Professional Growth, Supervision and Evaluation Policy Model for Administrators

BackgroundTop of page

The Administrator Professional Growth, Supervision and Evaluation Policy Model aims to ensure that the administrator's professional actions, judgments and decisions are in the best educational interests of students and support the provision of optimum learning opportunities.


PolicyTop of page

Administrators are expected to conduct their practice consistent with the leadership quality standard. School boards, superintendents, principals and teachers must work together to establish an educational environment conducive to student learning and professional growth.


DefinitionsTop of page

In this policy,

  1. "policy" means the Administrator Professional Growth, Supervision and Evaluation Policy implemented by [insert name of school board];
  2. "leadership quality standard" means the standard and descriptors of knowledge, skills and attributes and any additional standards or descriptors consistent with the leadership quality standard and the mission of the school board;
  3. "administrator" means a principal as defined in the School Act and other individuals who hold a designation of administrator;
  4. "principal" means an individual who is required to hold an Alberta teaching certificate and who is responsible for the provision of educational leadership under section 19 of the School Act;
  5. "school board" means the school authority by whom the administrator is employed;
  6. "superintendent" means a superintendent of schools or designate in respect to fulfilling obligations under section 113 of the School Act;
  7. "professional growth" means the career-long learning process whereby an administrator annually develops, implements and completes a plan to achieve professional learning objectives or goals that are consistent with the leadership quality standard;
  8. "supervision" means the ongoing process by which a superintendent carries out duties in respect to the operation of schools, exercises educational leadership and oversees the provision of education programs under section 113 of the School Act;
  9. "evaluation" means the formal process of gathering and recording information and data over a period of time and the application of reasoned professional judgment by a superintendent in determining whether the administrator's leadership exceeds, meets or does not meet the leadership quality standard;
  10. "notice of remediation" means the written notice issued by a superintendent to an administrator where the superintendent has determined that an administrator's leadership does not meet the leadership quality standard, and such a statement describes
    1. the behaviours or practices that do not meet the leadership quality standard and the changes required,
    2. the remediation strategies the administrator is advised to pursue and
    3. how the determination will be made that the required changes in behaviour or practice have taken place, applicable timelines and the consequences of not achieving the required changes including, but not limited to, termination of an administrator's designation.

ProceduresTop of page

Administrator Professional Growth
  1. An administrator employed by a school board under a designation is responsible for developing, implementing and completing during each school year an annual professional growth plan that meets the requirements of this policy.
  2. An administrator's annual professional growth plan shall
    1. reflect goals and objectives based on an assessment of leadership needs by the individual administrator,
    2. show a demonstrable relationship to the leadership quality standard,
    3. take into consideration the education plans of the school, school board and Department of Learning.
  1. An administrator shall submit for review or approval at a specified time in the policy an annual administrator professional growth plan to
    1. the superintendent or
    2. a group of administrators delegated by the superintendent, if such delegation is provided for in the policy.
  1. An administrator's annual professional growth plan
    1. may be a component of a long-term, multi-year plan and
    2. may consist of a planned program of mentoring an administrator.
  1. At a time specified in the policy, an administrator must provide a completed annual administrator professional growth plan to the superintendent or to the persons referred to in Procedure 3(b) for review and the person or persons conducting the review, in consultation with the administrator, must make a finding based on whether the administrator has completed an annual professional growth plan that complies with procedure.
  2. If a review under Procedure 5 finds that an administrator has not completed an annual administrator professional growth plan as required, the administrator may be subject to disciplinary action as defined in the policy.
  3. Unless an administrator agrees, the content of an annual administrator professional growth plan must not be part of the evaluation process of an administrator under Procedures 10(c) and 11.
  4. Despite Procedure 7, a superintendent may identify behaviours or practices that may require an evaluation under Procedure 10(c) provided that the information identified is based on a source other than the information in the annual administrator professional growth plan of the administrator.
  5. A completed annual administrator professional growth plan shall be returned to the administrator and no copies shall be retained by the school board without the consent of the administrator.
  1. A fundamental component of this policy is ongoing supervision of administrators by the superintendent, including
    1. providing support and guidance to the administrator,
    2. observing and receiving information from any legitimate source about the quality of leadership an administrator provides and
    3. identifying the behaviours or practices of an administrator that for any reason may require an evaluation.
  1. The evaluation of an administrator by a superintendent may be conducted
    1. upon the written request of the administrator,
    2. for the purposes of gathering information related to a specific employment decision,
    3. for purposes of assessing the growth of the administrator in specific areas of practice,
    4. when, on the basis of information received through supervision, the superintendent has reason to believe that the leadership provided by the administrator may not meet the leadership quality standard.
  1. On initiating an evaluation, the superintendent shall communicate explicitly to the administrator
    1. the reasons for and purposes of the evaluation,
    2. the process, criteria and standards to be used,
    3. the timelines to be applied including the date of completion of the report and
    4. the possible outcomes of the evaluation.
  2. All evaluative information provided by the administrator's professional colleagues must be gathered in accordance with the Alberta Teachers' Association Code of Professional Conduct.
  3. The evaluations must be conducted in accordance with procedural fairness and natural justice.
  4. Upon completion of an evaluation, the superintendent must provide the administrator with a copy of the completed evaluation report.
  5. Where, as the result of an evaluation, a superintendent determines that a change in the behaviour or practice of an administrator is required, the superintendent must provide to the administrator a notice of remediation and may stipulate that the remediation strategies stated in that notice replace the obligation of the administrator to develop and implement an annual administrator professional growth plan.
  1. An administrator has the right to appeal an evaluation as provided in board policy and the School Act.
  1. This policy applies to all administrators employed by the school board unless otherwise stipulated.
  2. This policy does not restrict a school board or superintendent
    1. from taking disciplinary or other action, as appropriate, where the superintendent has reasonable grounds for believing that the actions or practices of an administrator endanger the safety of students, constitute a neglect of duty, a breach of trust or a refusal to obey a lawful order of the school board or
    2. from taking any action or exercising any right or power under the School Act.


—Approved by the 2004 Annual Representative Assembly


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