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Teacher Appraisal Manual

| Handbooks | Table of Contents | Introduction/Purpose |

INTRODUCTION

This handbook has been designed to serve as a guide for the teacher performance appraisal program of the Lincoln Public Schools.*

The appraisal procedures continue to rely on a partnership approach to assessing individual competence measured against the expectations and goals of the school district. Self-assessment, optional involvement of peers, job targeting, and professional growth are included in the formative process.

The appraisal procedures encourage sound instructional practices, and recognize certificated employees who are exceptional by recognizing superior work in the classroom. The appraisal procedures also encourage organizational goals and district performance expectations designed to promote leadership opportunities.

This appraisal process was field tested in 1986-87 and 1987-88 and monitored by a joint committee assisted by the Evaluation Team. All schools implemented the appraisal program in 1988-89.

The appraisal manual is reviewed annually by the Appraisal Joint Committee. According to the Agreement between LPS and LEA, the Teacher Appraisal Joint Committee must recommend changes which might be made. Recommended changes must be approved by the LEA Board of Directors and the LPS Board of Education, as well as approved by the Nebraska State Department of Education.

*This handbook shall not apply to discipline short of ending employment, or to conduct constituting "just cause" for contract non-renewal, cancellation or termination as defined by the continuing contract law of the state of Nebraska, except to the extent that incompetency is the reason for the cancellation or termination.

PURPOSE

The purpose of this appraisal program is to provide data that will:

Enhance the growth and development of staff.
Result in continuing communication between appraiser and appraisee.
Identify district performance expectations being exceeded, met or needing improvement.
Determine employment status.
Inform staff of district and building emphases and assist personnel in achieving them.
Help staff integrate personal, district, and building emphases.

APPRAISAL PHASES

FORMATIVE

Formative appraisal may be used during the second year of a probationary teacher's appraisal and also by tenured teachers during the first and second years of the appraisal cycle. Upon mutual agreement between the employee and supervisor, portfolios may be used to document the employee's growth and achievement of job targets during the formative phase for tenured employees and during the second year formative phase for non-tenured employees.

At the beginning of the formative year(s) each certificated employee will be required to develop a growth plan including objectives or job targets for professional enhancement consistent with district performance expectations. A growth plan will be prepared by the appraisee with input and approval from the appraiser or designee. The appraisee may ask others to assist in self-assessment, development of objectives, and data collection. Peers, team leaders, department chairs, assistant principals, district consultants, and/or others may be included in the formative team agreed upon by the teacher and supervisor. Persons so selected shall be given release time and resources necessary to accomplish the tasks. All such work shall be undertaken on a voluntary basis.

Formative Growth Plan Objectives or Job Targets
One of the objectives or job targets must be related to an expectation in Section I Productive Teaching Techniques of the summative appraisal instrument. Permanent staff members will have up to two years and probationary staff will have one year to complete the objectives and job targets and have the option of submitting the completed Formative Phase Growth Plan to Human Resources for inclusion in their personnel file.

SUMMATIVE

During the first and third year of probation and once every three years thereafter, each certificated employee will have a summative appraisal completed by the principal or designated supervisor with the original copy of the formal report submitted to the Human Resources Division. The summative appraisal is based upon district expectations which are divided into four categories:

a. Productive teaching techniques

b. Organized, structured class management

c. Positive interpersonal relations

d. Professional responsibilities

During the summative year the appraiser will conduct at least two formal classroom observations, each followed by a post-observation conference.

The summative appraisal form assesses the employee's performance in each of sixteen specific areas related to the four categories. Each district expectation has a number of descriptors which illustrate the specific responsibilities required.