EDUCATIONAL
PHILOSOPHY
The Board of Education is dedicated to educating students
to develop desired moral, ethical, social and cultural values and
responsibilities, to stimulate and expand a continual learning process and to
cultivate an understanding and appreciation of the rights and responsibilities
of American citizens, which will enable them to function effectively as
independent individuals in and strengthen our democratic society and promote
the individual well-being of each member of that society.
The Board believes that a school cannot be separated from
its community. Rather, it should be a
part of and model for that community.
The schools should set an intellectual tone from which our townspeople
can profit. The schools should operate
with order, imagination, dignity and understanding; thereby setting an example
for the daily affairs of the community.
The educational program will accommodate young people
from a wide variety of backgrounds and a wide variety of abilities, needs and
interests. The Board holds to the
philosophy that our educational program must satisfy all of these young
people. The educational program will
provide each child with the fundamental academic skills and basic knowledge
required for his/her maximum educational development, the opportunity for each
child to develop his/her interests and abilities to the fullest extent
according to his/her individual potential, and special services to promote the
physical, mental and emotional development of each child.
The Board also believes that the differences among our
students do not make equality of educational opportunity an impossible
goal. Rather, these differences make
the goal more important.
It is the district's goal to foster in students good work
habits, integrity, self-discipline, good sportsmanship, self-confidence and a
sense of purpose. Co-curricular
offerings must help young people meet their avocational goals. Extracurricular activities will be offered
when possible to enhance the academic program.
The Board encourages parents and teachers to offer their
expertise in helping to develop a school environment that is academically
challenging, psychologically satisfying and socially fulfilling for students at
all levels. The objectives of an
educational program are best realized when mutual understanding, cooperation,
and effective communications exist among the home, community and school.
Adoption date: November 18, 1997
EQUAL
OPPORTUNITY
The Board of Education, its officers and employees, shall
not discriminate against any student, employee, or applicant on the basis of
race, color, national origin, creed, religion, marital status, sex, age, or
disability.
This policy of nondiscrimination includes: access by students to educational programs,
counseling services for students, course offerings, and student activities; as
well as recruitment and appointment of employees and employment pay, benefits,
advancement and/or terminations.
The Board authorizes the Superintendent of Schools to
establish such rules, regulations and procedures necessary to implement and
maintain this policy.
Cross-ref: 5311.3, Student Complaints and Grievances
9110,
Equal Employment Opportunity
9140.1,
Staff Complaints and Grievances
Ref: Americans with Disabilities Act, 42 U.S.C. §12133
Civil Rights Act of 1964, Title VI, 42 U.S.C. §2000C-d
Civil
Rights Act of 1964, Title VII, 42 U.S.C. §2000C-e
Executive Order 11246, as amended by E.O. 11375 Equal Pay
Act, as
amended by the
Education Amendments of 1972
Title IX, Education Amendments of 1972, 20 U.S.C. §1681
Rehabilitation Act of 1973 §504, 29 U.S.C. §794
Adoption date: November 18, 1997
SCHOOL
DISTRICT GOALS AND OBJECTIVES
To further its educational philosophy, the Board of Education
establishes the following goals and objectives:
1. to
employ the best possible school staff, including both professional and support
personnel;
2. to
encourage the development of positive and supportive interpersonal
relationships among the students, the staff and members of the community;
3. to
ensure that staff, students, and parents are afforded opportunities for
meaningful participation in the development and evaluation of programs and
policies;
4. to
strive for maximum efficiency in the use of district resources to meet the
goals and objectives of the various programs and services;
5. to
provide educational programs and services which fulfill the needs of the
district and comply with Commissioner's Regulations; and
6. to
promote the development of programs and services which encourage cooperative
interaction between the community-at-large and district staff and students.
Adoption date: November 18, 1997
GOALS FOR
INSTRUCTIONAL PROGRAM
The mission of the Sachem School Community is to graduate
students who will be motivated, respectful, lifelong learners, well prepared to
succeed and contribute to their society.
A competent, enthusiastic staff, in cooperation with
parents and community members, will provide a challenging, comprehensive,
relevant curriculum in a safe, nurturing environment.
Sachem’s Graduation Standards
Citizenship
The skills, knowledge, and dispositions necessary to be a
responsible, contributing and knowledgeable member of the political, economic,
and social institutions of the U.S. and the world.
Communications
Proficiency in the use and understanding of all forms of
communications: reading, writing, speaking, listening, music, dance, art,
literature, world languages, technological information services, personal and
social interactions.
Health and Wellness
The knowledge, skills, and dispositions necessary to
establish and sustain a pattern of regular physical activity, a sense of
self-worth, and a commitment to personal wellness which serves as a personal
resource for leading a healthy, productive, and self-fulfilling life.
Practical Living
Skills/Career Preparation
The knowledge, skills and dispositions which will enhance
personal life management, while understanding the relationship of their
interests, abilities, and aptitudes to career choice; demonstrate interpersonal
knowledge and skills necessary to meet daily living responsibilities and
achieve a successful and productive career.
Problem Solving
The ability to achieve solutions to problems by bringing
together the skills, knowledge, and dispositions necessary to determine the
existence of a problem; set parameters for the problem and its solutions; pull
together available resources; and allocate these resources in the best way to
achieve appropriate solutions.
0210
Technological Literacy
An understanding of the current technologies and skills
necessary to adapt to the changing technological world. (This standard is also to be integrated
within the other six standards.)
Understanding Systems
Systems fall into many categories, including social,
political, scientific, economic, technological, and environmental. Students will demonstrate competency in
“understanding systems,” knowing how the components of these systems affect one
another and interact. This will include
competence regarding the individual’s ability to operate in various systems and
understand the consequences of change.
The district fully accepts the concept that learning is a
lifelong process, and toward this end, actively encourages people of all ages
to participate in a wide range of activities.
Cross-ref: 4000, Instructional Goals
Adoption date: November 18, 1997
EVALUATION OF
SCHOOL BOARD
OPERATIONAL
PROCEDURES
The Board of Education shall review the effectiveness of
its internal operations at least once annually. The Superintendent of Schools and others who work regularly with
the Board shall be asked to participate in this review and to suggest ways by
which the Board can improve its functioning as a deliberative and legislative
body.
The Board shall set forth the standards by which it will
evaluate itself, taking into account the following:
1. the
district's needs and the Board's ability to meet such needs;
2. the
district's goals for its instructional programs;
3. the
Board's relationship with the Superintendent and district staff;
4. the
Board's relationship with its supervisory district (BOCES); and
5. the
community's perception of Board members as educational leaders.
All decisions of the Board are to be supported by as much
objective evidence as possible. Implied
in this approach is an assumption that any school board is capable of
improvement. The chances that improvement
will result are enhanced if evaluation is carried out systematically in
accordance with good planning, conscientious follow-through, and careful
assessment of results.
Adoption date: November 18, 1997
EVALUATION OF
SUPERINTENDENT
The Board of Education and the Superintendent of Schools
recognize the importance of reviewing the Superintendent’s performance
annually. The purposes of the
evaluation are to improve the operation of the school district, the performance
of the Superintendent, and the working relationship between the Board and the
Superintendent; to assist the Board in decisions concerning continued
employment of the Superintendent; and to assist the Board in determining
appropriate rewards based on the Superintendent’s performance.
The evaluation of the Superintendent’s performance is
determined by the Board’s assessment of the manner and extent to which the
Superintendent has brought his/her personal traits, knowledge, skills and
efforts to bear in meeting the management responsibilities to the position.
In large measure, these management responsibilities are
derived from the Superintendent’s job description and are met regularly in the
course of the year; others are annual goals established by mutual agreement of
the Board and the Superintendent as the needs of the district dictate. This assessment will be based on the
following categories:
1. Relationship
with the Board
2. Community
Relationships
3 Staff
and Personnel Relationships
4. Educational
Leadership
5. Business
and Finance
6. Personal
Qualities
7. Management
of Student Services
8. Comprehensive
Planning
9. Facilities
Management
10. Annual
Goals and Objectives
Process
Each Board member shall write a brief summary paragraph
on each of the above stated categories, which will indicate areas of strengths
and/or concerns. Statements shall be
supported with documentation/specific examples.
He/She shall rate the performance of the Superintendent
in each of the categories on a scale of 1-5, as follows:
1. Unacceptable
2. Needs
significant improvement
3. Acceptable
(meets expectations)
4. Commendable
(above average)
5. Outstanding
0320
The individual Board member’s overall evaluation
of the job performance will be an arithmetic average of the ratings given in
each of the ten stated areas.
On or before July 15 of each year, the Board
and the Superintendent will meet to review district needs and to establish
goals and objectives for the school year.
By January 15 of each year or as soon thereafter as
practicable, the Board will devote an executive session to an evaluation of the
Superintendent’s performance to date.
By May 15 of each year or as soon thereafter as
practicable, the Board will devote an executive session to the annual
evaluation of the Superintendent’s performance.
The Superintendent shall submit in writing, a self-evaluation
of job performance in the stated categories, along with the arithmetic ratings
and comments, to each Board member by December 15 and April 15 each year.
The Board shall meet and finalize the composite
evaluation and arithmetic ratings no later than January 15 and May 15 each
year, signed by all members of the Board.
These evaluations will be based on a consensus of the Board’s collective
judgment regarding those aspects of the Superintendent’s performance identified
in the Superintendent’s Evaluation Form. While the comments of individual Board members may be shared
informally with the Superintendent, only those endorsed by a majority of the
Board will be incorporated in the official evaluation document.
0320
Upon completion of the Board’s evaluations, and at least
10 days prior to the written evaluation, the President and Vice President of
the Board shall share the Board’s collective judgments informally with the
Superintendent. By January 30 and May
30 of each year, or as soon thereafter as is practicable, the Board will share
the evaluations with the Superintendent in executive sessions. The Superintendent may, at his/her
discretion, attach a written reaction to the Board’s document.
The evaluation process is designed to provide a thorough
and forthright appraisal of the Superintendent’s work. To encourage the fullest use of the process
by the Board and the Superintendent, all meetings held pursuant to the
completion of the evaluation shall be held in executive session and all written
materials, including the final evaluation, shall be considered privileged
and confidential.
Sequence Mid-Year Eval. Final
Eval..
Establish Goals and July 15th
Objectives
Supt.’s Self-Eval.. Dec.
15th Apr. 15th
to Individ.
Bd. Members
Individ. Bd. Members’ Jan. 1st May 1st
Eval.. to Pres.
BOE
Exec. Sess. BOE Jan
15th May 15th
w/o Supt.
Exec. Sess. BOE Jan.
30th May 30th
w/Supt.
Ref: 8 NYCRR §100.2(o)(2)
Adoption date: November 18, 1997
Revision date: September
21, 1999
ANNUAL PROFESSIONAL PERFORMANCE REVIEW POLICY
EVALUATION OF PROFESSIONAL STAFF
Teacher Evaluation Program
The primary purpose of the evaluation of teachers shall be to ensure the highest quality of education being offered to students. This requires the development of a process whereby all staff members may increase the effectiveness of their services to the educational program. A broader purpose of the evaluation process is to assess teacher competence, to make decisions regarding the assignment and employment of staff, and to verify that district educational goals are being implemented and achieved.
I.Program Assumption
The Teacher Evaluation Program is based upon the following assumptions:
A.Teachers and other instructional personnel have a responsibility to demonstrate interest in their own development by acquiring new knowledge and skills.
B.Teachers and other instructional personnel have a commitment to work effectively with their colleagues and welcome regular feedback about the quality of their work.
C.Teachers understand their professional expectations and responsibilities.
D.A proper climate exists to encourage the self-development of each teacher.
E.Professional goals of teachers shall be compatible with organizational goals.
II.Responsibility for Supervision and Evaluation
All staff members will be evaluated on an annual basis. It is the responsibility of the building principal to inform each staff member of this policy and to review with staff the procedures for evaluation.
The principal holds the primary responsibility for teacher supervision and evaluation. Principals are assisted in this function by supervisors, directors, Assistant Principals and additional administrative/supervisory personnel as designated by the Superintendent of Schools. Annual evaluation reports are the responsibility of the principal(s) with input from other administrative/supervisory personnel. Classroom observation reports are the responsibility of the administrator or supervisor observing the lesson.
III.Staff Members Possessing a Transitional or Initial Certificate
For individuals possessing a transitional or initial certificate, an evaluation of the "teacher's portfolio" (components of the teaching/learning process) will be required. The portfolio may include any of the following: formal and informal observations, a sample of lesson plans, a sample of student work and student assessment instruments, and the teacher's reflection of his/her classroom performance in the post observation conference.
IV.Teacher Improvement Plans
Individuals whose overall performance is evaluated as unsatisfactory by a school administrator will be required to undertake a teacher improvement plan established by the district in consultation with the teacher.
V.Evaluation of Student Services Staff
The performance review criteria and evaluation reports set forth in this policy and regulation may be altered by the district in order to meet the needs of student services professionals or other professional staff.
VI.All principals and supervisory personnel engaged in performance reviews of teachers and student services staff shall participate in training on performance evaluation pursuant to a program established by the Superintendent of Schools.
Adoption date: November 18, 1997
Revision date: March 16, 2004
EVALUATION OF
ADMINISTRATIVE STAFF
The district’s evaluation policy shall be the basis for
the evaluation of Sachem’s supervisors and administrators.
Each supervisor and administrator shall be evaluated
annually by his/her immediate supervisor or his/her designee.
The evaluation will consist of the following:
6. A
narrative written by the supervisor describing to what degree he/she carries
out his/her job description effectively including strengths and weaknesses.
6. An
assessment of necessary behaviors and skills for effective performance.
6. A
narrative describing to what degree previously set goals have been met.
6. A
professional improvement plan mutually agreed upon by the supervisor and the
administrator or supervisor being evaluated.
6. The
development of future long- and short-term goals that will carry out the
mission of the school.
Adoption
date: November 18, 1997
EVALUATION OF
SUPPORT STAFF
The Board of Education believes that
the evaluation of support staff is an essential component of supervision and
decision-making regarding staff promotions and retention. The Board therefore directs the Superintendent
of Schools to develop standards and procedures for the evaluation of all
support staff.
Each support staff member will be
formally evaluated once each year by his/her immediate supervisor or other
designated person.
The purposes of support staff
evaluations are:
1. to
provide an objective basis for employee improvement;
2. to
maintain salaries commensurate with job requirements and responsibilities; and
3. to ensure that employees meet
performance standards.
If requested by the Civil Service
Department, the district will keep and report performance ratings of civil
service employees prior to making a permanent appointment. For those support staff members who are
members of a collective bargaining unit, permanent appointments will be made as
per their negotiated agreement.
Adoption date: November 18, 1997
EVALUATION OF
INSTRUCTIONAL PROGRAMS
The Board of Education recognizes
that education is a continuous process that cannot be satisfactorily achieved
without the coordination and cooperation of all components of the system. To achieve the highest quality of education
on all levels, a critical appraisal of the program as it operates in each
school and at each level is essential.
The Superintendent of Schools shall develop standards and procedures for
the evaluation of instructional programs.
The purposes of evaluating the
instructional programs are to:
1. indicate
instructional strengths and weaknesses;
2. provide information needed for advance
planning;
3. provide data for public information;
4. show
the relationship between achievement and the school system's stated goals; and
5. assess
the suitability of the instructional program in terms of community
requirements.
The Board shall receive regular
reports of the results of instructional program evaluations.
Ref: 8 NYCRR §100.2(m)
Adoption
date: November 18, 1997
SCHOOL IMPROVEMENT PLANS
The Board of Education directs the
Superintendent of Schools to develop a comprehensive school improvement plan
for those school buildings identified by the Commissioner of Education as most
in need of assistance (if any), in accordance with Commissioner's Regulations.
The school improvement plan must be
developed in consultation with teachers, administrators, students, parents, and
appropriate school service professionals, as well as with staff of the State
Education Department (SED) or others assigned to assist the planning
process. The plan must address the
areas of deficiency and any changes in the school program required by the
Commissioner.
The Board must approve the plan and
submit it to SED no later than April 30 of the school year in which the
Commissioner requires it. The plan must
be implemented no later than the September following its approval. The Board will comply with any additional
requirements of SED that arise as it monitors the implementation of the plan.
Ref: 8 NYCRR §100.2(m)(3)
Adoption
date: November 18, 1997