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Horizon School Division
Creating a better world, one student at a time.
AP 434 - In-School Leader Growth Supervision and Evaluation
Background

Programs for promoting in-school leader growth, supervision and evaluation in the division are based on the following beliefs:
  • Supervision is the ongoing process by which the principal exercises educational leadership through carrying out duties required under Section 109(2) of the Saskatchewan Education Act 1995;
  • The primary responsibility of in-school leaders is to ensure the establishment of high quality learning environments for all students;
  • In-school leaders have been and will continue performing their leadership responsibilities at a level of performance that meets or exceeds the standard as outlined by the Horizon Professional Practice Competencies for In-School Leaders;
  • An essential responsibility of all in-school leaders is the constant improvement of professional practice through continual reflection and professional growth;
  • It is the professional responsibility of in-school leaders to recognize and share their strengths in a collaborative manner with other professional staff for the benefit of students;
  • The division has the responsibility to provide all in-school leaders with opportunities to improve professional practice;
  • The primary responsibility of the Director (or designate) is to practice and promote instructional leadership, including on-going supervision, observation and the evaluation of the performance of in-school leadership staff as required;
  • Supervision, observation and evaluation procedures and regulations will be applied fairly, reasonably and consistently in keeping with the principles of natural justice and due process;
  • Due process in employment decisions involves the exercise of professional judgment supported by fair and reasonable assessment and informed decision-making;
  • In-school leader’s whose performance does not meet the acceptable standard have both a right and an obligation to collaborate and to determine their professional growth needs;
  • In-school leaders on a plan for improvement must be provided with a fair and reasonable opportunity to improve their performance and become successful.
The division has the right and the responsibility to terminate the administrative designation of in-school leadership staff member who has been given a fair and reasonable opportunity to improve but whose performance continues at less than the acceptable level.

Definitions

1.  Evaluation is the formal process of gathering and recording information over a period of time and the application of professional judgment by the participants in determining whether the in-school leader does or does not meet the standard, as outlined by the Horizon Professional Practice Competencies for In-School Leaders. The evaluation process will result in the preparation and presentation by the Director (or designate) of a written summary report regarding the professional performance of the in-school leader.
1.1.  An in-school leader evaluation is completed:
1.1.1.  To determine whether an in-school leader should maintain the administrative designation that has been added to their teaching contract;
1.1.2.  With an in-school leader that has less than two (2) years continuous service with an administrative designation in addition to their teaching contract;
1.1.3.  Where the Director (or Designate) has concerns that the in-school leader may not be meeting the standard as outlined by the Horizon Professional Practice Competencies for In-School Leaders; or
1.1.4.  The in-school leader has requested to be evaluated.
2.  Supervision is the ongoing process by which the Director (or designate) exercises educational leadership through carrying out duties required under Section 109(2) of the Saskatchewan Education Act 1995 in respect to in-school leaders. The Director (or designate) utilizes supervision as a means of monitoring the leadership practices of in-school leaders on continuous, replacement or temporary administrative designation based on the Horizon Professional Practice Competencies for In-School Leaders.

3.  Professional growth planning is the career-long learning process whereby a teacher plans to achieve professional learning objectives or goals that are in alignment with the Horizon Professional Practice Competencies for In-School Leaders.
3.1.  Professional growth plans are written action plans to improve and demonstrate growth throughout the In-School Leader practice. These plans will include: a statement of goals, strategies to achieve the defined goal, reasonable timeline for goal achievement, resources required to support in meeting the defined goal, indicators & measures of goal achievement.
Procedures

1.  In-School Leader Evaluation
1.1.  The Director (or designate) shall conduct an evaluation of an in-school leader:
1.1.1.  In their first (1st) and second (2nd) years of service with the division;
1.1.2.  In their first (1st) and second (2nd) years of service in an in-school leadership position;
1.1.3.  Upon the written request of an in-school leader;
1.1.4.  For purposes of gathering information related to employment status;
1.1.5.  When, on the basis of information received through supervision, the Director (or designate) has reason to believe that the in-school leader may not meet the leadership standard as outlined in the Horizon Professional Practice Competencies for In-School Leaders.
1.2.  Upon completion of an evaluation, the Director (or designate) shall meet with the in-school leader and provide them with a signed original of the completed summary evaluation report.
1.2.1.  Where, as a result of an evaluation, the Director (or designate) determines that a change in the behavior or practice of an in-school leader is required, the Director (or designate) shall indicate, in writing, that the:
1.2.1.1.  In-school leader’s leadership practices does not meet the acceptable leadership standard as outlined by the Horizon Professional Practice Competencies for In-School Leaders ;
1.2.1.2.  In-school leader will be required to formulate an appropriate Plan for Improvement; the plan will constitute a formal notice of remediation and will identify reasonable timelines and due process for completion of the plan for the improvement in the in-school leader’s practice.
2.  In-School Leader Supervision
2.1.  The Director (or designate) shall be responsible for the ongoing supervision of all in-school leaders by:
2.1.1.  Providing support and guidance to in-school leaders;
2.1.2.  Observing and receiving information from any source relative to the quality of leadership an in-school leader provides to staff and students; and identifying those behaviors or practices of an in-school leader that demonstrates quality of performance as outlined by the Horizon Professional Practice Competencies for In-School Leaders.
3.  In-school leader Professional Growth
3.1.  All in-school leaders with a continuing, temporary and replacement administrative designation with the division shall complete a professional growth plan each year.
3.2.  The Professional Growth Plan shall reflect goals and objectives based on an assessment of learning needs by the individual In-school leader;
3.3.  Show a relationship to the Horizon Professional Practice Competencies for In-School Leaders and take into consideration the Learning Improvement Plan of the school and defined division goals.
3.4.  The Professional Growth Plan shall be submitted to the Director (or designate) by October fifteenth (15th) on an annual basis for review and verification of compliance with the expectations identified in this administrative procedure.

Reference:  Saskatchewan Education Act 1995 Sections 85, 87, 109, 175


January 16, 2017