Determining Educator Impact for Each DDM Sample Clauses

Determining Educator Impact for Each DDM i. The Evaluator will meet with the Educator annually to conduct a collaborative conversation about the Educator’s student outcomes on the DDMs administered in the previous year. For each DDM, the Evaluator and the Educator will exercise their professional judgment in discussing how the outcomes in student assessments are affected by contextual factors including, but not limited to, the learning challenges presented by the students and the learning environment. Based on their discussions, they will determine together whether, in general, the Educator’s students achieved high, moderate, or low growth in comparison to the growth expectations for the specific DDM. Based on this conversation, as part of the continuous learning cycle for the Educator, the Evaluator may recommend that the Educator continue using current instructional approaches, materials and/or pacing, or suggest modifications or changes to them.
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Determining Educator Impact for Each DDM i. Every educator will need annual data from at least two DDMs in order to establish trends and patterns. Statewide growth measures must be used as one measure where available. To encourage the development of a reflective practice, the educator and evaluator will discuss the nature and range of the educator’s impact rating during goal setting, and at the formative and summative phase. The evaluator’s final judgment as to whether an educator has a low, moderate, or high impact on student academic growth will only occur after the educator and the evaluator have again discussed, at the summative phase, the information available from DDMs and from other trends and patterns in student academic growth. The educator will also have an opportunity to provide to the evaluator a self-assessment in relation to information from DDMs, trends and patterns. This self-assessment may include contextual factors including, but not limited to, the learning challenges presented by the learners and the learning environment.
Sample 1
Determining Educator Impact for Each DDM. A) The evaluator may meet with the educator annually to discuss the educator’s students’ growth scores on each DDM for that school year. The educator will upload evidence of the use of DDMs and student impact rating into the artifacts file. For each DDM, the evaluator will determine whether in general, the educator’s students demonstrated high, moderate, or low growth in comparison to the parameters for high, moderate, and low growth for the specific DDM. Parameters for high, moderate, and low growth on each DDM will be determined by teams of educators in consultation with their department chair and approved by the principal. See Section 22.4
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Related to Determining Educator Impact for Each DDM

  • Using Student feedback in Educator Evaluation ESE will provide model contract language, direction and guidance on using student feedback in Educator Evaluation by June 30, 2013. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter.

  • Purpose of Educator Evaluation A) This contract language is locally negotiated and based on M.G.L., c.71, § 38; M.G.L. c.150E; the Educator Evaluation regulations, 603 CMR 35.00 et seq.; and the Model System for Educator Evaluation developed and which may be updated from time to time by the Department of Elementary and Secondary Education. See 603 CMR 35.02 (definition of model system). In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail.

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OR SOME (Section B) or all of the employees of Contractor and any subcontractor are covered employees. If this box is checked, I further certify that: (1) Contractor has obtained all required criminal history record information regarding its covered employees. None of the covered employees has a disqualifying criminal history. (2) If Contractor receives information that a covered employee subsequently has a reported criminal history, Contra ctor will immediately remove the covered employee from contract duties and notify the District in writing within 3 busi ness days. (3) Upon request, Contractor will provide the District with the name and any other requested information of covered employees so that the District may obtain criminal history record information on the covered employees. 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  • In-Service Education The parties recognize the value of in-service both to the employee and the Employer and shall encourage employees to participate in in-service. All employees scheduled by the Employer to attend in-service seminars shall receive regular wages.

  • Educator Plans: Developing Educator Plan A) The Developing Educator Plan is for all Educators without PTS, and, at the discretion of the Evaluator, Educators with PTS in new assignments.

  • Rating of Overall Educator Performance The Educator’s overall performance rating is based on the Evaluator’s professional judgment and examination of evidence of the Educator’s performance against the four Performance Standards and the Educator’s attainment of goals set forth in the Educator Plan, as follows:

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