EDUCATIONAL PHILOSOPHY

 description

            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