Focused Evaluation Process Clause Samples

The Focused Evaluation Process clause establishes a streamlined and targeted method for assessing specific aspects of a project, product, or service. Typically, this clause outlines the criteria, scope, and procedures for conducting evaluations that concentrate on particular issues or performance metrics, rather than a comprehensive review. For example, it may be used to quickly address concerns about a single deliverable or to verify compliance with a specific requirement. Its core practical function is to enable efficient resolution of targeted concerns, saving time and resources by narrowing the evaluation to only the most relevant matters.
Focused Evaluation Process. ‌ Non-provisional teachers return to the comprehensive evaluation in year six (6).
View SourceView Similar (2)
Focused Evaluation Process. A. The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process and will include evaluation of one (1) of the eight (8) State criteria. If a non-provisional teacher has scored at Proficient or higher the previous year on the comprehensive evaluation, he/she may be evaluated using the Focused Evaluation, provided that the teacher may only remain on the Focused Evaluation for three (3) years before returning to the Comprehensive Evaluation. B. A teacher may be transferred from a focused evaluation to a comprehensive summative evaluation at the request of the teacher or at the direction of the teacher’s evaluator. C. One (1) of the eight (8) evaluation criteria must be assessed in a focused evaluation. The selected criterion must be approved by the teacher's evaluator and may have been identified in a previous comprehensive summative evaluation as benefiting from additional attention. (WAC 392-191A-120) D. If the employee chooses criterion 1, 2, 4, 5, or 7, they must also complete the student growth components in criterion 3 or 6. E. 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. The criterion may be an area of expertise to be further developed or a criterion that would benefit from additional attention. If the teacher selects criterion 3, 6, or 8, the student growth rubrics within those criterion, shall be scored. If criterion 1, 2, 4, 5, or 7 is chosen, the teacher must complete the student growth components in criterion 3 or 6 as per WAC 392-191A-120. 1. If the evaluation of the certificated classroom teacher includes an assessment of a criterion that requires observation the following shall apply: School districts must observe all classroom teachers for the purposes of focused evaluation at least twice each school year in the performance of their assigned duties. School districts must observe all employees who are subject to a focused evaluation for a period of no less than sixty minutes during each school year. (WAC 392-191A-110) 2. Observations for the focused evaluation shall follow the process set forth in the Comprehensive Evaluation Process, above. F. A summative score is assigned using the summative score from 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 wh...
View SourceView Similar (2)
Focused Evaluation Process. Non-provisional teachers will be placed on a comprehensive evaluation every six (6) years.
View Source
Focused Evaluation Process. If a non-provisional teacher has scored at Proficient or higher the previous year, they may choose to remain on the comprehensive evaluation or be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for five (5) years before returning to the Comprehensive Evaluation. Teachers on the focused evaluation shall select one criterion from the eight (8) state criteria, and one component within the criterion as an area of focus. If a teacher desires to work towards a “distinguished” rating while on the focus cycle, the teacher will be expected to provide additional evidence and/or artifacts for all the components within the criterion, not seen in the observations. The chosen criterion for the focus evaluation may have been identified in the self-assessment or a previous comprehensive evaluation as benefiting from additional attention. The criterion shall be selected by the employee and mutually agreed upon by their evaluator. 1. The employee shall develop a student growth goal with input from their evaluator prior to October 15th. Student growth goals that reinforce district or building goals are encouraged. Evaluators may not alter teachers’ student growth goals for the year without the teacher’s consent. An evaluator may move a teacher on a Focused evaluation to a Comprehensive evaluation for the duration of that school year, provided they have completed a formal observation prior to November 15th, they have communicated the reasons for the move to the teacher, and the teacher has had the opportunity to correct the issues. The move to a Comprehensive evaluation must be done prior to December 15th.
View Source
Focused Evaluation Process. If a non-provisional teacher has scored at Proficient or higher the previous year, they may choose to be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for three (3) years before returning to the Comprehensive Evaluation. Teachers on a focused evaluation may select from any of the eight (8) state criteria unless: A. The teacher received less than a proficient rating on criteria 1, 2, or 5 on the previous year’s evaluation, or B. The teacher has not yet been evaluated on the comprehensive form. If a teacher fits the description in A or B above, the focused evaluation will be on a selected criterion from Domain 1 to be approved by the teacher’s evaluator. The criterion may have been identified in the self-assessment or a previous comprehensive evaluation as benefiting from additional attention. Teachers on a focused evaluation will develop written professional goals and timelines, and will monitor his or her progress, and make adaptations as needed. The plan will be guided by the
View Source
Focused Evaluation Process. A. If a non-provisional teacher has scored at Proficient or higher the previous year, they may choose to be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for four (4) years before returning to the Comprehensive Evaluation. B. 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. The criterion may be an area of expertise to be further developed or a criterion that would benefit from additional attention unless other requirements are imposed by OSPI. C. The teacher will develop a plan based on a self-assessment of the selected criteria, develop written professional goals and timelines, monitor progress and make adaptations as needed. The evaluator and teacher shall mutually agree on the teacher’s professional goal(s) for the year. D. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. The District must inform the teacher of the move from a Focused to a Comprehensive Evaluation, in writing, any time on or before December 15. A change to comprehensive evaluation must be preceded by a least one (1) meeting to discuss the need to change, an opportunity for response and the decision.
View Source
Focused Evaluation Process. If a non-provisional teacher has scored at Proficient or higher the previous year, they may choose to be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for three (3) years before returning to the Comprehensive Evaluation. Teachers on a focused evaluation may select from any of the eight (8) state criteria unless: A. The teacher received less than a proficient rating on criteria 1, 2, or 5 on the previous year’s evaluation, or B. The teacher has not yet been evaluated on the comprehensive form. If a teacher fits the description in A or B above, the focused evaluation will be on a selected criterion from Domain 1 to be approved by the teacher’s evaluator. The criterion may have been identified in the self-assessment or a previous comprehensive evaluation as benefiting from additional attention.
View Source
Focused Evaluation Process. A summative score is assigned using the summative score from 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 teacher is placed on a focused evaluation. Should a teacher provide evidence of exemplary practice on the chosen focused criteria, a level 4 (Distinguished) score may be awarded by the evaluator. 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. Written rationale will be provided, if requested by the employee.
View Source

Related to Focused Evaluation Process

  • Evaluation Process ‌ A. The immediate supervisor will meet with an employee at the start of their review period to discuss performance expectations. The employee will receive copies of their performance expectations as well as notification of any modifications made during the review period. Employee work performance will be evaluated during probationary, trial service and transition review periods and at least annually thereafter. Notification will be given to a probationary or trial service employee whose work performance is determined to be unsatisfactory. B. The supervisor will discuss the evaluation with the employee. The employee will have the opportunity to provide feedback on the evaluation. The discussion may include such topics as: 1. Reviewing the employee’s performance; 2. Identifying ways the employee may improve their performance; 3. Updating the employee’s position description, if necessary; 4. Identifying performance goals and expectations for the next appraisal period; and 5. Identifying employee training and development needs. C. The performance evaluation process will include, but not be limited to, a written performance evaluation on forms used by the Employer, the employee’s signature acknowledging receipt of the forms, and any comments by the employee. A copy of the performance evaluation will be provided to the employee at the time of the review. A copy of the final performance evaluation, including any employee or reviewer comments, will be provided to the employee. The original performance evaluation forms, including the employee’s comments, will be maintained in the employee’s personnel file. D. If an employee disagrees with their performance evaluation, the employee has the right to attach a rebuttal. E. The performance evaluation process is subject to the grievance procedure in Article 30. The specific content of a performance evaluation is not subject to the grievance procedure. F. Performance evaluations will not be used to initiate personnel actions such as transfer, promotion, or discipline.

  • 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.

  • BID EVALUATION The Commissioner reserves the right to accept or reject any and all Bids, or separable portions of Bids, and waive technicalities, irregularities, and omissions if the Commissioner determines the best interests of the State will be served. The Commissioner, in his/her sole discretion, may accept or reject illegible, incomplete or vague Bids and his/her decision shall be final. A conditional or revocable Bid which clearly communicates the terms or limitations of acceptance may be considered, and Contract award may be made in compliance with the Bidder’s conditional or revocable terms in the Bid.

  • PROGRESS EVALUATION Engineer shall, from time to time during the progress of the Engineering Services, confer with County at County’s election. Engineer shall prepare and present such information as may be pertinent and necessary, or as may be reasonably requested by County, in order for County to evaluate features of the Engineering Services. At the request of County or Engineer, conferences shall be provided at Engineer's office, the offices of County, or at other locations designated by County. When requested by County, such conferences shall also include evaluation of the Engineering Services. County may, from time to time, require Engineer to appear and provide information to the Williamson County Commissioners Court. Should County determine that the progress in Engineering Services does not satisfy an applicable Work Authorization or any Supplemental Work Authorization related thereto, then County shall review same with Engineer to determine corrective action required. Engineer shall promptly advise County in writing of events which have or may have a significant impact upon the progress of the Engineering Services, including but not limited to the following: A. Problems, delays, adverse conditions which may materially affect the ability to meet the objectives of an applicable Work Authorization or any Supplemental Work Authorization related thereto, or preclude the attainment of Project Engineering Services units by established time periods; and such disclosure shall be accompanied by statement of actions taken or contemplated, and County assistance needed to resolve the situation, if any; and B. Favorable developments or events which enable meeting goals sooner than anticipated in relation to an applicable Work Authorization’s or any Supplemental Work Authorization related thereto.

  • JOC EVALUATION If any materials being utilized for a project cannot be found in the RS Means Price Book, this question is what is the markup percentage on those materials? When answering this question please insert the number that represents your percentage of proposed markup. Example: if you are proposing a 30 percent markup, please insert the number "30". Remember that this is a ceiling markup. You may markup a lesser percentage to the TIPS Member customer when pricing the project, but not a greater percentage. EXAMPLE: You need special materials that are not in the RS Means Unit Price Book for a project. You would buy the materials and ▇▇▇▇ them up to the TIPS Member customer by the percentage you propose in this question. If the materials cost you, the contractor, $100 and you proposed a markup on this question for the material of 30 percent, then you would charge the TIPS Member customer $130 for the materials. TIPS/ESC Region 8 is required by Texas Government Code § 791 to be compensated for its work and thus, failure to agree shall render your response void and it will not be considered. Vendor agrees to remit to TIPS the required administration fee or, if resellers are named, guarantee the fee remittance by or for the reseller named by the vendor?