AISC PROFESSIONAL GROWTH AND EVALUATION PROCESS ASSUMPTIONS

Professional learning requires a supportive formative evaluation process using multiple input sources to promote ongoing, individualized professional growth for all employees. Implementation of a formative process featuring data (qualitative and quantitative) from multiple sources about performance responds to the need for broader and deeper sources of performance data than solely their supervisor’s observation and analysis alone. The assumptions of a data-informed, collaborative, and formative process are:

Assumptions

▪ Professionals want to take an active role in their professional development and learning and want to have a choice in how they respond to formative assessment.

▪ When students provide feedback to professionals about climate and learning, there results a positive impact on student learning (Price, 1990, Wilcox, 1995).

▪ Effective assessment is best accomplished using a judicial blend of assessment methods

▪ Professionals want to receive appropriate assessment information from principals, students, and parents or another appropriate constituency group.

▪ The research on multiple input feedback indicates that the professionals's self-assessment is closely correlated to the results of student surveys; both relate positively to student learning outcomes (Manatt, 1997).

▪ Defining annual goals with indicators of success will be meaningful for faculty when using multiple data sources as evidence.

Using the process described in this handbook, we hope to achieve the following goals:

AISC will use a Professional Growth and Evaluation system to:

✓ Implement and support the AISC Mission and Core Values;

✓ Promote mutual trust and shared responsibility among faculty, administration, peers, students, and parents;

✓ Focus on the professional's role in student learning and achievement;

✓ Provide a clear process with support for continual and individualized professional development and learning;

✓ Provide opportunities for professionals to help each other grow professionally;

✓ Communicate clear and specific performance standards and criteria;

✓ Require information on performance from multiple sources;

✓ Be fair and extend due process to all parties; and

✓ Provide information to assist in personnel decisions, including assignment, transfers, and continuing employment.

COLLECTING MULTIPLE-INPUT DATA

Multiple-input feedback is not an evaluation of an employee’s performance; it is a source of data to enrich perspective about your professional performance. While the information from this process can be used by the facilitator as assistance in making a decision about placing a teacher on the Professional Improvement Pathway, it must be stressed that this is a formative process.

Instruction Matters

At AISC, everyone is focused—through their everyday endeavors, on high-quality instruction, and support for students. We wish to emphasize in this handbook the ongoing and fluid nature of professional development and learning, and that the processes and practices on which it depends are inherent to the life-long growth of a professional.

American International School Chennai Standards Overview

What are these standards?

These standards are a framework for success as a professional at AISC. They describe specific competencies, based on research and current practice, that influence student achievement and job satisfaction.

What will these standards be used for?

Self-reflection and professional growth. By clearly stating expectations in the form of standards, professionals are provided a great breadth of indicators on which to reflect on their performance, analyze strengths and areas of growth, and integrate what is learned from various data sources and inputs, including student and parent feedback into their practices.

Evaluation. When performance is high and meets American International School Chennai standards, the focus remains on continuous improvement, professional development and learning. If a professional doesn’t meet one or more standards, the professional may be placed on the Professional Improvement Pathway. In this case, focused support from the supervisor is provided for improvement of performance so that standards are being met. This support will be decided by the supervisor for the professional with clear, observable expectations outlined in the improvement plan.

By defining our expectations through the AISC Standards, thus allowing greater responsibility by our employees to take ownership in their professional growth, a considerable amount of professional development and learning decision-making is given back to each professional.

What are AISC’s standards?

The following are the broad definitions of AISC’s Professional Standards. An overview of the standards by year can be found in Appendix 1. Examples of each standard along with sample success criteria and evidence can be found in Appendix 2.

Standard 1: Embraces Responsibility

Professionals create a culture for learning in which students and colleagues are both nurtured and challenged. Professionals regularly use data to inform instruction and other decisions. Professionals remain responsive to input from community members

Standard 2: Models Personal and Professional Growth

Professionals engage in lifelong learning by continually developing their craft in their areas of responsibility. Professionals focus on improving student learning as well as systems, processes, and structures that support student growth.

Standard 3: Leads Others Outside the Classroom

Professionals lead and/or mentor students, parents, and/or colleagues beyond the academic day

Professionals integrate with and support students and colleagues through engagement with community events.

Standard 4: Innovates Practices and Programs

Professionals engage in reading, networking, and learning related to their areas of responsibility as well as progressive and emerging trends Professionals ideate, empathize, experiment, and refine Professionals share their learning with others.

Standard 5: Collaborates with All Community Members

Professionals create, seek, and engage with opportunities to collaborate with parents, students, and/or community members on meaningful work. Professionals model AISC’s Norms of Collaboration, take responsibility for supporting balanced participation and practice inquiry before advocacy

Standard 6: Communicates with All Community Members

Professionals meet all obligations by keeping current with school policies, procedures, and publications. Professionals ensure timely, proactiv, and appropriate communication with all. Professionals share feedback and progress with team members, students, parents, and leaders.

Standard 7: Builds Community through Action

Professionals volunteer, participate, and engage with AISC initiatives, events, and programs to support building community. Professionals share expertise and passions through such participation.

Standard 8: Embeds Wellbeing

Professionals practice wellbeing with intention and leverage an explicit plan or approach. Professionals model and share their wellbeing practices with others.

Standard 9: Demonstrates Ethics and Integrity in All Interactions

Professionals exhibit high standards of integrity and honesty. Professionals act in keeping with shared ethical practices within the organization. Professionals assume responsibility for outcomes, actions, and conversations. Professionals admit mistakes, make amends, and commit to improvement.

THE PROFESSIONAL GROWTH AND EVALUATION PROCESS Components, Timeline, Procedures, and Protocol

The American International School Chennai Professional Growth and Evaluation Process provides for four performance review pathways. Each pathway, based on the professional’s tenure at AISC and performance, is described below.

Over their tenure at AISC, professionals will track their growth through a portfolio. The format of this portfolio is up to the employee and will be approved by their supervisor. Documentation can be as simple as maintaining data and reflection in the provided Standards Worksheet or as robust as building a website or blog over time.

I. YEAR ONE THE TRANSITION PATHWAY

We recognize that teachers new to AISC face a variety of issues that relate to both their professional and personal lives This pathway is designed to provide an appropriate level of support for new teachers as they transition into the School and their new home in India.

As such, professionals in their first year at AISC will focus on the following standards:

● Standard 1: Embraces Responsibility

● Standard 6: Communicates

● Standard 8: Embeds Wellbeing

❑ The AISC Professional Growth Process is introduced during the New Faculty Orientation.

❑ By October 1st, the professional will meet with their supervisor to identify two to three indicators of success for each of the three standards. Potential evidence and data to collect in support of these indicators will also be noted. The employee also selects the format desired for the evaluation process

❑ During the first semester the supervisor will provide feedback and have “check-in” dialogues regarding progress toward the standards.

❑ Before winter vacation, the supervisor will draft a mid-year report and meet to discuss progress with the professional. After this meeting, the supervisor will finalize the progress report and provide a copy to the employee. If significant performance concerns are observed, by contract, the professional may be placed on a Professional Improvement Plan or their contract may not be renewed.

Assessment

New Faculty Introduction

❑ Orientation to Professional Growth and Evaluation Process

❑ Review the handbook including standards, purpose, pathway, etc.

Collaborative Meeting between New Professional and the Supervisor

❑ Formalize success indicators and possible evidence in each of the three standards.

❑ Professional identifies support the supervisor can offer during the process.

❑ Professional identifies format for data collection, reflection, and evaluation portfolio.

Supervisor Drafts Progress Report and Meets with Professional

❑ Supervisor drafts report, meets with teacher, and finalizes report based on discussion. Employee can reply to the report if desired. Supervisor files it with Business Office.

❑ Decision regarding continued employment or placement on an alternative pathway.

❑ Note: More than one informal observation will be completed before the mid-year meeting for all teaching staff

Data Collection and Reflection

❑ Survey data collected as appropriate.

❑ Informal and formal reflection on data collected.

❑ Note: Ongoing informal and/or scheduled classroom observations and discussions with supervisor.

End of Year Reflection Meeting

❑ Professional submits written reflection and meets with supervisor to present data, reflections, and progress toward success indicators.

❑ Supervisor drafts evaluation, meets with teacher, and finalizes report based on discussion Employee can reply to the report if desired. Supervisor files it with Business Office.