Non-Full Cycle Evaluations (Accomplished/Skilled) Sample Clauses

Non-Full Cycle Evaluations (Accomplished/Skilled) a. In any year that a teacher is not completing a full cycle evaluation in accordance with the process set forth in this Article, a credentialed evaluator as defined in Section 3 (A) of this Article shall conduct at least one (1) observation of the teacher and hold at least one (1) conference with the teacher. No pre-conference shall be required prior to the observation. Observations shall be scheduled on a mutually agreeable date and time. A teacher shall respond to his/her assigned evaluator within three (3) workdays of being contacted with his/her preferred dates and times for formal observations. Failure to mutually agree upon a date and time by the end of the third quarter could result in an assigned date for a formal observation.
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Non-Full Cycle Evaluations (Accomplished/Skilled) a. In any year that a teacher is not completing a full cycle evaluation in accordance with the process set forth in this Article, a credentialed evaluator as defined in Section III (A) of this Article shall conduct at least one (1) observation of the teacher and hold at least one (1) conference with the teacher. No pre-conference shall be required prior to the observation. Observations shall be scheduled on a mutually agreeable date and time.
Sample 1

Related to Non-Full Cycle Evaluations (Accomplished/Skilled)

  • 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.

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