Least Effective definition

Least Effective or “Approaching Average” on the student growth measure rating The Improvement Plan is intended to identify specific areas for improvement of performance and for identifying guidance and support needed to help the teacher improve. A plan of improvement may be initiated at any time during the evaluation cycle by the evaluator based on deficiencies in performance as documented by evidence collected by the evaluator. The Professional Improvement Plan may include, but not be limited to the following: specific performance expectations, resources, assistance to be provided, and timelines for its completion, time, material, and human resources. A teacher will move off an Improvement Plan to a Professional Growth Plan when their performance and/or student growth measure dimensions of the evaluation no longer fall in the above ratings that placed them on the Improvement Plan (Form B). Our students’ learning is of primary importance. Therefore, the purpose of our professional development and annual review plan for teachers is not only to provide documentation of the teacher’s performance but also to improve teaching, to recognize each individual’s expertise, to promote personal and professional growth, to raise staff morale and to recognize and promote the development of individual leadership and teaching styles. In the interest of continuous professional development, teachers shall annually develop either a Professional Growth Plan or an Improvement Plan (when indicated by their evaluation) in consultation with and approval of their evaluator by October 15th. Each teacher shall be evaluated yearly and according to the following: 1. Teachers with less than three (3) years of experience will be evaluated each year for the first three
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Examples of Least Effective in a sentence

  • Counselors who meet Approaching Average and Least Effective levels of student growth must comply with an improvement plan developed by the credentialed evaluator, or designee.

  • Data from Board-determined multiple measures of student growth will be converted to a score of: Most Effective (5); Above Average (4); Average (3); Approaching Average (2); or Least Effective (1).

  • If a bargaining unit member receives a rating of Least Effective on their summative rating, they will be given their growth plan by their evaluator.

  • Data from Board- determined multiple measures will be converted to a score of: (1) Least Effective, (2) Approaching Average, (3) Average, (4) Above Average or (5) Most Effective student growth levels.

  • The definitions for a conversion of the five ratings below to the three (3) levels of student growth shall be defined as: Most Effective and Above Average is defined as Above; Average and Approaching Average are defined as Expected; Least Effective is defined as Below.

  • Teachers who meet Below-Expected levels of student growth (Approaching Average and Least Effective) and teachers who are required to develop an improvement plan due to contract status must comply with an improvement plan developed by the credentialed evaluator assigned by the Superintendent/designee for the evaluation cycle from the Board-approved list.

  • Least Effective Shared Attribution Measures encompasses student growth measures that can be attributed to a group.