ST. LOUIS BOARD OF EDUCATION POLICY
INSTRUCTION
ELEMENTARY, MIDDLE AND SECONDARY
Evaluation of the Instructional Program
Appraisal of the Professional Staff
The Board of Education shall provide the organizational, administrative, and supervisory patterns that seek to improve the educational program and the competence of the professional staff. The board expects school administrators to encourage the staff to pursue formal and informal educational opportunities, to explore different ideas or educational innovations, to become involved in new projects, and accept responsibility for creating change. While such practices may or may not be considered as measures of good teaching, they do reflect professional growth and development.

Hence, the board shall support various initiatives that aid improvement in individual performance and ultimately in the instructional program.

Policy adopted: June 26, 1990

Revised: December 07, 1999

R6180.3

ST. LOUIS BOARD OF EDUCATION REGULATION
INSTRUCTION
ELEMENTARY, MIDDLE AND SECONDARY
Evaluation of the Instructional Program
Appraisal of the Professional Staff
The Board of Education delegates to assistant superintendents and to principals specific responsibilities related to the evaluation of teachers. In order to emphasize the relationship of teacher evaluation to that of the instructional program, the following practices shall be engaged.

1. The principal observes staff contributions on a regular basis. He/she recognizes exceptional performance and reinforces a teacher's efforts to strengthen and improve the educational program.
2. The principal confers with the teacher to define the expected level of performance, recognize strengths, address any observed shortcoming(s), and provide ideas and suggestions which, if implemented, will enable or assist the teacher in demonstrating satisfactory levels of performance or behavior.
3. The principal shall consider reports of teacher/classroom observation provided by subject area supervisors in his evaluation of teachers. Evaluative criteria reflect ratings assigned to teacher behaviors in the areas of instruction, classroom-management and classroom climate.

As a means of addressing a high priority of the board -- namely, improvement in basic academic achievement -the board may direct the superintendent to include the results of standardized tests in assessing the performance of principals and teachers, as well as students. Expected outcomes shall be based on average NCE gains from all relevant portions of the test designated for this purpose.

Other appropriate indicators of the relative success of staff performance will continue in use or may be revised as trends in evaluation change to reflect educational thought.

Regulation approved: June 26, 1990

Revised: December 07, 1999