Common use of Multiple Measures Clause in Contracts

Multiple Measures. A. Multiple measures of student growth must be used in the evaluation process and such measures may include classroom-based, school-based, district-based, and state-based assessments. B. Multiple measures may also be used to assess a teacher’s professional performance against the instructional frameworks. Artifacts may include, but are not limited to the following: 1. ▇▇▇▇▇▇ plans, IEPs, portfolios, newsletters, videos of practice, learning objectives, learning targets, emails, perception surveys, exit tasks, phone logs, PLC notes, data analysis, discipline referrals, posted routines, posted rules and goals, case studies of student progress, analysis of student work over time, classroom observation of evidence of student learning, curriculum development, leading professional activities, participating in professional development, setting professional goals, participating in PLCs, use of exemplars, family engagement, parent communications, peer assistance and review, mentoring and support to others, coaching, leadership roles, etc.. 2. Communications with parents may include, but are not limited to, phone calls, emails, grade reports, progress reports, conferences, etc. 3. Teachers shall only be required to provide artifacts that are valuable to the professional growth of the individual and the evaluation process.

Multiple Measures. A. Multiple measures of student growth must be used in the evaluation process and such measures may include classroom-based, school-based, district-based, and state-based assessments. B. Multiple measures may also be used to assess a teacher’s professional performance against the instructional frameworks. Artifacts may include, but are not limited to the following: 1. ▇▇▇▇▇▇ Lesson plans, IEPs, portfolios, newsletters, videos of practice, learning objectives, learning targets, emails, perception surveys, exit tasks, phone logs, PLC notes, data analysis, discipline referrals, posted routines, posted rules and goals, case studies of student progress, analysis of student work over time, classroom observation of evidence of student learning, curriculum development, leading professional activities, participating in professional development, setting professional goals, participating in PLCs, use of exemplars, family engagement, parent communications, peer assistance and review, mentoring and support to others, coaching, leadership roles, etc.. 2. Communications with parents may include, but are not limited to, phone calls, emails, grade reports, progress reports, conferences, etc. 3. Teachers shall only be required to provide artifacts that are valuable to the professional growth of the individual and the evaluation process.