D. Teacher Evaluation
The NLTA recognizes the importance of meaningful evaluation within the educational system of our province. The evaluation of teachers has two distinct purposes. The first is formative, the process which occurs to improve the professional performance of teachers. The second is summative, the process which results in decision making relating to employment. Both have the primary purpose of increasing the effectiveness of personnel in improving instruction and the educational environment.
For evaluation to be appropriate and meaningful, it should assist teachers, as employees, in their professional growth and re-affirm their competency in their profession. In addition, evaluation must assist school boards, as employers, to ensure the highest level of teaching in the classrooms. In order for evaluation to be meaningful, the following principles of personnel evaluation, as described below, must be addressed.
1. Service Orientation
Evaluations of educators should promote sound educational principles, fulfilment of organizational missions, and effective performance of job responsibilities so that the educational needs of students, community, and society are met.
2. Formal Evaluation Guidelines
Guidelines for personnel evaluations should be recorded in statements of policy, and/or personnel evaluation manuals so that evaluations are consistent, equitable, and in accordance with pertinent laws, ethical codes and the NLTA collective agreement.
3. Conflict of Interest
Conflicts of interest should be identified and dealt with openly and honestly so that they do not compromise the evaluation process and results. In circumstances of perceived conflict of interest, every reasonable effort shall be given to utilizing another evaluator.
4. Access to Personnel Evaluation Reports
Access to reports of personnel evaluation should be limited to those individuals authorized to review and use the reports so that appropriate and ethical use of the information is assured. [Nov/27/08] [JC Feb/09] [2009 BGM]
5. Interaction with Person Being Evaluated
The evaluator should address the person being evaluated in a professional, considerate, and courteous manner. [June/11/04] [JC Nov/04] [2005 BGM]
6. Constructive Orientation
Evaluations should be constructive and on-going so that they help school boards to develop human resources and encourage and assist those evaluated to provide excellent service.
7. Defined Uses
The users and the intended uses of a personnel evaluation should be identified so that the evaluation can address appropriate questions.
8. Evaluator Credibility
The evaluation should be managed and executed by persons with the necessary qualifications, skills, and authority, and evaluators should conduct themselves professionally so that evaluation reports are respected and used.
9. Functional Reporting
Reports should be clear, timely, accurate, and relevant so that they are of practical value to the person being evaluated and other appropriate users. [June/11/04] [JC Nov/04] [2005 BGM]
10. Follow-Up and Impact
Evaluations should be followed up in a timely manner so that users and the person being evaluated are assisted in understanding the results and in taking appropriate actions. [June/11/04] [JC Nov/04] [2005 BGM]
11. Practical Procedures
Personnel evaluation procedures should be planned and conducted so that they produce needed information while minimizing disruption and cost.
12. Collaboration
The personnel evaluation system should be developed and monitored collaboratively so that all concerned parties are constructively involved in making the system work.
13. Fiscal Viability
Adequate time and resources should be provided for personnel evaluation activities so that evaluation plans can be effectively and efficiently implemented.
14. Defined Role
The role, responsibilities, performance objectives, and needed qualifications of the position of the person being evaluated should be clearly defined so that the evaluator can determine valid assessment criteria. [June/11/04] [JC Nov/04] [2005 BGM]
15. Work Environment
The context in which the person being evaluated works should be identified and recorded so that significant environmental influences and constraints on performance can be considered in the evaluation. [June/11/04] [JC Nov/04] [2005 BGM]
16. Documentation of Procedures
The evaluation procedures followed should be documented so that the person being evaluated and other users can assess the actual, in relation to intended, procedures. [June/11/04] [JC Nov/04] [Nov/27/08] [JC Feb/09] [2009 BGM]
17. Valid and Reliable Measurement
The data collection procedures should be chosen or developed and implemented on the basis of the described role and the intended use so that the inferences concerning the person being evaluated are valid, accurate and reliable. [June/11/04] [JC Nov/04] [2005 BGM]
18. Systematic Data Control
The information used in the evaluation should be kept secure and should be carefully processed and maintained.
19. Bias Control
The evaluation process should provide safeguards against bias so that the qualifications and performance of the person being evaluated are assessed fairly. [June/11/04] [JC Nov/04] [2005 BGM]
20. Monitoring Evaluation Systems
The personnel evaluation system should be reviewed periodically so that appropriate revisions can be made. [Mar/1-2/96] [1996 AGM]
