Professional Growth, Supervision and Evaluation Principles for Administrators

PreambleTop of page

The board develops a comprehensive administrator professional growth, supervision and evaluation policy which has the goal to develop the overall leadership within the school and the district. These principles are intended to guide the development of policy at the school jurisdiction level and ensure a fair and ethical process is followed.

The school administrator is employed by the board of trustees and reports to the superintendent of schools. The superintendent, not the staff of the school or the public, has sole responsibility for the supervision and evaluation of the administrator.

Guiding Beliefs and PrinciplesTop of page

  1. Professional growth and supervision are dynamic and ongoing processes. They form the basis for the development of leadership abilities, and should be founded on the Leadership Quality Standard.
  2. The effective engagement of an administrator in a planned program of professional growth is dependent upon the provision of adequate time and resources for the design, accomplishment and reporting of the plan.
  3. Evaluation may be conducted for different reasons:
    1. For the purpose of making contractual decisions or
    2. Where there are questions about leadership performance or
    3. Upon the request of the administrator.
  4. The evaluation process must reflect the central importance of the Leadership Quality Standard.
  5. The evaluation process must be reasonable and based on the rules of procedural fairness and natural justice. These include:
    1. The administrator knows the expectations of the position.
    2. The administrator receives written notification that an evaluation of professional practice is to be undertaken and the reason(s) for it.
    3. The administrator is a full participant in the evaluation process.
    4. The basis for the evaluation process is identifiable data which is made available to the administrator.
    5. The administrator is made aware when expectations of the position are not being met.
    6. If there are performance concerns as a result of information from a source other than the supervisor, the information is provided to the administrator in sufficient detail for him/her to understand the concern and have an opportunity to respond. This includes copies of any notes or letters.
    7. The administrator is provided with appropriate assistance and time to address any identified performance deficiencies.
    8. The administrator understands the possible outcomes of a failure to improve performance.

The above are based on precise legal concepts that govern the actions of public bodies such as school boards and apply in any situation where an individual's rights may be affected by the actions of the employer.

Anonymous questionnaires or interviews are not an acceptable part of a fair and ethical evaluation process and may violate the Alberta Teachers' Association Code of Professional Conduct.

  1. The evaluation process is consistently applied to all administrators recognizing that expectations for the beginning administrator may not be as rigorous as those of an experienced individual.
  2. Effective systematic communication is a key component of fairness.
  3. The evaluation process must be conducted in a cooperative and supportive climate that fosters mutual trust.
  4. The administrator has the right to consult with the Alberta Teachers' Association during any part of the evaluation process.

 

 

 

—Approved by the 2004 Annual Representative Assembly