Evaluation Types Sample Clauses

Evaluation Types. A. A “comprehensive evaluation” produces a comprehensive summative performance rating based on all eight of the teaching criteria and the student growth rubrics. A comprehensive evaluation must be completed for: 1. Classroom teachers who are provisional employees; 2. Any classroom teacher who received a summative evaluation performance rating of Unsatisfactory or Basic in the previous school year; and 3. All other classroom teachers at least once (1) every six (6) years. B. A “focused evaluation” is based on one of the eight evaluative criteria selected by the teacher and approved by the teacher’s evaluator plus the student growth rubrics from the selected criterion. All teachers who are not required to be on a comprehensive evaluation are eligible to be on a focused evaluation. C. A classroom teacher shall be transferred from a focused evaluation to a comprehensive evaluation at the request of the teacher or the teacher's evaluator. Such request must be received in writing by October 31. D. It is the intent of the parties that upon successful completion of the comprehensive evaluation, all teachers will cycle through focused evaluation for the next five (5) years, subject to the terms set forth in RCW 28A.405.100 and the provisions above.
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Evaluation Types. 1. A “comprehensive evaluation” produces a comprehensive summative performance rating based on all eight of the teaching criteria and the student growth rubrics. A comprehensive evaluation must be completed for: a. Classroom teachers who are provisional employees; b. Any classroom teacher who received a summative performance rating of Unsatisfactory or Basic in the previous school year; and c. All other classroom teachers at least once every four years. 2. A “focused evaluation” produces a summative performance rating based on one of the eight evaluative criteria selected by the teacher and approved by the teacher’s evaluator plus the student growth rubrics from the selected criterion (Criterions #3, #6, #8) or from Criterion #3 or #6 if the selected criterion is Criterion #▇, #▇, #▇, #▇, ▇▇ #▇. All teachers who are not required to be on a comprehensive evaluation are eligible to be on a focused evaluation. 3. A classroom teacher shall be transferred from a focused evaluation to a comprehensive evaluation at the request of the teacher or the teacher’s evaluator. Such request must be received by October 15th in the current year of the evaluation. 4. Upon successful completion of the comprehensive evaluation, all teachers will cycle through focused evaluation for the next three years, subject to the terms set forth in RCW 28A.405.100 and the provisions above.
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Evaluation Types. A. A ‘Comprehensive Evaluation’ (CE) must be completed for a certificated classroom teacher at least once every four (4) years, and yearly for all provisional status teachers. Any classroom teacher that received a summative rating of Basic or Unsatisfactory on the previous year’s evaluation shall be placed on a CE. A CE produces a final summative performance rating based on the eight (8) state criteria and a student growth rating based on the five (5) student growth components 3.1, 3.2, 6.1, 6.2, and 8.1. B. Beginning in the 2015-16 school year, a ‘Focused Evaluation’ (FE) produces a final summative performance rating based on one of the eight (8) state criteria, plus student growth components. This focus will be identified by the teacher with agreement of the evaluator. All teachers who are not required to be on a comprehensive evaluation are eligible to be on a FE. If a teacher’s focus is criterion 1, 2, 4, 5, or ▇, ▇/he must also be evaluated using the student growth components of 3 or 6. If a teacher’s focus is criterion 3, 6 or 8, the teacher is evaluated on the corresponding student growth components. C. For the 2014 -2015 school year, teachers on Focused Evaluation (FE) will be evaluated on the Curriculum and Pedagogy dimension using the UW CEL 5D+ rubric and will include the student growth components for either criterion 3 .1 and 3.2 or 6.1 and 6.2 of the eight (8) state criteria.
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Evaluation Types. 1. A “comprehensive evaluation” produces a comprehensive summative performance rating based on all eight of the teaching criteria and the student growth rubrics. A comprehensive evaluation must be completed for:
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Evaluation Types. 1. A “Comprehensive Evaluation” produces a comprehensive summative performance rating based on all eight of the teaching criteria and the student growth rubrics. A Comprehensive Evaluation must be completed for: a. Classroom teachers who are provisional employees; b. Any classroom teacher who received a summative evaluation performance rating of Unsatisfactory or Basic in the previous school year; and c. All other classroom teachers at least once every four years. 2. A “Focused Evaluation” concentrates on one of the eight evaluative criteria selected by the teacher and approved by the teacher’s evaluator plus the student growth rubrics from the selected criterion. 3. All teachers who are not required to be on a Comprehensive Evaluation are eligible to be on a Focused Evaluation. A classroom teacher shall be transferred from a Focused Evaluation to a Comprehensive Evaluation at the request of the teacher or the teacher's evaluator. Such request must be received by October 15. A classroom teacher who provides formal notice of intent to retire, in writing, to the Superintendent by October 15 of the school year shall be moved from Comprehensive to Focused at the teacher’s request. This option will only be available during the last year of a teacher’s employment with the District. 4. It is the intent of the parties that upon successful completion of the Comprehensive Evaluation, all teachers will cycle through Focused Evaluation for the next three years, subject to the terms set forth in RCW 28A.405.100 and the provisions above.
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Evaluation Types. 1. There shall be two types of evaluation processes: a. Comprehensive Evaluation: A comprehensive evaluation must be completed once every six (6) years. A comprehensive evaluation assesses all CEL 5D+ Framework or professional standards, which contribute to the summative performance rating. Focused Evaluation: In years when a comprehensive evaluation is not required, a focused evaluation must be conducted. A focused evaluation must include an assessment of one of the identified CEL 5D+ Framework or professional standards. The evaluator must approve the selected professional standard. i. The focused evaluation for CEL 5D+ Framework will include the student growth measures of the selected criterion. If criterion 3, 6 or 8 is selected, evaluators will use those student growth rubrics. If criterion 1, 2, 4, 5 or 7 is selected, evaluators will use criterion 3 or 6 for student growth rubrics. ii. Non-typical certificated staff (not on CEL 5D+ Framework) will include measurable growth goals aligned to the appropriate professional standards. All evaluations shall be conducted in a manner consistent with state law and regulations. 2. If an administrator wants to change evaluation type from Focused to Comprehensive, the evaluator must identify areas of concern using the CEL 5D+ Framework rubric and/or appropriate professional standards rubric. a. The evaluator will meet with the employee to review concerns and develop a reasonable program for improvement. (Reference Section I: Performance Ratings and Probation.) b. Written documentation will be provided to the employee, Association President and Human Resources Supervisor. 3. The first observation for a certificated staff member new to the District shall be made within the first ninety (90) calendar days of commencement of their employment. A formal observation of at least thirty (30) minutes duration is required. The observation scripts will be sent to the employee and the Human Resources Supervisor within ten (10) working days of the observation. The remaining observations will follow the procedures for Comprehensive evaluations and be completed by May 15 of the school year.
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Evaluation Types. 1. There shall be two types of evaluation processes: a. Comprehensive Evaluation: A comprehensive evaluation must be completed once every four (4) years. A comprehensive evaluation assesses all CEL 5D+ Framework or professional standards, which contribute to the summative performance rating. b. Focused Evaluation: In years when a comprehensive evaluation is not required, a focused evaluation must be conducted. A focused evaluation must include an assessment of one of the identified CEL 5D+ Framework or professional standards. The evaluator must approve the selected professional standard. i. The focused evaluation for CEL 5D+ Framework will include the student growth measures of the selected criterion. If criterion 3, 6 or 8 is selected, evaluators will use those student growth rubrics. If criterion 1, 2, 4, 5 or 7 is selected, evaluators will use criterion 3 or 6 for student growth rubrics. ii. Non-typical certificated staff (not on CEL 5D+ Framework) will include measurable growth goals aligned to the appropriate professional standards. All evaluations shall be conducted in a manner consistent with state law and regulations. 2. Every fourth year, an employee will be evaluated using the Comprehensive process. 3. If an administrator wants to change evaluation type from Focused to Comprehensive for probationary purposes, the evaluator must identify areas of concern using the CEL 5D+ Framework rubric and/or appropriate professional standards rubric. a. The evaluator will meet with the employee to review concerns and develop a reasonable program for improvement. (Reference Section I: Performance Ratings and Probation.) b. Written documentation will be provided to the employee, Association President and Human Resources Supervisor. 4. The first observation for a certificated staff member new to the District shall be made within the first ninety (90) calendar days of commencement of their employment. A formal observation of at least thirty (30) minutes duration is required. The observation scripts will be sent to the employee and the Human Resources Supervisor within ten (10) working days of the observation. The remaining observations will follow the procedures for Comprehensive evaluations and be completed by May 15 of the school year.
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Evaluation Types. 1. There shall be two types of evaluation processes: a. Comprehensive Evaluation: A comprehensive evaluation must be completed once every six (6) years. A comprehensive evaluation assesses all CEL 5D+ Framework or professional standards, which contribute to the summative performance rating. Focused Evaluation: In years when a comprehensive evaluation is not required, a focused evaluation must be conducted. A focused evaluation must include an assessment of one of the identified CEL 5D+ Framework or professional standards. The evaluator must approve the selected professional standard. i. The focused evaluation for CEL 5D+ Framework will include the student growth measures of the selected criterion. If criterion 3, 6 or 8 is selected, evaluators will use those student growth rubrics. If criterion 1, 2, 4, 5 or 7 is selected, evaluators will use criterion 3 or 6 for student growth rubrics. ii. A summative score is assigned using the summative score from the most recent comprehensive evaluation. This score becomes the focused summative evaluation score for any of the subsequent years following the comprehensive summative evaluation in which the certificated classroom teacher is placed on a focused evaluation. Should a teacher provide evidence of exemplary practice on the chosen focused criterion, a level 4 (Distinguished) score may be awarded by the evaluator. Certificated classroom teachers with preliminary rating of distinguished with low student growth rating will receive an overall proficient rating (See WAC 392-191A-090). iii. Non-typical certificated staff (not on CEL 5D+ Framework) will include measurable growth goals aligned to the appropriate professional standards. All evaluations shall be conducted in a manner consistent with state law and regulations. 2. If an administrator wants to change evaluation type from Focused to Comprehensive, the evaluator must identify areas of concern using the CEL 5D+ Framework rubric and/or appropriate professional standards rubric on or before December 15. a. The evaluator will meet with the employee to review concerns and develop a reasonable program for improvement. (Reference Section I: Performance Ratings and Probation) b. Written documentation will be provided to the employee, Association President and Human Resources Supervisor. 3. The first observation for a certificated staff member new to the Employer shall be made within the first ninety (90) calendar days of commencement of their employment. A formal obser...
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Evaluation Types. 1. There shall be two types of evaluation processes:
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Related to Evaluation Types

  • Evaluation Criteria 5.2.1. The responses will be evaluated based on the following: (edit evaluation criteria below as appropriate for your project)

  • Evaluation Cycle Goal Setting and Development of the Educator Plan A) Every Educator has an Educator Plan that includes, but is not limited to, one goal related to the improvement of practice; one goal for the improvement of student learning. The Plan also outlines actions the Educator must take to attain the goals established in the Plan and benchmarks to assess progress. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the similar roles and/or responsibilities. See Sections 15-19 for more on Educator Plans. B) To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed in the Self-Assessment, using evidence of Educator performance and impact on student learning, growth and achievement based on the Educator’s self-assessment and other sources that Evaluator shares with the Educator. The process for determining the Educator’s impact on student learning, growth and achievement will be determined after ESE issues guidance on this matter. See #22, below. C) Educator Plan Development Meetings shall be conducted as follows: i) Educators in the same school may meet with the Evaluator in teams and/or individually at the end of the previous evaluation cycle or by October 15th of the next academic year to develop their Educator Plan. Educators shall not be expected to meet during the summer hiatus. ii) For those Educators new to the school, the meeting with the Evaluator to establish the Educator Plan must occur by October 15th or within six weeks of the start of their assignment in that school iii) The Evaluator shall meet individually with Educators with PTS and ratings of needs improvement or unsatisfactory to develop professional practice goal(s) that must address specific standards and indicators identified for improvement. In addition, the goals may address shared grade level or subject matter goals. D) The Evaluator completes the Educator Plan by November 1st. The Educator shall sign the Educator Plan within 5 school days of its receipt and may include a written response. The Educator’s signature indicates that the Educator received the plan in a timely fashion. The signature does not indicate agreement or disagreement with its contents. The Evaluator retains final authority over the content of the Educator’s Plan.

  • Program Evaluation The School District and the College will develop a plan for the evaluation of the Dual Credit program to be completed each year. The evaluation will include, but is not limited to, disaggregated attendance and retention rates, GPA of high-school-credit-only courses and college courses, satisfactory progress in college courses, state assessment results, SAT/ACT, as applicable, TSIA readiness by grade level, and adequate progress toward the college-readiness of the students in the program. The School District commits to collecting longitudinal data as specified by the College, and making data and performance outcomes available to the College upon request. HB 1638 and SACSCOC require the collection of data points to be longitudinally captured by the School District, in collaboration with the College, will include, at minimum: student enrollment, GPA, retention, persistence, completion, transfer and scholarships. School District will provide parent contact and demographic information to the College upon request for targeted marketing of degree completion or workforce development information to parents of Students. School District agrees to obtain valid FERPA releases drafted to support the supply of such data if deemed required by counsel to either School District or the College. The College conducts and reports regular and ongoing evaluations of the Dual Credit program effectiveness and uses the results for continuous improvement.

  • Benchmarks 2.1 Benchmarks set forth the overall scope and level of responsibility and the typical duties by which jobs or positions are distinguished and classified under the Classification System. 2.2 Benchmarks also set forth the range or level of qualifications appropriate for a position classified to the level of the benchmark(s). 2.3 Benchmarks do not describe jobs or positions. They are used to classify a wide diversity of jobs by identifying the scope and level of responsibilities.

  • Criteria (1) Annual Evaluation Criteria. All performance evaluations shall be based upon assigned duties, and shall carefully consider the nature of the assignment in terms, where applicable, of: a. Teaching effectiveness, including effectiveness in presenting knowledge, information, and ideas by means or methods such as lecture, discussion, assignment and recitation, demonstration, laboratory exercise, practical experience, supervision of interns, theses, professional projects and/or dissertations, and direct consultation with students. The evaluation shall include consideration of effectiveness in imparting knowledge and skills, and effectiveness in stimulating students' critical thinking and/or creative abilities, the development or revision of curriculum and course structure, and adherence to accepted standards of professional behavior in meeting responsibilities to students. The evaluator may take into account class notes, syllabi, student exams and assignments, and any other materials relevant to the employee's teaching assignment. The teaching evaluation must take into account any relevant materials submitted by the employee, including the results of peer evaluations of teaching, and may not be based solely on student evaluations when this additional information has been made available to the evaluator. b. Contribution to the discovery of new knowledge, development of new educational techniques, and other forms of creative activity. Evidence of research and other creative activity shall include, but not be limited to, published books; articles and papers in professional journals; musical compositions, paintings, sculpture; works of performing art; papers presented at meetings of professional societies; funded grant activities; and research and creative accomplishments that have not yet resulted in publication, display, or performance. The evaluation shall include consideration of the employee's productivity, including the quality and quantity of the employee's research and other creative programs and contributions during the year, as well as recognition by the academic or professional community of what has been done. c. Public service that extends professional or discipline-related contributions to the community, the State, public schools, and/or the national and international community. This public service includes contributions to scholarly and professional organizations, governmental boards, agencies, and commissions that are beneficial to such groups and individuals. d. Participation in the governance processes of the University through significant service on committees, councils, and senates, beyond that associated with the expected responsibility to participate in the governance of the University through participation in regular departmental or college meetings. e. Other assigned University duties, such as attending University events, advising, counseling, and academic administration, or as described in a Position Description, if any, of the position held by the employee. Other assigned duties may include entrepreneurial activities that contribute to the further development of the University with an end result of creating a new venture. Evidence of entrepreneurial contributions shall include, but not be limited to, creation of self- supporting centers or institutes, development of multi- disciplinary research partnerships, and applications of research to implementations in society. To provide guidelines for the establishment, maintenance and use of employee evaluation files within the employee’s respective academic unit.