Common use of Evaluation Programs Clause in Contracts

Evaluation Programs. There are four evaluation programs, including the following: (A) Long Form: Teachers new to the profession will be evaluated using the long form evaluation for four years. After four years, teachers will move to the professional growth program and every three years will also be evaluated using the long form evaluation. (Appendix M) Experienced teachers with continuing certificates or professional certificates who are new to the District will be evaluated using the long form evaluation for one year. After one year they will move to the professional growth program and every three years will also be evaluated using the long form evaluation. Long form evaluations must be signed by the employee no later than May 15. A teacher may elect to return to the long form of evaluation more often than once every three years by informing his/her administrator in writing by September 15. An administrator may elect to return a teacher to the long form of evaluation by informing the teacher in writing by September 15. A teacher's performance may only be determined as unsatisfactory and a basis for probation or nonrenewal when the employee is being evaluated using the long form. (B) The Professional Growth Plan (PGP) is an employee based evaluation wherein the employee self-assesses their skills, sets individual goals and then assesses their progress toward these goals: A teacher with at least four years of experience may participate in the professional growth program every year. If a teacher chooses not to participate in the PGP, the teacher will be evaluated using the long form process. Each year, the teacher will complete his/her Self- Reflection, Individualized Growth Plan, and Growth Plan Review. Teachers are encouraged to work in teams, including department groups, grade levels, or other groups. Every three years, the teacher will also be evaluated using the long form evaluation. (1) The Self-Reflection is a form employees use to self-assess their skills (Appendix N) and must be completed by September 30 of each year. A teacher does not need to share the results with his/her evaluator unless s/he chooses to do so. (2) The Individualized Growth Plan is a form employees use to establish their personal goals (Appendix O) and must be completed and provided to the evaluator by October 15 of each year. The teacher and evaluator must meet to discuss the goals and plan for the year no later than November 15. (3) The Individualized Growth Plan Review is a form employees use to assess progress towards their goals (Appendix P) and must be completed and provided to the evaluator no later than June 1 of each year. The teacher and evaluator must meet to discuss goal accomplishment and review documentation no later than the last day of school. (C) Plan of Assistance (POA): A teacher may be placed on a plan of assistance if his/her evaluator finds that the teacher needs assistance in attaining proficiency in one or more of the standards. A teacher may be placed on a POA at any time, provided that if it is anticipated that a teacher will be placed on a POA at the beginning of a school year the teacher will be informed of his/her placement in this program no later than the last day of school for the previous year. Teachers will normally be placed on a POA prior to being placed on probation. A POA may include but is not limited to:  Requesting an Alternate Evaluator or Observer  Peer Coaching  Professional Development  Resources and reading materials (D) Probation: A teacher may be placed on probation as described in Article 12, below.

Evaluation Programs. There are four evaluation programs, including the following: (A) Long Form: Teachers new to the profession will be evaluated using the long form evaluation for four years. After four years, teachers will move to the professional growth program and every three years will also be evaluated using the long form evaluation. (Appendix M) Experienced teachers with continuing certificates or professional certificates who are new to the District will be evaluated using the long form evaluation for one year. After one year they will move to the professional growth program and every three years will also be evaluated using the long form evaluation. Long form evaluations must be signed by the employee no later than May 15. A teacher may elect to return to the long form of evaluation more often than once every three years by informing his/her administrator in writing by September 15. An administrator may elect to return a teacher to the long form of evaluation by informing the teacher in writing by September 15. A teacher's performance may only be determined as unsatisfactory and a basis for probation or nonrenewal when the employee is being evaluated using the long form. (B) The Professional Growth Plan (PGP) is an employee based evaluation wherein the employee self-assesses their skills, sets individual goals and then assesses their progress toward these goals: A teacher with at least four years of experience may participate in the professional growth program every year. If a teacher chooses not to participate in the PGP, the teacher will be evaluated using the long form process. Each year, the teacher will complete his/her Self- Reflection, Individualized Growth Plan, and Growth Plan Review. Teachers are encouraged to work in teams, including department groups, grade levels, or other groups. Every three years, the teacher will also be evaluated using the long form evaluation. (1) The Self-Reflection is a form employees use to self-assess their skills (Appendix N) and must be completed by September 30 of each year. A teacher does not need to share the results with his/her evaluator unless s/he chooses to do so. (2) The Individualized Growth Plan is a form employees use to establish their personal goals (Appendix O) and must be completed and provided to the evaluator by October 15 of each year. The teacher and evaluator must meet to discuss the goals and plan for the year no later than November 15. (3) The Individualized Growth Plan Review is a form employees use to assess progress towards their goals (Appendix P) and must be completed and provided to the evaluator no later than June 1 of each year. The teacher and evaluator must meet to discuss goal accomplishment and review documentation no later than the last day of school. (C) Plan of Individualized Assistance (POA): Plan: A teacher may be placed on a an individualized assistance plan of assistance if his/her evaluator finds that the teacher needs assistance in attaining proficiency in one or more of the standards. A teacher may be placed on a POA an IAP at any time, provided that if it is anticipated that a teacher will be placed on a POA an IAP at the beginning of a school year the teacher will be informed of his/her placement in this program no later than the last day of school for the previous year. Teachers will normally be placed on a POA an Individual Assistance Plan prior to being placed on probation. A POA may include but is not limited to:  Requesting an Alternate Evaluator or Observer  Peer Coaching  Professional Development  Resources and reading materials . (D) Probation: A teacher may be placed on probation as described in Article 12, below.