Focused Evaluation Clause Samples
The Focused Evaluation clause establishes a process for assessing a specific aspect or component of a project, product, or service in detail. Typically, this clause outlines the scope of the evaluation, the criteria to be used, and the responsibilities of each party during the assessment. For example, it may require a targeted review of a software module's security features or a particular phase of a construction project. The core function of this clause is to ensure that critical elements receive thorough scrutiny, thereby identifying and addressing potential issues early and improving overall quality and compliance.
Focused Evaluation. The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process, and will include evaluation of one of the eight state criteria. If a non-provisional teacher has scored at Proficient or higher the previous year, they will be evaluated using the Focused Evaluation, unless the teacher or evaluator otherwise choose a Comprehensive evaluation consistent with the terms of this agreement. The teacher may remain on the Focused Evaluation for five (5) years before returning to the Comprehensive Evaluation. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move a teacher from a Focused to a Comprehensive Evaluation must occur within the first ninety (90) days of the school year. If an employee receives a Proficient or Distinguished score on the prior year’s Comprehensive Evaluation, that score will carry forward to the next year.
A. The criterion area to be evaluated shall be proposed by the teacher prior to, or at the first pre-observation conference, and must be approved by the evaluator.
B. If the employee chooses criterion 1, 2, 4, 5, or 7, they must also complete the student growth components in criterion 3 or 6.
C. If the criterion selected for a focused evaluation has been determined to be non-observable, a classroom based observation will not be required.
D. Observations and conferences for the focused evaluation shall follow the guidelines set forth in Section 6 – Procedural Components of Evaluation, and Section 7 Comprehensive Evaluation Process, above.
E. The score received on the selected criterion is the score assigned as the final summative score.
F. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should be initiated by the teacher(s) and no individual shall be required to work on a shared goal.
Focused Evaluation. The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process, and will include evaluation of one of the eight state criteria (student growth impact required). If a non-provisional teacher has scored at Proficient or higher the previous year, they may be moved to Focused Evaluation. The teacher may remain on the Focused Evaluation for five (5) years before returning to the Comprehensive Evaluation. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move a teacher from a Focused to a Comprehensive Evaluation must occur by December 15.
1. The criterion area to be evaluated shall be proposed by the teacher at the goal setting conference, and must be approved by the evaluator.
2. If the employee chooses criterion 1, 2, 4, 5, or 7, they must also complete the student growth components in criterion 3 or 6.
3. Observations and conferences for the focused evaluation shall follow the process set forth in Section G: Comprehensive Evaluation Process. Non-provisional (30-minute formal and 30-minute cumulative).
4. The score received on the selected criterion is the score assigned as the final summative score.
5. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should be initiated by the teacher(s) and no individual shall be required to work on a shared goal. In some instances there may be a school wide goal that all teachers will be collaborating on.
Focused Evaluation. The Focused evaluation is a growth-oriented, teacher/evaluator collaborative process that requires teachers to be evaluated as described below. A teacher must complete a Comprehensive evaluation once every six (6) years. In subsequent years, teachers will be evaluated on a Focused evaluation unless a comprehensive is requested by the teacher or supervisor. Reflecting the new language of WAC 392-191A-120, a summative score is assigned using the summative score of the most recent comprehensive evaluation. This score becomes the focused summative evaluation score for any of the subsequent years following the comprehensive summative evaluation in which the certificated classroom teacher is placed on a focused criterion, a level 4 (Distinguished) score may be awarded by the evaluator.
Focused Evaluation. Non-Classroom Teacher – Is for use by non-classroom teachers who have shown satisfactory performance on the Long Form Evaluation and have a continuing contract. Non-classroom teachers can be on a Focused Evaluation for up to five years before cycling back onto a Long Form Evaluation. They may return to a Focused Evaluation after one year scoring Proficient or Distinguished on a Long Form Evaluation.
Focused Evaluation. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive evaluation performance rating of level 3 or above the previous school year are required to complete a focused evaluation. A focused evaluation includes an assessment of one of the eight criteria selected for a performance rating plus professional growth activities specifically linked to the criteria.
Focused Evaluation. The Focused Evaluation is a growth-oriented, teacher/evaluator collaborative process that requires teachers to be evaluated on one (1) of the eight (8) state criteria. A teacher must complete a minimum of one Comprehensive Evaluation every six (6) years. In subsequent years the teacher may be evaluated on a Focused Evaluation when this evaluation option has been mutually agreed to by both the teacher and the evaluator.
Focused Evaluation. The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process, and will include evaluation of one of the eight state criteria and a student growth component if not previously included in the goal criteria identified by the teacher and evaluator. Should an evaluator determine that a certificated employee on a Focused evaluation should be moved to a Comprehensive Evaluation for that school year, the certificated employee must be informed of this decision in writing at any time on or before December 1. Should a certificated employee request a transfer from a Focused evaluation to a Comprehensive evaluation, that request must also be made prior to the end of December 1. The criterion area to be evaluated shall be proposed by the teacher prior to, or at the first pre- observation conference and must be approved by the evaluator.
a) The criterion area to be evaluated shall be proposed by the teacher prior to, or at the first pre-observation conference and must be approved by the evaluator.
b) If the employee chooses criterion 1, 2, 4, 5, or 7, they must also complete the student growth components in criterion 3 or 6.
c) If the criterion selected for a focused evaluation has been determined to be non- observable, a classroom-based observation will not be required. 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 1435 1436 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447 1448 1449 1450 1451 1452 1453 1454 1455 1456
d) Observations and conferences for the focused evaluation shall follow the guidelines set forth in Section 6 – Procedural Components of Evaluation, and Section 7 – Comprehensive Evaluation Process, above.
e) The score received on the selected criterion and the student growth rubrics is the score assigned as the final summative score.
f) A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should be initiated by the teacher(s) and no individual shall be required to work on a shared goal.
Focused Evaluation. The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process and will include evaluation of one of the eight state criteria (student growth impact required). If a non-provisional teacher has scored at Proficient or higher the previous year, they may be moved to Focused Evaluation. The teacher may remain on the Focused Evaluation for five (5) years before returning to the Comprehensive Evaluation. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move a teacher from a Focused to a Comprehensive Evaluation must occur by October 15.
1. The criterion area to be evaluated shall be proposed by the teacher at the goal setting conference and must be approved by the evaluator. Evaluators will only deny the employee’s proposed criteria for valid reasons.
2. If the employee chooses criterion 1, 2, 4, 5, or 7, they must also complete the student growth components in criterion 3 or 6.
3. Observations and conferences for the focused evaluation shall follow the process set forth in Section G: Comprehensive Evaluation Process. Non-provisional (30-minute formal and 30- minute accumulative).
4. The evaluator will give feedback on the selected criterion and other information gathered in the evaluation process but will not assign scores
5. The score received on the selected criterion is the score assigned as the final summative score.
6. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration will be initiated by the teacher(s) and no individual shall be required to work on a shared goal. In some instances, there may be a school wide goal that all teachers will be collaborating on.
Focused Evaluation. 1. School districts must ensure that all classroom teachers are observed for the purpose of focused evaluation at least twice each school year in the performance of their assigned duties. As appropriate, the evaluation of the certificated classroom teacher may include the observation of duties that occur outside of the classroom setting. School districts must ensure that all employees who are subject to a focused evaluation are observed for a period of no less than sixty (60) minutes during each school year.
2. A summative score is determined using the most recent comprehensive summative evaluation score. This score becomes the focused evaluation summative evaluation score for any of the subsequent years following the comprehensive summative evaluation in the which the certificated classroom teacher is placed on focused evaluation. Should a teacher provide evidence of exemplary practice on the chosen focused criterion, a Level 4 (Distinguished) score may be awarded by the evaluator.
3. Should an evaluator determine that a teacher on a focused evaluation should be moved to a comprehensive evaluation for that school year, the teacher must be informed of this decision in writing at any time on or before December 15.
Focused Evaluation. In the years when a comprehensive summative evaluation is not required, teachers who received a comprehensive summative evaluation performance rating of level 3 or above in the previous school year may choose to complete a focused evaluation. The District and the Association agree that it is not desirable for a teacher to be placed on probation from a Focused Evaluation Process. Transfer from the focused to the comprehensive summative evaluation may be at the request of the teacher or at the direction of the teacher’s evaluator. A request or decision to transfer a teacher from a focused to a comprehensive summative evaluation must be communicated, in writing, between the evaluator and the teacher on or before October 31st, unless a later date is mutually agreed to by the evaluator and the teacher.
A. The criterion area to be evaluated shall be proposed by the teacher prior to, or at the first pre- observation conference, plus professional growth activities specifically linked to the selected criteria. It must be approved by the evaluator and it may have been identified in the previous comprehensive summative evaluation as a criterion that may benefit from additional attention and professional growth.
B. If the employee chooses criterion 1, 2, 4, 5, or 7, he/she must also complete the student growth components in criterion 3 or 6.
C. Observations and conferences for the focused evaluation shall follow the process set forth in Section 4.3, Procedural Components of Evaluation, and Section 4.4, Comprehensive Evaluation Process, above.
D. The score received on the selected criterion is the score assigned as the final summative score.
E. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should be initiated by the teacher(s) and no individual shall be required to work on a shared goal.