Evaluation System. The State Board of Education recognizes the importance of evaluating teachers for the purposes of rewarding excellence; improving the quality of instruction students receive; improving student learning; strengthening professional proficiency, including identifying and correcting deficiencies; and informing employment decisions. Each teacher will be evaluated according to Ohio Revised Code and the Evaluation Framework, which is aligned with the Standards for the Teaching Profession adopted under state law (ORC 3319.111 and 3319.112). Each teacher will be evaluated using the multiple factors set forth in the State Board of Education’s teacher- evaluation framework. The evaluation factors are weighted as 50 percent for student growth measures and 50 percent for teacher performance. Student academic growth will be measured through multiple measures that must include value-added scores on evaluations for teachers, where value-added scores are available. The board of directors may administer assessments chosen from the ODE’s assessment list for teachers of subjects where value-added scores are not available and/or local measures of student growth using state- designed criteria and guidance. Using a rubric—a guide for criteria—teachers will be rated as either accomplished, proficient, developing, or ineffective. The teacher’s performance rating will be combined with the results of student growth measures to produce a summative evaluation rating. Teachers with above- expected levels of student growth will develop a professional-growth plan and may choose their credentialed evaluator for the evaluation cycle. Teachers with expected levels of student growth will develop a professional-growth plan collaboratively with the credentialed evaluator and will have input on their credentialed evaluator for the evaluation cycle. Teachers with below-expected levels of student growth will develop an improvement plan with their credentialed evaluator. The administration will assign the credentialed evaluator for the evaluation cycle and approve the improvement plan. Additionally, the board of directors will include in its evaluation policy procedures for using the evaluation results for retention and promotion decisions and for removal of poorly performing teachers. Seniority will not be the basis for teacher-retention decisions, except when deciding between teachers who have comparable evaluations. The board will also provide for the allocation of financial resources to support PD. The superintendent and team leaders have been trained and certified in how to implement the Ohio Teacher Evaluation System (OTES). PCLC will conduct these evaluations annually for teachers and principals and use the data and results from evaluations to plan PD, drive budget development, and inform decisions for peer support, leadership assignments, promotions, and retention. Principals and peer-review coaches will be proficient in the administration of the evaluation tool, as demonstrated by reliability testing on rubric scoring of evaluators. The principal will be evaluated annually by the superintendent using the Ohio Principal Evaluation System (OPES). The superintendent will be evaluated annually using procedures and measures set forth by the board of directors. All other staff members will receive a Performance Planning and Assessment (PPA) review. The PPA process will accomplish the following: • Provide a documented means for the administrator and staff member to mutually establish and agree upon the staff member’s identified benchmarks at the beginning of and during the school year • Provide a documented means for evaluating and communicating actual performance against identified benchmarks • Enhance the administrator’s communication with the staff member regarding their individual identified benchmarks Any staff member who disagrees with her/his PPA rating may submit a rebuttal within thirty days of the evaluation. During PPA, the administrator will also consider the attainment of identified benchmarks, as well as the following: • Attendance, initiative, and effort • Knowledge of work • Attitude and willingness to help and learn • The quality of work • The conditions under which the employee works The primary reason for performance reviews is to identify employees’ strengths and weaknesses in order to reinforce good habits and develop ways to improve weaker areas. This review also serves to make employees aware of and document how her/his job performance compares to the goals and description of his/her job. It is also a good time to discuss employee interest and future goals. PCLC is interested in assisting employees in their progress toward the achievement of personal as well as work-related goals—perhaps recommending further training or additional opportunities. In addition to individual job-performance reviews, PCLC may periodically conduct reviews of job descriptions to insure that we are fully aware of any changes in the duties and responsibilities of each position and that these changes are recognized and adequately compensated. Staff performance reviews are part of a comprehensive performance-management process for which both the staff member and PCLC are responsible. Prior to the start of the school year, the staff member and superintendent will meet to discuss performance expectations. The superintendent explains the purpose and importance of each expectation. He/she should gain the staff member’s commitment by seeking and developing the goals of the employee. Staff members are encouraged to make suggestions and recommendations so that they fully understand and agree to the performance expectations. At the end of the year, the superintendent will provide the employee with a written performance appraisal, and the two will discuss future development.
Appears in 2 contracts
Sources: Renewal Contract, Renewal Contract
Evaluation System. The State Board of Education recognizes the importance of evaluating teachers for the purposes of rewarding excellence; improving the quality of instruction students receive; improving student learning; strengthening professional proficiency, including identifying and correcting deficiencies; and informing employment decisions. Each teacher will be evaluated according to Ohio Revised Code and the Evaluation Framework, which is aligned with the Standards for the Teaching Profession adopted under state law (ORC 3319.111 and 3319.112). Each teacher will be evaluated using the multiple factors set forth in the State Board of Education’s teacher- teacher-evaluation framework. The evaluation factors are weighted as 50 percent for student student-growth measures and 50 percent for teacher performance. Student academic growth will be measured through multiple measures that must include value-added scores on evaluations for teachers, where value-added scores are available. The board of directors may administer assessments chosen from the ODEOhio Department of Education’s assessment list for teachers of subjects where value-added scores are not available and/or local measures of student growth using state- state-designed criteria and guidance. Using a rubric—a guide for criteria—teachers will be rated as either accomplished, proficient, developing, or ineffective. The teacher’s performance rating will be combined with the results of student student-growth measures to produce a summative evaluation rating. Teachers with above- above-expected levels of student growth will develop a professional-growth plan and may choose their credentialed evaluator for the evaluation cycle. Teachers with expected levels of student growth will develop a professional-growth plan collaboratively with the credentialed evaluator and will have input on their credentialed evaluator for the evaluation cycle. Teachers with below-expected levels of student growth will develop an improvement plan with their credentialed evaluator. The administration will assign the credentialed evaluator for the evaluation cycle and approve the improvement plan. Additionally, the board of directors will include in its evaluation policy procedures for using the evaluation results for retention and promotion decisions and for removal of poorly performing teachers. Seniority will not be the basis for teacher-retention decisions, except when deciding between teachers who have comparable evaluations. The board will also provide for the allocation of financial resources to support PDprofessional development. The superintendent and team leaders have been trained and certified in how to implement the Ohio Teacher Evaluation System (OTES). PCLC will conduct these evaluations annually for teachers and principals and use the data and results from evaluations to plan PDprofessional development, drive budget development, and inform decisions for peer support, leadership assignments, promotions, and retention. Principals and peer-review coaches will be proficient in the administration of the evaluation tool, as demonstrated by reliability testing on rubric scoring of evaluators. The principal will be evaluated annually by the superintendent using the Ohio Principal Evaluation System (OPES). The superintendent will be evaluated annually using procedures and measures set forth by the board of directors. All other staff members will receive a Performance Planning performance planning and Assessment assessment (PPA) review. The PPA process will accomplish the following: • Provide a documented means for the administrator and staff member to mutually establish and agree upon the staff member’s identified benchmarks at the beginning of and during the school year • Provide a documented means for evaluating and communicating actual performance against identified benchmarks • Enhance the administrator’s communication with the staff member regarding their individual identified benchmarks Any staff member who disagrees with her/his PPA rating may submit a rebuttal within thirty days of the evaluation. During PPA, the administrator will also consider the attainment of identified benchmarks, as well as the following: • Attendance, initiative, and effort • Knowledge of work • Attitude and willingness to help and learn • The quality of work • The conditions under which the employee works The primary reason for performance reviews is to identify employees’ strengths and weaknesses in order to reinforce good habits and develop ways to improve weaker areas. This review also serves to make employees aware of and document how her/his job performance compares to the goals and description of his/her job. It is also a good time to discuss employee interest and future goals. PCLC is interested in assisting employees in their progress toward the achievement of personal as well as work-related goals—perhaps recommending further training or additional opportunities. In addition to individual job-performance reviews, PCLC may periodically conduct reviews of job descriptions to insure ensure that we are fully aware of any changes in the duties and responsibilities of each position and that these changes are recognized and adequately compensated. Staff performance reviews are part of a comprehensive performance-management process for which both the staff member and PCLC are responsible. Prior to the start of the school year, the staff member and superintendent will meet to discuss performance expectations. The superintendent explains the purpose and importance of each expectation. He/she should gain the staff member’s commitment by seeking and developing the goals of the employee. Staff members are encouraged to make suggestions and recommendations so that they fully understand and agree to the performance expectations. At the end of the year, the superintendent will provide the employee with a written performance appraisal, and the two will discuss future development. Over the last three years, PCLC’s staff retention has averaged over 80 percent retention.
Appears in 1 contract
Sources: Community School Contract