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AP 421

Growth Plans and Evaluations

Background


The aim of professional growth plans and evaluations is to provide clear expectations, regular feedback, and meaningful learning opportunities to grow staff capacity to ultimately support student success. The process is guided by the following principles:

  • We model a growth mindset.
  • Our goals and development plans are aligned to student learning.
  • We value and acknowledge what is accomplished (our goals) and how it is accomplished (through district competencies).
  • Development plans incorporate experiential, social, and formal learning strategies.
  • Evaluations acknowledge strengths and opportunities for growth.
  • A fair and consistent process contributes to a positive learning environment.

Procedures


Growth Plans and Evaluations for Leaders

  1. Expectations for leadership practice are outlined in the District Leadership Competencies, district policies and procedures, applicable regulations, as well as the School Act. Expectations for assistant superintendents and directors are also guided by the BC School Superintendents Association Dimensions of Practice. Growth plans, evaluations, coaching and feedback processes will be guided by these documents.
  2. During an Operations Management leader’s first six (6) months, their supervisor will conduct a probationary evaluation, utilizing the district template and process.
  3. During a leader’s first two (2) years in a position, the assistant superintendent/director/manager will conduct an evaluation, utilizing the district template and process.
  4. An evaluation may also be completed at the request of any manager, vice-principal, principal, director, assistant superintendent, or the superintendent.
  5. The assistant superintendent/director/manager will meet with the leader to review the criteria for evaluation, types of data collection, and timeline. The evaluation process may include a self-assessment, assignment specific artifacts, observation, department-specific audit, interviews, focus groups, and surveys with staff, parents, and students.
  6. Evaluation reports will be provided to the leader as well as the superintendent or secretary-treasurer.
  7. Following a leader’s second year in a leadership position, the leader will develop a growth plan in consultation with their assistant superintendent/director/manager. 
  8. The growth plan will incorporate instructional/operational leadership goals and the District Leadership Competencies and utilize the district template and process. Growth plan goals will be defined in consideration of individual goals, school goals, district goals, provincial priorities, and student needs.
  9. Growth plans will be reviewed and updated on an annual basis. Additional opportunities for check-ins and feedback will be determined by the leader and their assistant superintendent/director/manager.

Growth Plans and Evaluations for Teachers

The following process reflects the collective agreement and Letter of Understanding with the BCTF/Abbotsford Teachers’ Union.

  1. Expectations for teaching practice are outlined in the District Teaching Competencies, Professional Standards for BC Educators, and district policies and procedures. Growth plans, evaluations, coaching and feedback will be guided by these documents. 
  2. Within the first four months of a teacher’s employment in a temporary or continuing contract, the principal or vice-principal will provide feedback and coaching to the teacher based on the District Teaching Competencies utilizing the district feedback form.
  3. In the first three years of a teacher’s employment in a temporary or continuing contract, the principal or vice-principal will conduct a teacher evaluation. Teacher evaluations will be conducted in accordance with Article E.22 in the Provincial Collective Agreement, based on the District Teaching Competencies, and utilizing the district template and process.
  4. Every three (3) years following a teacher’s first satisfactory evaluation, the principal or vice-principal may conduct a teacher evaluation or facilitate a teacher growth plan. Participation in a growth plan will be based on mutual agreement of the principal/vice-principal and the teacher.
  5. A teacher growth plan will be completed utilizing the district template and process. Growth plan goals will be defined in consideration of individual goals, district goals, school goals, teaching competencies and student needs.
  6. The plan will be active for three (3) years and will be reviewed on an annual basis and upon completion. Additional opportunities for check-ins and feedback will be based on agreement between the Teacher and Principal or Vice-Principal.
  7. At any point in the term of the growth plan, the teacher or principal/vice-principal may decide to end the growth plan and conduct a teacher evaluation.
  8. Teachers who are not due for an evaluation may approach their principal or vice-principal about developing a growth plan on a voluntary basis. Teachers-on-call may approach Human Resources about developing a growth plan on a voluntary basis.

Growth Plans and Evaluations for Support Staff

The following process reflects the collective agreement with Teamsters Local Union No. 31.

  1. Professional responsibilities and expectations for job performance are outlined in the job description and district policies and procedures. For jobs that provide direct educational support to students, the District Instructional Support Competencies also apply. Growth plans, evaluations, coaching and feedback will be guided by these documents. 
  2. Upon joining the District, every support employee shall serve a probationary period of four hundred and eighty (480) work hours. During the probationary period, the manager/principal will assess the employee’s ability to satisfactorily complete all the requirements of the job and suitability for continued employment and complete a review utilizing the district template.
  3. Upon starting a job in a new classification, every support employee shall serve a two hundred and forty (240) working hours “trial period”. During the trial period, the manager/principal shall assess the ability of the employee to satisfactorily complete all the requirements of the job and complete a review utilizing the district template.
  4. During a review of the probationary/trial period, the manager/principal will provide feedback to the employee regarding their strengths, areas for improvement, and opportunities for growth.  
  5. Instructional support employees have the option of developing a growth plan in consultation with the Learning Support Services Department. Participation is voluntary.
  6. Instructional support growth plans will be completed utilizing the district template and process. Growth plan goals will be defined in consideration of individual goals, district goals, school goals, instructional support competencies and student needs.

References


District Leadership Competencies Leadership Competencies
BCSSA Dimensions of Practice 
District Teaching Competencies 
Professional Standards for BC Educators Professional Standards
LOU – Teacher Growth Plans
District Instructional Support Competencies
Teacher Collective Agreement
Support Staff Collective Agreement

New: June 2021
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