Standards Based Teacher Evaluation. Teacher evaluations will utilize multiple factors, with the intent of providing meaningful feedback to each teacher and assigning an effectiveness rating based in equal part upon teacher performance and student growth. Each teacher evaluation will result in an effectiveness rating of:
Standards Based Teacher Evaluation. The Board is responsible for adopting and implementing in consultation with teachers a standards-based teacher evaluation policy that conforms to the framework for evaluation of teachers as approved by the State Board of Education, as amended, which aligns with the "Standards for the Teaching Profession" as set forth in State law.
Standards Based Teacher Evaluation. 29.01 A determination of the efficiency and effectiveness of the teaching and School Counselor staff is a critical factor in the overall operations of the District. The Board evaluates teachers in accordance with State law and the standards- based statewide teacher evaluation framework adopted by the State Board of Education. The Board directs the Superintendent/designee to implement this policy in accordance with State law.
Standards Based Teacher Evaluation. The Board of Education is responsible for a standards-based teacher evaluation policy which conforms to the framework for evaluation of teachers as approved by the State Board of Education and aligns with the “Standards for the Teaching Profession” as set forth in State law. The Board adopts the Ohio Teacher Evaluation System (“OTES”) model and the Ohio School Counselor Evaluation System (“OSCES”) model as approved by the State Board of Education. The evaluation policy is intended to provide an evaluation model that is research-based, transparent, fair, and adaptable to the needs of the District. The Board believes in the importance of ongoing assessment and meaningful feedback as a powerful vehicle to support improved teaching performance and student growth, as well as promotion and retention decisions for teachers. The Board acknowledges that the overarching purposes of the teacher evaluation system are to serve as a tool to advance the professional development of teachers, to inform instruction, and to assist teachers and administrators in identifying and developing best educational practices in order to provide the greatest opportunity for student learning and achievement. This policy shall be implemented as set forth herein and shall be included in the collective bargaining agreement with the Xxxxxxxx Education Association, and in all extensions and renewals thereof. This policy has been developed in consultation with teachers employed by the Board and represented by the Xxxxxxxx Education Association (BEA). Given the dynamic nature of the mandated teacher evaluation process, the Board recognizes the Evaluation Review Committee (ERC) as well as Student Learning Objective Committee (SLO), with continuing participation by District teachers represented by the Xxxxxxxx Education Association, and for the express purpose of recommending necessary changes to the Board for the appropriate revision of this policy. DEFINITIONS
Standards Based Teacher Evaluation. FOR NON-INSTRUCTIONAL STAFF Teacher evaluations will utilize multiple factors, with the intent of providing meaningful feedback to each teacher and assigning an effectiveness rating based in equal part upon teacher performance and student growth. Each teacher evaluation will result in an effectiveness rating of:
Standards Based Teacher Evaluation. Lakeview Evaluation Committee
Standards Based Teacher Evaluation. Teacher evaluations will utilize multiple factors, with the intent of providing meaningful feedback to each teacher and assigning a final holistic rating based upon evidence provided by the teacher and on the formal observations and walkthroughs by the teacher’s assigned evaluator. A teacher may provide evidence to the credentialed evaluator to support and inform an accurate reflection of the Evaluation Factors being evaluated. Examples include, but are not limited to, student information affecting educational progress, student interest or learning style surveys, newsletters, classroom rules, lesson plans, portfolios, summative assessments, professional education organization work, education awards, and student work samples. All evidence presented will be considered in the evaluator’s assessment of the teacher. Each teacher evaluation will result in a final holistic evaluation rating of:
