Administrative Procedure 413
Wild Rose School Division expects professional staff to consistently employ effective teaching practices in order to meet or exceed the Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta (Ministerial Order #016/97). A clearly defined and consistently followed supervision procedure demonstrates the Division's intent that this priority shall be achieved.
The primary purpose of supervision shall be to promote the growth and continuous improvement of teachers in order to enrich the educational process and maximize service to students.
Teacher Supervision shall mean: The on-going role of school leadership staff which provides assurance that teachers employed by Wild Rose School Division meet or exceed the Teaching Quality Standard in accordance with requirements stated under Section 20 of the School Act.
Teacher Supervisor shall mean: The school leader--usually the Principal or designate--assigned to provide support and guidance to teachers relating to the indicators accepted as evidence that the Teaching Quality Standard is being met; and to monitor and provide advice relating to the teacher's goals for growth and development outlined in the teacher's professional growth plan.
On-going Supervision: practices of a Teacher Supervisor designed to monitor the teacher's professional growth and development, and to maintain an awareness of instructional programs, teaching practices, and student performance,
Principles Guiding the Supervision Process:
1. The responsibility for growth and continuous improvement ultimately resides with the teacher.
- professional growth and improvement is a self-reflective process and is fostered by the observations, conversations and mentoring of colleagues and the coaching of Teacher Supervisors.
2. The teacher's professional growth plan contains self-assessments and reflections on strengths to build on as well as challenges to be overcome. The plan demonstrates the teacher's understanding of good teaching and it sets goals or targets for improvement in the coming year.
3. Unless a teacher agrees, the content of an annual teacher professional growth plan must not be part of the evaluation process of a teacher.
4. The supervisor and teacher agree on goals to be achieved and how success will be observed. Supervision begins before the teaching begins and continues throughout the year.
5. Supervision is conducted in an atmosphere of trust, confidence and support.
6. Supervision provides support and guidance to the teacher
1. The Principal or designate shall be responsible for the ongoing supervision of teachers in their school.
2. Principals shall be or shall name a designate as the Teacher Supervisor of a teacher prior to the beginning of the school year. If a designate is named, the teacher shall be given to opportunity to appeal the designation to the Principal.
3. The Teacher Supervision process shall include:
(a) support and guidance to a teacher relating to the indicators accepted as evidence that the Teaching Quality Standard is being met; and the monitoring of and provision of advice relating to the teacher’s goals for growth and development outlined in the teacher's professional growth plan.
(b) opportunities for the Teacher Supervisor to observe and receive information about the quality of teaching a teacher provides to students; and
(c) opportunities for the Teacher Supervisor to identify the behaviours or practices that for any reason may require an evaluation.
4. Prior to the process beginning, each Teacher Supervisor shall discuss and plan together with the teacher how the supervision process will proceed. The plan should include a schedule of observations and follow-up discussions.
5. Teachers shall complete prior to September 30 each school year an annual teacher professional growth plan that:
(a) reflects goals and objectives based on a self-assessment of professional learning needs of the teacher,
(b) shows a demonstrable relationship to the Teaching Quality Standard, and
(c) takes into consideration the education plans of the school, Wild Rose Public Schools’ Shared Visions, as well as the learning needs of the students for whom the teacher is responsible.
6. A teacher must submit the annual teacher professional growth plan to the Teacher Supervisor by September 30 of each year. The teacher and Teacher Supervisor will collaboratively review and modify the plan a minimum of two times throughout the year.
7. A teacher who has not completed an annual teacher professional growth plan as required, may not be meeting the Quality Teaching Standard and therefore, may, at the discretion of the Teacher Supervisor be referred for the initiation of the Division's Evaluation Procedures.
8. Where a Teacher Supervisor determines that the information at hand warrants a Teacher Evaluation, she/he shall inform the teacher in writing, the Principal (if the Teacher Supervisor is a designate) and the Associate Superintendent of Central Services.
Revised: September, 2012
Reviewed: August, 2011
Next Review By: August, 2016
School Act 18, 20, 60, 61
Policy 2.1.5 Teacher Growth, Supervision, and Evaluation
Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta
Policy 11 Delegation
A Shared Vision of Exemplary Teaching for Wild Rose Public Schools (2010)
A Shared Vision of Outstanding Leadership for Wild Rose Public Schools (2011).
A Framework for Supporting Exemplary Teaching In Wild Rose Public Schools (2011)
AP 413.1 Teacher Evaluation