PAR Process Sample Clauses

PAR Process. 1. APS and ATF will present jointly to principals at a designated time at the beginning of each school year. The presentation will include, but not be limited to: a. An overview of the PAR Program. b. Data about the program c. The process for placing teachers on a District Improvement or an Intensive Evaluation Plan including the Principal’s responsibilities in the PAR process prior to placing an employee on an Improvement Plan as follows: 1.) Principal notes the concern(s) in the teacher’s performance to discern if there is a pattern. Concerns regarding the teacher’s performance may come about as a result of classroom observations or other evidence of teaching problems. 2.) Principal confirms the pattern with evidence from observations. 3.) Principal converses with teacher to notify him/her of the concern(s). a.) The principal addresses the specific concern(s) with the teacher verbally and/or in writing if already addressed verbally. b.) The principal advises the teacher that communication about the concern(s) will continue and a follow-up is scheduled in a specified time frame. c.) The principal provides assistance to the teacher. d.) If there is insufficient improvement, the principal and the teacher will meet to review the documentation (meetings, memos, concerns, observations, etc.). Then, a meeting with the teacher, principal, a representative from the Albuquerque Teachers Federation, and a Human Resources Representative is scheduled. e.) The concerns, evidence, expectations, support, improvement plan and a target date for improvement will be reviewed at this meeting. f.) Once the teacher is placed on an improvement or intensive evaluation plan, a Consulting Teacher will be assigned if there is space available in the PAR Program. 2. Implementation of Employee Improvement or Intensive Evaluation plan a. Support provided by the Consulting Teacher through the PAR Program is not optional for employees on District Improvement or Intensive Evaluation Plans. b. The principal will continue to make regular classroom observations and provide summary memorandums (feedback) as to what has been observed. The memos may include suggestions and reminders if the teacher is or isn’t making expected progress. Walk-through visits are not evaluative and thus are not part of the regular classroom observations noted above. c. Prior to meeting with the teacher, the Improvement or Intensive Evaluation Plan will be drafted. Specific concerns will be identified in the plan. d....

PAR Process a. APS and ATF will present jointly to principals at a designated time at the beginning of each school year. The presentation will include, but not be limited to: 1.) Putting teachers on an Improvement Plan 2.) The PAR Program b. Principal’s responsibilities in the PAR process prior to placing an employee on an Improvement Plan are as follows: 1.) Principal notes the concern(s) in the teacher’s performance to discern if there is a pattern. Concerns regarding any of the nine teacher competencies may come about as a result of classroom observations or other evidence of teaching problems. 2.) Principal confirms the pattern with evidence from observations. 3.) Principal converses with teacher to notify him/her of the concern(s). a.) The principal addresses the specific competencies of concern with the teacher verbally and/or in writing if already addressed verbally. b.) The principal advises the teacher that communication about the competencies will continue and a follow-up is scheduled in a specified time frame. c.) The principal provides assistance to the teacher. 4.) If there is no improvement, then the principal will meet with Human Resources to review the documentation (meetings, memos, concerns, observations, etc.) and a meeting with the teacher, principal, a representative from the Albuquerque Teachers Federation, and a Human Resources Representative will be scheduled. a.) The concerns, evidence, expectations, support and a target date for improvement will be reviewed at this meeting. b.) Once the teachers is placed on an improvement plan, if there is space available in the PAR Program, a Consulting Teacher will be assigned.

PAR Process. 1. APS and ATF will present jointly to principals at a designated time at the beginning of each school year. The presentation will include, but not be limited to: a. An overview of the PAR Program. b. Data about the program. c. The process for placing teachers on a District Improvement or an Intensive Evaluation Plan including the Evaluator’s responsibilities in the PAR process prior to placing an employee on an Improvement Plan are as follows: 1.) Evaluator identifies a pattern of concern(s) in the teacher’s performance. Concerns regarding the teacher’s performance may come about as a result of formal observations, walkthroughs, drop –ins, or other evidence of teaching problems. 2.) Evaluator confirms the pattern with evidence from a formal observation. 3.) Evaluator converses with teacher to notify them of the concern(s). a.) The evaluator addresses the specific concern(s) with the teacher verbally or in writing if already addressed verbally. b.) The evaluator advises the teacher that communication about the concern(s) will continue and a follow-up discussion is scheduled in a specified time frame. c.) The evaluator provides targeted assistance to the teacher and documents the assistance provided. d.) If there is insufficient improvement, the evaluator, and the teacher will meet to review the documentation (meetings, memos, concerns, observations, etc.). If appropriate, the evaluator will inform the teacher that a District Improvement Plan will be written. Then, a meeting with the teacher, evaluator, a representative from the Albuquerque Teachers Federation, and a Department of Human Resources Representative is scheduled. e.) The concerns, evidence, expectations, support, improvement plan, and a target date for improvement will be reviewed at this meeting. f.) Once the teacher is placed on an improvement or intensive evaluation plan, a Consulting Teacher will be assigned if there is space available in the PAR Program.

PAR Process a. APS and ATF will present jointly to principals at a designated time at the beginning of each school year. The presentation will include, but not be limited to: 1.) An overview of the PAR Program. 2.) Data about the program. 3.) The process for placing teachers on a District Improvement or an Intensive Evaluation Plan including the Evaluator’s responsibilities in the PAR process prior to placing an employee on an Improvement Plan are is as follows. Prior to placing a teacher on a district plan, the evaluator’s responsibilities are: a.) Evaluator identifies a pattern of concern(s) in the teacher’s performance. Concerns regarding the teacher’s performance may come about as a result because of formal observations, walkthroughs, drop –ins, or other evidence of teaching problems. b.) Evaluator confirms the pattern with evidence from a formal observation. c.) Evaluator converses with teacher to notify them of the concern(s).