Focused Evaluation Process Clause Samples
The Focused Evaluation Process clause establishes a streamlined and targeted method for assessing specific aspects of a project, product, or service. Typically, this clause outlines the criteria, scope, and procedures for conducting evaluations that concentrate on particular issues or performance metrics, rather than a comprehensive review. For example, it may be used to quickly address concerns about a single deliverable or to verify compliance with a specific requirement. Its core practical function is to enable efficient resolution of targeted concerns, saving time and resources by narrowing the evaluation to only the most relevant matters.
Focused Evaluation Process. Non-provisional teachers return to the comprehensive evaluation in year six (6).
Focused Evaluation Process. A. The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process and will include evaluation of one (1) of the eight (8) State criteria. If a non-provisional teacher has scored at Proficient or higher the previous year on the comprehensive evaluation, he/she may be evaluated using the Focused Evaluation, provided that the teacher may only remain on the Focused Evaluation for three (3) years before returning to the Comprehensive Evaluation.
B. A teacher may be transferred from a focused evaluation to a comprehensive summative evaluation at the request of the teacher or at the direction of the teacher’s evaluator.
C. One (1) of the eight (8) evaluation criteria must be assessed in a focused evaluation. The selected criterion must be approved by the teacher's evaluator and may have been identified in a previous comprehensive summative evaluation as benefiting from additional attention. (WAC 392-191A-120)
D. If the employee chooses criterion 1, 2, 4, 5, or 7, they must also complete the student growth components in criterion 3 or 6.
E. The criterion area to be evaluated shall be proposed by the teacher prior to, or at the first pre-observation conference and must be approved by the evaluator. The criterion may be an area of expertise to be further developed or a criterion that would benefit from additional attention. If the teacher selects criterion 3, 6, or 8, the student growth rubrics within those criterion, shall be scored. If criterion 1, 2, 4, 5, or 7 is chosen, the teacher must complete the student growth components in criterion 3 or 6 as per WAC 392-191A-120.
1. If the evaluation of the certificated classroom teacher includes an assessment of a criterion that requires observation the following shall apply: School districts must observe all classroom teachers for the purposes of focused evaluation at least twice each school year in the performance of their assigned duties. School districts must observe all employees who are subject to a focused evaluation for a period of no less than sixty minutes during each school year. (WAC 392-191A-110)
2. Observations for the focused evaluation shall follow the process set forth in the Comprehensive Evaluation Process, above.
F. 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 wh...
Focused Evaluation Process. Non-provisional teachers will be placed on a comprehensive evaluation every six (6) years.
Focused Evaluation Process. If a non-provisional teacher has scored at Proficient or higher the previous year, they may choose to remain on the comprehensive evaluation or be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for five (5) years before returning to the Comprehensive Evaluation. Teachers on the focused evaluation shall select one criterion from the eight (8) state criteria, and one component within the criterion as an area of focus. If a teacher desires to work towards a “distinguished” rating while on the focus cycle, the teacher will be expected to provide additional evidence and/or artifacts for all the components within the criterion, not seen in the observations. The chosen criterion for the focus evaluation may have been identified in the self-assessment or a previous comprehensive evaluation as benefiting from additional attention. The criterion shall be selected by the employee and mutually agreed upon by their evaluator.
1. The employee shall develop a student growth goal with input from their evaluator prior to October 15th. Student growth goals that reinforce district or building goals are encouraged. Evaluators may not alter teachers’ student growth goals for the year without the teacher’s consent. An evaluator may move a teacher on a Focused evaluation to a Comprehensive evaluation for the duration of that school year, provided they have completed a formal observation prior to November 15th, they have communicated the reasons for the move to the teacher, and the teacher has had the opportunity to correct the issues. The move to a Comprehensive evaluation must be done prior to December 15th.
Focused Evaluation Process. If a non-provisional teacher has scored at Proficient or higher the previous year, they may choose to be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for three (3) years before returning to the Comprehensive Evaluation. Teachers on a focused evaluation may select from any of the eight (8) state criteria unless:
A. The teacher received less than a proficient rating on criteria 1, 2, or 5 on the previous year’s evaluation, or
B. The teacher has not yet been evaluated on the comprehensive form. If a teacher fits the description in A or B above, the focused evaluation will be on a selected criterion from Domain 1 to be approved by the teacher’s evaluator. The criterion may have been identified in the self-assessment or a previous comprehensive evaluation as benefiting from additional attention. Teachers on a focused evaluation will develop written professional goals and timelines, and will monitor his or her progress, and make adaptations as needed. The plan will be guided by the
Focused Evaluation Process. A. If a non-provisional teacher has scored at Proficient or higher the previous year, they may choose to be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for four (4) years before returning to the Comprehensive Evaluation.
B. The criterion area to be evaluated shall be proposed by the teacher prior to, or at the first pre-observation conference and must be approved by the evaluator. The criterion may be an area of expertise to be further developed or a criterion that would benefit from additional attention unless other requirements are imposed by OSPI.
C. The teacher will develop a plan based on a self-assessment of the selected criteria, develop written professional goals and timelines, monitor progress and make adaptations as needed. The evaluator and teacher shall mutually agree on the teacher’s professional goal(s) for the year.
D. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. The District must inform the teacher of the move from a Focused to a Comprehensive Evaluation, in writing, any time on or before December 15. A change to comprehensive evaluation must be preceded by a least one (1) meeting to discuss the need to change, an opportunity for response and the decision.
Focused Evaluation Process. If a non-provisional teacher has scored at Proficient or higher the previous year, they may choose to be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for three (3) years before returning to the Comprehensive Evaluation. Teachers on a focused evaluation may select from any of the eight (8) state criteria unless:
A. The teacher received less than a proficient rating on criteria 1, 2, or 5 on the previous year’s evaluation, or
B. The teacher has not yet been evaluated on the comprehensive form. If a teacher fits the description in A or B above, the focused evaluation will be on a selected criterion from Domain 1 to be approved by the teacher’s evaluator. The criterion may have been identified in the self-assessment or a previous comprehensive evaluation as benefiting from additional attention.
Focused Evaluation Process. 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 teacher is placed on a focused evaluation. Should a teacher provide evidence of exemplary practice on the chosen focused criteria, a level 4 (Distinguished) score may be awarded by the evaluator. Should an evaluator determine that a teacher on a focused evaluation should be moved to a comprehensive evaluation for that school year, the teacher must be informed of this decision in writing at any time on or before December 15. Written rationale will be provided, if requested by the employee.