Guidelines for Evaluation Sample Clauses

Guidelines for Evaluation. The following guidelines will be used by the Evaluation Committee in determining recommendations for promotion to academic ranks. a. When a promotion is being considered, a history of sustained professional achievements of the types listed in 6.1, or comparable achievements, will be expected. Faculty applying for promotion to any rank must demonstrate activity in all three judgmental criteria (Teaching and Other Assigned Responsibilities, Scholarship and/or Professional Development, and Professional Service). All applicants for promotion shall demonstrate effectiveness in Teaching and Other Assigned Responsibilities. The relative importance of Scholarship and/or Professional Development and Service shall be specified in the annual evaluation procedure, as specified in the Agreement. If the Evaluation Committee or Department Head believes the faculty member or the Department would be better served by placing the emphasis differently, they will consult with the faculty member. The ultimate ranking of Scholarship and/or Professional Development and Service will be as specified by the Agreement. b. The demonstration of effectiveness and contributions is understood to be cumulative during the evaluative period.

Guidelines for Evaluation. I. The evaluator, in recognizing pupil performance objectives and in assessing unit member competence, should consider atypical factors as they relate to the identified performance objectives. II. Teacher classroom observations by the evaluator may be made at any time per the provisions found in this article. When feasible and appropriate, the evaluator may pre-schedule visitations. In addition, the evaluatee may request observations on a pre-scheduled basis. Psychologist/Counselor conferences conducted by the evaluator may be made at any time per the provisions found in this article. III. Evaluations of unit member competence, as reported on the Summary Evaluation Form, shall be based upon material or reports placed in the unit member's personnel file. IV. Performance standards shall be published and distributed to the evaluatee and must be related to the efficient and safe operation of the District and the welfare of students. Prior to any action involving the withholding of pay or any written statement placed in the personnel file which involves negative performance, the District will issue, where appropriate, reasonable advance warning, and shall inquire with respect to the problem in a fair and important manner so as to insure that penalties are reasonably related to the seriousness of the offense and the past record of the evaluatee with the District.

Guidelines for Evaluation. We established general guidelines for evaluators assessing an individual researcher’s YUFE Academic Assessment Portfolio. • Assessment should align with the requirements of the specific assessment case. For example, when recruiting a project researcher for a research project, the required skillset may be well-defined, while in the case of recruiting a professor, the requirements might be less detailed. • Assessment should be holistic and consider different areas of academic work. • Assessment should consider disciplinary differences by acknowledging what type of OS outputs and activities are relevant and possible in a specific research field (with specific traditions and methodologies). For example, all data cannot be opened (e.g., sensitive data, or data gathered in collaboration with industry partners involving proprietary information), and in such cases, closing one’s data should not be used against the researcher. • Assessment should consider that researchers have different opportunities to engage in OS. For example, researchers from non-western countries or researchers without formal job contracts may have had limited access to institutional support structures that are important for practicing OS. • Assessment should consider the evidence provided by the researcher. Does the researcher give concrete examples of his/her achievements? How reliable are the sources of evidence, and can the evidence be verified? The descriptions of researchers may be prone to mistakes or inaccuracies.8 • Assessment should consider how the researcher’s work has benefitted the scholarly community and/or the wider society and whom it has benefitted (while acknowledging the career stage of the researcher). • Assessment should consider the career stage of the researcher. Researchers with fewer years of experience can, on average, be expected to have fewer merits than researchers with more years of experience. In addition, 8 If the YUFE Academic Assessment Portfolio is developed further, the YUFE community should think of ways to verify the descriptions of the researchers in the portfolio, for example, by encouraging them to link the examples they provide in the portfolio to databases or webpages. This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the grant agreement No. 101016967 early career researchers may not be fully aware of the principles, practices, and benefits of OS, and they may have had limited access to t...

Guidelines for Evaluation. The Bargaining unit member being evaluated shall meet with his/her evaluator to review the Speech/Language Pathologist Standards on or before October 31st each year. These six (6) standards shall provide the goals/framework for VUSD Speech Pathologist evaluation. There is no need to write goals and objectives. (1) Engaging and supporting all students in learning. (2) Creating and maintaining effective environments for student learning. (3) Understanding and organizing objectives/lessons for student learning. (4) Planning instruction and designing learning experiences for all students. (5) Assessing student learning. (6) Developing as a professional Speech/Language Pathologist.

Guidelines for Evaluation. The Bargaining unit member being evaluated shall meet with his/her evaluator to review the Pupil Personnel Services Standards for counselors on or before October 31st each year. These six (6) standards shall provide the goals/framework for VUSD counselor evaluation. There is no need to write goals and objectives. (1) Providing educational, career and social/emotional support to all students. (2) Creating and maintaining effective programs to promote positive and safe school climate. (3) Interpreting student information to assist appropriate student placement, intervention, and referral. (4) Problem solving through collaboration and consultation to maximize student performance. (5) Advocating for student health and well-being to support student developmental needs. (6) Developing as a professional counselor.

Guidelines for Evaluation. Prepared by: GUIDELINES FOR EVALUATION The Langara Mission statement provides direction for the type of education provided for students and the ways that this education is provided at Langara.

Guidelines for Evaluation. Prepared by: between LANGARA COLLEGE

Guidelines for Evaluation. The Bargaining unit member being evaluated shall meet with his/her evaluator to review the California Standards for the Teaching Profession on or before October 31st each year. These six (6) standards shall provide the goals/framework for VUSD teacher evaluation. There is no need to write goals and objectives. (1) Engaging and supporting all students in learning. (2) Creating and maintaining effective environments for student learning. (3) Understanding and organizing subject matter for student learning. (4) Planning instruction and designing learning experiences for all students. (5) Assessing student learning. (6) Developing as a professional educator.

Guidelines for Evaluation. With the assistance of the faculty supervisor and the organization contact, prepare a proposal with clear learning objectives for: • The work experience – 10-20% • Assessment from the faculty supervisor and organization contact of the work achieved – 30-40% • Reflection on the work using one or more of the following forms – 10-20% o Short essays o Journal entries o Blogs o Online discussion o Public presentation • Final assignment submitted upon completion constitutes – 30-40% Course evaluation and feedback must include assignment values, due dates, any other feedback strategies, and the frequency with which the student, project supervisor, and/or organization contact will meet. The student must receive some feedback prior to the term’s withdrawal deadline. Please see the Guidelines for Evaluation (below) for more information.