ACADEMY ADMINISTRATOR AND SCHOOL LEADER EVALUATION
Reference:	MCL 380.1249; 380.1249b

The Board of Directors shall ensure that its Human Resource Provider along with the School Leader establishes and implements a rigorous, transparent, and fair performance evaluation system that does all of the following:

Evaluates the School Leader and all other academy administrator's job performances at least annually in a year-end evaluation, while providing timely and constructive feedback.

The School Leader shall perform the academy administrators' evaluations. The Board shall perform the School Leader's evaluation with input from the Board. The Human Resource Provider shall perform the School Leader's evaluation with input from the Board. A School Leader or academy administrator rated highly effective on three (3) consecutive year-evaluations may be evaluated every other year at the Board's discretion.

Establishes clear approaches to measuring student growth and assessment data and provides the School Leader or academy administrators with relevant data on student growth.

Evaluates a School Leader or academy administrator's job performance as highly effective, effective, minimally effective or ineffective, using multiple rating categories that take into account student growth and assessment data. For the 2016-2017 and 2017-2018 school years twenty-five (25) percent of the annual year-end evaluation shall be based on student growth and assessment data. Beginning with the 2018-2019 school year, forty (40) percent of the annual year­ end evaluation shall be based on student growth and assessment data.

Uses the evaluations, at a minimum, to inform decisions regarding all of the following:

The effectiveness of the School Leader or academy administrators, so that they are given ample opportunities for improvement;

Promotion, retention, and development of the School Leader or academy administrators, including providing relevant coaching, instruction support, or professional development.

Removing ineffective School Leaders or academy administrators after they have had ample opportunities to improve, and providing that these decisions are made using rigorous standards and streamlined, transparent, and fair procedures.

The portion of the annual year-end evaluation that is not based on student growth and assessment data shall be based on at least the following:

The School Leader or academy administrator's training and proficiency in conducting teacher performance evaluations if s/he does so or his/her designee's proficiency and training if the administrator designates such duties.

The progress made by the academy in meeting the goals established in the academy improvement plan.

Student attendance.

Student, parent and teacher feedback and other information considered pertinent by the Board.

For the purposes of conducting annual year-end evaluations under the performance evaluation system, by the beginning of the 2016-2017 school year, the Board, using the School Leader's recommendation, shall adopt and implement one (1) or more of the evaluation tools for teachers, or administrators, if available, that are included on the list established and maintained by the Michigan Department of Education. However, if the Board has one (1) or more local evaluation tools for administrators or modifications of an evaluation tool on the list, and the academy complies with G., below, the academy may conduct annual year­ end evaluations for School Leaders or academy administrators using one (1) or more local evaluation tools or modifications. The evaluation tools shall be used consistently among the schools operated by the Academy so that all similarly situated academy administrators are evaluated using the same measures.

Beginning with the 2016-2017 school year, the Board shall post on its public website all of the following information about the measures it uses for its performance evaluation system for school administrators:

The research base for the evaluation framework, instrument, and process or, if the Board adapts or modifies an evaluation tool from the MOOE list, the research base for the listed evaluation tool and an assurance that the adaptations or modifications do not compromise the validity of that research base.

The identity and qualifications of the author or authors or, if the Board adapts or modifies an evaluation tool from the MOOE list, the identity and qualifications of a person with expertise in teacher evaluations who has reviewed the adapted or modified evaluation tool.

Either evidence of reliability, validity, and efficacy or a plan for developing that evidence or, if the Board adapts or modifies an evaluation tool from the MOOE list, an assurance that the adaptations or modifications do not compromise the reliability, validity, or efficacy of the evaluation tool or the evaluation process.

The evaluation frameworks and rubrics with detailed descriptors for each performance level on key summative indicators.

A description of the processes for conducting classroom observations, collecting evidence, conducting evaluation conferences, developing performance ratings, and developing performance improvement plans.

A description of the plan for providing evaluators and observers with training.

Beginning with the 2016-2017 school year:

The Board shall provide training to school administrators on the measures used by the Academy in its performance evaluation system and on how each of the measures is used. This training may be provided by the Board or by a consortium consisting of 2 or more public school academies.

The Board shall ensure that training is provided to all evaluators and observers. The training shall be provided by an individual who has expertise in the evaluation tool or tools used by the Board, which may include either a consultant on that evaluation tool or framework or an individual who has been trained to train others in the use of the evaluation tool or tools. The Board may provide the training in the use of the evaluation tool or tools if the trainer has expertise in the evaluation tool or tools.

The evaluation system shall ensure that if the School Leader or academy administrator is rated as minimally effective or ineffective, the person(s) conducting the evaluation shall develop and require the School Leader or academy administrator to implement an improvement plan to correct the deficiencies. The improvement plan shall recommend professional development opportunities and other  measures designed to improve the rating of the School Leader or academy administrator on his/her next annual year-end evaluation. A School Leader or academy administrator rated as "ineffective" on three (3) consecutive year-end evaluations must be dismissed from employment with the academy.

The evaluation program shall aim at the early identification of specific areas in which the individual administrator needs help so that appropriate assistance may be provided or arranged for. A supervisor offering  suggestions for improvement to an administrator shall not release that professional staff member from the responsibility to improve. If a School Leader or academy administrator, after receiving a reasonable degree of assistance, fails to perform his/her assigned responsibilities in a satisfactory manner, dismissal procedures may be invoked. Jn such an instance, all relevant evaluation documents may be used in the proceedings.

Adopted 5/16/17