Teacher and Principal Evaluation System
The information below will help you understand the District's procedures for evaluating teachers and principals.
The Summit Board of Education encourages a positive working environment in which professional growth results from administrative participation in the evaluation process. Therefore, the Summit Public Schools has adopted the Marshall Evaluation Model for Principals. The Marshall Model identifies the needs, strengths, and improvement objectives of each principal and assistant principal. The evaluation process in the Summit Public Schools provides a continuous, constructive, and cooperative interaction between the superintendent, principals, and assistant principals. This serves as a basis for the performance review. All evaluations are based on the administrators overall performance, attainment of district and individual building goals, and student data.
Evaluation procedures recognized that the purpose of this evaluation system is to address the professional standards for school leaders and concentrate on the promotion of success for all students:
- by creating a vision of learning that is shared and supported by the school community
- by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff development
- by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment
- by collaborating with families, community members, and responding to the first community interest and needs
- by acting with integrity, fairness, and in an ethical manner
- by understanding, responding to, and influencing larger political, social, economic, legal, and cultural context.
Non-tenured principals and assistant principals are afforded intense mentoring, both by the state program and by colleagues in the Summit Public Schools. Tenured principals meet monthly with the superintendent in their buildings to provide information on the progress toward district objectives, student achievement, staff development, and their own professional growth and progress on their professional growth plans.
The Summit Board of Education encourages a positive working environment in which professional growth results from staff participation in the evaluation process. Summit Public Schools has developed an evaluation instrument to identify the needs, strengths and improvement objectives for every certified staff member. Appropriately certified supervisors and administrators evaluate staff members using the Marshall Teacher Evaluation Model.
The evaluation process in the Summit Public Schools provides constructive and continuous coaching, communication and feedback to our certified staff members about their performance. The evaluation process recognizes that the purpose of this goal is to assist teaching staff and attaining and maintaining the knowledge and the skills essential to student achievement of the State’s core content standards and the high demands and standards of the Summit Public Schools educational program.
The Marshall Model Specifically Provides Feedback in the Following Areas:
- Planning and Preparation for Learning
- Classroom Management
- Delivery of Instruction
- Monitoring Assessment and Follow-up
- Family and Community Outreach
- Professional Responsibilities
The teacher evaluation system also requires that every certified staff member set two Student Growth Objectives each year based on student data. Teachers in tested areas also receive a Student Growth Percentile Score based on their students’ performance on standardized tests. Additionally, a mutually agreed professional improvement plan is developed each for each staff member between their supervisor and the teacher. All evaluations also include a review of the teacher’s progress toward the achievement of the state required goal of 100 hours of professional development every five years.