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5.11.17 Evaluation

​Supervision, evaluation, and motivation of the school's staff are among a principal's most serious responsibilities. Helping people reach their fullest potential requires a professional environment where growth is fostered and contributions are recognized. Supervision should be perceived as a collaborative process to facilitate growth. The process includes self-evaluations of strengths and weaknesses, informal and formal observations, professional growth plans, and opportunities that are provided to assist in this growth.

The evaluation process required in archdiocesan schools has the following purposes:

  • Assure support for the goals and spirit of Catholic education in general and the school program in particular

  • Improve the instructional program

  • Identify professional growth needs and to provide direction

  • Identify effective personnel and encourage their retention

The professional performance of administrators, teachers, and non-teaching (classified) staff in archdiocesan schools is evaluated on the basis of the competencies and tasks listed in the pertinent job descriptions. A positive evaluation for teaching faculty does not assure that tenure will be granted. The annual evaluation utilizes but is not limited to information gained by the evaluator in formal and informal observations throughout the year. Introductory Period

The Department of Catholic Schools has established an introductory period for all new, transferred, or promoted staff members. The introductory period is normally 90 days but may be extended to 180 days. Job performance for all new, transferred, or promoted staff is normally evaluated by the principal at the conclusion of the introductory period. In parish elementary schools and high schools, the pastor evaluates the principal.

The introductory period benefits the staff member as well as the school. It provides the staff member with enough time to learn and adapt to the job environment while becoming acquainted with the expectations of the job and the school. It also provides the person in charge the opportunity to evaluate the staff member's performance and determine whether to continue employment.

Employees may be terminated at any point during the introductory period if they are not able to meet job expectations. The person in charge should complete a performance review​ to document the employee's insufficient performance during the introductory period, which may be extended if necessary. The extension should be documented in writing to the employee. Upon satisfactory completion of the introductory period, employment will be continued as provided in the employee's written agreement, if applicable. All others are at-​will employees. Evaluation of Religious Staff

Attached to or included in the written agreement with a religious staff member should be both a job description and a format or process for some scheduled job performance evaluation of the religious by the person in charge. The religious staff member is evaluated according to the criteria for lay people with the same job description. Evaluation of Non-Teaching Staff

Non-teaching (classified) staff will receive a performance review at or before completion of their introductory period.

Each employee's performance is evaluated informally by the principal or supervisor on a continuing basis. In addition, a formal written performance review may be prepared at any time and is recommended on an annual basis to:

  • Document the employee's performance in relation to reasonable expectations and standards for that position

  • Determine how the employee might improve work performance

  • Achieve a more effective working relationship between the employee and principal or supervisor

The results of the performance review must be communicated to the employee in writing. The employee has the right to include his or her written response to the performance review.

If the principal finds it necessary, he or she may change the job description of each non-teaching (classified) position within the school.

  • Positions may be reclassified if the complexity of the job function changes substantially.

  • Positions are not reclassified on the basis that additional work of the same or similar nature has been added to the job, or on the job performance of the employee. Elementary School Staff Evaluations

Evaluation of the Principal

The pastor conducts the elementary school principal's evaluation annually, based on the principal job description and with input from the elementary school assistant superintendent.

Evaluation of Teaching Staff

The principal evaluates the elementary school teaching staff. In preparing for the evaluation process, the following principles should be kept in mind by the principal and the teacher:

  • The evaluation of performance contributes to professional effectiveness.

  • The principal, as instructional leader, is responsible for evaluating performance and prescribing beneficial and/or necessary improvements.

  • Both the principal and teacher must understand the process.

  • The evaluation form is the written record summarizing a collaborative process between the principal and teacher.

  • If the evaluation process is to be fair and objective, the teacher must be clearly informed as to the evaluation criteria.

  • Individual differences among classroom teachers must be recognized.

  • The teacher must be willing to accept and bring about the changes designed to improve performance.

  • If the teacher is to profit from the evaluation process, the results must be reported specifically and thoroughly.

  • The teacher must be provided an opportunity to discuss the results and submit a written reaction to the ratings.

The teacher evaluation process includes the following components:

  • Informal classroom observation

  • Formal classroom observation

  • Individual conferences

  • Catholic identity and professional conduct

  • Informal observation of the teacher's attitudes, relationships, activities, and professional growth patterns

A variety of paper and electronic forms are available as resources to track formal and informal observations and conferences. The forms and their purposes should be explained to the teachers, as well as the criteria used as part of the observation and evaluation process. Throughout the process the principal may consult with the assistant superintendent for guidance, as needed.

As the culmination of the observation and evaluation process, the principal prepares a formal teacher evaluation and shares the results with the teacher at a conference. The principal and teacher sign the original. The signed original evaluation is placed in the teacher's perso​nnel file​ and a copy is given to the teacher. High School Staff Evaluations

Evaluation of Professional Staff

The professional performance of administrators and teachers in the schools of the archdiocese is evaluated on the basis of the competencies and tasks listed in the pertinent job descriptions.

The annual evaluation utilizes but is not limited to information gained by the principal in formal and informal observations throughout the year. In the evaluation process, classroom observation by an administrator is followed by a conference during which the administrator and the teacher discuss areas of strength and areas of needed growth.

A written report of the conference, signed by the principal and teacher, is filed in the teacher's personnel file for future reference and follow-up.

The evaluation process presumes continuous improvement on the part of the entire professional staff. Each administrator and teacher is expected to formulate and implement a personal growth plan​.

Each school must establish a plan for evaluations, specifying the objectives of the program, instruments used, and frequency of classroom visitations and teacher conferences.

See High School Principal's Evaluation and Addendum Checklist.