Common use of Educator Response Form Clause in Contracts

Educator Response Form. This form is intended to be used in support of the educator, should he/she want to have a formal response to any part of the evaluation process kept on record. It will be completed by the educator; the evaluator will sign to acknowledge receipt. If the form is submitted in response to the Formative Assessment/Evaluation or to the Summative Evaluation, receipt of the response will also be noted and initialed on the Educator Tracking Sheet. Appendix C-2: Setting SMART Goals1 Good goals help educators, schools, and districts improve. That is why the educator evaluation regulations require educators to develop goals that are specific, actionable, and measurable. They require, too, that goals be accompanied by action plans with benchmarks to assess progress. This "SMART" Goal framework is a useful tool that individuals and teams can use to craft effective goals and action plans: S M = = Specific and Strategic Measurable A = Action Oriented R = Rigorous, Realistic, and Results-Focused (the 3 Rs) T = Timed and Tracked Goals with an action plan and benchmarks that have these characteristics are "SMART." A practical example some of us have experienced in our personal lives can make clear how this SMART goal framework can help turn hopes into actions that have results. First, an example of not being "SMART" with goals: I will lose weight and get in condition. The hope is now a goal, that meets most of the SMART Framework criteria: It's Specific and Strategic = 10 pounds, 1 mile It's Measurable = pounds, miles It's Action-oriented = lose, run It's got the 3 Rs = weight loss and running distance It's Timed = 10 weeks 1 The SMART goal concept was introduced by ▇.▇. ▇▇▇▇▇, ▇. ▇▇▇▇▇▇ and ▇. ▇▇▇▇▇▇▇▇▇▇ in There's a S.M.A.R.T. way to write management's goals and objectives , Management Review 70 (11), AMA Forum, pp. 35-36. What Makes a Goal "SMART"? also draws from the work of ▇▇ ▇▇▇▇▇, Superintendent of Schools in Lenox; ▇▇▇▇ ▇'▇▇▇▇▇, Teachers 21; and ▇▇▇▇ ▇▇▇▇▇▇▇, Northeast Field Director for MASC. ◼ Reduce my daily calorie intake to fewer than 1,200 calories for each of 10 weeks. • Walk 15 minutes per day; increase my time by 5 minutes per week for the next 4 weeks. ® Starting in week 5, run and walk in intervals for 30 minutes, increasing the proportion of time spent running instead of walking until I can run a mile, non-stop, by the end of week 10.

Educator Response Form. This form is intended to be used in support of the educator, should he/she they want to have a formal response to any part of the evaluation process kept on record. It will be completed by the educator; the evaluator will sign to acknowledge receipt. If the form is submitted in response to the Formative Assessment/Evaluation or to the Summative Evaluation, receipt of the response will also be noted and initialed on the Educator Tracking Sheet. Appendix C-2: Setting SMART Goals1 Good goals help educators, schools, and districts improve. That is why the educator evaluation regulations require educators to develop goals that are specific, actionable, and measurable. They require, too, that goals be accompanied by action plans with benchmarks to assess progress. This "SMART" Goal framework is a useful tool that individuals and teams can use to craft effective goals and action plans: S M = = Specific and Strategic Measurable A = Action Oriented R = Rigorous, Realistic, and Results-Focused (the 3 Rs) T = Timed and Tracked Goals with an action plan and benchmarks that have these characteristics are "SMART." A practical example some of us have experienced in our personal lives can make clear how this SMART goal framework can help turn hopes into actions that have results. First, an example of not being "SMART" with goals: I will lose weight and get in condition. The hope is now a goal, that meets most of the SMART Framework criteria: It's Specific and Strategic = 10 pounds, 1 mile It's Measurable = pounds, miles It's Action-oriented = lose, run It's got the 3 Rs = weight loss and running distance It's Timed = 10 weeks 1 The SMART goal concept was introduced by ▇.▇. ▇▇▇▇▇, ▇. ▇▇▇▇▇▇ and ▇. ▇▇▇▇▇▇▇▇▇▇ in There's a S.M.A.R.T. way to write management's goals and objectives , Management Review 70 (11), AMA Forum, pp. 35-36. What Makes a Goal "SMART"? also draws from the work of ▇▇ ▇▇▇▇▇, Superintendent of Schools in Lenox; ▇▇▇▇ ▇'▇▇▇▇▇, Teachers 21; and ▇▇▇▇ ▇▇▇▇▇▇▇, Northeast Field Director for MASC. ◼ Reduce my daily calorie intake to fewer than 1,200 calories for each of 10 weeks. • Walk 15 minutes per day; increase my time by 5 minutes per week for the next 4 weeks. ® Starting in week 5, run and walk in intervals for 30 minutes, increasing the proportion of time spent running instead of walking until I can run a mile, non-stop, by the end of week 10.

Educator Response Form. This form is intended to be used in support of the educator, should he/she want to have a formal response to any part of the evaluation process kept on record. It will be completed by the educator; the evaluator will sign to acknowledge receipt. If the form is submitted in response to the Formative Assessment/Evaluation or to the Summative Evaluation, receipt of the response will also be noted and initialed on the Educator Tracking Sheet. Appendix C-2: Setting SMART Goals1 Good goals help educators, schools, and districts improve. That is why the educator evaluation regulations require educators to develop goals that are specific, actionable, and measurable. They require, too, that goals be accompanied by action plans with benchmarks to assess progress. This "SMART" Goal framework is a useful tool that individuals and teams can use to craft effective goals and action plans: S M = = Specific and Strategic Measurable A = Action Oriented R = Rigorous, Realistic, and Results-Focused (the 3 Rs) T = Timed and Tracked Goals with an action plan and benchmarks that have these characteristics are "SMART." A practical example some of us have experienced in our personal lives can make clear how this SMART goal framework can help turn hopes into actions that have results. First, an example of not being "SMART" with goals: I will lose weight and get in condition. The hope is now a goal, that meets most of the SMART Framework criteria: It's Specific and Strategic = 10 pounds, 1 mile It's Measurable = pounds, miles It's Action-oriented = lose, run It's got the 3 Rs = weight loss and running distance It's Timed = 10 weeks 1 The SMART goal concept was introduced by ▇.▇. ▇▇▇▇▇, ▇. ▇▇▇▇▇▇ and ▇. ▇▇▇▇▇▇▇▇▇▇ in There's a S.M.A.R.T. way to write management's goals and objectives , Management Review 70 (11), AMA Forum, pp. 35-36. What Makes a Goal "SMART"? also draws from the work of ▇▇ ▇▇▇▇▇, Superintendent of Schools in Lenox; ▇▇▇▇ ▇'▇▇▇▇▇, Teachers 21; and ▇▇▇▇ ▇▇▇▇▇▇▇, Northeast Field Director for MASC. ◼  Reduce my daily calorie intake to fewer than 1,200 calories for each of 10 weeks. • Walk 15 minutes per day; increase my time by 5 minutes per week for the next 4 weeks. ® Starting in week 5, run and walk in intervals for 30 minutes, increasing the proportion of time spent running instead of walking until I can run a mile, non-stop, by the end of week 10.