Process of Evaluation l. The entire professional performance record of a member of the professional staff shall be considered at the time such employee is being considered for a multi-year appointment or reappointment contract. The candidate may include any additional material which he/she deems appropriate.
Process of Evaluation. 5.1 The process of evaluation shall include observations of the work of the employee by the evaluator.
Process of Evaluation. The process of evaluation letters involves the following steps: An evaluation letter will be written by the primary supervisor (in consultation with other supervisors) not later than June of each year for non-tenured teachers and at the end of a three year cycle for tenured teachers. This evaluation letter reflects a teacher’s progress at the time of evaluation relative to the West Irondequoit Teacher Practice Rubric. When mutually agreed upon by primary supervisor, teacher and other supervisors an evaluation letter may be written at the end of any year outside the regular cycle. Written evaluation letters will be received by teachers no later than June 1 of the evaluation year. Teachers will have 10 business days to review and return. (See Evaluation/Instruction form.) The supervisor, assistant principal or coordinator and principal/director will discuss the evaluation letter and should arrive at consensus on its content. The writing of the evaluation letter is a shared task between the principal/director and the supervisor, assistant principal or coordinator. When the principal and supervisor have differing opinions, the Deputy Superintendent will become involved as a facilitator to resolve differences of opinion. The evaluation letter should be preceded by a conference between the principal/director or supervisor, assistant-principal or coordinator and the teacher. In preparation for the conference, the teacher and the supervisor (s) should plan to discuss evidence representing a broader array of needs and/or accomplishments related to the West Irondequoit Practice Rubric. Should the teacher disagree with the evaluation letter, a conference will be held between the principal and the teacher to discuss areas of disagreement. If disagreement persists, the teacher may request a second conference with the principal and a mutually agreed upon third party who acts as a facilitator. If this meeting fails to resolve the outstanding issues, the teacher may submit a rebuttal statement to be attached to the evaluation letter which details the areas of disagreement. Teachers will receive their APPR rating by the tenth school day from the district’s receipt of the state assessment(s)/SLO(s) score.
Process of Evaluation. 1. The process of evaluation shall include observations of the work of the teacher by the evaluator.
Process of Evaluation. 5.1 The process of evaluation will include observations of the work day of the teacher by the evaluator.
Process of Evaluation. 14-5-1 The process of evaluation shall include fair and reasonable observation of the work of the employee by the evaluator using the Colorado State Model Evaluation System.
Process of Evaluation a. Pre-conference: At least ten (10) school days prior to commencing observations, the evaluator will review with the teacher the process, criteria for evaluation, timelines for evaluation, number of classroom visits, plans for communicating to the teacher the observations of the evaluator, and any special circumstances within the teacher's assignment. Additional criteria should be developed by the evaluator in consultation with the teacher to be evaluated.
Process of Evaluation. Teacher performance will be evaluated on an ongoing basis during the contracted year on criteria including, but not limited to, the California Standards for the Teaching Profession and HTVCS’ Professional Requirements. It is the goal of this process for every teacher to demonstrate proficiency (defined as “meets expectations”) in all standards.
Process of Evaluation. The term “evaluation” as used in this document refers to the processes involved in rating a teacher’s competency and effectiveness in the school and in the classroom. It is based on data accumulated from all classroom observations, official and unofficial commendations, recommendations, reprimands, and observations of working relationships and daily proficiency as a professional.
