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WORKING DOCUMENT

Board Policy #536.0

Performance Appraisal Process

1. Policy Statement

The Board provides an environment where staff members are supported in achieving their position's performance expectations and job requirements to contribute to the achievement and well-being of students and staff members. Regular and cyclical performance appraisals as required by legislation and Board processes support this commitment while ensuring an elevated level of service delivery, employee leadership and skill development, accountability, and confidence in public education.

2. Application

The formal performance appraisal process is one part of an ongoing reflective process between a staff member and supervisor to assess skill development, support continuous high-quality performance, complement ongoing individual performance, engage in conversations about growth, and act as a catalyst for annual growth or learning plan. Performance appraisals are a key factor in supporting the Board’s planning processes, including but not limited to the Multi-Year Strategic Plan and the Director's Action Plan (DAP), as well as its Mission, Vision and Values.

The performance appraisal process provides a means for discussing, planning, and reviewing the performance of each employee. Each process is cyclical, conducted, and documented in accordance with applicable Board processes and/or legislation. They provide an opportunity for feedback and discussion about:

• professional growth including leadership and skill development;

• job expectations and level of performance in comparison to established job requirements;

• embedding and reflecting principles of equity, inclusivity, and human rights into professional practice;

• identifying areas of development of which would be beneficial; and

• aligning personal objectives with the department/school and Board objectives.

3. Responsibilities

3.1 The Board of Trustees is responsible for:

1. conducting the performance appraisal for the Director of Education in accordance with the Director of Education Performance Review policy and procedure;

2. reviewing the Performance Appraisal Process policy in accordance with the priorities in the Multi-Year Strategic Plan and the approved policy review cycle; and

3. understanding and communicating with members of the community about the Performance Appraisal Process policy, as required.

3.2 The Director of Education is responsible for:

1. conducting the performance appraisal for direct reports in accordance with the policy and procedure;

2. ensuring that their direct reports have the required skills, training, and professional learning;

3. ensuring that relevant performance appraisal processes are implemented for all eligible employees; and

4. implementing and operationalizing the Performance Appraisal Process policy.

3.3 The Associate Directors, Superintendents, Principals, Vice-Principals, Corporate Management Professional Staff (CMPS) with direct reports are responsible for:

1. conducting performance appraisals in accordance with the processes and timelines set out in the applicable performance appraisal system;

2. conducting the performance appraisal for direct reports in accordance with the policy and procedure;

3. supporting their direct reports in developing their skills, training, and professional learning;

4. ensuring that relevant performance appraisal processes are implemented for all staff; and

5. ensuring performance appraisals assess performance of and establish goals related to equity and human rights, where applicable.

3.4 Human Resource Services is responsible for:

1. ensuring the development, implementation and monitoring of performance appraisal processes and job expectations in consultation with system partners;

2. preparing performance appraisal trend data consolidation and analysis to share with subject matter experts/functional leads; and

3. collaborating with Leadership, Development, and Engagement (LD&E) to identify leadership learning and training criteria for performance appraisal processes.

3.5 Leadership Development is responsible for:

1. collaborating with Human Resource Services and functional leads to ensure that supervisors are trained in performance appraisal processes;

2. ensuring that training and learning needs arising from performance appraisals are developed and available supports communicated; and

3. aligning the York Region District School Board (YRDSB) Leadership Framework with the performance appraisal process for applicable roles.

3.6 The Director, Associate Directors, Superintendents, Principals, Managers and Supervisors are responsible for:

1. participating in the performance appraisal process;

2. ensuring that they have and maintain the required leadership and functional skills and knowledge for their specific roles by engaging in available learning and training opportunities; and

3. engaging in conversations about growth and where applicable co-creating an annual growth or learning plan.

4. Definition

4.1 Annual Growth or Learning Plan

The purpose of an annual growth or learning plan is to provide support for employees’ professional learning and growth in the appraisal year and for the intervening years between appraisals. The growth or learning plan is authored and directed by the appraisee and is developed in a consultative and collaborative manner with the principal, vice-principal, manager or supervisor to identify goals, strategies, and learning opportunities that are aligned with and can be supported within their local school, department, and/or Board context.

4.2 Performance Expectation

A performance expectation is part of a documented performance plan that details goals, values, outcomes and requirements related to a position. It can help identify what results and expectations people can accomplish, along with how to do so.

4.3 Job Requirements

Jobs requirements are the skills, experiences and qualities an employer deems necessary for a candidate to be considered for a role.

4.4 The YRDSB Leadership Framework

The YRDSB Leadership Framework is designed to facilitate a shared vision for leadership and what it means to be a leader in the YRDSB.  It plays a key role in anchoring other processes (recruitment, promotion, succession planning, retention, performance). The YRDSB Leadership Framework is intended to support leaders to become proficient in each of the competency areas, therefore positively impacting student and staff success.

4. Contact

Human Resource Services

5. History

Approved 2011

Working Document: March 2014, February 2018, February 2024

Revised: December 2014, February 2019