Common use of Evaluation Requirements Clause in Contracts

Evaluation Requirements. A. Each completed evaluation will result in the assignment of a teacher effectiveness rating of Accomplished, Skilled, Developing, or Ineffective. The teacher effectiveness rating shall be derived from the final holistic evaluation. B. Every teacher shall be evaluated every year. The district retains discretion to remove a teacher from the evaluation cycle. Generally, a teacher may not be evaluated if one of the following applies: 1. A teacher who has attained a final holistic rating of skilled and is not in the first three years of employment may be evaluated every other year. In the event a skilled teacher is going to be evaluated, the teacher will be notified of the reason in writing no later than September 1. 2. A teacher who has attained a final holistic rating of accomplished and is not in the first three years of employment may be evaluated every third year. In the event an accomplished teacher is going to be evaluated, the teacher will be notified of the reason in writing no later than September 1. 3. A teacher who is on leave for 50% or more of the school year. 4. A teacher who has submitted an irrevocable written notice of retirement on or before December 1 of the school year in which they will retire. C. Teachers who are not formally evaluated must establish growth plans, use High Quality Student Data (HQSD) and have one observation with a post conference to provide feedback. This observation shall be a minimum of 30 minutes. D. Professional Growth and Improvement Plan 1. Teachers who have attained a final holistic rating of accomplished will develop a self-directed professional growth plan. 2. Teachers who have attained a final holistic rating of skilled will develop a professional growth plan in collaboration with the assigned evaluator. 3. Teachers who have received a final holistic rating of “Developing” will develop a professional growth plan that is guided by their assigned evaluator 4. Teachers who have received a final holistic rating of “Ineffective” will be placed on an improvement plan by their assigned evaluator. 5. Accomplished teachers will choose two (2) goals for professional growth plans. Teachers with a summative rating of Skilled or Developing will set two (2) goals in collaboration with their evaluator based upon the descriptions above. 6. The Professional Growth Plan should reflect the evidence available and focus on the most recent evaluation and observations. The Professional Growth Plan should be individualized to the needs of the teacher. 7. The teacher may request a formal conference with their evaluator to discuss his/her progress on a professional growth or improvement plan at any time during the evaluation process. 8. The district has the discretion to place any teacher on an Improvement Plan at any time based on deficiencies in any individual domain of the evaluation system. An evaluator shall provide a written explanation that includes consistently documented evidence and the reason(s) that the teacher is being placed on an improvement plan. Teachers placed on an improvement plan shall be provided with professional development to accelerate and continue teacher growth and receive necessary supports from their evaluator, instructional coach, and other sources as needed. Improvement plans may be implemented only in the following circumstances: a. A teacher receives a final holistic performance rating of ineffective. b. An evaluator documents habitual and substantial deficiencies in any of the individual teacher performance rubric domains over a reasonable period of time. i. After the previous evaluation cycle is completed, but not more than 45 days after a teacher’s first work day of a new school year, each teacher will meet with their assigned evaluator to develop and set their Professional Growth Plan or Improvement Plan. This conference may occur during the prior year’s summative evaluation conference. Teachers in their first year in the profession shall have a formal holistic observation no earlier than 45 days after their first work day of the school year; however, evaluators should prioritize the professional growth and development of first year teachers by providing informal feedback and supports to the teacher during the first few weeks of the school year. An evaluator and a first year teacher will discuss an evaluation sequence that best encourages the teacher’s professional growth and development. E. Improvement plans will contain all of the elements noted on the OTES form. Improvement plans will contain reasonable time lines for completion, and achievable goals. Improvement plans shall contain no more than two (2) specific goals. The purpose of the improvement plan is to show incremental growth; therefore, the teacher is not expected to perform more than one (1) performance level higher than the teacher’s most recent evaluation rating in a rubric component or domain. A teacher who meets the goals in an improvement plan shall develop a Professional Growth Plan following the procedures listed in Section 7.6.3 D. F. The evaluation process shall be conducted and completed no later than May 1 and the teacher being evaluated shall receive a written report of the results of this evaluation not later than May 10.