Common use of Formal Evaluation Clause in Contracts

Formal Evaluation. In the event that a Principal believes that a specific area needs to be addressed beyond the process outlined in the Supervision, Professional Growth and Assessment section, then they will commence a formal process by sending a memo to the teacher requesting a Step 1 meeting and indicating that the formal evaluation process pursuant to C.30 Teaching Performance: Supervision and Evaluation has begun. a. STEP 1 i. At the meeting, the Principal will identify and clarify the area(s) of concern with the teacher. The teacher will provide their views in response to the Principal. ii. If any area of concern remains, then the Principal and teacher will discuss, informally, joint strategies to address the area(s) of concern. b. STEP 2 i. If the concern is not remedied at Step 1 or if the problem recurs, then the Principal will meet again with the teacher to discuss the situation. ii. Following the meeting, the Principal will provide the teacher with a descriptive memo outlining the areas of concern, and the evaluation and observation processes (including a time frame) that will be used in analyzing and evaluating the teaching situation. Further, the memo will outline the expected standards of performance or objectives to be met by the teacher and possible means of achieving them. iii. The supervisory and evaluative process referred to in this step shall include a formal written report. If the formal report is “less than satisfactory” a copy will be forwarded to the Superintendent’s office. Further, any written response by the teacher to the written report will also be forwarded to the Superintendent’s office. c. STEP 3 i. If the teacher is evaluated as less than satisfactory in a report pursuant to Step 2 above, then the Principal, a representative of the Superintendent’s office, the teacher, and a representative of the B.T.A., will meet to discuss the situation. Following the meeting the Principal will identify in a descriptive memo the areas of concern, the expected standards of performance or objectives to be met and applicable time frames. ii. Possible means of addressing the concern within the established time frame will be discussed and the teacher, in consultation with the Principal and other appropriate district resource people mutually agreed upon, will develop a plan of remedial action. iii. In pursuing this plan of remedial action, the teacher will have access to existing staff support resources and consultative services. Further, the teacher may be given the opportunity to observe teachers in similar assignments, or the teacher may be given the opportunity to attend workshops related to the problem. iv. The Principal shall keep the Superintendent’s office advised on the progress of the plan of action and the teacher will keep the B.T.A. president similarly advised. v. The supervisory and evaluative process referred to in this step shall include a second formal written report by the Principal. d. STEP 4 i. If the teacher is evaluated as less than satisfactory in a report pursuant to Step 3 above, then the Principal, a representative of the Superintendent’s office, the teacher and a representative of the B.T.A. will meet to discuss the advisability of an alternate assignment. ii. If a teacher who has received a “less than satisfactory” report in Step 3 desires a reassignment, they will request a reassignment in writing to the Superintendent’s office indicating the reason(s). (1) The Superintendent’s office will be cognizant of the request and the reasons for it when making staffing determinations for the following school year, recognizing the various interests affected by a reassignment. iii. If a teacher receives a “less than satisfactory” report in Step 3, they may request within three weeks unpaid leave of absence of up to one year (effective at a mutually agreeable date) to take an approved program of professional or academic instruction. If the leave is approved, the time between the request for leave of absence and the return of the teacher shall not be counted as part of the timelines governing report writing. The return from leave of absence will coincide with the beginning of a school term or semester as applicable. Observations for a subsequent formal report shall not begin earlier than two months after the teacher has returned to teaching duties. iv. It is noted that in the event that a personal leave of absence could address a factor contributing to the problem, then such teacher may request a leave of absence for personal reasons. v. The supervisory and evaluative process referred to in this report shall include a third formal written report by a Superintendent or Director of Instruction. The three reports shall not be written by the same person.

Formal Evaluation. In the event that a Principal believes that a specific area needs to be addressed beyond the process outlined in the Supervision, Professional Growth and Assessment section, then they he/she will commence a formal process by sending a memo to the teacher requesting a Step 1 meeting and indicating that the formal evaluation process pursuant to C.30 Teaching Performance: Supervision and Evaluation has begun. a. STEP 1 i. At the meeting, the Principal will identify and clarify the area(s) of concern with the teacher. The teacher will provide their his/her views in response to the Principal. ii. If any area of concern remains, then the Principal and teacher will discuss, informally, joint strategies to address the area(s) of concern. b. STEP 2 i. If the concern is not remedied at Step 1 or if the problem recurs, then the Principal will meet again with the teacher to discuss the situation. ii. Following the meeting, the Principal will provide the teacher with a descriptive memo outlining the areas of concern, and the evaluation and observation processes (including a time frame) that will be used in analyzing and evaluating the teaching situation. Further, the memo will outline the expected standards of performance or objectives to be met by the teacher and possible means of achieving them. iii. The supervisory and evaluative process referred to in this step shall include a formal written report. If the formal report is “less ―less than satisfactory” satisfactory‖ a copy will be forwarded to the Superintendent’s office. Further, any written response by the teacher to the written report will also be forwarded to the Superintendent’s office. c. STEP 3 i. If the teacher is evaluated as less than satisfactory in a report pursuant to Step 2 above, then the Principal, a representative of the Superintendent’s office, the teacher, and a representative of the B.T.A., will meet to discuss the situation. Following the meeting the Principal will identify in a descriptive memo the areas of concern, the expected standards of performance or objectives to be met and applicable time frames. ii. Possible means of addressing the concern within the established time frame will be discussed and the teacher, in consultation with the Principal and other appropriate district resource people mutually agreed upon, will develop a plan of remedial action. iii. In pursuing this plan of remedial action, the teacher will have access to existing staff support resources and consultative services. Further, the teacher may be given the opportunity to observe teachers in similar assignments, or the teacher may be given the opportunity to attend workshops related to the problem. iv. The Principal shall keep the Superintendent’s office advised on the progress of the plan of action and the teacher will keep the B.T.A. president similarly advised. v. The supervisory and evaluative process referred to in this step shall include a second formal written report by the Principal. d. STEP 4 i. If the teacher is evaluated as less than satisfactory in a report pursuant to Step 3 above, then the Principal, a representative of the Superintendent’s office, the teacher and a representative of the B.T.A. will meet to discuss the advisability of an alternate assignment. ii. If a teacher who has received a “less ―less than satisfactory” satisfactory‖ report in Step 3 desires a reassignment, they he/she will request a reassignment in writing to the Superintendent’s office indicating the reason(s). (1) The Superintendent’s office will be cognizant of the request and the reasons for it when making staffing determinations for the following school year, recognizing the various interests affected by a reassignment. iii. If a teacher receives a “less ―less than satisfactory” satisfactory‖ report in Step 3, they he/she may request within three weeks unpaid leave of absence of up to one year (effective at a mutually agreeable date) to take an approved program of professional or academic instruction. If the leave is approved, the time between the request for leave of absence and the return of the teacher shall not be counted as part of the timelines governing report writing. The return from leave of absence will coincide with the beginning of a school term or semester as applicable. Observations for a subsequent formal report shall not begin earlier than two months after the teacher has returned to teaching duties. iv. It is noted that in the event that a personal leave of absence could address a factor contributing to the problem, then such teacher may request a leave of absence for personal reasons. v. The supervisory and evaluative process referred to in this report shall include a third formal written report by a Superintendent or Director of Instruction. The three reports shall not be written by the same person.

Formal Evaluation. In the event that a Principal believes that a specific area needs to be addressed beyond the process outlined in the Supervision, Professional Growth and Assessment section, then they he/she will commence a formal process by sending a memo to the teacher requesting a Step 1 meeting and indicating that the formal evaluation process pursuant to C.30 Teaching Performance: Supervision and Evaluation has begun. a. STEP 1 i. At the meeting, the Principal will identify and clarify the area(s) of concern with the teacher. The teacher will provide their his/her views in response to the Principal. ii. If any area of concern remains, then the Principal and teacher will discuss, informally, joint strategies to address the area(s) of concern. b. STEP 2 i. If the concern is not remedied at Step 1 or if the problem recurs, then the Principal will meet again with the teacher to discuss the situation. ii. Following the meeting, the Principal will provide the teacher with a descriptive memo outlining the areas of concern, and the evaluation and observation processes (including a time frame) that will be used in analyzing and evaluating the teaching situation. Further, the memo will outline the expected standards of performance or objectives to be met by the teacher and possible means of achieving them. iii. The supervisory and evaluative process referred to in this step shall include a formal written report. If the formal report is “less than satisfactory” a copy will be forwarded to the Superintendent’s office. Further, any written response by the teacher to the written report will also be forwarded to the Superintendent’s office. c. STEP 3 i. If the teacher is evaluated as less than satisfactory in a report pursuant to Step 2 above, then the Principal, a representative of the Superintendent’s office, the teacher, and a representative of the B.T.A., will meet to discuss the situation. Following the meeting the Principal will identify in a descriptive memo the areas of concern, the expected standards of performance or objectives to be met and applicable time frames. ii. Possible means of addressing the concern within the established time frame will be discussed and the teacher, in consultation with the Principal and other appropriate district resource people mutually agreed upon, will develop a plan of remedial action. iii. In pursuing this plan of remedial action, the teacher will have access to existing staff support resources and consultative services. Further, the teacher may be given the opportunity to observe teachers in similar assignments, or the teacher may be given the opportunity to attend workshops related to the problem. iv. The Principal shall keep the Superintendent’s office advised on the progress of the plan of action and the teacher will keep the B.T.A. president similarly advised. v. The supervisory and evaluative process referred to in this step shall include a second formal written report by the Principal. d. STEP 4 i. If the teacher is evaluated as less than satisfactory in a report pursuant to Step 3 above, then the Principal, a representative of the Superintendent’s office, the teacher and a representative of the B.T.A. will meet to discuss the advisability of an alternate assignment. ii. If a teacher who has received a “less than satisfactory” report in Step 3 desires a reassignment, they will request a reassignment in writing to the Superintendent’s office indicating the reason(s). (1) The Superintendent’s office will be cognizant of the request and the reasons for it when making staffing determinations for the following school year, recognizing the various interests affected by a reassignment. iii. If a teacher receives a “less than satisfactory” report in Step 3, they may request within three weeks unpaid leave of absence of up to one year (effective at a mutually agreeable date) to take an approved program of professional or academic instruction. If the leave is approved, the time between the request for leave of absence and the return of the teacher shall not be counted as part of the timelines governing report writing. The return from leave of absence will coincide with the beginning of a school term or semester as applicable. Observations for a subsequent formal report shall not begin earlier than two months after the teacher has returned to teaching duties. iv. It is noted that in the event that a personal leave of absence could address a factor contributing to the problem, then such teacher may request a leave of absence for personal reasons. v. The supervisory and evaluative process referred to in this report shall include a third formal written report by a Superintendent or Director of Instruction. The three reports shall not be written by the same person.