Evaluation Programs Sample Clauses

The Evaluation Programs clause defines the terms under which one party may use the other party’s products, services, or technology for testing, assessment, or trial purposes. Typically, this clause outlines the scope of the evaluation, any restrictions on use, confidentiality obligations, and the duration of the evaluation period. For example, it may specify that the product can only be used internally and not for commercial purposes during the evaluation. The core function of this clause is to allow potential customers or partners to assess a product or service before committing to a full purchase or license, while protecting the provider’s intellectual property and limiting liability.
Evaluation Programs. From time to time during the term of this Agreement, Buyer may order, and Seller may deliver or authorize Buyer to make an additional copy of, any Program for evaluation or testing, at no charge, subject to the terms and conditions set forth in this clause. (Any Program thus obtained is referred to in this clause as an "Evaluation Program.")
View SourceView Similar (2)
Evaluation Programs. There are four evaluation programs, including the following: (A) Long Form: Teachers new to the profession will be evaluated using the long form evaluation for four years. After four years, teachers will move to the professional growth program and every three years will also be evaluated using the long form evaluation. (Appendix M) Experienced teachers with continuing certificates or professional certificates who are new to the District will be evaluated using the long form evaluation for one year. After one year they will move to the professional growth program and every three years will also be evaluated using the long form evaluation. Long form evaluations must be signed by the employee no later than May 15. A teacher may elect to return to the long form of evaluation more often than once every three years by informing his/her administrator in writing by September 15. An administrator may elect to return a teacher to the long form of evaluation by informing the teacher in writing by September 15. A teacher's performance may only be determined as unsatisfactory and a basis for probation or nonrenewal when the employee is being evaluated using the long form. (B) The Professional Growth Plan (PGP) is an employee based evaluation wherein the employee self-assesses their skills, sets individual goals and then assesses their progress toward these goals: A teacher with at least four years of experience may participate in the professional growth program every year. If a teacher chooses not to participate in the PGP, the teacher will be evaluated using the long form process. Each year, the teacher will complete his/her Self- Reflection, Individualized Growth Plan, and Growth Plan Review. Teachers are encouraged to work in teams, including department groups, grade levels, or other groups. Every three years, the teacher will also be evaluated using the long form evaluation. (1) The Self-Reflection is a form employees use to self-assess their skills (Appendix N) and must be completed by September 30 of each year. A teacher does not need to share the results with his/her evaluator unless s/he chooses to do so. (2) The Individualized Growth Plan is a form employees use to establish their personal goals (Appendix O) and must be completed and provided to the evaluator by October 15 of each year. The teacher and evaluator must meet to discuss the goals and plan for the year no later than November 15. (3) The Individualized Growth Plan Review is a form employees use to a...
View SourceView Similar (2)
Evaluation Programs. From time to time during the term of this Agreement, Boeing may order, and Supplier may deliver or authorize Boeing to make an additional copy of, any Program for evaluation or testing, at no charge, subject to the terms and conditions set forth in this clause. (Any Program thus obtained is referred to in this clause as an "Evaluation Program.")
View Source

Related to Evaluation Programs

  • 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.

  • Evaluation Cycle Goal Setting and Development of the Educator Plan A) Every Educator has an Educator Plan that includes, but is not limited to, one goal related to the improvement of practice; one goal for the improvement of student learning. The Plan also outlines actions the Educator must take to attain the goals established in the Plan and benchmarks to assess progress. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the similar roles and/or responsibilities. See Sections 15-19 for more on Educator Plans. B) To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed in the Self-Assessment, using evidence of Educator performance and impact on student learning, growth and achievement based on the Educator’s self-assessment and other sources that Evaluator shares with the Educator. The process for determining the Educator’s impact on student learning, growth and achievement will be determined after ESE issues guidance on this matter. See #22, below. C) Educator Plan Development Meetings shall be conducted as follows: i) Educators in the same school may meet with the Evaluator in teams and/or individually at the end of the previous evaluation cycle or by October 15th of the next academic year to develop their Educator Plan. Educators shall not be expected to meet during the summer hiatus. ii) For those Educators new to the school, the meeting with the Evaluator to establish the Educator Plan must occur by October 15th or within six weeks of the start of their assignment in that school iii) The Evaluator shall meet individually with Educators with PTS and ratings of needs improvement or unsatisfactory to develop professional practice goal(s) that must address specific standards and indicators identified for improvement. In addition, the goals may address shared grade level or subject matter goals. D) The Evaluator completes the Educator Plan by November 1st. The Educator shall sign the Educator Plan within 5 school days of its receipt and may include a written response. The Educator’s signature indicates that the Educator received the plan in a timely fashion. The signature does not indicate agreement or disagreement with its contents. The Evaluator retains final authority over the content of the Educator’s Plan.

  • Orientation Program The Company will allow a designated representative of the Local or Bargaining Unit up to one (1) hour per calendar month for the purpose of conducting the Communications, Energy and Paperworkers Union New Members’ Orientation Program. Such meetings will be conducted during the probationary period of employees, and will be held on Company premises. Employees participating in Orientation Program meetings during their normally scheduled working hours will not suffer loss of pay at their regular rate. Orientation Program meetings will be scheduled by Management and a Management representative may attend as an observer.

  • Training Programs All employees shall successfully complete all necessary training prior to being assigned work (e.g., all employees will complete health and safety training prior to being assigned to task). Nothing in this Article or provision shall constitute a waiver of either party’s bargaining obligations or defenses. The Employer still has an obligation to notify and bargain changes in terms and conditions of employment with the exclusive representative.

  • Evaluation Criteria 5.2.1. The responses will be evaluated based on the following: (edit evaluation criteria below as appropriate for your project)