Teacher Effectiveness Sample Clauses
Teacher Effectiveness. In the schools covered by the MOU, the teachers in the following Core areas must demonstrate a 2017-2018 3-year aggregate State VAM score higher than Unsatisfactory to be retained: reading, math, science, language arts, and social studies. Other instructional staff, including but not limited to ESE and ESOL, that generate a VAM score and are measured by that metric will also be considered a Core teacher. For non-VAM evaluated teachers or those other than reading, math, science, language arts, and social studies teachers, retention must be based upon demonstrated mastery at 65%, or another agreed upon level, as demonstrated on District-identified assessments or successful completion of measurable student learning data goals within a Student Achievement Objective (SAO).
a. Intensive effort will be made to find staff that meets the demonstrated mastery to ensure appropriate staffing levels are met in the schools.
b. Teachers within their first year of teaching and without a student learning data source will be considered effective.
Teacher Effectiveness. Bartow Middle School teachers in the following Core areas must demonstrate a 2017-2018 3-year aggregate State Value-Added Model (VAM) score higher than Unsatisfactory to be retained: reading, math, science, language arts, and social studies. Other instructional staff, including but not limited to ESE and ESOL, that generate a VAM score and are measured by that metric will also be considered a Core teacher. For non-VAM evaluated teachers or those other than reading, math, science, language arts, and social studies teachers, retention must be based upon demonstrated mastery at 65%, or another agreed upon level, as demonstrated on District-identified assessments or successful completion of measurable student learning data goals within a Student Achievement Objective (SAO).
a. Intensive effort will be made to find staff that meets the demonstrated mastery to ensure appropriate staffing levels are met in the schools.
b. Teachers within their first year of teaching and without a student learning data source will be considered Effective.
Teacher Effectiveness. Intensive effort will be made to find instructional staff that meets the demonstrated mastery to ensure appropriate staffing levels are met in the school.
a. Teachers in the following core areas must demonstrate a 2017-2018 4-year aggregate State Value Added Model (VAM) score higher than Needs Improvement to be retained: algebra (8-9), language arts/reading (4-10) and math (grades 4-8).
b. Other instructional staff, including but not limited to ESE and ESOL, that generate a state VAM rating will also be considered a core teacher.
c. Non-VAM evaluated teachers such as science and social studies must demonstrate an overall 2020- 2021 PCPS Student Achievement Objective (SAO) Evaluation rating of Highly Effective or Effective to be retained.
d. Teachers within their first year of teaching and without an evaluation or student learning data source, will be considered Effective.
Teacher Effectiveness. 4.1 Faculty will be evaluated as per NYS requirements under regulation §3012-d. Annual professional performance reviews shall differentiate teacher effectiveness using a composite effectiveness rating. Based on the teacher’s composite effectiveness score a classroom teacher shall be rated as either: Highly Effective (H) Effective (E) Developing (D) Ineffective (I) The composite effectiveness rating shall be comprised of two (2) components: Student Performance Principal Observation Each Teacher’s final rating is based on a matrix that takes into consideration the HEDI rating for each teacher on both categories above. The matrix is as follows: Student Performance Highly Effective (H) H H E D Effective (E) H E E D Developing (D) E E D I Ineffective (I) D D I I During the 2016-2017 through 2018-2019 school years for the required subcomponent of the Student Performance Category: For teachers and principals who receive a State provided growth score (i.e., grades 4-8 ELA and math teachers and principals of buildings that include grades 4-8 or all of grades 9-12), the growth score shall be excluded from the scores and ratings used to calculate the transition score and rating. Additionally, during the 2016-2017 through 2018-2019 school years, the requirement that back-up SLOs be developed for grades 4-8 ELA/math teachers and principals of buildings that include those grade levels is being suspended and such measures do not need to be developed. Provided, however, that alternate SLO’s must continue to be developed in instances where there are no remaining student performance measures for purposes of calculating transition scores and ratings. For teachers and principals who do not receive their own State-provided growth scores (e.g., grade 3ELA and math teachers, 6-8 science and social studies teachers, principals of K-2 buildings, etc.), the results of the grades 3-8 ELA and math State assessments and any State-provided growth scores must be excluded when calculating the transition score and rating. If a measure is based only in part on the grades 3-8 ELA/math State assessments or State-provided growth scores (e.g., an SLO based on a group measure using results from the 3-8 ELA State assessments and results from Regents assessments, districts/BOCES must determine whether to use the measure with the remaining assessments. During the Transition Period, teachers, under §3012-d, will receive their Student Performance rating based on the following: Overall Student Perfor...
Teacher Effectiveness