SECTION A: FOUNDATIONS AND BASIC COMMITMENTS
*These topics are not currently covered by Board policy
The United States Constitution leaves to the individual states responsibility for public education.
The Ohio General Assembly is under mandate by the Constitution of Ohio to provide for the organization, administration and control of a public school system supported by public funds. The Ohio State Constitution also calls for a State Board of Education and a Superintendent of Public Instruction.
The General Assembly has outlined the duties of the State Board of Education and the Chief State School Officer. It has also established a State Department of Education (through which policies and directives of the State Board and Superintendent of Public Instruction are administered) and has established specific types of school districts.
The Miamisburg City School District is classified as a city school district governed by a locally elected board of education.
[Adoption date: October 21, 2004]
LEGAL REFS.: U.S. Const. Amend. X
Ohio Const. Art. VI, 2; 3; 4
ORC 3301.011
Chapter 3311.01
File: ABA (Also KC)
COMMUNITY INVOLVEMENT IN DECISION MAKING
Community participation in the schools is essential to promote and maintain the quality of education for all students.
In addition to electing fellow citizens to represent them on the Board, all citizens may express ideas, concerns and judgments about the schools to the administration, to the staff, to any appointed advisory bodies and ultimately to the Board. Ideas should be addressed to the responsible individual in an appropriate fashion.
Residents may be invited by the Board to act as advisors, individually and in groups, in such areas as:
1. clarifying general ideas and attitudes held by residents in regard to the
schools;
2. developing Board policies under which the school system is to be managed;
3. establishing administrative arrangements and regulations designed to help
implement these policies;
4. determining the purposes of courses of study and special services to be
provided for students;
5. evaluating the extent to which these purposes are being achieved by present
policies and/or
6. solving a specific problem or set of closely related problems about which a
decision must be made.
The Board gives consideration to the advice it receives from individuals and community groups. Final authority for all decisions rests with the Board.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 121.22
OAC 3301-35-03(J)
CROSS REFS.: BCE, Board Committees
BCF, Advisory Committees to the Board
BCFA, Business Advisory Council to the Board
FL, Retirement of Facilities
IF, Curriculum Development
File: ABB (Also GBB)
STAFF INVOLVEMENT IN DECISION MAKING
The District involves the efforts of many people and functions best when all personnel are informed of the major activities and concerns.
There should be an exchange of ideas and pertinent information among all elements of a school district. Problems and unfavorable attitudes develop when employees are denied information essential for the performance of their respective assignments or when they feel that their ideas and concerns are not heard. Morale is enhanced when employees are assured that their voices are heard by those in positions of administrative authority.
A pattern of decision making and problem solving close to the task also contributes to efficiency and high morale.
While all employees have the opportunity to bring their ideas or grievances to the Board, they are expected to proceed through the recognized administrative channels. Final authority for all decisions rests with the Board.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-03
CROSS REFS.: BCE, Board Committees
BCF, Advisory Committees to the Board
BF, Board Policy Development and Adoption
CCB, Staff Relations and Lines of Authority
CE, Administrative Councils, Cabinets and Committees
DBD, Budget Planning
GCD, Certificated Staff Hiring
GDD, Classified Staff Hiring
IF, Curriculum Development
CONTRACT REFS.: Teachers’ Negotiated Agreement
Classified Staff Negotiated Agreement
File: ABC (Also JFB)
STUDENT INVOLVEMENT IN DECISION MAKING
Students share responsibility for developing a climate in the school which is conducive to learning. Through participation in the decision-making process, students can be an important resource for the improvement of the school, the educational system and the community. Periodically, students may be asked to review school policies, rules and regulations. Final authority for all decisions rests with the Board.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-03
CROSS REFS.: BCE, Board Committees
BCF, Advisory Committees to the Board
JF, Student Rights and Responsibilities
JFA, Student Due Process Rights
JFC, Student Conduct
Student Handbooks
File: AC
The Board’s policy of nondiscrimination extends to students, staff, job applicants, the general public and individuals with whom it does business and applies to race, color, national origin, citizenship status, religion, sex, economic status, age or disability, military status or ancestry.
The Board does not permit discriminatory practices and views harassment as a form of discrimination. Harassment is defined as intimidation by threats of or actual physical violence; the creation, by whatever means including the use of electronic communications devices, of a climate of hostility or intimidation; or the use of language, conduct or symbols in such a manner as to be commonly understood to convey hatred, contempt or prejudice or to have the effect of insulting or stigmatizing an individual.
Employees or students who engage in discrimination of another employee or student shall be subject to disciplinary action.
Permission, consent or assumption of risk by an individual subjected to discrimination does not lessen the prohibition contained in this policy.
No one shall retaliate against an employee or student because he/she files a grievance; assists or participates in an investigation, proceeding or hearing regarding the charge of discrimination of an individual; or because he/she has opposed language or conduct that violates this policy.
[Adoption date: October 21, 2004]
[Revised February 17, 2005]
LEGAL REFS.: Civil Rights Act, Title VI; 42 USC 2000d et seq.
Civil Rights Act, (Amended 1972), Title VII; 42 USC 2000e et seq.
Education Amendments of 1972, Title IX; 20 USC 1681
Executive Order 11246, as amended by Executive Order 11375
Equal Pay Act; 29 USC 206
Rehabilitation Act; 29 USC 794
Individuals with Disabilities Education Act; 20 USC 1401 et seq.
Age Discrimination in Employment Act; 29 USC 623
Immigration Reform and Control Act; 42 USC 1324a et seq.
Americans with Disabilities Act; 42 USC 12112 et seq.
Ohio Const. Art. I, Section 2
ORC 3323.01
Chapter 4112
OAC 3301-35-02(A)(1); 3301-35-03(A)
1 of 2
File: AC
CROSS REFS.: ACA, Nondiscrimination on the Basis of Sex
ACAA, Sexual Harassment
ACB, Nondiscrimination on the Basis of Disability
GBA, Equal Opportunity Employment
GBO, Verification of Employment Eligibility
IGAB, Human Relations Education
IGBA, Programs for Students with Disabilities
JB, Equal Educational Opportunities
JFC, Student Conduct (Zero Tolerance)
JFCEA, Gangs
JFCF, Hazing
Staff Handbooks
Student Handbooks
CONTRACT REFS.: Teachers’ Negotiated Agreement
Classified Staff Negotiated Agreement
2 of 2
File: AC-R
NONDISCRIMINATION
File: AC-E-1
DISCRIMINATION/HARASSMENT COMPLAINT FORM
Name of Complainant ____________________ Date of Filing _______________
Home Address ____________________________________________________
School _________________________________________
I am initiating a complaint against ______________________________________
Statement of allegation. (Include names of persons involved and date(s) of incident(s).
______________________________
Signature of Complainant
_______________________________ ______________________
Signature of Person Receiving Complaint Date Complaint Received
File: AC-E-2
RESULTS OF INVESTIGATION
ALLEGATION OF DISCRIMINATION/HARASSMENT
Name of Complainant ________________________________________________
School ___________________________________________________________
Statement of Complainant (see attached)
Results of Investigation:
Resolution/Action Taken:
____________________________ ___________________
Signature of Investigator Date
File: ACA
NONDISCRIMINATION ON THE BASIS OF SEX
The U.S. Department of Education has published regulations for implementing Title IX of the Education Amendments of 1972, which prohibits sex discrimination in federally assisted education programs.
Title IX states, in part: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of or be subjected to discrimination under any education program or activity receiving federal financial assistance.”
The Board ensures compliance with Title IX of the Education Amendments of 1972, Title VI of the Civil Rights Act of 1964 and the regulations promulgated through the U.S. Department of Education.
[Adoption date: October 21, 2004]
LEGAL REFS.: Civil Rights Act, Title VI; 42 USC 2000d et seq.
Civil Rights Act, Title VII; 42 USC 2000e et seq.
Education Amendments of 1972, Title IX; 20 USC 1681
Executive Order 11246, as amended by Executive Order 11375
Equal Pay Act; 29 USC 206
Ohio Const. Art. I, Section 2
ORC Chapter 4112
OAC 3301-35-03(A)
CROSS REFS.: AC, Nondiscrimination
ACAA, Sexual Harassment
ACB, Nondiscrimination on the Basis of Disability
GBA, Equal Opportunity Employment
IGDJ, Interscholastic Athletics
IIAA, Textbook Selection and Adoption
JB, Equal Educational Opportunities
JFCF, Hazing
Staff Handbooks
Student Handbooks
File: ACAA
All persons associated with the District, including, but not limited to, the Board, the administration, the staff and the students, are expected to conduct themselves at all times so as to provide an atmosphere free from sexual harassment. Sexual harassment, whether verbal or nonverbal, occurring inside or outside of District buildings, on other District-owned property or at school-sponsored social functions/activities, is illegal and unacceptable and will not be tolerated. Any person who engages in sexual harassment while acting as a member of the school community is in violation of this policy.
The Board has developed complaint procedures which are available to victims. Sanctions imposed for violations of this policy include, but are not limited to:
1. written warning;
2. letter of reprimand or
3. suspension, probation, termination or expulsion.
Definition of Sexual Harassment: Unwelcome sexual advances, requests for sexual favors or other verbal or physical conduct of a sexual nature may constitute sexual harassment when:
1. submission to such conduct is made, either explicitly or implicitly, a term or
condition of a person’s employment or educational development;
2. submission to, or rejection of, such conduct by an individual is used as the
basis for employment or education decisions affecting such individual or
3. such conduct has the purpose or effect of unreasonably interfering with an
individual’s work or educational performance or creating an intimidating, hostile
or offensive environment.
Examples of sexual harassment-type conduct may include, but are not limited to, unwanted sexual advances; demands for sexual favors in exchange for favorable treatment or continued employment; repeated sexual jokes, flirtations, advances or propositions; verbal abuse of a sexual nature; graphic verbal commentary relating to an individual's body, sexual prowess or sexual deficiencies; coerced sexual activities; any unwanted physical contact; sexually suggestive or obscene comments or gestures; or displays in the workplace of sexually suggestive or obscene objects or pictures. Whether any such act or comment may constitute sexual harassment-type conduct is often dependent on the individual recipient.
The Grievance Officer: The Board appoints one or more sexual harassment grievance officers who are vested with the authority and responsibility for processing all sexual harassment complaints in accordance with the procedure set forth in the accompanying regulation and staff and student handbooks.
Sexual matters, including the identity of both the charging party and the accused, are kept confidential to the extent possible. Although discipline may be imposed against the accused upon a finding of guilt, retaliation is prohibited.
1 of 2
File: ACAA
[Adoption date: October 21, 2004]
LEGAL REFS.: Civil Rights Act, Title VI; 42 USC 2000d et seq.
Civil Rights Act, Title VII; 42 USC 2000e et seq.
Education Amendments of 1972, Title IX; 42 USC 2000e et seq.
Executive Order 11246, as amended by Executive Order 11375
Equal Pay Act; 29 USC 206
Immigration Reform and Control Act; 42 USC 1324a et seq.
Ohio Const. Art. I, Section 2
CROSS REFS.: AC, Nondiscrimination
ACA, Nondiscrimination on the Basis of Sex
GBA, Equal Opportunity Employment
IGDJ, Interscholastic Athletics
JB, Equal Educational Opportunities
JFC, Student Conduct (Zero Tolerance)
JFCF, Hazing
JHG, Reporting Child Abuse
Staff Handbooks
Student Handbooks
CONTRACT REFS.: Teachers’ Negotiated Agreement
Classified Staff Negotiated Agreement
2 of 2
File: ACAA-R
SEXUAL HARASSMENT
All sexual harassment complaints are processed in accordance with the following procedure:
1. Any member of the school community who believes that he/she has been
subjected to sexual harassment shall report the incident(s) to the appropriate
grievance officer.
2. The grievance officer attempts to resolve the problem in an informal manner
through the following process.
A. The grievance officer confers with the charging party in order to obtain a
clear understanding of that party’s statement of the alleged facts.
B. The grievance officer meets with the charged party in order to obtain
his/her response to the complaint.
C. The grievance officer holds as many meetings with the parties as are
necessary to gather facts.
D. On the basis of the grievance officer’s perception of the problem, he/she
will:
1) attempt to resolve the matter informally through conciliation or
2) notify the parties by certified mail of his/her official action relative to the
complaint.
3. If either party disagrees with the decision of the grievance officer, he/she may
appeal to the Superintendent/designee. After reviewing the record made by the
grievance officer, the Superintendent/designee may attempt to gather further
evidence necessary to decide the case and to determine appropriate action to
be taken. The decision of the Superintendent/designee is final. If any of the
named officials are the charged or charging party, the Board will designate an
alternate investigator and retain final decision-making authority.
The confidentiality of the reporting party will be observed provided it does not interfere with the District’s ability to investigate or take corrective action.
(Approval date: October 21, 2004)
File: ACAA-E
SEXUAL HARASSMENT COMPLAINT FORM
I,_______________________________________, of (address)_______________
__________________have initiated a sexual harassment complaint against
_________________, though my (circle one) supervisor, building principal, or director, human resources.
Name of person filed with: ____________________________________________
Date of filing: ______________________________________________________
Date(s) of person(s) involved in incident(s):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Written description of incident(s):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
File: ACB
NONDISCRIMINATION ON THE BASIS OF DISABILITY
File: ACB-E
SECTION 504 COMPLAINT FORM
File: ACB-R
File: AD
DEVELOPMENT OF PHILOSOPHY OF EDUCATION
The Board’s philosophy of education gives direction to the educational program and daily operations of the District. The philosophy allows for that flexibility necessary in an ever-changing society. The philosophy also provides for general criteria by which to assess the District’s programs and operations.
Periodically, the policy committee of the Board and the Superintendent evaluate the philosophy of education. Suggestions from both the staff and community are considered.
The committee revises or confirms the existing philosophy or writes a new statement of philosophy. The committee presents its recommendation regarding a philosophy of education to the Board for adoption or re-adoption.
All building and course of study philosophies reflect and extend the Board’s philosophy. The Superintendent disseminates the Board’s philosophy of education to all staff members and directs that it be published in all handbooks.
[Adoption date: October 21, 2004]
LEGAL REFS.: OAC 3301-35-02; 3301-35-03
CROSS REFS.: ADA, Educational Philosophy
BF, Board Policy Development and Adoption
BFG, Policy Review and Evaluation
File: ADA
The Board is committed to providing a program of education which is consistent with the following tenets.
1. Education contributes to the continuous improvement of our democratic society
and the cultures it encompasses through the development of concerned,
contributing and patriotic citizens.
2. The dignity and worth of the individual is respected. Each individual is given the
opportunity to participate in our society to the best of his/her ability.
3. The educational program is conducive to the optimum intellectual, physical,
social and emotional development of all youth.
4. Basic knowledge, skills, understandings and appreciations are necessary for
full-life functioning.
5. All youth are introduced to the humanities and the arts and provided the
opportunity to pursue further studies in these areas.
6. The immediate and projected personal and societal needs of our youth receive
continuous appraisal.
7. The development of self-appraisal skills, decision-making techniques and
self-discipline by our youth helps them in assuming the responsibility for setting
realistic immediate and long-range personal, academic and career goals.
8. The development of moral and ethical values on the part of youth is an important
aspect of personal maturity for which the parents assume the primary
responsibility. However, the schools strive to reinforce their efforts.
9. Continuous physical, mental and emotional growth and development is
promoted through the maintenance of appropriate educational programs for
youth.
10. Self-realization and self-expression are encouraged.
11. The educational program meets or exceeds the State Board of Education
Minimum Standards.
12. The development and implementation of a program of continuous evaluation
based upon stated goals and objectives are necessary for effective program
revision and improvement.
1 of 2
File: ADA
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-02(A)
CROSS REFS.: AD, Development of Philosophy of Education
AE, School District Goals and Objectives
IA, Instructional Goals
Continuous Improvement Plan
2 of 2
File: ADB
The mission of the District is to unite the school community in nurturing success through
A sense of belonging
A meaningful and applicable, quality education
A commitment to lifelong learning
An attitude of respect and tolerance toward diversity
all within a learning environment.
[Adoption date: October 21, 2004]
File: AE
SCHOOL BOARD GOALS AND OBJECTIVES
Improve Board-Related Communications
1. The Board will meet on a periodic basis for the purpose of self-assessment and
to update the long-range objectives, bi-annually at a minimum.
2. The Board will encourage citizen attendance at Board meetings.
3. The Board will encourage student attendance at Board meetings.
4. The Board will hold work sessions, as needed and if appropriate, given the
tasks at hand.
Select the Best Personnel
1. The school administration selects the best possible personnel to carry out the
educational program and deliver the school services to students and the
community.
2. The administration periodically reviews and updates methods of hiring and
evaluating personnel.
3. The educational teams' support of the shared-vision of the school system is
essential.
4. Given the changing student demographics, a continuing effort is made to recruit
a culturally representative faculty and staff.
Practice Fiscal Responsibility
1. Communication between the Board, Superintendent and Treasurer, in the
process of monitoring the budget, will be maintained through monthly financial
reports, regular updates and review of the 5-year forecast.
2. The Board will continue development in all areas of school finance by using the
following resources:
A. Academy of Boardmanship
B. OSBA/NSBA
C. BASA/OASBO
3. The Board will monitor the need for new finances: state and federal funding and
local operating, bond and permanent improvement monies.
1 of 4
File: AE
Market Our Schools
1. The District will develop and implement a marketing plan by:
A. developing strategic alliances with all segments of the community;
B. maintaining quality public relations programs;
C. increasing parental, senior citizen and volunteer involvement in all our
schools;
D. communicating needs and accomplishments to media, the community,
elected local officials and legislators;
E. continuing to use and support the school television facilities;
F. reviewing and updating all information (brochures, etc.) and
G. promoting the growth of the Miamisburg Schools Education Foundation.
Adopt Effective Curricula and Instructional Practices
1. Effective curriculum will result in significantly higher test scores by offering the
following:
A. Individual and small group tutoring, remedial classes, appropriate
intervention, and gifted/talented classes will be used, when necessary, to
enhance academic achievement.
B. Continue High School advanced placement courses, and/or distance
learning and PSEO will be offered in core subjects.
C. Every student is encouraged to take courses in computer science.
D. Information technology will continue to be integrated into the total
curriculum.
E. Keyboarding will continue to be taught during the elementary years to
students.
F. Foreign language instruction should be offered at the elementary and
middle school levels.
2. Basic skills, in the following disciplines, will remain a high priority within our
curriculum:
A. English
B. Reading
C. Mathematics
2 of 4
File: AE
D. Science
E. Social Sciences
F. Technology
3. A comprehensive curriculum that exceeds State Minimum Standards will be
maintained, consistent with the financial capability of the District.
4. The Board will encourage its staff to offer innovative curriculum ideas.
5. The Board will encourage its staff to employ effective, research-based
instructional practices.
6. The Board will encourage students to take greater advantage of the
vocational/technical course offerings through both the MVCTC and courses
offered at Miamisburg High School and other locations.
Maintain an Effective Educational Team*
1. The Board:
A. encourages visionary thinking throughout the District;
B. recognizes successful innovators and risk takers;
C. encourages peer-to-peer staff mentoring;
D. promotes excellence by raising level of expectations;
E. promotes individual accountabilities;
F. provides research-based, effective staff development opportunities;
G. continues to pursue educational opportunities for self-growth;
H. has "a commitment to excellence" from administration and staff as a
hallmark of the District and
I. encourages its members to attend as many school functions as possible.
All aimed at the attainment of the District's Continuous Improvement Plan (CIP).
* The educational team includes Board members, all school employees, students
and parents.
3 of 4
File: AE
Evaluate our Facilities
1. The Board:
A. monitors the growth in local housing and student population and will study
current and proposed educational program offerings as they relate to
available/needed school facilities;
B. continues to dialogue and discuss the impact of housing, development and
density issues with local and regional government officials;
C. reconvenes the Facility Study Committee, when necessary, to determine
the future needs of the District and makes recommendations to the Board
for implementation;
D. improves facilities at Harmon Field;
E. supports efforts to comply with governmental regulations;
F. continues to practice appropriate energy conservation measures, i.e.,
control systems, lighting replacements, etc., and
G. continues to address environmental issues, i.e., asbestos, underground
storage tanks, etc.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-02(A)
CROSS REFS.: ABA, Community Involvement in Decision Making (Also KC)
ADA, Educational Philosophy
DBD, Budget Planning
IA, Instructional Goals
IAA, Instructional Objectives
KA, School-Community Relations Goals
Continuous Improvement Plan
4 of 4
File: AEA
1. Develop Mastery of Basic Skills. The District promotes the acquisition of basic
comprehension, communication and computation skills to the greatest extent
possible for each student. Efforts are made to offer each student opportunities
to master the basic skills needed to pursue his/her chosen goals.
2. Gain Knowledge and Experience in Natural Sciences, Social Sciences,
Humanities and Fine Arts. The District provides opportunities and
encouragement for students to gain knowledge and experience in the sciences,
humanities and arts.
3. Develop a Positive Self-Image. The District attempts to respond to each
student’s need to develop a positive self-image and enhances his/her ability to
determine, understand and examine his/her own capabilities, interests and
goals.
4. Develop Skills of Constructive and Critical Thinking. The District fosters skills
of constructive and critical thinking in order to enable each student to deal
effectively with conditions and problems in an independent, self-fulfilling and
responsible manner.
5. Develop Skills Appropriate to a Technological Society. The District provides
students with information necessary to function in a rapidly changing workplace.
6. Develop Respect for Others and the Law. The District promotes the
development of students to enable them to become mature, responsible
citizens with respect for the rights of others and the law.
7. Gain Lifelong Learning Skills. The District promotes an eagerness for learning
which encourages each student to continue to benefit from educational
opportunities beyond formal schooling.
8. Gain Understanding of Value Systems, Cultures and Heritage. The District
provides an opportunity for each student to gain knowledge and understanding
of social skills, so that he/she is prepared to participate responsibly and
successfully in a pluralistic society.
9. Gain Understanding of Economic Roles in Society. The District encourages
each student to gain a critical understanding of his/her role as a producer and
consumer of goods and services and of the principles involved in the
production of goods and services.
10. Gain Knowledge and Understanding of the Environment. The District
encourages student development of an appreciation for the maintenance,
protection and improvement of the physical environment.
11. Develop Positive Health Habits and Physical Skills. The District helps
students develop good habits concerning care of the body and avoidance of
harmful effects of drugs, alcohol and tobacco. Lifelong physical fitness
including lifetime recreational skills are promoted.
1 of 2
File: AEA
12. Develop Within the Community a Sense of Pride in the Schools. The District
highlights the strengths of the education program and invites the community to
participate in school functions.
13. Continual Evaluation and Revision of Curriculum. The District provides,
through the evaluation process, a curriculum that is pertinent to student and
community needs.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-02(A)
CROSS REFS.: ABA, Community Involvement in Decision Making (Also KC)
ADA, Educational Philosophy
DBD, Budget Planning
IA, Instructional Goals
IAA, Instructional Objectives
KA, School-Community Relations Goals
Continuous Improvement Plan
2 of 2
File: AF
Evaluation of District operations is a chief responsibility of the Board and is the only means of determining whether the educational goals adopted are being achieved.
The evaluation program may include, but is not limited to, the following areas.
1. curriculum and instruction
2. students, dropouts and graduates
3. school personnel
4. buildings and equipment
5. business operations
6. operations of the Board
Appraising the success of the instructional program is particularly important. Only through an awareness of the strengths and shortcomings of the program can the Board and Superintendent have a sound basis for making improvements. The improvements are made by the Superintendent through the implementation of policies adopted by the Board.
The Board:
1. assesses the District’s operations and achievement of goals by information
gathered from the Superintendent and Treasurer;
2. evaluates the Superintendent and Treasurer according to job descriptions and
Board expectations and
3. evaluates itself according to its established goals and purposes.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3313.22; 3313.60
3319.01; 3319.02; 3319.08; 3319.081
OAC 3301-35-02; 3301-35-03
CROSS REFS.: AF, all subcodes
AE, School District Goals and Objectives
BCC, Qualifications and Duties of the Treasurer
CBA, Qualifications and Duties of the Superintendent
File: AFA (Also BK)
EVALUATION OF SCHOOL BOARD OPERATIONAL PROCEDURES
The Board plans and carries through a periodical appraisal of its functioning as a board. This appraisal considers the broad realm of relationships and activities inherent in Board responsibilities.
The appraisal process and instrument are determined by the Board. The following are areas of Board operations and relationships representative of those in which objectives may be set and progress appraised.
1. Board meetings
2. policy development
3. fiscal management
4. Board role in educational program development
5. Board member orientation
6. Board member development
7. Board officer performance
8. Board-Superintendent relationships
9. Board-Treasurer relationships
10. Board-staff relationships
11. Board-community relationships
12. legislative and governmental relationships
13. management team development and utilization
The Superintendent and others who regularly work with the Board are asked to participate in establishing objectives and reviewing progress.
[Adoption date: October 21, 2004]
CROSS REFS.: AF, Commitment to Accomplishment
BCB, Board Officers
BCD, Board-Superintendent Relationship (Also CBI)
BD, School Board Meetings
BF, Board Policy Development and Adoption
BHA, New Board Member Orientation
DA, Fiscal Management Goals
File: AFA-E (Also BK-E)
EVALUATION OF SCHOOL BOARD OPERATIONAL PROCEDURES
Boards of education expect a high level of performance from those who are employed to run the schools. School patrons and other taxpayers also expect a high level of performance from those who are elected to govern the schools.
Ultimately, the performance of an individual Board member is measured at election time. However, that is not enough. Each Board should set aside some time on a regular basis to compare individual assessments of how well the governing body is functioning. The instrument or scoring system is not important. What is important is for the Board to establish a plan to regularly analyze its method of operation. The results of evaluation should be used in setting goals for improved operations in the future.
SELF-EVALUATION INSTRUMENT
Board Meetings - Official action can be taken only when the Board is in session. Therefore, each meeting must be organized for maximum efficiency.
Adequate Inadequate The Board of Education:
________ _________ reads agenda and background materials well in advance of
meeting
________ _________ makes public feel welcome; provides agenda, minutes and
related materials
________ _________ assures that meeting time, place and facilities are
convenient for Board, staff and public
________ _________ does not present new issues of complex nature for
immediate action
________ _________ does not abuse privilege of tabling important issues
________ _________ demonstrates knowledge and use of good parliamentary
procedure
________ _________ makes distinction between Board's role and function of
administrators
________ _________ expects staff input and Superintendent's recommendation
on key issues
________ _________ ensures that a good public participation policy is in effect
________ _________ endeavors to make most productive use of meeting time
1 of 5
File: AFA-E (Also BK-E)
Adequate Inadequate The Board of Education:
________ _________ conducts all meetings in accordance with the "Sunshine
Law"
________ _________ selects officers on basis of ability
Board-Community Relations - The schools belong to the people. As elected officials, Board members have the responsibility to be representative, to be responsive and to be effective as agents of change.
________ _________ actively seeks input from community in establishing goals
and objectives
________ _________ gives full support and cooperation to PTO and other
citizens
________ _________ establishes close working relationship with other units of
government
________ _________ is actively involved in state and federal education
legislation
________ _________ maintains effective two-way communication between
school officials and residents of the District
________ _________ ensures best possible relationship between District
officials and the media
________ _________ makes best use of facilities and resources in meeting
needs of community
________ _________ provides leadership in securing maximum community
support for a good educational program
________ _________ approves annual budget within resources that can be
certified in the "fiscal certificate"
________ _________ adopts policies which ensure sound management and
fiscal control
Board-Administrator Relations - A good Board-administrator relationship does not guarantee a successful educational program. It is doubtful, however, if a good program will exist in districts with poor Board-administrator relations.
________ _________ evaluates performance of Superintendent and Treasurer on
a regular basis
2 of 5
File: AFA-E (Also BK-E)
Adequate Inadequate The Board of Education:
________ _________ assures that all other personnel are evaluated on a regular
basis by Superintendent and staff
________ _________ works and plans with administration in spirit of mutual trust
and confidence
________ _________ recognizes Superintendent as chief executive officer and
educational leader of the District
________ __________ provides administrators encouragement and opportunity
for professional growth
________ __________ avoids interference with duties which are the
responsibility of administrators
________ __________ solicits input from certificated staff in development of
Board policies
________ __________ addresses potential problems between Board and
administrators at earliest opportunity
________ __________ is willing to defend administrators from unjust and
unfounded criticism
________ __________ has explored the management team concept of operating
the schools
Board-Staff Relations - Good education depends on good teachers. It is incumbent on boards to seek maximum input from staff on educational issues while retaining the authority and responsibility for the operation of the schools.
________ __________ approves job descriptions for all approved positions
________ __________ adopts appropriate personnel policies in the areas of
employment evaluation, reduction in force and related
matters
________ __________ encourages professional growth through staff
development, in-service programs, visitations and
conferences
________ __________ refers complaints to appropriate person for discussion
________ __________ preserves and maintains adequate management rights in
any labor relations agreement
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File: AFA-E (Also BK-E)
Instructional Program - The purpose of public schools is to provide educational opportunities for all students. To this end, it must be determined what are educationally valuable experiences and how they can best be delivered.
Adequate Inadequate The Board of Education:
________ __________ provides equal access to curriculum and cocurricular
activities for all students
________ __________ approves course additions and deletions to the curriculum
________ __________ balances the overall needs of students and community
with efforts of special interest groups to influence the
curriculum
________ __________ encourages suggestions for curriculum improvement from
students, staff and community
________ __________ safeguards the privacy of student records
________ __________ encourages a positive approach to student discipline
________ __________ safeguards the rights of students to due process
________ __________ provides policies that implement the educational
standards of the State Board of Education
Personal Qualities - Maximum results as a school board member will be achieved only if high ethical standards of conduct are maintained in all personal, business and public activities.
Adequate Inadequate As a Board of Education member, I:
________ __________ keep the education and welfare of children as my primary
concern
________ __________ represent the best interests of all patrons rather than
special interest groups
________ __________ understand the need for compromise; abide by decisions
of the majority
________ __________ channel complaints and potential problems to proper
authority
________ __________ have made the time commitment necessary to become
an informed and effective Board member
________ __________ reach decisions on the merits of issues and on the basis
of best available evidence
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File: AFA-E (Also BK-E)
Adequate Inadequate As a Board of Education member, I:
________ __________ participate in in-service programs at regional, state and
national levels
________ __________ do not individually or unilaterally make decisions or
commitments on the Board's behalf
________ __________ am open and honest with other Board members and
administrators; share information and avoid "surprises"
whenever possible
________ __________ am familiar with and abide by the OSBA Code of Ethics
Additional Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5 of 5
File: AFB (Also CBG)
EVALUATION OF THE SUPERINTENDENT
The Board evaluates the performance of the Superintendent in order to assist both the Board and the Superintendent in the proper discharge of their responsibilities and to enable the Board to provide the District with the best possible leadership.
Through evaluation of the Superintendent, the Board strives to:
1. clarify the role of the Superintendent as seen by the Board;
2. develop harmonious working relationships between the Board and
Superintendent;
3. provide administrative leadership for the District and
4. identify strengths and weaknesses of the Superintendent’s performance.
Criteria for the evaluation of the Superintendent are based upon the Superintendent’s job description and relate directly to each of the tasks described. The job description and any revisions thereto are developed in consultation with the Superintendent and adopted by the Board.
The Board evaluates the abilities and services of the Superintendent at least once a year in August.
The evaluation of the Superintendent’s abilities and performance is written and made available to and discussed with the Superintendent in conference. The Board must consider the evaluation of the Superintendent in acting to renew or nonrenew his/her contract.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 121.22
3319.01
CROSS REFS.: BDC, Executive Sessions
CBA, Qualifications and Duties of the Superintendent
CBC, Superintendent’s Contract
File: AFB-R (Also CBG-R)
EVALUATION OF THE SUPERINTENDENT
Annually, the Board meets in executive session to formally evaluate the Superintendent's abilities and performance. This report is put in writing and made available and discussed with the Superintendent in conference. The Board must consider the evaluation of the Superintendent in acting to renew or nonrenew his/her contract in accordance with the following guidelines:
1. Annually, the Board meets with the Superintendent to establish performance
objectives for the year.
2. The Board completes the evaluation of the Superintendent by the end of the
fourth quarter of the calendar.
3. By the end of the first quarter of the calendar, the Board meets in executive
session to evaluate the Superintendent. The Board then considers the
evaluation in acting to renew or nonrenew the Superintendent’s contract.
4. The Board evaluates the Superintendent in the following areas:
A. Board relations
B. community public relations
C. staff/personnel management
D. business, fiscal and facilities management
E curriculum and planning
F. planning
G. professional and personal development
(Approval date: October 21, 2004)
File: AFBA (Also BCCB)
The Board evaluates the performance of the Treasurer in order to assist both the Board and the Treasurer in the proper discharge of their responsibilities and to enable the Board to provide the District with the best possible leadership.
The objectives of the Board’s evaluation are to:
1. promote professional excellence and improve the skills of the Treasurer;
2. improve the quality of District business practices and
3. provide a basis for the review of the Treasurer’s performance.
Criteria for the evaluation of the Treasurer are based upon the Treasurer’s job description and relate directly to each of the tasks described. The job description and any revisions thereto are developed in consultation with the Treasurer and Superintendent and adopted by the Board.
The evaluation of the Treasurer’s abilities and performance is written and made available to and discussed with the Treasurer in conference. The Board must consider the evaluation of the Treasurer in acting to renew or nonrenew his/her contract.
Evaluation criteria are reviewed as necessary or as requested by the Treasurer, but not less frequently than annually. Any proposed revision of the evaluation criteria shall be provided to the Treasurer for his/her comments before its adoption.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 121.22
3301.074
3313.22
OAC Chapter 3301-5
CROSS REFS.: BCC, Qualifications and Duties of the Treasurer
BCCA, Incapacity of the Treasurer
File: AFC-1 (Also GCN-1)
EVALUATION OF CERTIFICATED STAFF
(Teachers)
A determination of the efficiency and effectiveness of the teaching staff is a critical factor in the overall operation of the District.
An ongoing evaluation program is implemented to provide a record of service, to provide objective evidence for employment and personnel decisions and to promote the improvement of instruction as a part of the goals of the District.
Procedures used in the evaluation process are subject to Board approval or in accordance with the Negotiated Agreement. Complete and appropriate evaluation records are maintained.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC Chapter 4117
3319.01; 3319.11; 3319.111; 3319.16; 3319.161
OAC 3301-35-03(A)(8)
CROSS REF.: Evaluation forms and instruments are maintained in the central office
CONTRACT REF.: Teachers’ Negotiated Agreement
File: AFC-1-R (Also GCN-1-R)
EVALUATION OF CERTIFICATED STAFF
(Teachers)
Criteria of Expected Job Performance
The Board adopts the following criteria of expected job performance in the area of responsibility assigned to the teacher being evaluated:
1. fulfills teaching responsibilities;
2. relates positively to students, teachers and staff;
3. relates positively to supervision;
4. helps each student to develop a realistic, positive self-image;
5. shows evidence of professional growth;
6. adheres to written administrative policies;
7. demonstrates skill in preparation and presentation of subject matter;
8. identifies and attempts to satisfy individual needs of students;
9. involves students in the planning and carrying out of activities;
10. establishes and maintains reasonable classroom control and
11. implements approved curriculum for grade or school.
Criteria of expected job performance for nonteaching and administrative staff is that identified on the adopted appraisal form.
(Approval date: October 21, 2004)
File: AFC-2 (Also GCN-2)
EVALUATION OF CERTIFICATED STAFF
(Administrators Both Certificated and Classified)
The Superintendent institutes and maintains a comprehensive program for the evaluation of administrative personnel. Administrative personnel are all persons issued contracts in accordance with the Ohio Revised Code, including the following: superintendents, directors, principals, assistant principals and all other personnel required to maintain certificates/licenses in order to be employed as pupil-personnel workers and educational administrative specialists (provided that such person spends less than 50% of his/her time teaching or working with students) and any other employee whose duties enable him/her to be considered either a “supervisor” or “management-level employee” excluded from all of the employee bargaining units. In addition, evaluations should assist administrators in developing their professional abilities in order to increase the effectiveness of District management.
The purpose of administrator evaluations is to assess the performance of administrators, to provide information upon which to base employment and personnel decisions and to comply with the requirements of State law. All administrators are evaluated annually. In the year an administrator’s contract does not expire, the evaluation is completed by the end of the contract year, and a copy is given to the administrator. In the year an administrator’s contract does expire, two evaluations are completed, one preliminary and one final. The preliminary evaluation is conducted at least 60 days prior to March 31 and the final 5 days prior to any Board action on the employee’s contract. Evaluations are considered by the Board in determining whether to re-employ administrators.
The final evaluation includes the Superintendent’s intended recommendation for the contract of the employee. A written copy of the final evaluation must be provided to the employee at least five days prior to the Board’s action to renew or non-renew the employee’s contract. The employee may request a meeting with the Board prior to any Board action on his/her contract. The employee may have a representative of his/her choice accompany him/her at the meeting.
The evaluation measures the administrator’s effectiveness in performing the duties included in his/her written job description and the specific objectives and plans developed in consultation with the Superintendent. The evaluations are conducted annually by the Superintendent/ designee.
Evaluation criteria for each position are in written form and are made available to the administrator. The results of the evaluations are kept in personnel records maintained in the central office. The evaluated administrator has the right to attach a memorandum to the written evaluation. Evaluation documents, as well as information relating thereto, are accessible to each evaluatee and/or his/her representative.
[Adoption date: October 21, 2004]
[Revised: February 17, 2005[
LEGAL REFS.: ORC 3319.02; 3319.16; 3319.17; 3319.171; 3319.22
OAC 3301-35-03(A)(8)
CROSS REF.: GBL, Personnel Records
File: AFC-2-R (Also GCNT-2-R)
EVALUATION OF CERTIFICATED STAFF
Purpose of Evaluation
Evaluation is a cooperative and continuing process which has as its base the improvement and maintenance of quality educational programs in the Miamisburg City Schools. The process shall recognize exemplary levels of performance and shall encourage involvement in specific, identifiable areas through systematic assessment.
PURPOSE/BELIEF STATEMENTS:
Together, teachers and administrators unite to enhance the teacher evaluation process. Through engaging in constrictive dialogue, the following beliefs statements were generated regarding the staff assessment process:
1. The primary purpose of a evaluation model is to improve the instructional process and facilitate professional growth of our teaching staff.
2. The improvement of the teaching process is best achieved through a process of developing professional relationships built trust, the data/information obtained and purposeful efforts to improve.
3. The evaluation process is a collaborative process cognizant of the needs, performance level and interest of the teacher at different levels of their professional career.
4. The evaluation should provide quality feedback and assistance based on researched best instructional practices.
5. The evaluation process is one that is understood and respected by both the administration and teachers being evaluated.
Annual or Cycle Evaluation
Certificated classroom teachers and certificated support personnel (collectively referred to as “teachers” herein) shall be evaluated in accordance with the procedures and criteria set forth herein.
Phase I: Comprehensive Model – based on PathWise & Ohio Teaching Standards
Teachers new to the District
Veteran teachers on last year of limited multi-year contracts
Phase II: Portfolio – Performance Target/Goal Setting – Based on PathWise model and Ohio
Teaching Standards.
Veteran teachers on limited or tenure contracts
Unannounced Observation – based on PathWise model and Ohio
Teaching Standards
Veteran teachers on limited or tenure contracts
Phase III Peer Evaluation Model – Pilot Program for 2007-08 – Based on PathWise
Model and Ohio Teaching Standards
Veteran tenured teachers
Phase IV: Ohio Department of Education Master Teacher Program
Veteran teachers on a limited or tenure contracts
Veteran teachers on last year of limited multi-year contracts
Seven (7) years teaching
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File: AFC-2-R (Also GCNT-2-R)
Responsibility for Evaluation
The principal or designated administrator shall be responsible for the evaluation of teachers assigned to his/her administrative unit. At the secondary level, the principal or assistant principal, whenever possible, will assume responsibility for evaluating teachers in areas for which he/she is certificated. For purposes of this section, the term secondary refers to grades 7 through 12. Teachers who are assigned to more than one school shall be evaluated by the principal in which building they spend the most time. If the time of the teacher is equivalent in each building, the appropriate division supervisor shall assign responsibility for such evaluation to a specific building administrator or administration at both sites, or may, at his/her discretion, assume responsibility for the evaluation.
Evaluation Criteria
Each teacher shall be evaluated in accordance with the criteria set forth in the job description. PathWise, and The Ohio Teaching Standards. All instruments/forms are based on the four domains of effective teaching adapted from the PathWise Model, the Ohio Teaching Standards and/or “Best Practices” research. The Comprehensive Evaluation Model includes the “Analysis of Teacher Behavior,” “Instructional Planning and Reflection” and “Pre-observation Reflection” forms. Required written evaluations will be documented on the “Comprehensive Evaluation Summary Report” (Form A) for Comprehensives and/or on the “Portfolio Evaluation Summary” form for Portfolio Evaluations (Form B). The Portfolio Evaluation Model includes the Performance Target Planning Form and the Portfolio Evaluation Summary Form. The Unannounced Evaluation Model includes the Unannounced Teacher Observation Form and the Unannounced Teacher Observation Reflection form. The Peer Observation Model includes the Peer Observation Summative Evaluation form. The Master Teacher evaluation method requires the use of the forms and rubric set forth by the Ohio Department of Education.
Required Evaluations
1. Teachers new to the District and teachers in the last year of a limited contract shall be evaluated using the Comprehensive Evaluation Model.
A. The designated evaluator shall complete two 30 minute classroom observations during the first four months of the school year, with the first observation to be completed by October 15 and the second by December 15. One written evaluation (Form A) will be completed by January 15.
B. The designated evaluator shall complete at least two additional 30 minute observations between February 10 and March 15 (if recommending for non-renewal), otherwise between February 10 and March 25.
C. The evaluator will submit written evaluations (Form A) to the Superintendent before March 25 (if recommending for non-renewal), otherwise June 15.
2. Teachers on their first multi-year limited contract that does not expire (year one of a
two year limited contract) shall be evaluated by the Unannounced Observation Model.
The evaluator has the option of using the Comprehensive Evaluation Model in
combination with or instead of the Unannounced Observation Model. In addition,
candidates that meet the ODE requirements may use the Master Teacher as their
evaluation tool. Administration has the final decision on which evaluation tool will be used.
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File: AFC-2-R (Also GCNT-2-R)
A. The designated evaluator shall complete one 30 minute classroom observation during the first four months of the school year, with the observation to be completed by December 15. One written evaluation (FormA2) will be completed by January 15.
B. The designated evaluator shall complete at least one additional 30 minute
observation prior to May 15. The evaluator will submit written evaluation (Form
A2) before June 15.
3. Teachers with limited contracts that do not expire (i.e, teachers on the first or second year of a three year limited contract) shall be evaluated by selecting a Performance Target and completing a Portfolio or the Unannounced Observation Model. In addition, candidates
that meet the ODE requirements may use the Master Teacher as their evaluation tool. The evaluator has the option of using the comprehensive Evaluation Model. Administration has the final decision on which evaluation tool will be used.
4. Teachers on continuing contract shall have a Comprehensive Performance Target
Portfolio or Unannounced evaluation at least three out of every four-year cycle. In addition,
candidates that meet the ODE requirements may use the Master Teacher as their
evaluation tool. The evaluator has the option of using the Comprehensive Evaluation Model.
Administration has the final decision on which evaluation tool will be used.
5. Teachers applying for continuing contract will be evaluated using the Comprehensive Evaluation Model.
Evaluation Procedures - Comprehensive/Performance Target Portfolio
In September of each school year, the building administrator(s) or evaluators shall meet with all certificated staff scheduled to be evaluated that year and shall review the timelines, criteria, type of evaluation model appropriate for each staff member and procedures for evaluation.
Comprehensive Evaluation Procedure
1. Prior to conducting a required observation, the evaluator and teacher shall meet to set up the observation time and date.
2. Prior to the observation the teacher will complete the appropriate sections of the “Instructional Planning and Reflection” form and return it to the evaluator.
3. Prior to the observation the evaluator collects data for Domain A and records it on the “Analysis of Teacher Behaviors” form.
4. Before the observation the teacher completes the “Pre-observation Reflection” form and has it available for the evaluator’s use during the observation.
5. The evaluator completes Domain A data collection and conducts the observation. After the observation the evaluator analyzes the data gathered during the observation.
6. The teacher completes the reflection sections of the “Instructional Planning and Reflection” form and submits it to the evaluator.
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File: AFC-2-R (Also GCNT-2-R)
7. The evaluator summarizes the data for Domain D on the appropriate section of the “Analysis of Teacher Behaviors” form and completes the “Comprehensive Evaluation Summary Report” form.
8. The evaluator and teacher shall meet for the post-observation conference within five working days following the observation to discuss the data collected from the appropriate forms and the observation. The post-conference shall include positive reinforcement of the teacher’s strengths, specific listings for areas needing improvement, suggestions for insuring improvement and specific recommendations regarding the “means” by which the teacher may obtain assistance in making improvements in the areas designated either by the evaluator and/or teacher. Teacher and evaluator shall sign the “Comprehensive Evaluation Summary Report.” Teachers who disagree with the contents of the “Comprehensive Evaluation Summary Report” shall have the right to attach their written explanation of the content.
A copy of each teacher’s annual written evaluation (Form A) shall be forwarded to the appropriate Division Supervisor by March 25 if recommending nonrenewal, otherwise June 15 for review by the Division Supervisor before filing in the teacher’s personnel file.
Evaluation Procedures – Unannounced Evaluation Model
In September of each school year, the building administrator(s) or evaluators shall meet with all certificated staff scheduled to be evaluated that year and shall review the timelines, criteria, type of evaluation model appropriate for each staff member and procedures for evaluation.
Unannounced Evaluation Procedure
1. The evaluator completes the required observations by the required deadlines.
2. Following the observation, the teacher will complete the appropriate sections of the “Unannounced Teacher Observation and Reflection” form and return it to the evaluator.
3. The evaluator summarizes the observation and reflection data on the “Unannounced Teacher Observation Report” Form C.
4. The evaluator and teacher shall meet for the post-observation conference following the observation to discuss the data collected from the appropriate forms and the observation. The post-conference shall include positive reinforcement of the teacher’s strengths, specific listings for areas needing improvement, suggestions for insuring improvement and specific recommendations regarding the “means” by which the teacher may obtain assistance in making improvements in the areas designated either by the evaluator and/or teacher. Teacher and evaluator shall sign the “Unannounced Teacher Observation Form.” Teachers who disagree with the contents of the report shall have the right to attach their written explanation of the content.
Portfolio Performance Target Procedure
1. In September of each school year, the building administrator or evaluator shall meet with the teacher and complete the “Performance Target Planning” form. Performance target(s) shall be selected to reflect the four domains listed in the Comprehensive Evaluation Model and/or “Best Practice” research. This meeting should be documented on the “Portfolio Evaluation Summary” (Form B).
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File: AFC-2-R (Also GCNT-2-R)
2. By the end of the first semester the evaluator and teacher will meet and review progress toward the Performance Target(s) and artifacts in the portfolio. This meeting shall be documented on the “Portfolio Evaluation Summary” (Form B).
3. The teacher and evaluator will meet by June 1 to complete and sign the “Evaluation Summary” (Form B) and review the completed portfolio. Teachers who disagree with the contents of the “Portfolio Evaluation Summary” shall have the right to attach thereto their written explanation of the content.
4. The signed “Portfolio Evaluation Summary” (Form B) will be sent to the Superintendent by June 30.
Teachers applying Continuing Contract Procedures:
A. A teacher must submit a letter requesting a continuing contract to the Superintendent between August 1 and September 15.
B. The designated evaluator shall complete two 30 minute classroom observations during the first four months of the school year, with the first observations to be completed by October 15 and the second by December 15. One written evaluation will be completed by January 15.
C. The designated evaluator shall complete at least tow additional 30 minute observations between February 10 and February 24. A written evaluation (Form A) will be completed by March 1.
D. If the evaluator determines on the basis of the teacher’s final evaluation for the two previous years and by the results of the current evaluation process that the teacher should be recommended to the Superintendent for continuing contract, the evaluator shall forward copies of the written evaluations (Comprehensive and Performance Target Portfolio) to the Superintendent along with a memorandum delineating the specific reasons for the recommendation.
E. If the evaluator determines on the basis of the teacher’s final evaluation for the two previous years and by the results of the current evaluation process that the teacher should not be recommended to the Superintendent for continuing contract, the evaluator shall forward copies of the evaluations (Comprehensive and Performance Target Portfolio) to the Superintendent along with a memorandum delineating the specific reasons for not recommending continuing contract.
F. Upon review of the recommendation and accompanying analysis, the Superintendent, or his/her designee, may choose other unannounced observations prior to April 15. In all cases where the evaluator has recommended that the teacher not be awarded continuing contract, at least one such unannounced observation shall be conducted during the period of March 1 – April 15.
Peer Observation and Evaluation Option Procedure (Pilot 2007-08)
In September of each school year, the building administrator or evaluator shall meet with the teachers and review the “Peer Observation and Evaluation” planning form. Teachers shall focus on the four domains of PathWise and the Ohio Standards for Teaching. This meeting should be
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File: AFC-2-R (Also GCNT-2-R)
documented on the “Peer Observation & Evaluation Summary” (Form D).
1. By the end of the first semester the teachers shall observe each for no less than 30 minutes each followed by a post conference. The evaluator and teachers will then meet and review progress. This meeting shall be documented on the “Peer Observation & Evaluation Form” (Form D).
2. The teachers and evaluator will repeat the above process in the second semester and meet by June 1 to compete and sign the evaluation form (Form B2). Teachers who disagree with the contents of the evaluation shall have the right to attach their written explanation of the content.
3. The signed “Form D” will be sent to the Superintendent by June 30.
The Master Teacher Program----Ohio Department of Education
A master teacher demonstrates excellence inside and outside the classroom through consistent leadership and focused collaboration to maximize student learning. A master teacher strives for distinguished teaching and continued professional growth as specified by The Ohio Standards for the Teaching Profession.
To be designated as a Master Teacher in Ohio, eligible educators must clearly demonstrate each of the following criteria as described in the Ohio Standards for the Teaching Profession. Master Teacher will achieve exemplary scores in four out of five areas on the scoring guide.
A. Consistent Leadership
B. Focused Collaboration
C. Distinguished Teaching----Focus on Students and Environment
D. Distinguished Teaching----Focus on Content, Instruction and Assessment
E. Continued Professional Growth
Interested candidates need to submit the Ohio Department of Education application and letters of recommendation to the district Master Teacher Committee by September 15th. Candidates need to follow the requirements set forth by the Ohio Department of Education and the District Master Teacher Committee. All scoring for the Master Teacher will be done by members of the district Master Teacher Committee using the set scoring rubric designed by the State of Ohio Master Teacher Committee. Final Master Teacher projects are due by June 1st each year. Building principals will receive the final scoring rubric sheet to verify the completion of the program.
Forms
Analysis of Teacher Behaviors
Instructional Planning and Reflection
Pre-observation Reflection
Comprehensive Evaluation Summary Report (Form A)
Performance Target Planning
Portfolio Contents
Portfolio Evaluation Summary (Form B)
Unannounced Observations (Form C)
Unannounced Teacher Observation Reflection
Peer Observation and Evaluation Option
Peer Observation Summative Evaluation (Form D)
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File: AFC-2-R (Also GCNT-2-R)
Other Forms
Counselor Appraisal Form (Form G)
Speech, Hearing and Language Therapist Appraisal Form (Form H)
Secondary Media Specialist Appraisal Form (Form J)
School Psychologist Appraisal Form (Form K)
Ohio Department of Education Master Teacher Application
Ohio Department of Education Master Teacher Recommendation Letter Form
Ohio Department of Education Master Teacher Scoring Rubric
(Approval date: June 21, 2007)
[Revised: July 19, 2007]
[Revised: October 15, 2009] (Addition of Master Teacher)
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File: AFD (Also GEN)
EVALUATION OF CLASSIFIED STAFF
(Non-Bargaining Unit)
Regular evaluation of all classified staff is intended to bring about improved services and to provide a continuing record of the service of each employee and evidence on which to base decisions relative to assignment and reemployment.
The Superintendent establishes a continuing program of performance evaluation for the classified staff. The program includes written evaluations and a means of making the results known to the evaluated employee.
The services of all classified staff employees are evaluated at least once each year. Procedures used in the evaluation process are subject to Board approval or in accordance with the Negotiated Agreement and/or State law.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC Chapter 124
Chapter 4117
3319.081
OAC 3301-35-03(A)(8)
File: AFE (Also IM)
EVALUATION OF INSTRUCTIONAL PROGRAMS
The Superintendent regularly evaluates the effectiveness of the instructional program in achieving the District’s educational goals and objectives. Periodically, he/she submits a written and comprehensive report of his/her findings to the Board for its consideration and action. The specific purpose of this report is to provide data for planning and budgeting for instructional improvements and for informing the public about the performance of the public schools. Data may include:
1. relation of student growth and development to the objectives of the school
system;
2. suitability of educational programs in terms of community expectations;
3. how evaluation findings are used for program improvement;
4. student achievement in light of testing results of standardized achievement tests
and competency tests;
5. the number of students who continue in a program of higher education and the
percentage of these who graduate;
6. extent of, and trends in, admissions to colleges and universities;
7. employment records of graduates not going to college and
8. all other relevant data which the Superintendent deems necessary.
The Superintendent is instructed to keep himself/herself informed relative to current research and successful practices and to employ the best and most reliable methods and measures in the evaluative process. The results of the educational testing program are used as a part of the evaluation.
[Adoption date: October 21, 2004]
LEGAL REFS.: ORC 3301.13
3313.60
3323.02
OAC 3301-35-02(B); 3301-35-03(K); 3301-35-07
CROSS REFS.: IA, Instructional Goals
IAA, Instructional Objectives
IL, Testing Programs
File: AFI
EVALUATION OF EDUCATIONAL RESOURCES
The Superintendent evaluates the effectiveness of the educational resources used by the District to achieve the District’s educational goals and objectives.
The individual resource areas are assessed yearly while the overall program is assessed every five years according to professionally recognized criteria and procedures.
Following are the educational resources listed in the State Board of Education Minimum Standards.
1. Certificated and classified staff are recruited, employed, assigned, evaluated
and provided in-service education without unlawful discrimination.
2. Instructional materials and equipment support attainment of objectives specified in courses of study.
3. Facilities accommodate the enrollment and the philosophy of education and
educational goals of the school.
4. Student health and safety are safeguarded by an organized program of school
health services designed to identify student health problems and to coordinate
school and community health resources for students.
5. Student cumulative records are maintained.
6. Student admission, placement and withdrawal are processed according to
established procedures.
7. Student attendance and conduct are administered according to established
objectives and procedures.
8. School guidance services are provided for students in kindergarten through
grade 12 in accordance with a written plan adopted by the Board.
9. Student activity programs are operated in accordance with the Board’s
philosophy of education and educational goals and safeguard the interest of the
school, participants and spectators. Schools will not sponsor interscholastic
athletics for students in kindergarten through sixth grade.
10. A planned community relations program is implemented to encourage citizen
participation in, and support for, the educational program.
[Adoption date: October 21, 2004]
LEGAL REF.: OAC 3301-35-03
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File: AFI
CROSS REFS.: AC, Nondiscrimination
FA, Facilities Development Goals
IA, Instructional Goals
IJ, Guidance Program
IK, Academic Achievement
IKE, Promotion and Retention of Students
JEC, School Admission
JHF, Student Safety
JO, Student Records
KA, School-Community Relations Goals
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