Staff Evaluations
Running head: STAFF EVALUATIONS
Staff Evaluations
Scott C. Hellman
Grand Canyon University
EDA 540
August 3, 2009
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Staff Evaluations
Abstract
This paper is a break down of the administration evaluation possess in Park County School
District #6 (PCSD#6). This paper will also cover how administrators in PCSD#6 are evaluated,
and how teachers are evaluated. This paper will compare and contrast both of these evaluation
procedures, and evaluate the pros and cons of both systems. This paper will also discus the
ethical implications of an evaluation procedure, and what problems could arise with an
evaluation.
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Introduction
Important parts of a functional school are administrator and teacher evaluations. These
evaluations are meant to help administrators and staff members to continually improve on
teaching skills, and enhance student learning. However, the evaluations may not always help to
improve teaching skills or student learning. The goal is to improve how evaluations are given and
the topics of these evaluations.
How are school administrators evaluated in your district?
The school administrators at PCSD#6 are evaluated at the end the year. First the school
superintendent has the entire staff meet in the media center. The principal and vice-principal are
not present during the feedback evaluation. Each staff member does a separate feedback
evaluation for the principal and vice-principal. The feedback evaluation covers the technical,
human, educational, cultural, and symbolic leadership skills of administrators. This evaluation is
three pages long and takes about fifteen minutes fill out. Second, the superintendent takes the
feedback evaluations to make a fair assessment for the final evaluation for both the principal and
vice-principal. The administrator evaluation assesses the principal’s leadership skills, abilities to
evaluate staff members, the commitment to the students, and the commitment to professional
growth and makes an effort to increase performance. It is the evaluation instrument that the
superintendent uses for the principals and there are different versions for assistant principals. It
is modified slightly for other administrative and supervisory positions, such as the assistant
superintendent, special education director, etc.
How are teachers evaluated?
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The teacher evaluation system is based off personal growth. Park County School District
#6 (PCSD#6) Certified Personnel Manuel, philosophy of performance evaluations (2006) is as
follows:

PCSD #6 believes the primary objective of an evaluation system is to improve
instruction through teacher growth and development and to facilitate a positive
learning environment in which both students and educators experience success,
growth, and achievement.

Evaluation is a collaborative, continual improvement process based on clear
expectations, and objective data, in which competence is verified, area of needed
growth are identified, strengths are assessed, and excellent is acknowledged. The
evaluation should emphasize professional growth in which employees are empowered
to be reflective and self-directed.

Supervision and evaluation in PCSD #6 support the belief that each person is a unique
individual, whose differences allow him/her to demonstrate proficiency in District
Teaching Standards in a variety of ways. Supervisors are encouraged to recognize and
support these differences.

The PCSD #6 evaluation system is aligned with the Wyoming Professional Teaching
Standards Board professional teaching standards and is research based and in accord
with Charlotte Danielson’s work in Enhancing Professional Practice: A Framework
for Teaching (p.1).
Park County School district #6 has for tracks in evaluating teachers. Teachers are placed in a
track depending on years of experience and it a teacher needs assistance. Each track is broken
down in depth. See table 1.
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Table 1:
Evaluation
Track
Track 1
NonTenured
Procedures





Track 2
Tenured




Track 3

Tenured
Professional
Growth Plan 



Track 4
Plan of
Assistance
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





Professional Growth Plan required
Two Summative Evaluation Reports required
All teachers new to the district are placed in this track for three year (two years
with previous Wyoming tenure and uninterrupted service) and until they are
proficient in all Domains and Components
Teachers new to the profession have fewer Domains and Components in which
to demonstrate proficiency during the first year, adding more the second year and
all Domains and Components the third year.
To be placed on the Tenure or Professional Growth track the teacher must
demonstrate proficiency in all Domains and Components
Professional Growth Plan required
One Summative Evaluation Report required
Teachers with three years of experience (two years with previous Wyoming
tenure and uninterrupted service) and who demonstrated proficiency in all
Domains and Components may be evaluated using this track
Approximately one-third of all certified staff (non-tenured and tenured) are
evaluated using this track, rotating with the Professional Growth Track on the
alternate three years
Teachers are required to identify, have approved, write and implement an
expanded Professional Growth Plan in lieu of participating in the cycle of
evidence gathering and formal observations in the classroom
A mid year conference on the Professional Growth Plan is required to monitor
progress.
One Professional Growth Track Summative Evaluation Report is required
(evaluation is based on the individual teacher’s Professional Growth Plan rather
than the Domains and Components
Teachers with three years of experience years (two years with previous Wyoming
Tenure and uninterrupted service) and who demonstrate proficiency in all
Domains and Components may be evaluated using this track
Approximately two-thirds of all tenured staff are evaluated using this track,
rotating with the Tenure Track in a three year rotation
Current evaluation track and current Professional Growth Plan is suspended
when teacher is placed on a Plan of Assistance
Plan of Assistance is given to the teacher by their evaluator and details the
required growth/ improvement activities
Two Summative Evaluation Reports required
To be placed on the Tenured or Professional Growth track the teacher must
demonstrate proficiency in all Domains and Components
A teacher may be on a Plan of Assistance for not more than two consecutive
years. They must show significant improvement or be recommended for
termination of employment
Tenure or non-tenured teachers may be placed on a Plan of Assistance
Note: Table information comes from the Certified Personal Manual, Park County School District #6
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Compare and contrast these two procedures, evaluating the pros and cons of each.
The evaluation processes for the administrators and staff members have a variety of
differences. The two evaluations are alike in that they focuses on how well each person does and
how much of he or she improves. The evaluations are different as in what is being evaluated. The
administration evaluation focuses on the leadership skills of the principal and vice-principal. It
focuses on how an administrator works to improve curriculum, works with the staff, students,
and all stakeholders, how an administrator deals with finances, and the commitment to help staff
members improve. The staff member’s evaluations focuses on how they can implement new
ways of teaching to enhance student learning. The pros of the staff member’s evaluations is that
they can decide on what they want to improve on and at what depth they plan to do it. The cons
of the staff evaluations are that the teachers usually take on two many changes and are worried
that they will fail. Truth of the matter is teachers do not have change everything that they do in
the classroom every year. Improving on skills that are already being used can be just a good as
brand new material. Teachers need to be able to take the changes in stride. Plus, this type of
evaluation is to see if the teacher accomplished what he or she were set out to do and does not
give any feedback on how to improve the changes the were implemented.
Should there be more differences in the evaluation of each, or fewer? What would you
change?
Administrators have completely different jobs then teachers and staff members so the
evaluations have to reflect that. The evaluations should reflect the different responsibilities of an
administrator. Yes, principals and teachers are focused on student learning. But, the principal is
required to set the direction of the school and make the school run smoothly. Teachers are to take
that direction and implement that into the classroom to enhance student learning. The change that
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should be made, is to the teachers’ evaluation plan. The evaluation plan should not just be about
evaluating how the teachers are doing with their professional growth plan and what the teacher
want to improve. The professional growth plan does not however, give feedback and
recommendations on how to make the plan better. The change that would benefit teachers is to
have their individual professional growth plan and to have the administration observe to see how
well the professional growth plan is being implemented into the classroom. The post-evaluation
meeting would then evaluate how the teacher thinks he or she did, and have the administration
provide feedback and recommendations on how to enhance what was implemented. “A teacher
evaluation system should give teachers useful feedback on classroom needs, the opportunity to
learn new teaching techniques, and counsel from principals and other teachers on how to make
changes in their classrooms” (Boyd, 1989, p.2)
How would you evaluate the success of the changes that you implemented?
Drake and Roe (2003) explain, “Data may be generated by observations, testing,
questionnaires, opinionnaires, rating instruments, self-evaluation, mechanical recording (audio or
video) analysis, or historical records of achievement, behaviors, program results, and so forth”
(p.299). As an administrator, observing teachers on what their professional growth plan is and
having the teacher provide proof like tests, projects, and examples of how the students have
improved. Visiting the classroom throughout the year may be needed to accomplish this. Plus,
giving the teacher feedback on how to make lessons better could help the teacher.
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What are the ethical implications of an evaluation procedure?
The ethical implications of the evaluation procedure are that the administrator needs to be
evaluating to help the teachers become better teachers and to enhance student learning. The
evaluation process is not to alienate the way teacher teaches students. Administrators need to
focus on what is best for the students and the school district. Any administrators that evaluate
staff members need to not discriminate, make sure that evaluations are valid, reliable, and you
give them due process. Evaluations need to be researched based and be as accurate as possible.
Failure to follow procedures can lead to legal issues and low staff moral.
What are potential problems that may arise with evaluation?
The potential problems that may arise with evaluations are that administration may have
difficulty getting to all staff members efficiently due to time restraints. “He or she should be
continually aiding faculty and staff to develop, review, and revise clear objectives. Timings may
force the evaluation of an existing program before staff have had time to review or rewrite their
programs objectives” (Drake and Roe, 2003, p. 296). Administrators need to practice at coming
an effective and efficient evaluator. “The intent of the evaluation process is to improve teacher
and staff performance and increase student achievement. A principal must know and follow the
state and district policies and guidelines when evaluating school personnel”(GCU, EDA 540,
Lecture 5, 2005, p. 2). Administrators need to take great care that when evaluating they are fair
and consistent and not alienating.
Conclusion
In conclusion, evaluations are in place to make leaders and staff members better at what
they do. In a school district, it is important that all processes run smoothly to ensure student
learning. To accomplish this, administrators need to show good leadership and provide teachers
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with proper tools to succeed. Administrators and staff members can always improve. The
evaluation process is in place so improvement continues.
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References
Boyd, R. (1989). Improving teacher evaluations. Retrieved August 4, 2009, from
http://pareonline.net
Drake, T. L., & Roe, W. H. (2003). The Principalship (6th ed.). Upper Saddle River, New
Jersey. Columbus, Ohio: Prentice Hall.
GCU. (2005). EDU 540 Lecture 5, The Principal as human being. p. 1-2
Certified Personnel Manuel. (2006). Philosophy of performance evaluations. Park County School
District No. 6