2019-20 brings an 11th year of significant growth to the District. LWSD is now the second-largest district in the state, behind only Seattle Public Schools.
Evaluation of Staff
Evaluation of administrative Staff
The superintendent shall be evaluated on the basis of specific board/superintendent-developed performance objectives, and the job description for the position of superintendent, including evaluative criteria applicable to all administrators.
By May 1, the Board of Directors and superintendent shall have held an executive session for the purpose of discussing specific goals for the forthcoming school year. By June 1, the superintendent shall have submitted to the board a brief report describing the specific goals for the next School year. Upon concurrence with the board, the superintendent shall formally present these goals along with a rationale to the board at its next regular board meeting.
The superintendent shall make periodic reports to the board during the year. The board will feel free to respond to the progress reports and redirect the superintendent when necessary.
By May 1, the board will have completed a formal evaluation session with the superintendent. The superintendent shall provide written reports describing the degree to which the district goals have been achieved.
Written comments by the evaluator are encouraged to clarify when an evaluator feels that the superintendent's performance is "outstanding" or "needs to improve."
In their discussion the board shall arrive at a composite board evaluation of the superintendent. A written composite, signed by president and vice president of the board, shall be presented to the superintendent in the executive session. This written evaluation shall be supplemented by a discussion.
Evaluation of Non-Administrative Professional Staff
Evaluation of staff members is for the purpose of improvement of instruction. Professional staff members shall be evaluated in accordance with state law and negotiated agreements. Staff are expected to perform the duties identified in their job descriptions in addition to any additional responsibilities that may be assigned by their administrator.
The superintendent shall develop a system for evaluating staff. Such a system shall provide for supervisory assignments for staff evaluation; observations; evaluation of new staff; criteria and related forms to be used for evaluating teachers, educational staff associates, and classified staff; observation and evaluation procedures; and probationary action; and nonrenewal procedures. All administrators/principals shall be expected to demonstrate the necessary skills to implement the staff evaluation plan of the district. The district may require the teacher to take in-service training provided by the district in the area of teaching skills needing improvement. The superintendent shall annually assess the quality of evaluation that exists in each administrative unit.
The performance of staff shall be evaluated at least once per year or according to statute, except that new staff, certificated and classified, shall be evaluated within ninety calendar days after commencement of employment. Staff whose performance does not meet minimum requirements shall be informed of the deficiencies and afforded the opportunity to improve.
The criteria for evaluation of Teachers shall be based on the Charlotte Danielson Instructional Framework, which align to the eight state-defined criteria defined in WAC 391-191A-070.
- Centering instruction on high expectations for student achievement.
- Demonstrating effective teaching practices.
- Recognizing individual student learning needs and developing strategies to address those needs.
- Providing clear and intentional focus on subject matter content and curriculum
- Fostering and managing a safe, positive learning environment.
- Using multiple student data elements to modify instruction and improve student learning.
- Communicating and collaborating with parents and school community.
- Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning.