Philosophy of Evaluation. The Board and Association acknowledge that the overarching purposes of the educator evaluation system are to serve as a tool to advance the professional development of educators, to inform instruction and to assist educators and administrators in identifying and developing best educational practices in order to provide the greatest opportunity for student learning and achievement.
Philosophy of Evaluation. The performance evaluation is provided as an aid for employees to achieve and maintain high levels of work performance. The evaluation focus is based on a commitment to quality service and continuous improvement. The evaluation process has been designed to be used as a coaching device for supervisors and a means for establishing mutually agreed upon performance goals and objectives for individual employees. The evaluation process and form is intended to provide a method of measuring an employee’s performance based on the standards and requirements of the position as stated in job description, and the performance goals and objectives. The evaluation form can be a valuable asset to supervisors in motivating employee development and effective job performance, particularly when used to initiate employee assessment and the planning of goals and objectives. The evaluation shall not be used in lieu of the disciplinary steps set forth in Article 13.
Philosophy of Evaluation. The appraiser-individual/small group instruction teacher relationship will be one of mutual trust, confidence and of a non-adversarial nature, with the understanding that the purpose of evaluation is the improvement of instructional performance.
Philosophy of Evaluation. Evaluation of teaching is a continuous constructive process for the improvement of the quality of instruction. Evaluation is cooperative in nature. It provides a basis for self-evaluation and professional growth for the teacher. The evaluation process provides a means whereby teacher competency and performance are carefully, fairly and systematically assessed, aids in making sound administrative decisions affecting the teacher, and provides a permanent record of teacher performance.
Philosophy of Evaluation. 11.1.1 The purpose of the District’s certificated evaluation process is to provide a standardized system for assessing professional duties, interpersonal relations, and classroom teaching performance.
Philosophy of Evaluation. The Miamisburg School District believes that member evaluation is an ongoing process. Evaluations are used to improve the quality of instruction, to enhance job performance responsibilities and to focus on and emphasize professional development. It is a process meant to commend where commendation is warranted and create specific professional development plans and suggest means of improvement when needed. It is also a means for making decisions regarding employment.
Philosophy of Evaluation. The California Standards for the Teaching Profession are based on current research and expert advice pertaining to the best teaching practice. The Standards address the diversity of students and teachers in California schools today, and reflect a holistic developmental view of teaching. The evaluation procedures are designed to: * Prompt reflection about student learning and teaching practice; * Formulate professional goals to improve teaching practice; and * Guide, monitor, assess the progress of a teacher’s practice toward professional goals and professionally accepted benchmarks.
Philosophy of Evaluation. 14.2.1 It is the philosophy of the Superintendent that the principal purpose of evaluation should be to contribute to the professional growth and development of staff.
Philosophy of Evaluation. In compliance with the Ohio School Board of Education's minimum standards, the evaluation of each school's employee will be the ultimate responsibility of the building principal or assigned evaluator. One administrator shall complete the bargaining unit member’s evaluation from beginning to end. The evaluator shall be the assigned administrator in the building where the bargaining unit member performs the majority of his/her duties. The evaluation should result from formal and informal observations by the evaluator with thoughtful input by each employee. The primary goals of the staff evaluation program shall be the improvement of the employee evaluated and the determination of contract status. The Superintendent and the Union President shall develop evaluation timetables for special employment situations not covered by this document.
Philosophy of Evaluation. The District and the Association believe that evaluation is a collaborative, supportive, and continuous process meant to improve learning and instruction while enhancing job proficiency.
