Board Professional Development Plan. In accordance with the Ohio State Board of Education’s statewide evaluation framework, the Board has adopted a specific plan for the allocation of financial resources to support the professional development of teachers covered by this policy. The plan will be reviewed annually.
Board Professional Development Plan. The Board shall meet the requirements of ORC 3319.112(A)(8)(9) to provide professional development and sufficient financial resources to support the professional learning required by this policy and in accordance with the Ohio State Board of Education’s statewide evaluation framework. The Board's plan will be reviewed annually.
Board Professional Development Plan. In accordance with the State Board of Education’s Statewide evaluation framework, the Board has adopted a specific plan for the allocation of financial resources to support the professional development of school counselors covered by this policy. The plan will be reviewed annually. Retention and Promotion Decisions/Removal of Poorly Performing School counselors The evaluations produced will serve to inform the Board on employment decisions, i.e., retention, promotion of school counselors, renewal of employment contracts, and the removal/nonrenewal of poorly performing school counselors.
Board Professional Development Plan. The Board will allocate financial resources to support the professional development of teachers covered by this policy.
Board Professional Development Plan. In accordance with the Ohio State Board of Education's statewide evaluation framework, the Board has adopted a specific plan for the allocation of financial resources and, as necessary, release time to support the professional development of teachers covered by this policy. A mentor teacher will be assigned to assist in professional growth and development of any teacher on an improvement plan. The plan will be reviewed annually. Use of High-Quality Student Data At least two measures of high-quality student data will be used as evidence of student learning, one which will be a value-added measure, if applicable. The teacher will select student data that will be used in consultation with the evaluator and will provide evidence that demonstrates the teacher has used the data in accordance with this policy. The evaluator may use the data as evidence to determine a performance rating in any component of the evaluation where applicable. When applicable to the grade level or subject area(s) taught by a teacher, high-quality student data will include the value-added progress dimension. High-quality student data will meet the following criteria:
Board Professional Development Plan. In accordance with the Ohio State Board of Education's statewide evaluation framework, the Board has adopted a specific plan for the allocation of financial resources to support the professional development of teachers covered by this policy. The plan will be reviewed annually. Retention and Promotion Decisions/Removal of Poorly Performing Teachers It is the purpose of this Standards-Based Teacher Evaluation Policy to improve the quality of Instruction, enhance student learning and strengthen professional competence through meaningful feedback and targeted professional development. In addition, the evaluations produced will serve to inform the Board on employment decisions, i.e., retention, promotion of teachers, renewal of teaching contracts, and the removal/nonrenewal of poorly performing teachers.
Board Professional Development Plan. In accordance with the Ohio State Board of Education’s statewide evaluation framework, the Board has adopted a specific plan for the allocation of financial resources to support the professional development of teachers covered by this policy. The plan will be reviewed annually. Policy Adoption Date: June 17, 2013 Appeals Process • The teacher may submit a rebuttal and/or provide additional information to the evaluator within (10) ten working days of the receipt of the final summative rating. • A grievance may be filed regarding violations of procedural portions of the evaluation procedure. The content and substance of the evaluation is not grievable. • An evaluation that violates the procedural process shall not be used in decisions regarding RIF or Termination, but may be used to inform teachers’ professional growth. • Initial filing deadline for such grievances shall vary from the timeline set forth in Article VIII and shall be triggered by the teachers’ receipt of the final summative rating. FINAL SUMMATIVE RATING Self-Assessment Summary Tool (To be used to help write the Professional Growth Plan) Directions: Teachers should record evidence to indicate strengths and areas for growth for each standard. holistically and identify two priorities for the upcoming year. Note these two priorities with check marks Name Then, look across all of the standards in the far right column. Date Standard Strengths Areas for Growth Priorities (Check 2) Standard 1: Students • Knowledge of how students learn and of student development • Understanding of what students know and are able to do • High expectations for all students • Respect for all students • Identification, instruction and intervention for special populations Standard 2: Content • Knowledge of content • Use of content-specific instructional strategies to teach concepts and skills • Knowledge of school and district curriculum priorities and Ohio academic con standards • Relationship of knowledge within the discipline to other content areas • Connection of content to life experiences and career opportunities Standard 3: Assessment • Knowledge of assessment types • Use of varied diagnostic, formative and summative assessments • Analysis of data to monitor student progress and to plan, differentiate and m instruction • Communication of results • Inclusion of student self-assessment and goal-setting Standard 4: Instruction • Alignment to school and district priorities and Ohio academic content standar • Use of stu...
