Section 4 AAC 19.010 - Purpose and scope of evaluations(a) A district's evaluation of a teacher, administrator, or special service provider shall provide information and analysis that(1) help the teacher, administrator, or special service provider grow professionally;(2) are intended to improve the effectiveness of instruction at the school; and(3) relate to the future employment of the teacher, administrator, or special service provider.(b) For each of the content standards set out in 4 AAC 04.200(b) (2) - (8), a district shall evaluate whether a teacher is exemplary, proficient, basic, or unsatisfactory on the standard. In evaluating the teacher, the district shall consider the cultural standards set out in 4 AAC 04.200(f). A district may evaluate a teacher on additional standards that have been adopted by the district.(c) For each of the content standards set out in 4 AAC 04.200(c), a district shall evaluate whether an administrator is exemplary, proficient, basic, or unsatisfactory on the standard. In evaluating the administrator, the district shall consider the cultural standards set out in 4 AAC 04.200(f). A district may evaluate an administrator on additional standards that have been adopted by the district.(d) A district shall evaluate whether the performance of a special service provider is exemplary, proficient, basic, or unsatisfactory on the performance standards for the special service applied by the district under 4 AAC 04.205(d). In evaluating the special service provider, the district shall consider the cultural standards set out in 4 AAC 04.200(f).(g) A teacher, administrator, or special service provider who receives a performance evaluation rating of unsatisfactory on one or more of the content standards has not met the district performance standards for purposes of AS 14.20.149(b)(6), (e), or (f).(h) Unless the district is non-retaining the teacher, administrator, or special service provider, if a district gives a special service provider, administrator, or teacher a performance evaluation rating of basic on two or more of the content standards or in the case of teachers arid administrators, the district's standard for student learning data, the district(1) shall provide support and assistance, as determined by the district, for improvement on those standards or criteria;(2) may place the teacher, administrator, or special service provider on a plan of professional growth.(i) If, at the conclusion of a plan of professional growth, a teacher's, administrator's, or special service provider's performance on the standards or criteria in question is not proficient or exemplary, the district may place the teacher, administrator, or special service provider on a plan of improvement under AS 14.20.149(b)(6).(j) For purposes of this section, a plan of professional growth is a plan developed by the evaluating administrator, in consultation with the teacher, administrator, or special service provider to whom the plan applies, to provide the structure, assistance, and guidance for the teacher, administrator, or special service provider to improve in all criteria in which the teacher, administrator, or special service provider is perfonning at a basic level. The plan must include (1) clear and specific performance expectations;(2) a description of ways that the teacher's, administrator's, or special service provider's performance can be improved; and(3) a duration determined by the district.Eff. 8/30/75, Register 55; am 2/16/2013, Register 205; am 10/9/2015, Register 216, January 2016; am 9/29/2016, Register 219, October 2016; am 10/9/2016, Register 220, January 2017Authority:AS 14.07.020
AS 14.07.060
AS 14.20.149