LD:Human Resources Leadership Development Plan

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Contents

Historical Perspective

The State of Florida has an extensive history of supporting the growth and development of its educational leaders. Florida Statute 231.087(1) - Management Training Act, originally passed in 1981, required the Florida Council on Educational Management (FCEM) to develop and sustain a comprehensive program for educational management development. Activities sanctioned by the FCEM and included in the program were the identification of competencies of high performing principals, the use of objective, state-of-the-art selection procedures, the design and development of training programs, and the establishment and implementation of certification standards and processes for principals.

Additionally, the Management Training Act mandated that by July 1, 1986, each district school board must have adopted and implemented an objective process for screening, selection and appointment of principals and assistant principals, and the process had to have been approved by the FCEM. Guidelines containing criteria for judging the adequacy of program components were developed under the guidance of the FCEM. Beginning fall of 1984, these guidelines were disseminated statewide.

The Management Training Act, amended in 1985, established standards for educational leaders with the development of the 19 Florida Principal Competencies as a means for districts to meet the July 1, 1986 requirements. The 19 Florida Principal Competencies are:

  • Proactive Orientation
  • Decisiveness
  • Commitment to School Mission
  • Interpersonal Search
  • Information Search
  • Concept Formation
  • Conceptual Flexibility
  • Managing Interaction
  • Persuasiveness
  • Concern for Image
  • Tactical Adaptability
  • Achievement Motivation
  • Management Control
  • Developmental Orientation
  • Organizational Ability
  • Delegation
  • Self Presentation
  • Written Communication
  • Organizational Sensitivity

During the 1980’s, the FCEM devoted most of its attention to competency identification and development. In the 1990’s, Human Resources Management Division (HRMD) processes were linked to leadership for school improvement. In 1994, the Florida Department of Education (FDDE) assumed responsibility for administering the programs previously administered by the FCEM. In 2000, the Management Training Act was repealed and the components of the act were rolled into Florida Statute 1012.98 – School Community Professional Development Act. In the twenty years since the Florida Principal Competencies were developed, the nature of the principalship has changed drastically, and the State of Florida recognized the need to revisit the competencies.

In April 2005, the Florida Principal Competencies were replaced by the Florida Principal Leadership Standards, State Board of Education (SBE) 6B-5.0012. The Council for Educational Change coordinated the refinement of the new Standards in collaboration with the Florida Board of Education. Contributions were collected from 160 Florida K-20 educators, Florida Association of School Administrators (FASA) officers and representatives, state department personnel, community leaders, and college and university educational leadership professors. The new Florida Principal Leadership Standards reflect concepts from the original 19 Florida Principal Competencies, and incorporate others from the Interstate School Leaders Licensure Consortium (ISLLE), National Council for Accreditation of Teacher Education (NCATE), National Association of Elementary School Principals (NAESP), and Educational Leadership Constituent Council (ELCC) standards.

Approval of the Florida Principal Leadership Standards has signaled the need for revision of districts’ leadership development systems statewide. Districts throughout Florida are revamping their recruitment, screening, training, and appraisal systems to ensure congruency with the Florida Principal Leadership Standards. The Florida Department of Education began the approval process for the revised plans during July 2008.

The Human Resource Leadership Development (HRLD) Plan for the District School Board of Pasco County (DSBPC) was updated last in June 1999. In April 2007, a committee of DSBPC administrators met to begin the revision process. This revised HRLD, while based on the Florida Principal Leadership Standards, is applicable to all district administrators, including school-based administrators, district-based instructional administrators, and district-based instructional support administrators. The Florida Principal Leadership Standards are:

  • Instructional Leadership
  • Learning, Accountability, and Assessment
  • Managing the Learning Environment
  • Human Resources Development
  • Technology
  • Ethical Leadership
  • Diversity
  • Decision Making Strategies
  • Vision and Culture
  • Community and Stakeholder Partnerships

The District’s HRLD Plan Revision Committee utilized the Florida Principal Leadership Standards as the basis for the Pasco Leadership Standards and the Pasco Leadership Continuum. Adaptive Leadership and Requirements of the Florida Department of Education’s Merit Award Program are notable additions by the DSBPC to the Florida Principal Leadership Standards. The 2007 edition of the District’s HRLD Plan is being utilized for the recruitment, screening, training and appraisal systems for the 2007-2008 school year. The Florida Department of Education will provide technical assistance for districts throughout the 2007-2008 school year to prepare districts for the July 2008 approval process, and the District’s 2007 HRLD was revised to reflect technical assistance from the Florida Department of Education.

Recruitment Plan

Purpose and Objective

Purpose The purpose of the recruitment plan is to increase the number of qualified candidates who apply for the District School Board of Pasco County administrative vacancies.

Objective The main objective of the recruitment plan is to maximize the number of qualified applicants who reflect the diversity of the School District.

Procedures

Implementation

The procedures listed below must be implemented in such a manner as to ensure compliance with equal opportunity employment mandates, affirmative action requirements, and all pertinent federal laws and state of Florida laws, rules, and regulations.

Guarantee of Communication

This plan shall guarantee that effective communication exists between the potential applicant and the District. The process should ensure that the applicant is fully informed about the position and, at the same time, the Targeted Selection screening and interview teams will have the information needed to assess the applicant's suitability for the position.

Within the District

  1. Authorized notices of administrative vacancies shall be posted at every work site and on the district website. Notices shall include: position, contact person, application deadline date, information on accessing the job description, procedures for initiating application, and salary information.
  1. Administrators should identify potential aspiring leaders and provide them with pertinent information.
  1. Job descriptions are available on the District’s website and updated when needed.
  1. Administrators may recommend employees whom they consider capable of advancing to administrative positions.

Outside the District

1. Appropriate media shall be utilized for advertisements for particular vacancies:

Methods of advertising may include, but not be limited to:

  • Professional journals
  • Professional conferences
  • Professional organizations
  • Special organizations
  • District website

Other sources may include, but not be limited to:

  • Direct solicitation
  • Unsolicited applications
  • Recruiting firms and employment agencies
  • Other Florida school districts
  • Communication with university professors who teach classes in Educational Leadership

2. Each advertisement shall include procedures to secure further information. It shall address the position advertised, the contact person, the deadline date, information on accessing the job description, procedures for initiating application and salary information. Timelines are included in the advertisement posting.

3. Upon receipt of letter of interest, the contact person shall send an application to the candidate requesting information regarding education, work history, and responses to questions designed to elicit behavioral responses relative to target leadership standards.

Administrative Selection and Appointment

The Superintendent is required by law to make personnel recommendations to the Board. The following procedures have been developed to assist the Superintendent with this responsibility.

I. Selection Philosophy

A. It is the belief of the District School Board of Pasco County that all administrators, whether district or school-based, possess the same competencies in varying degrees as indicated by the Dimension Discussion for the Job Analyses completed for Principal, Director, Supervisor and Assistant Principal in May 1996, and confirmed by the job analysis completed by Educational Management Consultant Services, Inc. in April 1999. The consultants who conducted the job analyses were trained and certified professionals.

B. The completed Job Analyses support the belief that all Florida Leadership Standards need to be demonstrated in all administrative positions. The District recognizes that assistant principal and supervisor level positions do not require the same degree of competency demonstration that the principal and director level positions require.

C. It is also the belief of the District School Board of Pasco County that educational leaders should be selected based upon the degree to which they possess the training, experiences, characteristics and competencies which have been measured as having a significant positive impact upon job

D. Selection procedures are compatible with "new Neola" #1120, #1120.11, 1121 and 1122 Equal Employment Opportunity. The School Board of Pasco County Bylaws and Policies (adopted February 2010)

II. Objectives

The objectives for the selection and appointment of administrative personnel are:

A. To provide the Superintendent and the Board with a pool of applicants who reflect the diversity of the school district.

B. To select administrators with a high level of competence.

C. To provide a screening and selection system that is linked to performance and that is fair and equitable.

D. To develop procedures to assist the Superintendent in carrying out the responsibility to make personnel recommendations to the Board.

III. Selection Process and Procedures

A. Preparation and Responsibility for Selection Process

The Director of Human Resources, serving as the Superintendent's designee for the selection process and procedures, will coordinate preparation activities for the administrative selection process with assistance from the Targeted Selection screening and interview teams. Procedures will include such activities as:

  1. Doing a job analysis of the position and, where appropriate, an informal site analysis.
  2. Identifying job-related dimensions and correlating them to the Florida Leadership Standards and to the duties required of the principalship.
  3. Designing written and oral questions which will elicit past experiences to measure the identified standards.
  4. Designing, publishing and distributing applications that incorporate procedures for measuring and verifying job-related dimensions.
  1. Coordinating Targeted Selection interview schedules and data exchange among interviewers.
  1. Coordinating team evaluations of all applicant data (e.g., application responses, written exam responses, interview data, etc.).
  1. Designing a procedure or format for summarizing and reporting all applicant data.
  1. Submitting a list of those interviewed, with summary data, to the Superintendent and Assistant Superintendents or their designees.

B. Application Procedures for Administrators Requesting an Administrative Transfer and for Other Applicants

  1. An applicant for an administrative position will submit a letter of interest in response to a job vacancy posting to the Director of Human Resources or designee. Job vacancies are posted at every work site and listed on the district website for a minimum of five days.
  1. The Director of Human Resources or designee will screen applications to determine if the applicants have the required qualifications to be considered for the position.
  1. The Director of Human Resources will notify the Superintendent of administrative transfer requests from within the District.
  1. The Superintendent and Superintendent Staff may discuss the administrative transfer of employees for the benefit of the system and fill the vacancy with a transfer. Or, after reviewing the transfer requests, the Superintendent may elect to fill the vacancy through the regular selection process.
  1. The Director of Human Resources or designee will communicate with all eligible applicants. Communication will include a flow chart of the selection system so that applicants will be informed of the selection steps.

C. Application Procedures for Out-of-District Administrative Applicants

  1. The Superintendent’s Selection Team will determine where out-of-district applicants will enter the selection process. The Department of Human Resources will assist in determining eligibility of applicants for appropriate certification.

D. Applicant Data Collection/Screening Procedures

  1. The applicant will furnish samples of personal and professional experiences that exemplify the selected leadership standards.
  1. The supervisors of the applicant or a designated reference person will verify the applicant's experiences related to the leadership standards, complete an Administrator Appraisal Form and add other relevant information.
  1. The applicant will provide a structured, supervised writing sample. The sample will be evaluated for appropriate grammatical structure, clarity and technical/professional knowledge. Questions will target the applicant's knowledge of District philosophy and best practices and application of that philosophy and best practices in the applicant's current position.
  1. The Director of Human Resources or designee will convene an application screening committee consisting of the Director of Human Resources or designee and District and/or school-based administrators.
  1. The application screening committee members will review summary information sheets, résumés, references, behavioral examples, the Administrator Appraisal Forms (which rate applicants' performance on leadership standards), and the writing sample. Committee members will rate the applicants' submitted materials according to the established criteria.
  1. Those applicants who score in a given range will be interviewed by Targeted Selection interviewers.
  1. Those exited at the screening step will wait up to one year before they are eligible to reapply unless the screening committee recommends otherwise.

E. The Targeted Selection Interview Process

  1. An interview team will be selected by the Superintendent or designee from among those District and school-based administrators trained in conducting Targeted Selection. The interview team's work will be coordinated by the appointed team leader. The team's responsibilities will include:
  • Evaluating the responses of applicants on written examination questions as they relate to the identified job dimensions.
  • Assisting with preparation of interview questions and guides.
  • Conducting interviews using prepared interview guides.
  • Participating in data integration meetings for applicants interviewed.
  • Evaluating all available applicant data, including the application, writing samples, the supervisor's performance appraisal and the oral interview.
  • Preparing a summary report of applicant data.
  • Determining the candidates who successfully completed the interview process and submitting the list with summary data to the Director of Human Resources or designee.
  • Assisting with applicant feedback and counseling as requested.

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  • Those selected through the Targeted Selection process will be placed on recommended lists for the Superintendent's Selection Team. In the event of a single vacancy, the Targeted Selection interview team will attempt to include three to five names on the list for consideration by the Superintendent's Selection Team. Those exited at the Targeted Selection step will wait up to one year before they are eligible to reapply unless the interview team recommends otherwise.
  • </ol>

    F. The Superintendent's Selection Team Interview Process

    1. The list of approved applicants will be interviewed by the Superintendent's Selection Team made up of the Superintendent and/or appropriate staff members, and/or appropriate directors or principals. The responsibilities of this team vary depending on the type of vacancy.
    1. When the purpose of the team is to provide an assistant principal pool list, the team will develop the final list of applicants to be considered for a school-based position. The principal will discuss the selection recommendation with the Superintendent or designee prior to making a final decision.
    1. When the purpose of the team is to provide a principal for a school principal vacancy, the Superintendent’s team will consider information about the school community to determine the unique features of the school in order to select an applicant who best meets the needs of the school.
    1. All interviews conducted by the team will include consistency in questioning. Questioning will be job-related and only legally permissible questions will be asked. Those exited at the Superintendent’s level will wait up to one year before they are eligible to reapply unless the team recommends otherwise.

    G. Pool Lists and Process

    1. The process to establish an approved applicant list for the position of assistant principal will be done on a regular schedule. The Director of Human Resources will direct and coordinate the process.
    1. The process to establish an approved applicant list for the position of principal will be done on a regular schedule. The Director of Human Resources will direct and coordinate the process.
    1. The process to establish an approved applicant list for all other administrative positions will be implemented when a position becomes vacant.
    1. For a period of three years, those applicants on the approved pool lists will be considered for school-based administrative positions. After three years, the applicant who wishes to remain in the pool will provide updated information and will have the opportunity to interview with the Superintendent's Selection Team. The applicant will either be reactivated for three years or exited from the pool.
    1. Notification of openings will be posted in the manner prescribed in the recruitment section.

    H. Final Selection and Procedures

    The Superintendent will make the final recommendation for administrative transfers, promotions and appointments to the Board for approval.

    I. Notification and Provision for Feedback

    1. The Director of Human Resources or designee will notify all applicants of their status in writing in a timely manner following the interview.
    1. Those applicants who wish to be informed about the screening or interview results may make an appointment with the Director of Human Resources or designee.
    1. The Director of Human Resources and designee are trained in coaching and delivering feedback. Applicants may be referred to professional development opportunities.

    IV. Applicant Selection File Retention

    The files of approved administrative applicants will be maintained in a confidential manner for a period not to exceed three (3) calendar years without administrative placement. These files are not part of employees' personnel files.

    V. Exceptions and Other Provisions

    A. Exceptions to the Procedures

    The Superintendent, with Board approval, may fill any administrative position which occurs as a result of an emergency or which occurs as a result of a leave of absence.

    B. Withdrawal of Application

    An applicant may withdraw from administrative consideration at any step in the procedure by submitting a written request to the Director of Human Resources.

    VI. Orientation Training for Board Members

    A. An orientation session on the selection system, as well as the entire HRLD plan, will be held for Board members and other interested parties.

    B. Board members may attend HRLD implementation training that is given to all administrators and assistant principal pool members.

    Leadership Professional Development Plan

    Introduction

    The District School Board of Pasco County Human Resources Leadership Development (HRLD) professional development plan provides for preparing new leaders, supporting practicing leaders and renewing veteran leaders. It offers a variety of recommended experiences, professional development, and resources intended to appeal to the various learning styles of the participants as members of a professional learning community.

    The overall goal of the professional development plan is to develop leaders in schools and in district level departments. Such leaders need to have the ability to integrate the philosophy, attitudes, skills and competencies needed to lead schools and departments to meet the needs of students as they face the challenges of the twenty-first century. Just as teachers are expected to design meaningful work for students to demonstrate the highest levels of performance, so are school-based and district level leaders expected to create the environment and guide the work to develop leaders who produce the highest results.

    Leadership Development Program Guidelines

    The Leadership Development Program Guidelines are established to assist aspiring and veteran leaders to meet the appropriate state guidelines as listed below.

    Program Guidelines

    • Guideline I: The district encourages continuous professional growth and development of all current and aspiring school leaders and has implemented an approved program for leadership development based on the Florida Leadership Standards and Professional Development Protocol Standards.
    • Guideline II: The superintendent and school board are committed to the ongoing professional development of school-based leaders.
    • Guideline III: Policies and procedures for screening, selection, and appointment of candidates in the district’s program for preparing new principals are consistent with those used by the district to select principals and assistant principals. The policies and procedures have been approved by the school board and are in use in the district.
    • Guideline IV: The roles and responsibilities of personnel involved in implementing the principal preparation program are clearly defined.
    • Guideline V: A comprehensive professional development program to prepare a school leader for certification as a school principal has been developed and implemented.
    • Guideline VI: The documentation criteria for achieving school principal certification are consistent with the district’s performance appraisal system for school-based administrators.

    Florida Leadership Standards

    The leadership preparation and professional development programs are based on the new (2007) Florida leadership standards:

    • Level 1 - for aspiring school leaders including teacher leaders, new Assistant Principals and current Assistant Principals. Provides aspiring school leaders with opportunities to increase their understanding of the role of the principal and to acquire information and skills needed to fulfill the entry-level responsibilities of the position.
    • Level 2 - for school principal certification and professional development of current principals. Focuses on leadership skill development necessary to complete an approved district principal certification program and provides the experienced principal with additional tools to support instructional leadership development.

    Implementation of the Professional Development Plan

    To implement the HRLD Professional Development Plan, teachers (aspiring to be leaders) specify, in their annual individual Professional Development Plan, their goals based upon the Pasco Leadership Standards. Pasco Leadership Development Continuum

    Administrators (other than those completing the Preparing New Principals Program) specify, in their annual Individual Leadership Development Plan, their goals based upon the Pasco Leadership Standards.

    To support the development of all leaders, district level departments and individual schools will provide resources.

    Much of the Professional Development Plan is offered through District School Board of Pasco County developed workshops; however, trainings may also be provided through national and international professional associations, other districts or training consortia, and universities.

    Preparing New Principals Program

    Overview

    Pasco County’s School Principal Certification Program, the Preparing New Principals Program (PNPP), offers a program for candidates to be eligible to receive a Florida Level II School Principal certification. Successful candidates will satisfy each of the following requirements which are outlined in Rule 6A-4.0083 (2) FAC:

    1. Hold a valid Florida professional certificate covering educational leadership, administration, or administration and supervision.

    2. Document successful performance of the duties of the school principal. These duties shall be performed in a Department of Education approved district school Principal Certification Professional Development program pursuant to Rule 6A-5.081, FAC, designed and implemented consistent with the principal leadership standards approved by the State Board Education and any additional Pasco Leadership Standards. Also, these duties shall:

    • Be performed as a full-time employee of the district school board in a leadership position through which the candidate can fully demonstrate the competencies associated with the Florida Principal Leadership Standards.
    • Be a formally planned professional development program designed and implemented to prepare the individual to effectively perform as a school principal.
    • Be comprehensive of all the duties of the school principalship.
    • Be performed under the direct supervision of a current school principal or district director who has been approved by the district school board to serve as the supervising principal or director for this program.

    3. Demonstrate successful performance of the competencies of the Florida School Principal Leadership Standards and any additional Pasco Leadership Standards based on a performance appraisal system approved by the district school board and the FDOE pursuant to Rule 6A-5. 081, FAC.

    I. Statement of Purpose

    The purpose of the PNPP is:

    1. To provide supervised support services for principal candidates to assist them in their continuum professional development;
    1. To verify high level performance for school principal certification; and,
    1. To meet requirements of Florida Statutes and State Board of Education rules.

    A. Philosophy

    It is the belief of the District School Board of Pasco County that principal certification candidates possess varying talents and abilities and that they will develop skills that are necessary to make them highly effective principals.

    B. Objective

    To provide an effective and efficient method which ensures that principal certification candidates demonstrate high level competency in the Leadership Standards identified by the Florida Department of Education and any additional Pasco Leadership Standards.

    C. Commitments

    1. The Superintendent and School Board are committed to the professional development based on individual needs and career goals of persons to be appointed to the principalship.
    1. The Superintendent will recommend and the School Board will approve all administrators assigned to work with principal candidates.
    1. Supervising principals, supervising administrators and other administrators assigned under provisions of this program to work with principal candidates are selected based upon their knowledge and demonstrated experience of: providing program orientation; serving as coach or mentor; observing performance; providing feedback; documenting achievements; linking participant needs with training resources; etc.
    1. The PNPP will focus on three program standards:
    • Core Curriculum Content: The curriculum content delivered in each approved program is based on competencies aligned with the Florida Principal Standards and includes all other state-mandated requirements.
    • Candidate Performance: Each candidate in the approved program will demonstrate all competencies identified in the core curriculum.
    • Continuous Performance: The approved program implements processes to ensure continuous program improvement (1.2.3).

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  • Responsibility to coordinate all phases of the Preparing New Principals Program is assigned to the Director of Leadership Development (1.1.5).
  • The Superintendent will have final authority to verify successful program completion.
  • </ol>

    II. Program Design and Management

    A. Preparing New Principals Program

    1. The Florida Leadership Standards and competencies are translated into a customized, competency-based developmental program that is tailored to the needs of each aspiring principal. The participant will demonstrate the Florida Leadership Standards in a performance situation including reflection of self-assessment in the following ways:
    • On-the-job experiences which incorporate the duties of the school principalship for a period of not less than one full school year (Appendix 1) (1.2.1, 1.2.2, 2.2.1).
    • Other learning experiences such as seminars, workshops, self-studies, visits to other school sites or district offices, attendance at principals' and other district meetings, which may take place during the training year or in the years prior to beginning the program (1.2.2). All candidates will participate in the PNPP Technical Training Program, which incorporates a review of all statutory requirements, including an emphasis on meeting the individual and unique learning needs of ESOL/ELL students (1.1.4).
    • The components of the program are aligned to the Florida Principal Leadership Standards. The matrix (Appendix 1) illustrates the relationship between these components and the Principal Leadership Standards Inventory (1.1.1, 1.1.2, 1.2.2).
    • These activities provide multiple opportunities for the candidate to practice application of knowledge for the purpose of improving curriculum, instruction and student achievement (Appendix 1) (1.1.2, 1.2.2).
    • Completion of an individual learning plan (Principal Certification Professional Development Plan. (Appendix 2) (1.1.4) which will be:
      • Based upon the results of the needs assessments
      • Integrated into a candidates's job duties and
      • Addressing ESOL-ELL and other statutory requirements in school principal training. Candidates who have not completed the stated required minimum 60 hours of ESOL-ELL training will participate in the ESOL for Administrator's Online Course

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  • The timeline for the principal certification program shall be as follows:
  • </ol>
    • After the admission of candidates into the principal pool, the Director of Leadership Development shall recommend support teams for each candidate to the School Board;
    • The Director of Leadership Development shall provide an orientation to the program;
    • The Director of Leadership Development shall document the qualifications of the Leadership Team and the Leadership Support Team (Appendix 3) (1.1.5);
    • Informal meetings with the coordinator or individual members of the support team are optional but encouraged;
    • At least three formative information conferences be held throughout the program, and they should precede the three summative evaluations.
    • District, regional and statewide support systems will be utilized as needed. Adequate time will be provided for informal meetings of participants with members of their support staffs. Coaching and specific feedback to program participants from members of their support staffs shall be encouraged.
    • Adequate time will be provided for informal meetings of participants with members of their support staffs. Coaching, mentoring and specific feedback to program participants from members of their support staffs shall be encouraged and provided;
    • The PNPP Program evaluations will occur annually during the PNPP Candidate Review meeting (2.1.2).

    <ol start="3" style="list-style-type: decimal;

  • The participant will:
  • </ol>
    • Participate as an assessee in the Florida Leadership Standards Inventory (Appendix 4), the Pasco 360 Assessment (Appendix 5), or other needs assessments as appropriate (2.1.1, 2.1.4, 1.1.3);
    • Utilize prior annual appraisals, school-based goals and school achievement information as appropriate;
    • Develop specific personal improvement goals based upon assessment information which includes the following elements (Appendix 2):
      • Goal Statement
      • Standard
      • Objectives
      • Professional Development
      • Action Plan
    • Work with the support team to develop the principal certification professional development plan based upon require competencies (1.1.3);
    • Provide a draft of the principal certification plan for the standards and/or on-the-job training activities for review by the support team at the first formative conference meeting which shall be approved or revised at that time (1.2.1);
    • Complete activities to document mastery of the Florida Principal Leadership Standards and any additional Pasco Leadership Standards (2.1.2).
    • Complete the on-the-job training activities as listed in the PNPP manual as listed in the matrix (1.3.3);
    • Implement a leadership project that leads to school/district improvement highlighting student achievement (2.2.2, 1.3.1, 1.3.2);
    • Serve as acting principal of an extended school year program (1.3.1, 1.3.2);
    • Observe/shadow support team member(s) and principals at different school levels to gain additional experiences and exposure to varying leadership styles (1.3.1, 1.3.2);
    • Participate in professional development/support sessions scheduled by the Director of Leadership Development and other support team members which provide timely feedback and guidance in performance (1.3.3);
    • Complete additional professional development activities as offered by the Staff Development Department, regional networks, the William Cecil Golden School Leadership Development plan and state and national professional associations (1.2.2);
    • Document all activities, and send completed original portfolio to the Director of Leadership Development.
    • Complete a survey to share feedback on field experiences (Appendix 6) (1.4.3, 3.3.1). Survey resultsshall be provided to the Director of Leadership Development, The Pasco Leadership Team and the PNPP Candidate Review Committee for the purposes of program evaluation (3.3.2).

    B. The Pasco Leadership Team

    1. The Pasco Leadership Team will consist of the following members: Assistant Superintendent or Designee, a high-performaning Elementary Principal, a high-performing Secondary principal and the Director of Leaderhsip Development (Appendix 3) ( 1.4.1, 1.4.2.).
    1. The responsibiliites of the Pasco Leadership team will be to review the following monitoring tooks, appraisal instruments and reports (1.15):
    • New PNPP Candidate Lists
    • Participant Longitudinal Data Table (Appendix 7)
    • District Longitudinal Data Table (Appendix 7)
    • Personal Development Plan Progress for each PNPP candidate (Appendix 2)
    • PNPP Standards Verification (Appendix 8)
    • On-the-job training report (Appendix 9)
    • Historic and Comparative FCAT Data (Appendix 10 )
    • NCLB Data (Appendix 10)

    C. The Pasco Leadership Support Team

    1. The Pasco Leadership Support Team will consist of the following members: Supervising Principal, Supervising Administrator, and other Administrators.
    1. The responsibilities of the Pasco Leadership Support Team are outlined below:
    • The Supervising Principal will:
      • Participate in professional development activities to include orientation, coaching, conferencing skills, mentoring, observing, providing feedback, documenting achievements, linking participants’ needs with the needs of the organization and developmental opportunities aligned with Florida Professional Leadership Standards (2.1.4, 1.3.3) (Appendix 2);
      • Assist in developing and monitoring the candidate's Principal Certification Professional Development Plan; and,
      • Provide the principal candidate with the opportunities of a school-based principal (1.3.1).

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  • The Supervising Administrator will:
  • </ol>
    • Serve as the chair of the support/professional development team.
    • Participate in the development of the participant's Principal Certification Professional Development Plan.
    • Coordinate revision of the principal certification professional development plan if requested by the participant or any member of the support team.
    • Complete the final Certification Statement in collaboration with the Support Team.

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  • Other Administrator(s) will:
  • </ol>
    • Participate in meetings scheduled by the support team as specified in the Principal Certification Professional Development Plan.
    • Participate in the development and revision (if needed) of the participant's principal certification professional development plan. If deemed necessary based upon evaluation and assessment results, the revision of the professional development plan will include opportunities for remediation throughout the PNPP (2.1.2) (Appendix 11)
    • Confer with the participant to plan activities other than on-the-job training that will assist the participant to master and demonstrate standards.
    • Provide resources and support services to the participant which may include but not be limited to:
    • Coordinating materials and activities for implementing activities other than on-the-job training specified in the principal certification professional development plan;
    • Scheduling inservice activities, other coaching and college/university assistance if needed.
    • Verify mastery and demonstration of standards.
    • Participate in professional development activities to include orientation, coaching, development of conferencing skills, mentoring, observing, providing feedback, documenting achievements and linking participants’ needs with the needs of the organization and developmental opportunities (1.4.2)

    D. Program Length

    The length of the Preparing New Principals Program shall be determined by the status of the participant in accordance with the following:

    1. Principal Candidates who enter the program as assistant principals will typically participate for two years in the PNPP leading to Level II certification. Although two years is the suggested length of time, candidates may complete the program in less time.
    1. When the Superintendent believes it is necessary and in the best interest of the students of a school, the Superintendent will recommend to the School Board the appointment of a principal who holds a certificate in educational leadership, administration or administration and supervision for a period not to exceed one (l) year. During that year, the interim principal must successfully demonstrate performance of the duties of the principalship and mastery of the Florida Leadership Standards and any additional Pasco Leadership Standards.
    1. A district-level administrator who is participating in the Preparing New Principals Program will be in the program typically for two years. During that time, the district-level administrator must be released from regular duties to participate in school-level activities for a minimum of 91 days.
    1. Completion of the PNPP does not guarantee a candidate employment as a school principal. It is designed to provide eligibility for Level II Principal certification.

    III. Principal Certification Professional Development Plan

    A. Specifications for Plan Development

    1. The standards to be developed shall include those which the participant has not been able to document at the conclusion of the initial needs assessment. The priority in which these objectives are to be reached and the activities in which the participant should engage shall be stated in the principal certification professional development plan through their Preparing New Principals Goal Statements. This will be complete by the time of the first formative conference and is subject to change at that conference (1.1.4)
    1. Anticipated and actual completion dates for activities associated with each standard shall be stated in the principal certification professional development plan.
    1. Each member of the support team shall sign the principal certification development plan when it is completed.

    B. Specifications for Serving as Acting Principal for Extended School Year (ESY)

    1. The principal candidate and support team may choose between the two summers included in the two year period.
    1. The principal candidate shall:
    • Select the staff and plan the ESY curriculum with the teachers.
    • Supervise the program, students, staff and campus.
    • Coordinate the ESY closing activities.
    • Serve as acting principal at the supervising principal's school unless directed otherwise by the supervising administrator.

    C. Provisions for Reviewing and Updating Plan

    1. The principal certification professional development plan may be reviewed and updated at any time when the need arises. The updates will include opportunities for remediation as appropriate (2.1.2) ( Appendix 11).
    1. Any member of the support team may request revision of the plan, but the support team must approve revisions.
    1. At least three (3) formative conferences should be held during the program. All support team members should be present at each conference. The formative conference should precede the summative evaluation. The formative conference form shall be completed to document formative conferences (2.1.2).
    1. If, after review, the support team decides that the plan/project needs to be changed, the revisions shall be added to the plan.
    1. After the principal certification plan/project is completed, a copy of it shall be provided to the participant and each team member.

    C. Portfolio

    Documentation of observed standards shall be accomplished by means of the Principal Certification Professional Development Plan, which includes, but is not limited to, completion of a successful project, formative information conference form, the support staff final assessment form, and the summative evaluation letters. Upon completion of the program, the support staff certification statement shall be completed (2.1.1) (2.1.2) (Appendix 2).

    IV. Evaluation Process for Candidates

    • Informal coaching is ongoing (2.2.1).
    • The summative evaluator shall be the supervising administrator.
    • The first summative evaluation shall be completed within 90 days of admission of the participant to the program.
    • At least three formative conferences will be held throughout the program by the team.
    • After reviewing the participant's completed professional portfolio, the Superintendent will provide an official statement which verifies whether or not the person has satisfactorily completed the Preparing New Principals Program (2.2).
    • Remediatin opportunities will be offered to candidates who do not successfully complete the New Principals Program and to those who do not meet performance expectatons during their first two years of the principalship after completing the program. Immediately upon identification of the need for assistance, the steps of the remediation plan for PNPP candidates and/or the remediation plan for beginning principals will be implemented (Appendix 11) (2.4.1, 2.4.2, 2.4.3).
    • The Director of Leadership Development will inform the participant of the recommendation of the Superintendent and will retain the portfolio.
    • The support team will be disbanded at the time the participant completes the program, but they will continue to follow up with the participant on an informal basis.

    V. Appeal Process

    Procedures for Reconsideration Within District

    In the event the Superintendent finds that the participant has not successfully completed the PNPP, the participant shall have the opportunity to confer with the supervising administrator and the Superintendent to request a reconsideration of the decision. If the participant does not request reconsideration within ten days of notification, his or her right of appeal within the district will expire. Each PNPP participant shall be informed of his or her right of appeal during the orientation.

    It will be the responsibility of the participant to show that he or she has met the criteria for successful completion.

    VI. Program Review

    The Preparing New Principals Program shall be reviewed periodically by a committee chaired by the Director of Leadership Development. All recommendations for improving the program will be given to the Superintendent for consideration.

    VII. Provisions for Candidates from School Districts Outside Pasco County

    Candidates Who Are Experienced Principals from Outside Pasco County

    1. Out-of-state candidates with valid experience as a school principal and who have participated in the HRLD screening for employment may be recommended by the superintendent to the school board for employment and inclusion in the PNPP. A customized PNPP will be developed based on administrative experiences and developmental needs to satisfy the certification requirements of Rule 6A-5.083 FAC.
    1. If an experienced Level II Florida certified principal applies and qualifies for employment in Pasco County, based on the candidate’s administrative experience, the Superintendent may recommend the candidate for employment as a principal in Pasco County.
    1. An individual who holds a valid Florida Educator’s Certificate covering administration or administration and supervision issued prior to July 1, 1986 and served as a school principal prior to July 1, 1986 for not less than one (1) school year may apply for certification as a school principal under the provisions of Rule 6A-4.0085 FAC.

    B. Candidates from Other Districts Who Have Completed a School Principal Training Program But are Not Experienced Principals

    1. Candidates who have completed a School Principal certification program in another Florida district who apply for a principal position in this district will be encouraged to enter the next assistant principal pool selection process.
    1. Once employed as an assistant principal or in another administrative position in our district, a customized program will be developed based on administrative experiences and developmental needs.

    Performance Appraisal Plan

    Philosophy

    Florida Statute 1012.34 requires the Superintendent in each school district to establish procedures for assessing the performance of all instructional, administrative and supervisory personnel. The statute establishes the primary purpose of the assessment and supporting procedures as improving the quality of instructional, administrative and supervisory services. These systems must support and promote school improvement, focus on student growth, provide for parent and teacher input and meet a host of other requirements. The inference in this statement suggests that the school is a collection of individuals and that school improvement is a reflection of positive experiences by the participants.

    Florida Statute 1012.986 – William Cecil Golden Professional Development Program for School Leaders establishes a framework to support the human resource development needs of principals, principal leadership teams, and candidates for principal leadership positions using the Florida Principal Leadership Standards adopted by the State Board of Education, the Southern Regional Education Board, and the National Staff Development Council. The Leadership Standards are the basis for the Pasco Leadership Continuum and for administrative performance assessment. Additionally, Florida Statute 1012.22(1)(c) requires districts to develop a Merit Award Program to reward top performing school-based administrators.

    As an outgrowth of these guidelines, it can be philosophically stated that the Pasco Appraisal System has been designed to enhance the quality of the organization, ensure self-esteem and promote professional development. It specifically focuses on the organizational purpose, as well as the individual aspirations of the instructional and instructional support employees.

    Generally, the guidelines may be summarized as follows:

    • Exhibit fairness, equity and legal soundness. This system meets all legal federal and state statutes, including F.S. 1012.34. This statute includes protecting the confidentiality of evaluations "until the end of the school year immediately following the school year in which the evaluation was made. No evaluation prepared before July 1, 1983, shall be made public pursuant to this section."
    • Has established procedures for the collection, retrieval and use of data to provide feedback to an individual, a team, and about the system.
    • Includes data-based personnel decisions, including rewarding and recognizing high performance through a variety of means.
    • Provides for the negotiation of expectations, criteria, outcomes and competencies based on the conditions of the work site.
    • Promotes the growth of the individual and the continuous improvement of the organization.
    • Provides two levels of appraisal: Documentation of Leadership Standards in the early stages of a position and development in the later stages of the same position.
    • Allocates time to plan, coach and counsel for higher performance.
    • Provides orientation to the system and skill development in observing, mentoring, coaching and counseling for those impacted by the appraisal system.

    Purpose

    The Performance Appraisal System is designed for the purpose of encouraging continuous school and district improvement. The performance appraisal system has multiple dimensions. The first spans the length of an administrator’s career and is designed to provide growth and development and support increased performance. The results/outcome side is a systems approach to provide organizational growth. These outcomes are influenced by the employee's interaction with the special conditions within a job that exists at a specific work site and by the personal developmental continuum of the employee. The assumptions of this assessment system are based on:

    • the District School Board of Pasco County's organizational beliefs, mission and purpose.
    • practices which are reflective of school research.
    • local specific job essential function analysis.
    • measurable criteria with specifically identifiable source codes.
    • practices and/or results that are compatible with human resources development models that focus both on employee growth and the system purpose.
    • the concept that performance appraisal for an individual is finalized only after thorough planning sessions which include extensive appraisee input.
    • a design model that provides for quantity, quality, cost effectiveness and timelines and which may be performed within an appropriate span of control.
    • a concept that data should be collected from a variety of sources which may be identified.
    • current research which provide best component practices for employee performance appraisal.
    • the situational context of the employee service.

    This appraisal system contains several precepts designed to fulfill statutory requirements. The system:

    • Creates an environment and climate conducive to a well trained, empowered and dynamic work force.
    • Correlates the employee essential performance functions to the district and schools' mission, vision, and goals. When the employee is a principal candidate or an Interim Principal, the Leadership Standards will be documented while the employee performs all the duties required of principals.
    • Ensures job specificity.
    • Articulates clear and high performance expectations.
    • Focuses on the growth and development of the employee within the organizational context.

    Based on the Leadership Standards referenced in Florida Statute 1012.986 and approved by the State Board of Education, the essential performance functions of leadership positions have been identified (Appendix C). The District School Board of Pasco County (DSBPC) has added the first Leadership Standard, Adaptive Leadership, to reflect the need for leaders to adjust to the changing leadership demands of a rapidly growing district.

    For school-based leaders, the twelfth Leadership Standard is the Florida Department of Education’s Merit Award Program Requirements. For district-based instructional leaders, the twelfth Leadership Standard is Job Specific Leadership Development Plan Goals. For district-based instructional support leaders, there is no Instructional Leadership Standard (Appendix D). The Pasco Leadership Standards are:

    • Adaptive Leadership
    • Instructional Leadership
    • Learning, Accountability and Assessment
    • Managing the Learning Environment
    • Human Resources Development
    • Technology
    • Ethical Leadership
    • Diversity
    • Decision Making Strategies
    • Vision and Culture
    • Community and Stakeholder Partnerships
    • Merit Award Program Requirements/Job Specific Leadership Development Plan Goals

    Under the requirement established by the 1999 Florida Legislature (F.S. 1012.34(5)), principals are required to successfully perform the procedures and processes of assessing teacher performance using the district's DOE-approved Human Resources Teacher Development Plan.

    This includes establishing individual professional development goals focused on student achievement for all instructional staff members. The system is based on the following assumptions:

    • Each employee is a developing, growing professional and, as such, has a unique set of developmental needs.
    • Each school district is a growing, developing institution with a mission and unique needs.
    • The district should conduct a comprehensive analysis of its leadership and employment needs considering the primary question, “What must our employees know and be able to do in order to accomplish our mission?”
    • The employee will conduct a comprehensive personal inventory of skills, talents, strengths and interests with reference to the district’s needs.
    • From this inventory, the employee, in concert with the supervisor, should develop a personal growth plan which may include such activities as additional college classes, planned and systematic observation of other programs, specific staff training activities, selected comprehensive readings, guided practice sessions in a clinical setting, adding fields of certification and/or pursuing additional degrees.
    • Conversations between the supervisor and the employee regarding this plan should be continuous. Likewise, the plan should be flexible, fluid and adjustable based on the changing needs of the district and the developing aspirations of the employee.

    Administrative Performance Assessment Procedures

    This section is intended to provide a brief description of the appraisal system and supporting procedures. The procedures involve a series of major steps as described below:

    A. ORIENTATION

    All administrators will be fully apprised of the Administrative Performance Assessment System procedures. In addition to group orientations which are offered to all administrators, supervisors will review the assessment process individually with the adminstrators they supervise. Further orientations will be provided whenever a change or modification is made to the system.

    B. PERFORMANCE ASSESSMENT PLANNING SESSION (annual initial conference)

    Each employee will participate with his/her supervisor in a performance assessment planning session to plan the annual sequence of activities for performance assessment for that position. During the session, the objectives and essential functions focus for both personal development and work-site growth will be established or reviewed. Documents which influence the discussion may include:

    • The district mission
    • The School Improvement Plan or District Action Plan
    • Work site situational context
    • Employee career goals and long term development plan

    During this session, the supervisor will tentatively schedule interim performance review(s). The number of review(s) may depend on several factors including:

    • The nature of leadership standards
    • Previous performance experiences of the employee
    • The employee’s need and desire for constructive feedback through the mentoring and coaching components.

    C. INTERIM REVIEWS

    The supervisor will conduct an interim performance review(s). The schedule of progress in relation to performance expectations will be discussed. Particular deficiencies, if any, will be noted and a professional development assistance program established as necessary.

    D. RATING SCALE DEFINITIONS

    The district expects competent and professional work from its employees which should improve over time. The level of performance that is expected for each Leadership Standard should be discussed by the employee and supervisor in the performance assessment planning session. In determining the expected performance levels, the requirements of the position, unique site conditions and the employee experience are considered.

    Each Leadership Standard may be weighted differently across different positions based on its relative importance to successful performance of that position. The range of value is broken into four levels which are Outstanding, Effective, Needs Improvement, and Unsatisfactory.

    1. Outstanding: Indicates exceptional performance of the highest quality. This service is of such a nature that when described it can be used to exemplify the best of the best. When this category is used, there must be written support with specific comments and examples.
    1. Effective: Indicates performance that consistently meets a high quality standard. This is professional level service which meets the district expectations and is consistent with the experience level of the employee.
    1. Needs Improvement: Indicates performance that requires additional attention to ensure an acceptable level of proficiency. Further, this performance is not consistently characteristic of the requirements for the position and experience of the employee. If this category is used, there must be written support regarding how performance is to be improved.
    1. Unsatisfactory: Indicates performance that does not meet the minimum requirements of the position and the level of performance commensurate with the experience of the employee. If this category is used, there must be written support regarding how performance is to be improved.
    1. Overall Unsatisfactory: Indicates performance which is not acceptable for continued employment provided said level of service continues. An employee receiving this rating should be notified that future performance assessments will be conducted according to the Department of Education Professional Practices Services Commission and all applicable state statutes. Continued performance at this level will result in notice of termination when the rights of due process and just cause are evident. Employees will be accorded appeal rights as identified in F.S. 1012.34.

    The overall rating is a composite of the Leadership Standards ratings. It does not specifically represent an average as some categories carry a greater weight than others.

    This system has been designed as a developmental and growth process. A critical ingredient is that the system remain non-threatening and employee participatory.

    E. DATA COLLECTION SOURCE CODES

    The supervisor and employee will collect data regarding the Leadership Standards based on the Essential Job Functions described in the Performance Appraisal Feedback Summary (Appendix A). This data collection will reflect current status and the progress made by the employee toward the Leadership Standards. For the school-based leader’s twelfth Leadership Standard – Merit Award Program Requirements, specific data will be collected based on technical assistance provided by the Florida Department of Education. Data for all the Leadership Standards will be collected by paying particular attention to the source codes identified on the assessment instrument and may include, but are not be limited to the following:

    <ol style="list-style-type: decimal;

  • Behavioral event interviews that include self reports by the employee of critical incidents
  • Direct documentation that may include written material such as:
    • Self Evaluation
    • School Improvement Plan or District Action Plan
  • Student Assessment *Classroom-based assessments *Performance tests such as: Florida Comprehensive Assessment Test *Standardized norm-referenced and criterion-referenced achievement tests *District formative assessments such as Scholastic Reading Inventory (SRI)
  • Formal and informal program reviews
  • Southern Association of Colleges and Schools Council on Accredidation and School Improvement (SACS CASI) Accreditation Reports
  • </li>
  • School/department climate and customer satisfaction survey results
  • Memos, correspondence, and reports generated by the evaluatee
  • Parent input

    *Indirect documentation - other written materials to which the supervisor has access which typically follow a communication line between the employee and the school or district level function.

    *Professional Development competency acquisition obtained through designated training programs within Pasco through the HRLD and Master Inservice Plans

    *Evaluatee provided - may include data provided from the employee receiving the appraisal which supports the concept that this appraisal procedure is participatory.

    *Confirmed observation - direct observation by the supervisor of an employee exhibiting behavior relating to a Leadership Standard or performance expectations which may be confirmed.

  • </ol>

    F. ADMINISTRATOR'S ASSISTANCE PLAN

    At any time in the performance assessment cycle that performance is considered to be at a level less than satisfactory, an administrator assistance plan, complete with assistance and time frame for correction, may be established. If at the time of the summative evaluation conference these deficiencies have not been corrected, a specific objective must be included in the next planning cycle to provide for this correction.

    G. INDIVIDUAL LEADERSHIP DEVELOPMENT PLAN (MIS #365 ) (Appendix B)

    Individual goal setting is a component of the assessment system. A minimum of one personal or professional goal should be developed by each administrative employee. Goals consistent with the needs and goals of the district are to be established annually at the initial performance assessment planning session.

    At the Performance Assessment Planning Session that occurs by September, the employee and the employee's supervisor review and discuss plans and goals. The Individual Leadership Professional Development Plan (MIS #365 ) of the employee may be amended or extended based on coaching and mutual consent. The form is signed at this time. The MIS #365 form and the instructions are contained in Appendix B.

    H. CAREER DEVELOPMENT

    Career development is considered a critical component of the appraisal system. It is an ongoing component which does not include any prescribed forms, but rather may be characterized as a continuing discussion between the supervisor and the administrative employee. This discussion is to consider the long-term goals and developmental needs of the individual and of the school system.

    I. COACHING AND ASSISTANCE

    The supervisor is to provide the employee with ongoing coaching and assistance throughout each yearly cycle to assist the employee with meeting his/her performance expectations. Corrective feedback and coaching for improved performance are given as needed. The supervisor also may suggest other forms of assistance such as advice from a colleague or in-service training.

    Supervisors are encouraged to provide positive feedback and recognition in a variety of ways such as written communication or certificates.

    Supervisors are trained in proper coaching techniques; they are encouraged to utilize proper coaching techniques such as asking the employee for suggestions on improving performance, demonstrating empathy for the employee's feelings and maintaining the employee's self-esteem.

    J. PERFORMANCE ASSESSMENT TASKS AND TIMELINES

    The performance appraisal system is cyclical in nature, a process not an event. Based on a timeline which requires that summative evaluation instruments be submitted to the Human Resources Department by July 15 of each year, the following events are scheduled to occur:

    1. Each administrative employee will participate with his/her supervisor in an initial performance assessment planning session to discuss and consider performance expectations for the specific position and to set and negotiate individual goals.
    1. The supervisor and employee will schedule interim performance review(s). The specific number of reviews may depend on several factors including the nature of the performance objectives, the previous performance experiences of the employee, and the need and desire for constructive feedback.

    During the formal and informal interim reviews, the supervisor will collect data regarding each performance area. A deliberate focal point of this discussion will include student growth and achievement.

    The formal interim review will be conducted midpoint of the yearly cycle consistent with the employee work year.

    <ol start="3" style="list-style-type: decimal;

  • At any time in the performance assessment cycle that performance is considered to be less than satisfactory, an administrator assistance plan, complete with assistance and time frame for correction, will be developed and implemented. If at the time of the summative evaluation conference these deficiencies have not been corrected, a specific objective must be included in the next planning cycle to provide for this correction.

  • The supervisor will provide coaching and assistance, as needed, throughout the yearly cycle.

  • As identified previously, the normal month for the summative evaluation is June. This date may be extended with notification to the Human Resources Department for individuals who started late in the school year or in situations where the completion of a administrator assistance plan would impact the ratings.

  • The supervisor will conduct the summative performance review conference in which the employee receives the final ratings on each Leadership Standard.

  • The initial planning meeting is scheduled to repeat the cycle.

  • </ol>

    K. OPTIONAL ANNUAL PERFORMANCE ASSESSMENTS (Appendix E) (MIS #369 )

    This appraisal system was designed to recognize the numerous developmental needs and growth patterns of professional employees as they move through the various stages of their career. The comprehensive appraisal forms were designed to nurture a continuum of developmental growth. During the development of the system, a deliberate effort was made to avoid designing a system overburdened with unnecessary processes.

    In order to accommodate the developmental differences of individuals at various stages of their professonal careers, the comprehensive appraisal system may not be necessary year after year. The annual appraisal format has been designed to meet the requirements of law and acknowledge these developmental differences. This form will be used under the following circumstances:

    • The use of this form will be voluntary on the part of the employee and recommended by the supervisor.
    • The form is only for employees who have served at least three years.
    • The form will not be used any more than two consecutive years.
    • The form will only be used with employees who have achieved an overall effective or higher rating on the comprehensive form.
    • The objective setting component will also be included in the optional annual performance assessment system.
    • The use of this form will be discontinued at any time when the employee fails to maintain effective or higher service.

    At the end of the yearly cycle of assessment, the superintendent and assistant superintendents will review common problems and analyze information collected throughout the assessment cycle in order to identify system problems that inhibit performance. From that analysis, they may see implications for district-wide training, or they may develop strategies for organizational change.

    Other Summary Considerations

    This appraisal system has been developed giving consideration to the philosophical concept that the system is nonthreatening and developmental. This implies a continuing dialogue between the supervisor and the employee. The summative evaluation in this context, therefore, becomes the document which summarizes a year-long sequence of planned activity, and is maintained in the employee's personnel file.

    The Superintendent has designated the Director of Human Resources as the Custodian of Records. This director has received training in and is knowledgeable of the legal requirements of personnel record-keeping.

    Merit Award Program

    The 2007 Florida Legislature amended Florida Statutes to include a pay for performance system for administrators as well as instructional personnel. The Merit Award Program for Instructional Personnel and School-Based Administrators, F.S. 1012.225, requires each district to develop a plan to reward outstanding performers and pay each such employee a merit-based pay supplement of between 5 percent and 10 percent of the average teacher’s salary for the district. The Florida Department of Education will provide technical assistanct regarding the Merit Award Program throughout the 2007-2008 school year, and revisions to the HRLD will reflect the assistance provided by the Department of Education.

    Appendices

    Appendix A - Pasco Leadership Continuum

    Pasco Leadership Continuum The Pasco Continuum is a valuable resource for leadership development. Its purposes are multiple:

    • To help define the leadership standards
    • To suggest experiences that assist in competency development
    • To present professional development that supports each standard
    • To suggest resources that are relevant to each standard
    • To assist in creating professional development plans

    You may view the most recent version of the Pasco Leadership Development Continuum by selecting the title.

    Appendix B - Directions for MIS #365 and Form #365

    Directions for MIS #365

    District School Board of Pasco County Instructions for Completing MIS #365

    Individual Leadership Professional Development Plan

    MIS #365 is designed to help the employee and the supervisor focus on professional development that the employee has identified and to determine the strategies most likely to assist him or her to meet those needs. This portion of the Performance Appraisal System is intended to help the employee develop and extend his or her leadership capacities to realize the school, department and district vision.

    The employee will write at least one professional development goal during the current school year. The goal(s) could include inservice training, college courses, conferences, regional offerings, visits to other schools and/or districts and any other learning opportunities related to the employee’s identified needs.

    The Individual Leadership Development Plan must be related to specific data, define the inservice objectives and specific measurable improvements expected as a result of the inservice activity and include an evaluation component that determines the extent of the effectiveness of the professional development plan.

    Both the employee and the supervisor sign the form and date it. Each will retain a copy of the form.

    End-of-Year Results

    In preparation for the final conference in June, the employee would respond to the question in the End-of-Year Results portion of the form.

    Both the employee and the supervisor will agree if the professional development activities and objectives were met, sign and date the form. Each retains a copy. Human Resources does not receive a copy of the MIS #365

    Appendix C - Performance Appraisal Comprehensive Feedback Summary

    Performance Appraisal Feedback Summary

    Appendix D - Directions for the Summative Conference MIS #366A, MIS #366B, MIS #367

    Directions for the Summative Conference

    The working document for your job title is designed to assist both the supervisor and the employee collect data to support the final report, MIS #366A for district-based instructional leader, MIS #366B for district-based instructional support leader and MIS #367 for school-based leader. It can also be used at any conference between the employee and the supervisor at any time of the year to focus the discussion on the essential performance functions.

    Each Leadership Standard on the working document for each job title lists all essential performance functions within that category. Each Leadership Standard has a column to indicate how performance data pertinent to that category could be obtained. The choices are:

    • Behavioral Event Interviews
    • Direct Documentation
    • Indirect Documentation
    • Professional Development
    • Evaluatee Provided
    • Confirmed Observation

    Definitions for each of these sources of data are located on pages PA-7 and 8 of the HRLD manual.

    The Performance Appraisal Feedback Summary provides an opportunity for both the supervisor and the employee to mark for discussion purposes one or more of the source codes for each job context service category.

    Each Leadership Standard has a rating code of Outstanding, Effective, Needs Improvement, and Unsatisfactory. Definitions for each of these rating codes are located on pages PA-6 and PA-7 of the HRLD manual. A category may be weighted differently across different positions based on its relative importance to successful performance of that position. The Performance Appraisal Feedback Summary provides a place where the supervisor and the employee, independently, may circle a code in preparation for the summative evaluation conference or for discussion purposes at interim conference. It is a data collection instrument so that the conference discussion can be focused on performance in each of the job context service categories.

    The summative evaluation form MIS #366A , MIS #366B or MIS #367 is where the summative evaluation information is coded. The MIS #366A , MIS #366B or MIS #367 with the original signatures of employee and supervisor is sent to Human Resources by July 15 for the employee’s personnel file. Both the employee and the supervisor retain copies of the MIS #366A , MIS #366B or MIS #367 . Although the Professional Appraisal Comprehensive Feedback Summary is not sent to Human Resources, the employee and the supervisor may wish to retain copies.

    MIS #366A - District-based Instructional Leader MIS #366B - District-based Instructional Support Leader MIS #367 - School-based Leader

    Appendix E Directions for MIS #369 and Form MIS #369

    Directions for Preparing for the Summative Evaluation Conference Alternative Assessment

    Annual Assessment MIS #369

    If the employee and supervisor agree to an alternative assessment, you will be using MIS #369 instead of MIS #366A , MIS #366B for district-based leaders or MIS #367 for school-based leaders.

    Appropriate data to support the categories on the MIS #369 will be discussed at the planning conference.

    Items that may be considered appropriate would include:

    For Item 1: assessment data: other measure of student growth such as portfolios for district-based employees, evidence of client satisfaction of services

    For Item 2: the use of performance assessment systems. For school-based, this would include teachers and support staff. For principals, it would also include assessments of assistant principals. For district-based, this would include support staff. For directors, it would also include assessments of supervisors.

    For Item 3: data to support the School Improvement Plan or District Action Plan

    For Item 4: if at anytime it is determined that a category or categories from MIS #366A , MIS #366B or MIS #367 will be assessed, it should be so noted on the MIS #369 in the appropriate blanks.

    For Item 5: Mark one category for the overall evaluation at the summative conference.

    At the bottom of the form are places to indicate the dates of the planning conference and the interim review. There is also a place to add comments.

    At the bottom of the form, both the employee and the supervisor sign and date.

    The original form with the original signatures must be sent to the Department of Human Resources by July 15 for the employee’s personnel file. Both the supervisor and the employee should keep copies of the original form.

    Appendix F Directors for Completing the Administrator's Assistance Form

    Directions for Completing the Administrator’s Assistance Form and Administrator's Assistance Form

    The Administrator's Assistance Form is used when an administrative employee needs improvement in one of the Leadership Standards.

    Under the section “Performance Expectation” indicate what you expect the employee to do well and consistently. For instance, if there is an identified problem or data indicating a problem with managing internal accounts, your expectation might be that you expect the employee to manage internal accounts effectively and/or to have a clean audit.

    Under the section “Strategies” the employee and you will write strategies to accomplish the objective and meet the performance expectation. Continuing with the above example, a strategy might be: meet weekly with the bookkeeper to discuss and review internal accounts. Another strategy might be: design and implement training sessions with department heads and team leaders in keeping track of receipts and turning in monies to the bookkeeper in a timely manner.

    Under the section “Assistance” the employee and you will write what assistance could be obtained from others. For instance, using the above example, the supervisor might arrange for the Internal Audit and Federal Grants Manager to work with and provide training to the employee.

    At the bottom of the form, record the date when you will next meet to review the progress on the objective(s). Also note the date for completion that will indicate a time certain when this performance expectation must be met.

    The employee and the supervisor then sign and date the form; each keeps a copy.

    Appendix G Performance Appraisal Activity and Timeline for Administrators

    HUMAN RESOURCES LEADERSHIP DEVELOPMENT PERFORMANCE APPRAISAL SYSTEM

    Activity and Timeline for Administrators

    Component A: Planning and Coaching September-October

    Employee and Supervisor review and discuss:

    • Assessee’s completed MIS #365 (Revised 9/09);
    • School Improvement Plan or Department Action Plan;
    • Leader’s role/responsibilities in meeting the goals of the plan;
    • The facility needs;
    • Professional development needs and goals as well as personal goals and concerns;
    • Summative Instrument MIS #366A or MIS #366B (district-based) or MIS #367 (school-based) performance expectations and Performance Appraisal Feedback Summary.

    Component B: Reflection and Coaching February-March

    Supervisor and assessee share and discuss a variety of data related to:

    • SIP or DAP goals;
    • School/department progress and concerns;
    • Career development and growth opportunities with a focus on the leadership standards;
    • Noteworthy achievements;
    • Clarification of performance expectations;
    • Changes that are needed.

    Component C: Performance Appraisal May-June

    • The assessee completes the End of Year Results on the MIS #365 and gathers data from multiple sources focused on results to support goals;
    • The supervisor and the employee review together supporting data and documentation and plans for the next year;
    • Discussion, feedback and coaching focus on leadership standards and the effects on the school/department and district improvement efforts;
    • The Summative Performance Appraisal instrument (MIS #366A , MIS #366B or MIS #367 ) will reflect the employee’s final ratings on each standard;
    • Significant contributions and notable strengths are celebrated.

    NOTE: At any time in the performance assessment cycle that performance is considered to be less than effective and needs improvement, an administrator assistance plan, complete with assistance and time frame for correction, will be developed and implemented. If at the time of the summative evaluation conference these deficiencies have not been corrected, a specific objective must be included in the next planning cycle to provide for this correction.

    If performance is unsatisfactory in an area, that is, it does not meet the minimum requirements of the position and the level of performance commensurate with the experience of the employee, there must be written support regarding how performance is to be improved.

    If performance is overall unsatisfactory, that is, performance which is not acceptable for continued employment provided said level of service continues, the employee will be notified that future performance assessments will be conducted according to the Department of Education Professional Practices Services Commission and all applicable state statutes. Continued performance at this level will result in notice of termination when the rights of due process and just cause are evident. Employees will be afforded appeal rights as identified in F.S. 1012.34.

    COMPLETED ASSESSMENTS ARE DUE BY JULY 15 OF EACH YEAR TO THE DEPARTMENT OF HUMAN RESOURCES.