of relevant information and observation on an ongoing basis; and
7. access to any notes or documentation taken during supervision.
[1980/87/90/91/2000/10]

15.A.16 Evaluation is a formal process whereby information that is gathered and recorded over a specified period of time and subjected to reasoned professional judgment (including a consideration of context) is ultimately used to make a judgment about a teacher’s employment status or certification.
[1990/91/2000/04/10]

15.A.17 Teachers, including administrators, should be involved in establishing the jurisdiction’s evaluation policy and procedure.
[1980/85/90/2000/10]

15.A.18 The principal may conduct an evaluation of a teacher
1. upon the written request of the teacher and within 60 calendar days of the request;
2. for the purpose of gathering information related to an employment decision of a teacher who does not hold a continuing contract or a permanent teaching certificate; and
3. when, through supervision, there is reason to believe that a teacher’s professional practice does not meet the established standard.
[1976/77/78/79/80/85/90/91/93/96/2000/10]

15.A.19 Evaluation of teachers is the responsibility of the principal; therefore, should it be necessary to involve another member of the administration team in the evaluation, the individual’s role must be outlined in writing to the teacher prior to the commencement of the evaluation.
[1980/85/90/91/92/2000/10]

15.A.20 Upon request of the teacher, an independent evaluator is assigned to undertake the evaluation of that teacher’s professional practice.
[1980/90/91/2000/10]

15.A.21 An effective evaluation process must
1. reflect the rules of natural justice,
2. include the reasons for the evaluation as well as a statement of the process, criteria and standards to be used,
3. be based only on evidence gathered during the evaluation,
4. include observations of the teacher’s teaching and other activities related to the teacher’s assignment,
5. include pre- and postvisitation conferences,
6. be conducted within a reasonable timeline,
7. be conducted in accordance with the Code of Professional Conduct,
8. provide the teacher with ongoing feedback,
9. culminate in a formal written report,
10. ensure that the teacher has an opportunity to discuss the report and append a written response before the report is placed in the teacher’s personnel file and
11. provide for an appeal process.
[1968/70/74/75/76/77/78/80/85/90/91/2000/10]

15.A.22 Evaluation shall not be based on
1. extracurricular activities,
2. assessment by parents or students,
3. the use of student achievement data,
4. community involvement or
5. the use of self-assessment documents.
[1985/87/90/91/95/97/2000/02/10]

15.A.23 Teacher evaluations that are initiated when the principal, through supervision, has reason to believe that a teacher’s practice does not meet the established standard, must adhere to the following process:
1. The principal meets with the teacher to discuss the concerns identified through supervision. This meeting results in the teacher (a) continuing in the ongoing supervision process or (b) receiving a notice of evaluation.
2. Where the principal issues a notice of evaluation, the notice must include (a) the reasons for and purpose of evaluation, (b) the process, criteria and standards to be used, (c) reasonable timelines and (d) possible outcomes of the evaluation.
3. An evaluation report is issued which may determine that the teacher (a) meets the established standard and continues with the ongoing growth and supervision process, (b) does not meet the established standard and an additional evaluation period is necessary or (c) does not meet the established standard and a notice of remediation may be issued.
4. Where the principal issues a notice of remediation, the notice removes the teacher from the ongoing growth and supervision process and outlines possible consequences and specific expectations for (a) improvement, (b) support and assistance, (c) adequate time to meet expectations and (d) notice of subsequent evaluation within 100 school days.
5. The remediation report may result in (a) the return of the teacher to the ongoing growth and supervision process, (b) an additional period of remediation, (c) a change of assignment or (d) a recommendation to the superintendent that the teacher’s contract of employment be terminated.
6. If on completion of an evaluation the superintendent concludes that the teacher’s suitability for certification is in question, the superintendent shall report to the executive secretary to initiate a professional practice review hearing.
[1980/85/90/91/93/96/2000/04/10]

15.A.24 Intervisitations among teachers includes prior agreement among the parties concerned, defined protocols and adherence to the Code of Professional Conduct.
[2006/10]

15.A.25 All information concerning a teacher is maintained in the teacher’s personnel file, access to which is limited to the teacher and certificated personnel with administrative responsibility directly related to that teacher.
[1980/85/90/91/93/2000/10]

15.A.26 Teachers have a role in the evaluation of school-based and central office administrators in a manner that respects the Code of Professional Conduct.
[1980/90/91/2000/04/10]

15.A.27 The superintendent may undertake an evaluation of an administrator
1. upon written request of the administrator and within 60 calendar days of the request;
2. for the purpose of gathering information related to an employment decision of an administrator who does not hold a continuing designation; and
3. when, through supervision, there is reason to believe that an administrator’s professional practice does not meet the established standard.
[2004/10]

15.A.28 Teachers cannot be required or pressured to disclose weaknesses about their professional practice as a component of a school jurisdiction’s evaluation of a teacher for purposes of determining competence, certification, contract status or promotion.
[2002/04/10]

15.A.29 Evaluation of principals is the responsibility of the superintendent; therefore, should it be necessary to involve another certificated member of the district administration team in the evaluation, the individual’s role must be outlined in writing to the principal.
[2004/10]

15.A.30 Upon request of the administrator, an independent evaluator is assigned to undertake the evaluation of that administrator’s professional practice.
[2004/10]

15.A.31 Administrator evaluations that are initiated when the superintendent, through supervision, has reason to believe that an administrator’s practice does not meet the established standard, must adhere to the following process:
1. The superintendent meets with the administrator to discuss the concerns identified through supervision. This meeting results in the administrator (a) continuing in the ongoing supervision process or (b) receiving a notice of evaluation.
2. Where the superintendent issues a notice of evaluation, the notice must include (a) the reasons for and purpose of evaluation, (b) the process, criteria and standards to be used, (c) reasonable timelines and (d) possible outcomes of the evaluation.
3. An evaluation report is issued which may determine that the administrator (a) meets the established standard and continues with the ongoing growth and supervision process, (b) does not meet the established standard and an additional evaluation period is necessary or (c) does not meet the established standard and a notice of remediation may be issued.
4. Where the superintendent issues a notice of remediation, the notice removes the administrator from the ongoing growth and supervision process and outlines possible consequences and specific expectations for (a) improvement, (b) support and assistance, (c) adequate time to meet expectations and (d) notice of subsequent evaluation within 100 school days.
5. The remediation report may result in (a) the return of the administrator to the ongoing growth and supervision process, (b) an additional period of remediation, (c) a change of assignment or (d) a recommendation to the board that the administrator’s designation be terminated.
[2004/10]

15.A.32 Administrators cannot be required or pressured to disclose weaknesses about their professional practice as a component of a school jurisdiction’s evaluation for purposes of determining competence, contract status or promotion.
[2004/10]

15.A.33 An evaluation policy for school administrators must
1. be reasonable and based on the rules of procedural fairness and natural justice;
2. provide the administrator with written notification of the evaluation and reasons for it;
3. include the evaluation process, criteria and standards to be used;
4. include the administrator as a full participant;
5. be based on identifiable data which is made available to the administrator;
6. reflect the Principal Quality Practice Guideline;
7. advise the administrator when expectations for the position are not being met;
8. provide appropriate assistance and time to address performance deficiencies; and
9. advise the administrator of the possible outcomes of a failure to improve performance.
[2004/10]

15.A.34 Quality leadership occurs when the administrator, through ongoing analysis of the school context, demonstrates professional actions, judgments and decisions that are in the best educational interests of students and supports the provision of optimum teaching and learning opportunities.
[2004/10]

15.A.35 The Alberta Teachers’ Association opposes the use of programs or software applications that utilize criteria for teacher supervision and evaluation that is not based on the Alberta Teaching Quality Standard.
[2006/09/12]

15.A.36 The Alberta Teachers’ Association opposes intervisitations for the purpose of gathering data for teacher supervision and/or evaluation.
[2006/09/12/15]

Current Directives

15.B.1 BE IT RESOLVED, that the Alberta Teachers’ Association urge the Government of Alberta to prohibit school boards from requiring teachers to accept a school’s or school system’s goals or format for individual teacher professional growth plans.
[2001/04/07/10/13/16]

15.B.2 BE IT RESOLVED, that the Alberta Teachers’ Association urge the government and all school boards to adopt growth, supervision and evaluation practices for administrators that are consistent with the Alberta Teachers’ Association Administrator Professional Growth, Supervision and Evaluation Policy Model.
[2004/07/10/13/16]

15.B.3 BE IT RESOLVED, that the Alberta Teachers’ Association provide funds to increase teacher efficacy and member engagement by developing a network of teacher-led hubs of innovation designed to increase professional capacity on collectively identified areas of professional practice.
[2016]