Comprehensive Evaluation Clause Samples

Comprehensive Evaluation. The President of the College, or designee thereof, may review each unit member's performance, including student evaluations, classroom observation, if any, and all material in the personnel file, and forward a written evaluation to every unit member who has been so evaluated. The unit member shall be afforded the opportunity to respond in writing.

Comprehensive Evaluation. All Washington state eight (8) criteria must contribute to the overall summative evaluation and must be completed at least once every four years. The evaluation must include an assessment of the criteria using the instructional framework rubrics and student growth.

Comprehensive Evaluation i. Embedded in the instructional framework are five (5) components designated as student growth components. These components are embedded in criteria as SG 3.1, SG 3.2, SG 6.1, SG 6.2, and SG 8. 1. For a comprehensive evaluation, evaluators add up the raw score on these components and the employee is given a score of low, average or high based on the scores below: · 5-12 — Low · 13-17 — Average · 18-20 — High ii. A student growth score of “1” in any of the student growth components will result in a low student growth impact rating. iii. A teacher who receives a “4” (“Distinguished” preliminary summative rating) and a Low student growth score will receive an overall “3” (Proficient) summative rating. iv. If a teacher receives a Low student growth score, the teacher and evaluator will mutually agree within two months or the beginning of the following school year to engage in one of the student growth inquiries required by law (WAC 392-191A-100) as follows: 1. Examine student growth data in conjunction with other evidence including observation, artifacts and other student and teacher information based on appropriate classroom, school, school district and state-based tools and practices; 2. Examine extenuating circumstances which may include one or more of the following: Goal setting process; content and expectations; student attendance; extent to which standards, curriculum and assessment are aligned; 3. Schedule monthly conferences focused on improving student growth to include one or more of the following topics: Student growth goal revisions, refinement, and progress; best practices related to instruction areas in need of attention; best practices related to student growth data collection and interpretation; 4. Create and implement a professional development plan to address student growth areas. 5. If agreement cannot be reached the evaluator will determine the inquiry to be used from the above list. 6. The evaluations of certificated classroom teachers with a preliminary rating of unsatisfactory and high student growth will be reviewed by the evaluator’s supervisor.

Comprehensive Evaluation. 5.8.1 All provisional employees and any employee with a Summative evaluation of Level 1 (unsatisfactory) will be evaluated using the comprehensive evaluation. Any employee with more than five years of experience with a Summative score of Level 2 (basic) shall be evaluated the following year on the comprehensive evaluation. Other employees will be transitioned on and off the comprehensive system on a four (4) year rotation. All classroom teachers must be evaluated at least once every four (4) years using the comprehensive evaluation. 5.8.2 The Comprehensive evaluation will include all eight (8) state criteria, including student growth.

Comprehensive Evaluation. A Comprehensive Evaluation will include evaluation of all eight state criteria. A teacher eligible for focused evaluations must complete a comprehensive evaluation once every six (6) years.

Comprehensive Evaluation. A. General Definition A Comprehensive Evaluation must be completed at least once every four (4) years. A comprehensive summative evaluation assesses all eight evaluation criteria and all criteria contribute to the comprehensive summative evaluation performance rating. Dates below are suggested targets for the process but may be adjusted by mutual agreement of the teacher and evaluator. If there are significant performance concerns, the target dates should be advanced to allow more time for growth. B. Teacher Self-Assessment (by October 15) The teacher will complete a Self-Assessment form by October 15. No teacher will be required to share the Self-Assessment form with his/her evaluator. C. Goal Setting (by November 15) At the beginning of the year, the teacher and evaluator shall discuss student growth measures and student growth goals to be used for the year. This conference will also include discussion of annual professional goals. The teacher shall determine a student growth goal for Components SG-3.1, SG-6.1 and SG-8.1 on a Goal Setting form. The teacher and evaluator are encouraged to discuss ways to embed these goals together as much as possible. The student growth goals may be adjusted when appropriate. D. Observations (first formal no later than February 1) 1. Each teacher shall be observed in the course of professional performance (including duties outside of classroom instruction) at least two times for a minimum annual total of 60 minutes. Within the 60 minutes required above, employees in their first year in the District shall be observed at least once for a minimum total of 30 minutes during the first 90 calendar days of employment. Teachers in their third year of provisional status shall be observed at least three times for a minimum annual total of 90 minutes. At least one of the observations shall be at least 30 minutes in length, and arranged in advance with the teacher with a pre-conference and post-conference meeting (see D.2). 2. Each formal observation shall be pre-scheduled with the teacher and shall be accompanied by timely pre-observation and post-observation conferences. In most cases, the pre- and post-observation conferences should occur within a week of the observation unless there are extenuating circumstances discussed by the teacher and evaluator and rescheduled to a specific date. The purpose of the pre-observation conference is to discuss such matters as the professional activities to be observed, their content, objectives,...

Comprehensive Evaluation. Is for use by classroom teachers in provisional status, when deemed Basic or Unsatisfactory the previous year, and once every six years. Evaluators must notify classroom teachers by October 1 of the type of evaluation they will be on and if a decision to change to the comprehensive evaluation is made, it must be by November 30. Classroom teachers may choose to be on comprehensive evaluation by November 30 of any school year.

Comprehensive Evaluation. A Comprehensive Evaluation must be completed at least once every four (4) years. 4

Comprehensive Evaluation. The comprehensive Evaluation is a growth-oriented, teacher/evaluator collaborative process that requires teachers to be evaluated on the eight state criteria. A. All classroom teachers shall receive a comprehensive summative evaluation at least once every six (6) years. A comprehensive cumulative evaluation assesses all eight evaluation criteria and all criteria contribute to the comprehensive summative evaluation performance rating. Each teacher will be notified by September 1. whether they will be evaluated on the comprehensive or focused evaluation. B. The following categories of classroom teachers shall receive an annual comprehensive summative evaluation: 1. Classroom teachers who are provisional employees under RCW 28A.405.220 shall be evaluated using the comprehensive process during each year of their provisional status. 2. Any classroom teacher who received a comprehensive summative evaluation performance rating of Level 1 or Level 2 in the previous school year. 3. Any employee who returns from a leave of absences of one year or greater will be on a comprehensive evaluation. C. Observation cycle 1. Pre-observation conference A pre-observation conference shall be held prior to the first observation. The teacher and evaluator will mutually agree when to conference. When possible, the conference shall be held in the teacher’s classroom to facilitate the documentation of artifacts and evidence. The purpose of the pre-observation conference is to discuss: a. student growth goals b. set the date of the first observation The discussion may also include: c. professional growth goals d. professional activities to be observed and possible observable evidence to meet the scoring criteria. e. self-assessment f. a pre-observation conference form (Appendix C-8) may be referenced during this conference as guiding questions