Summative Evaluation Process Clause Samples

The Summative Evaluation Process clause outlines the procedures and criteria for conducting a comprehensive assessment of an individual's or entity's overall performance at the conclusion of a specified period or project. Typically, this process involves reviewing achievements against predefined objectives, collecting relevant documentation or feedback, and possibly holding a formal evaluation meeting. Its core function is to provide a structured and objective basis for making decisions related to contract renewal, promotion, or continued engagement, thereby ensuring accountability and transparency in performance assessments.
Summative Evaluation Process. 6.4.1 All non-classroom teachers will be evaluated annually. 6.4.2 A staff meeting will be scheduled prior to the beginning of the formal evaluation process in order to inform employees about the evaluation tools and process, and to answer questions regarding the evaluation system. 6.4.3 Employees shall be notified by November 1st who is responsible for the employees’ evaluation. 6.4.4 Unsatisfactory evaluation rating and appropriate comments shall be recorded and explained to the affected employee. 6.4.5 No employee in this Association shall evaluate any other employee in the Association, and will not be put in a position which would require them to make evaluative judgments. 6.4.6 There shall be separate evaluation forms for: 1. ESA and Non-classroom Teachers 2. ▇▇▇▇ of Students, Department Coordinators and Consultant Teachers
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Summative Evaluation Process. 1. Teacher practice will be assessed according to the ▇▇▇▇▇▇▇▇ Framework for Teaching as described throughout this article. 2. Each staff member in contractual continued service shall be evaluated using the rubric jointly developed by the administration and association (Joint Evaluation Committee) specifically for the member’s current assignment. No member shall be evaluated using a rubric designed for a position other than the member’s current assignment. 3. The Joint Evaluation Committee shall make every effort to collaboratively develop a rubric unique to every certified contractual position within District 205. Should a new certified contractual position be instituted, the Joint Evaluation Committee shall convene with members assigned to that position to develop a rubric to evaluate members assigned to the position.
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Summative Evaluation Process. 1. Annual Summary Evaluation Conferences -Must occur at the end of the school year between the teacher and principal/designee to review: a. The teacher's performance in relation to the district's teacher job descriptions and evaluation rubric, which includes the evaluation of observations and practice based on the teacher practice instrument, SGO's and mSGP, when applicable, b. Progress toward meeting goals set in the teacher's PDP, or when applicable, CAP. c. Theteacher'ssummativeevaluation rating, ifavailable, willbediscussed. d. The teacher's PDP for following year, or when applicable, CAP. 2. Annual Written Summary Evaluation Report a. The Summary Evaluation Report for Non-Tenured teachers shall be completed andsubmitted tothe HR Department nolaterthan April 30th. The Summary Evaluation Report foralltenured teachers shallbecompleted and submitted tothe HRDepartment nolaterthan June 20th. b. The Summary Evaluation Report: i) Must be prepared by the teacher's principal/designee and includesummative rating oravailable data, ii) Is required bytheend of theschool year and must beupdated with summative evaluation rating when available if later than end of schoolyear, iii) Should include the teacher's score on the teacher practice instrument and final SGO score (even if the mSGP score is not yetavailable). iv) Must be signed by teacher and principal or administrator within five (5) teacher work days following the Summary Evaluation Conference.
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Summative Evaluation Process. ‌ (a) The Summative Evaluation Process shall begin with a pre-observation conference, in which the Administrator shall meet with the Instructor to discuss the Evaluation Rubric and the purpose, schedule and criteria for the evaluation. There shall be at least 10 Teaching Days between the pre-evaluation conference and the first classroom observation visit. (b) There shall then be at least three and no more than six classroom observation visits, with a minimum of 15 Teaching Days between each visit. The number of visits shall be determined by the Administrator. The scheduling of one visit shall be chosen by the Instructor. Prior to each visit, the Instructor shall provide the Administrator with a simple written outline of the objectives, teaching strategies and learning outcomes for the lesson. In the case of Probationary or Temporary Instructors, the Instructor shall provide the Administrator with a formal lesson plan. If requested by the Instructor, the Administrator and the Instructor shall meet prior to the visit to discuss the lesson objective(s) and the teaching strategies to be employed. During each visit, the Administrator shall observe the lesson in its entirety. (c) Following each classroom visit, the Administrator and the Instructor shall meet. At this meeting, the Administrator shall provide the Instructor with feedback regarding the Administrator's observations during the classroom visit. Such feedback shall identify both strengths and weaknesses in the Instructor's teaching performance for the lesson observed and shall be summarized for the Instructor in writing. (d) During the Summative Evaluation Process, the Administrator may also conduct informal visits to the Instructor's classroom from time to time. After each visit, the Administrator shall provide feedback to the Instructor regarding the Administrator's observations. If such feedback is provided orally, the Administrator shall provide a brief written follow up.
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Related to Summative Evaluation Process

  • 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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  • PROGRESS EVALUATION Engineer shall, from time to time during the progress of the Engineering Services, confer with County at County’s election. Engineer shall prepare and present such information as may be pertinent and necessary, or as may be reasonably requested by County, in order for County to evaluate features of the Engineering Services. At the request of County or Engineer, conferences shall be provided at Engineer's office, the offices of County, or at other locations designated by County. When requested by County, such conferences shall also include evaluation of the Engineering Services. County may, from time to time, require Engineer to appear and provide information to the Williamson County Commissioners Court. Should County determine that the progress in Engineering Services does not satisfy an applicable Work Authorization or any Supplemental Work Authorization related thereto, then County shall review same with Engineer to determine corrective action required. Engineer shall promptly advise County in writing of events which have or may have a significant impact upon the progress of the Engineering Services, including but not limited to the following: A. Problems, delays, adverse conditions which may materially affect the ability to meet the objectives of an applicable Work Authorization or any Supplemental Work Authorization related thereto, or preclude the attainment of Project Engineering Services units by established time periods; and such disclosure shall be accompanied by statement of actions taken or contemplated, and County assistance needed to resolve the situation, if any; and B. Favorable developments or events which enable meeting goals sooner than anticipated in relation to an applicable Work Authorization’s or any Supplemental Work Authorization related thereto.

  • Self-Evaluation Each regular faculty member shall provide a self-evaluation. It shall address, among other items, the faculty member's fulfillment of professional responsibilities as referenced in Section 18.2.3 and an assessment of his or her own performance. The faculty member will share the self-evaluation with the Faculty Evaluation Committee and the first-level manager or designee. The self-evaluation will become part of the evaluation report.