school administrators: values and key actions guiding ... · have a mission statement which...

School Administrators: Values and Key Actions

Guiding Principles for School Administrators

Administrator Appraisal Process and Template

School Administrators Values and Key Actions

Administrator Appraisal Process and Template | 3

TABLE OF CONTENTS

Values/Key Actions 4

Actions 5 Caring 5 Commitment 5 Continuous Improvement 6 Diversity 6 Community Engagement 7 Ethics 7 Excellence 8 Innovation 8 Integrity 9 Loyalty 9 Professionalism 10 Resourcefulness 10 References 11


Effective Catholic School Divisions have a clearly stated Vision. Most Divisions also have a Mission Statement which explains how the Division will move towards its Vision. How the Mission is carried out is usually described by a series of values or principles. Defining organizational values or principles is a necessary and common practice in all School Divisions. Values are typically developed by the highest level within the Division (typically the Board) and are meant to reflect the unique ideals and beliefs of the organization. Values determine the behaviours that the School Division promises to its students, parents, employees and community, and the behaviours that the Division expects to see in all of its employees, regardless of their title or job responsibility. When handled properly, these values should be visible and used in all facets of operations from decision making to communication. When not handled properly, they will be nice words that hold no weight to employees or students and parents, potentially ruining the Division's creditability. In order for a Catholic School Division to implement and truly live their values, they need to ensure that all employees understand and demonstrate them in their daily actions. Values can be used in the hiring and recruitment practices and can also form part of the Division's performance review system. Goals can be developed to improve employee behaviours in order to align them to the Division's values.

“It is therefore essential, if for no other reason than for a unity in teaching, that each member of the school community, albeit with differing degrees of awareness, adopts a common vision, a common outlook on life, based on adherence to a scale of values in which s/he believes. This is what gives teachers authority to educate” (1)

Values/Key Actions


Examples of key actions / behaviours:

Arrives to work, ready to work

Is polite and friendly to colleagues, students and parents

Effectively manages stress and workload

Is optimistic in the face of change or challenge

Doesn't let work or home stresses interfere with daily responsibilities and interactions

Expresses gratitude and appreciation for colleagues and students


Offers to help team members and/or colleagues

Goes above and beyond to resolve student issues

Takes on tasks that are outside of typical job duties

Asks questions and offers support to colleagues, students and parents who may be

distressed


Arrives before scheduled teaching time well prepared with materials in hand

Follows through on commitments, meetings or deadlines

Goes above and beyond to assist students and differentiates instruction according to

need

Seeks opportunities for additional responsibilities

Volunteers for projects and committees

1. Attitude: “The teachers’ attitudes and behaviour should be those of one preparing the soil”

(2). The teacher is the vital component to achieving the educational goals of the school. The

effectiveness is closely tied to the personal witness given by the teacher. Teachers must

have a thorough cultural, professional, and pedagogical training, and they must be capable

of genuine dialogue. (3) The teacher displays a positive and professional attitude on a daily

basis and when responding to a variety of workplace situations.

2. Caring: “Prime responsibility for creating this unique Christian school climate rests with the

teachers, as individuals and as a community. The religious dimension of the school climate is

expressed through the celebration of Christian values in Word and Sacrament, in individual

behaviour, in friendly and harmonious interpersonal relationships, and in a ready availability”

(4).

3. Commitment: “The more the members of the educational community develop a real

willingness to collaborate among themselves, the more fruitful their work will be. Achieving

the educational aims of the school should be an equal priority for teachers, students and

families alike, each one according to his or her own role, and always in the Gospel spirit of

freedom and love. Therefore, channels of communication should be open among all those

concerned with the school. Frequent meetings will help to make this possible, and a

willingness to discuss common problems candidly will enrich this communication” (5).


Examples of key actions / behaviours: Participates in professional development

Reads journals, articles or books to stay informed about new, current and changing

practices

Seeks out the necessary information required in order to perform or exceed job duties

Shares knowledge and information with colleagues

Verifies the understanding of new material, and correctly applies new information

Has a personal development plan or developmental goals to reach new

accomplishments


Welcomes families of all races and shows respect of their culture and traditions

Listens with empathy to parents whose children have special needs or challenges

Tries to understand various points of view

Is willing to try new things or change his/her approach based on new ideas or

information

Encourages all team members to participate and offer ideas, opinions or solutions

Ensures that the school environment is supportive of inclusiveness

4. Continuous Improvement: “Loyalty to the educational aims of the Catholic school

demands constant self-criticism and return to basic principles, to the motives which inspire the

Church’s involvement in education. They do not provide a quick answer to contemporary

problems, but they give a direction which can begin to solve them. Account has to be taken of

new pedagogical insights and collaboration with others, irrespective of religious allegiance, who

work honestly for the true development of mankind – first and foremost with schools of other

Christians…but also with State schools. In addition to meeting with teachers, and mutual

research, collaboration can be extended to the pupils themselves and to their families” (6).

5. Diversity: “Catholic schools are spread throughout the world and enroll literally missions

of students. These students are children of their own race, nationality, traditions, and family.

They are also the children of our age. Each student has a distinct origin and is a unique

individual. A Catholic school is not simply a place where lessons are taught; it is a Centre that

has an operative educational philosophy, attentive to the needs of today’s youth and illumined

by the Gospel message. A thorough and exact knowledge of the real situation will suggest the

best educational methods.” (7).



Approaches community engagement with enthusiasm

Shares goals, suggestions and ideas with the Local School Community Council

Understands and supports families’ hopes and dreams for their children

Displays a “we” rather than an “I” attitude

Communicates with parents on a regular basis (newsletters, phone calls, meetings,

electronic means)


Makes sound decisions that support the Division’s goals, values and mission

Does the right things, at the right time and in a manner that complies with the

processes and procedures of the Division and all governing legal laws

Has a clear understanding of right and wrong

Considers all factors before making commitments

Follows through on verbal and written commitments

Freely admits to errors and takes the necessary steps to rectify the situation

6. Community Engagement: “Partnership between a Catholic school and the families of

the students must continue and be strengthened: not simply to be able to deal with academic

problems that may arise, but rather so that the educational goals of the school can be achieved.

Close cooperation with the family is especially important when treating sensitive issues such as

religious, moral, or sexual education, orientation toward a profession, or a choice of one’s

vocation in life. It is not a question of convenience, but a partnership based on faith” (8).

7. Ethics: “The rights of people who are involved in the school must be safeguarded in strict

justice….The faithful should learn how to distinguish carefully between those rights and duties

which are theirs as members of the Church, and those which they have as members of society.

Let them strive to harmonize the two, remembering that in every temporal affair they must be

guided by a Christian conscience….(Funding) agreements have been reached through the good

offices of the respective governments, which have recognized the public service provided by

Catholic schools” (9).



Produces high quality work

Monitors student outcomes and provides support to teachers for improvement

Models and encourages best practice and proven methods

Looks for ways to streamline and simplify tasks

Reviews all levels of assessments, local, provincial, federal and international to ensure a

solid understanding of the requirements and tasks at hand

Will ask questions and seek clarification in order to successfully meet requirements

Understands instructions and absorbs new information in order to deliver improved

outcomes


Displays the ability to think outside of the box in order to develop creative and new

solutions that meet current and future needs

Makes recommendations that are creative, sustainable and timely

Looks for ways to improve internal processes or practices

Offers ideas or suggestions that are new and aligned with the needs of the school

Isn’t afraid to bring ideas forward that are considered “out there”

Encourages brainstorming

Looks at problems or issues from a variety of angles

8. Excellence: “Educators must realize that poor teaching, resulting from insufficient

preparation of classes or outdated pedagogical methods, is going to hinder them severely in

their call to contribute to an integral formation of the students; it will also obscure the life

witness that they must present….A teacher must also be constantly attentive to the socio-

cultural, economic, and political environment of the school: in the immediate area that the

school is located in, and also in the region and the nation. Given today’s means of

communication, the national scene exerts a great influence on the local situation. Only close

attention to the global reality – local, national, and international – will provide the data needed

to give the kind of formation that students need now, and to prepare them for the future that

can now be predicted” (10).

9. Innovation: “Recent years have witnessed an extraordinary growth in science and

technology; every object, situation, or value is subjected to a constant critical analysis. One

effect is that our age is characterized by change; change that is constant and accelerated that

affects every last aspect of the human person and the society that he or she lives in. Because of

change, knowledge that has been acquired, and structures that have been established, are

quickly outdated; the need for new attitudes and new methods is constant” (11).



Displays honesty and transparency that exhibit the values and mission of the school

Follows through on commitments

Keeps others informed of situations, work assignments and concerns

Honestly answers questions

Represents School Division values on a daily basis

Is consistent with actions and behaviours


Displays a strong sense of duty and obligation to the School Division and its mission,

vision and values

Keeps their Division Office and/or team updated on tasks, deadlines, problems and

successes

Works constantly to improve their relationship with the “master teacher”, Christ

Takes on tasks and responsibilities in order to assist the School Division

Looks to the School Division to fulfill professional growth and development

Provides mentorship and guidance to colleagues Takes the time to get to know others,

asks questions, finds a common bond and develops professional rapport

Provides assistance, support and needed resources to others

Respects the confidentiality and concerns shared by others

Understands what needs to be shared

Keeps confidential information secure

Maintains a professional, friendly attitude and does not engage in gossip or rumors

10. Integrity: “Before all else, lay people should find in a Catholic school an atmosphere of

sincere respect and cordiality; it should be a place in which authentic human relationships can be

formed among all of the educators: (12).

11. Loyalty: “One specific characteristic of the educational profession assumes its

most profound significance in the Catholic educator: the communication of truth. For the Catholic educator, whatever is true is a participation in Him who is the Truth; the communication of truth, therefore, as a professional activity, is thus fundamentally transformed into a unique participation in the prophetic mission of

Christ, carried on through one’s teaching” (13).


Examples of key actions / behaviours: Has the required competencies to successfully perform their job requirements

Increases knowledge and understanding to stay current within the position

Maintains a high level of attention to detail

Displays the behaviours and competency that are expected of the position and the

Catholic School Division

Is friendly and respectful in daily communications

Exhibits the values, attitudes and behaviours of the Gospel

Is fair and consistent in daily interactions and decision making

Shares information and ideas with others when useful


Responds to difficult situations or workplace requirements by using the available tools

and information to support decisions and solutions

Considers all available options when making decisions

Is able to identify the information required in order to clarify a situation and make the

right decision

Uses multiple sources to gather detailed information

Asks the right questions

Seeks to gain various perspectives

Asks key individuals to gain a better understanding of the situation and the possible

responses

12. Professionalism: It is extremely important, then, that the Catholic educator reflect on

the profound relationship that exists between culture and the Church. For the Church not only

influences culture and is, in turn, conditioned by culture; the Church embraces everything in

human culture which is compatible with revelation and which it needs in order to proclaim the

message of Christ and express it more adequately according to the cultural characteristic of each

people and each age. The close relationship between culture and the life of the Church is an

especially clear manifestation of the unity that exists between creation and redemption: (14).

13. Resourcefulness: “Education always takes place within certain specific conditions of

space and time, through the activities of a group of individuals who are active and also

interactive among themselves. They follow a program of studies which is logically ordered and

freely accepted. Therefore, the elements to be considered in developing an organic vision of a

school climate are: persons, space, time, relationships, teaching, study, and various other

activities” (15).


REFERENCES

1. The Catholic School, (#29). Rome, March 19, 1977.

2. The Religious Dimension of Education in a Catholic School, (#71). Rome, April 7, 1988.




6. The Catholic School, (#67). Rome, March 19, 1977.



9. The Catholic School, (#79, #82). Rome, March 19, 1977.

10. Lay Catholics in Schools: Witnesses to Faith, (#27, #35). Rome, October 15, 1982.

11. Lay Catholics in Schools: Witnesses to Faith, (#67). Rome, October 15, 1982.





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Guiding Principles for

School Administrators


Guiding Principles for School Administrators

Holy Trinity Catholic School Division is guided by the following principles: Catholicity, Learning, Stewardship, Inclusiveness, Empowerment, Communication and Celebration. School Administrators, as leaders in Holy Trinity Catholic Schools, are expected to work towards continual growth and example in these areas.

1 Catholicity: To be Catholic is to be sacrament, and sacrament is the sign of

God’s love for us. The Seven Sacraments we celebrate in church use oil, water, light, bread, wine, the spoken word, and the physical touch as signs of God’s presence and grace. So too in schools, Administrators see God shining through all of creation, and as such, ensure that their schools display sculpture, paintings, and other elements of the created world to display God’s marvels. Music, drama, and a gentle word or touch does more to convey God’s devotion to children than any formal lesson or lecture. Administrators are true evangelizers. By their lived fidelity to Christ and the Church, they draw others to God’s grace by constantly inviting, showing the way, and being unyielding in their non-judgment.

2 Learning: In 1912, a group of committed Catholics gathered to begin a

Catholic School Division in Moose Jaw. In time, Christ the King and Swift Current Catholic School Divisions joined with Moose Jaw to become Holy Trinity Roman Catholic School Division #22. This school division was formed under the auspices of the Ministry of Education of Saskatchewan. As such, our educational mandate must be in accordance with that of the Ministry. School Administrators, as the instructional leaders in the school, carry a significant responsibility in this area. Administrators monitor and support the delivery and assessment of curricular learning, ensuring that students of all abilities are challenged to their potential and are given the tools necessary to succeed.


3 Stewardship: “Catholic spirituality is very rewarding, but it is also very

demanding. Catholic holiness is not simply going to Church on Sunday and leaving the rest of your life unchanged. True holiness requires a concern for bodily as well as spiritual health and a balance between prayer and action” (Catholic Update). Concern for the poor and disenfranchised is a mark of Catholic Stewardship. School administrators are accountable for all persons and things that have been assigned to their school. Administrators are to care for students and staff with the same tenderness as Christ cares for his Church. This can be evidenced in the many faucets of servant leadership: the way persons are treated, classroom environments that are welcoming and orderly, and how public funds are used transparently to provide for the needs of the school.

4 Inclusiveness: We believe, as we say in the Creed, that the Church is

catholic, which means universal, and so we are called to a universal vision. As technology brings the world inside our classrooms, we need to regard everyone in it as our neighbor. Administrators need to challenge the biases they encounter and look at all people from God’s perspective. We begin with our own First Nations and Metis students and honour them as the first recipients of this beautiful land. Gospel values and global citizenship demand that we practice equity in our own environment. “Because all of you are one in the Messiah Jesus, a person is no longer a Jew or a Greek, a slave or a free person, a male or a female” (Gal.3:28).

5 Empowerment: One of the more tangible gifts the Catholic Church gives us is

a deep experience of Community. In a community there are many gifts and it is in the employment of these gifts that we are fulfilled. Administrators are challenged to uncover even the most hidden gifts and encourage their use. Shared leadership implies that the whole community reaches agreement in the commitment to a common vision. Then success is achieved because the whole team works together to share their experience, knowledge, skills and abilities. Effective administrators empower others to utilize their gifts in creating environments where all are enabled to contribute and learn to the fullest extent.


6 Communication: Communication can either create or destroy satisfaction in

work and in our personal lives. As an element intrinsic to teaching and learning, to conveying a vision, and to building relationships, communication can never be taken for granted. Administrators must be constantly vigilant that what is being communicated is indeed what is intended. At the heart of all educational enterprise is relationship. Authentic relationships are also what the public expects to find in a Catholic School. Christ’s main mission was to promote and manifest the Kingdom of God which exists wherever God’s will is at work. And God’s will is at work wherever people are faithful to the command that we love one another as God first loved us. The Catholic School Administrator is the key person who models this key mission in our schools. Administrators use their well-honed communication skills to mediate conflict, to convey high expectations, and to direct the school along the path of continual improvement.

7 Celebration: The Catholic tradition is one filled with joy and celebration. Our

Faith is based on the victory of Christ’s Resurrection and the realization that God is with us. Administrators ensure that key moments of the Liturgical Seasons are celebrated, and use every opportunity to link the life of the parish with religious celebrations at school. In addition to these formal celebrations, Administrators look for occasions to rejoice in the gifts of students and staff. In celebrating our successes as a welcoming, hope-filled community committed to lifelong learning, we teach our students the importance of these values.

Administrator Appraisal

Process and Template


Administrator Appraisal Process and Template

Name of Administrator:________________________________________


Holy Trinity Catholic School Division

Administrative Appraisal Process The following processes will be used when conducting an InSchool Administrative Appraisal in Holy Trinity Catholic School Division:

1. InSchool Administrative Appraisals will occur within the first two years of an

administrative appointment. The appraisal process will begin sometime during

the first year and will conclude prior to the end of the second year of the

appointment.

2. Following the initial appraisal inschool administrators may be appraised every

five years.

3. Any inschool administrator may request an appraisal at any time outside of the

above noted division appraisal terms.

4. The Director or designate will conduct the appraisal process.

5. The Appraisal process may entail the following:

a) Evidence of Instructional Leadership

b) Evidence of parish presence

c) Evidence of leadership in school

d) Agreed upon survey of staff using Leadership Indicator Rubrics

e) Self-reflection using Leadership Indicator Rubrics

f) Job shadowing

g) Conversation

h) Leadership in Learning Improvement Plan

i) Other

6. In regards to all inschool administrators but more specific to vice-principals, the

appraisal will be based on the delineation of inschool leadership roles.

7. The final report (see attached) will be prepared by the appraiser and shared with

the administrator prior to the end of the second year of an administration

appointment.


1) Catholic Leadership: To ensure that Gospel values permeate all aspects of the school program, and are reflected in interactions with the broader community. Reflection/Evaluation Rating: Does Not Meet Beginning to

Meet Meeting Proficient

1

2

3

4

Indicators: N/A 1 2 3 4

1. Models a commitment to Gospel Values. Leads by example and with integrity.

2. Ensures that school activities model Catholic values.

3. Demonstrates sensitivity and respect to those of different social and cultural backgrounds.

4. Models through word and action that all children are capable of success.

5. Plans and implements a school liturgical calendar with staff and local pastors.

6. Interacts and connects students, staff, school and families with local pastors/parishes.

7. Initiates or encourages school/class social justice projects.

8. Maintains a positive relationship with parents and members of the community.

9. Fosters an effective and supportive relationship with public school administrators and educational agencies.

10. Admits to his/her mistakes and seeks reconciliation.


2) Division and School Goals: To identify, implement and evaluate appropriate school improvement goals. To implement the policies, regulations and directives of the Ministry of Education, the Board of Education, and Executive Council. Reflection/Evaluation Rating: Does Not Meet Beginning to


1

2

3

4


1. Supports and promotes the Mission, Vision and Guiding Principles of the Board.

2. Keeps staff informed and current on Division and Ministry communication.

3. Articulates Provincial and Division goals to staff and SCC.

4. Implements current policies and procedures. Communicates updates to staff.

5. Responds promptly to administrative directives.

6. Leads continuous school improvement to ensure outcome based learning goals are monitored and assessed.

7. Develops and implements the Learning Improvement Plan in collaboration with staff and SCC.

8. Maintains current school data.

9. Plans and monitors school budget to reflect school goals according to Division budget procedures.

10. Identifies and communicates school long-range program and building needs to Exec. Council.


3) Management Skills: To develop and implement protocols and procedures that ensure the effective and efficient operation of the school. Reflection/Evaluation Rating: Does Not Meet Beginning to


1

2

3

4


1. Develops, implements, monitors and evaluates school opening and adheres to the Provincial Catholic School Admission Guidelines.

2. Communicates and distributes school procedures and protocols to students and teachers.

3. Organizes school, student, and teacher timetables, staff supervision schedules and expectations.

4. Ensures that staff members are acquainted with available school and division resources.

5. Organizes staff meeting procedures and reporting.

6. Communicates to staff and monitors substitute plans and procedures.

7. Implements and monitors emergency response procedures including school fire drills and evacuation procedures.

8. Implements and monitors school bus safety program.

9. Develops and annually evaluates the school’s extra-curricular program.



10. Is knowledgeable about and adheres to school policy and procedures.

11. Communicates effectively with parents regarding school procedures, policies and calendars.

12. Develops school routines to monitor school building, equipment and repairs.

13. Completes supervision reports of temporary and first year teachers.

14. Makes effective decisions based on sound practice and relevant data.

15. Encourages and accepts constructive criticism.

16. Consistently makes improved student outcomes a priority.

17. Takes ownership/responsibility for his/her decisions.

18. Keeps current with changes in technology and uses it effectively.


4) Communication: To foster and build school-community relations through effective communication, advocacy and support for parents, students, staff, SCC and parishes. Reflection/Evaluation Rating: Does Not Meet Beginning to


1

2

3

4


1. Articulates a clear vision of the school’s direction to staff, students, and community.

2. Communicates in an open and candid manner and strives to ensure that actions and words are consistent.

3. Solicits ideas from staff members on improving teaching and learning and values differing opinions.

4. Coordinates and publicizes school events through appropriate channels.

5. Maintains strong communication with Executive Council.

6. Ensures effectiveness of school to home reporting.

7. Effectively interacts with students.

8. Liaises with neighborhood schools

9. Communicates effectively in writing.

10. Seeks information from staff about his/her performance.


5) Advocacy and Support: To take pride in the good work of the school, school community, parish and division. Reflection/Evaluation Rating: Does Not Meet Beginning to


1

2

3

4


1. Shows a high degree of personal integrity in dealing with others and lives up to personal commitments made to others.

2. Establishes and maintains a strong working relationship with other HTCSD in-school Administrators.

3. Works with dissenting individuals or groups within the community to reach understanding.

4. Genuinely cares for each student’s welfare.

5. Genuinely cares for each staff member’s welfare.

6. Reviews and maintains staff knowledge S.T.F. professional expectations.

7. Oversees and evaluates the effectiveness of school-community interactions/events.

8. Promotes and attends varied student activities.

9. Arranges student/parent/teacher conferences to resolve serious disciplinary problems.



10. Ensures that school and classroom procedures, behavior guidelines, expectations and consequences (ie. strategies to deal with bullying, exclusion and sexual harassment) are consistently enacted on in accordance with the Board Guiding Principles, Administrative Procedures Manual and the Education Act.

11. Supports and encourages student leadership opportunities and open communication.

12. Advocates for disengaged students.


6) Curriculum and Instruction: To plan, organize, implement and evaluate the continuous improvement of the instructional program and improved student outcomes. Reflection/Evaluation Rating: Does Not Meet Beginning to


1

2

3

4


1. Models a commitment to continuous learning through professional and personal development.

2. Demonstrates strong knowledge of curriculum and sets high standards for student outcomes.

3. Is knowledgeable about class dynamics and trends and accordingly facilitates supports and interventions.

4. Encourages and facilitates diverse methods of teaching and learning, and publicly recognizes successful outcomes.

5. Encourages and facilitates professional growth and leadership in all staff.

6. Protects instructional time through effective school wide procedures.

7. Sources quality resources to support teaching and learning.

8. Conducts short business meetings during staff meeting time. Uses the majority of staff meeting time for professional development.

9. Coordinates, directs and monitors school’s special education program (SSST) and attends SSST meetings.



10. Monitors and approves school P.D. funds and leaves.

11. Monitors student engagement and interventions.

12. Supports interventions to build literacy.


7) Staff - Professional Growth and Appraisal: To participate in the selection, placement and evaluation of professional and para-professional staff in cooperation with the appropriate member(s) of the Senior Executive Council. Reflection/Evaluation Rating: Does Not Meet Beginning to


1

2

3

4


1. Welcomes all staff and coordinates mentors for new staff.

2. Discusses duties and responsibilities with staff prior to assignment.

3. Consistently observes student/teacher interactions in the classroom.

4. Assesses the professional growth needs, and/or employee assistance needs of staff and communicates these needs to the appropriate Senior Executive Council member.

5. Meets individually with all teaching staff 3 times yearly to review personal professional growth plans.

6. Demonstrates a sincere interest in the professional development of staff members and creates opportunities for individual growth.

7. Gives consistently fair performance feedback through formative evaluation reports and ensures that training and coaching are provided when needed.



8. Encourages teachers to join S.T.F. special subject councils, attend conferences and become active in their federation.

9. Coordinates support staff within their approved job description and Completes summative evaluation of support staff.

10. Cooperates with the universities regarding intern placements.


8) Leadership: To articulate a leadership style that is visionary, collaborative, positive and inclusive. Reflection/Evaluation Rating: Does Not Meet Beginning to


1

2

3

4


1. Models a positive “can do” approach to leadership.

2. Clearly articulates the school vision and goals.

3. Seeks advice and assistance of staff or other administrators when making decisions.

4. Consistently shares data with stakeholders and models data driven decision making.

5. Provides timely feedback on the school’s performance to the school staff.

6. Is resourceful in acquiring support for school programs, encourages teacher use of multiple resources and distributes instructional resources fairly and equitably.

7. Inspires staff members to be proud of their school and helps make people feel their work is meaningful and important.

8. Assists and supports each staff member in being viewed as a valued member of staff and demonstrates respect and concern for staff as individuals.



9. Participates in regular on-going professional development and reads/researches professional literature.

10. Encourages and supports the annual functions of Holy Trinity Catholic School Division.

Appraisal Report Acknowledgement

Administrator: I have read this report and I have received a personal copy. _____________________________ ___________________________ Signature Date

Director: _____________________________ ____________________________ Signature Date

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