PROFESSIONAL PRACTICE RATING AND STUDENT GROWTH RATING Sample Clauses
PROFESSIONAL PRACTICE RATING AND STUDENT GROWTH RATING. The recommended summative rating matrix model does not rely on uniform, prescriptive formulas to calculate the summative effectiveness rating. By default, evaluations of professional practice account for two-thirds of the final rating, and the final one-third of the rating is influenced by evaluations of student growth. However, the matrix design also provides opportunity for professional judgement to be used in cases where the professional practice and student growth ratings appear to conflict. Refer to Appendix H – Professional Practices Rating & Documentation.
PROFESSIONAL PRACTICE RATING AND STUDENT GROWTH RATING. The recommended summative rating matrix model does not rely on uniform, prescriptive formulas to calculate the summative effectiveness rating. By default, evaluations of professional practice account for two-thirds of the final rating, and the final one-third of the rating is influenced by evaluations of student growth. However, the matrix design also provides opportunity for professional judgement to be used in cases where the professional practice and student growth ratings appear to conflict. Refer to Appendix H – Professional Practices Rating & Documentation.
a. For teachers in years one through three of continuous employment:
b. For teachers in their fourth continuous year of employment and beyond: • A rotating schedule for tenured teachers will be developed beginning with the 2021-22 school year. This will mean that some teachers will have a formal evaluation again in 2021-22. • Teachers in their fourth continuous year of employment will participate in the formal observation evaluation process every other year. • A minimum of one (1) formal observation of professional practice in the year of evaluation – every other year. • A minimum of two (2) informal observations each school year. • In the year of no formal observation, teachers will be required to complete the SLO portion of the evaluation process or participate in a Professional Growth Year topic of study/activity or a course approved by your administrator.
c. A formal observation must be at least 30 minutes long, conducted by the evaluator. The process of formal observation includes structured pre- and post-observation conferences. A notice of five school days, unless other timelines are mutually agreed upon by the evaluator and teacher, will be given to the teacher to prepare for the pre-observation conference. A pre-observation conference provides the evaluator and teacher a time to discuss the upcoming observation, including any lesson standards, assessment tools, instructional strategies, or differentiation needed. 1st year teachers will have a face to face meeting for their first semester pre-conference meeting in the 1st semester. A post-observation conference, which occurs following a formal observation, is an opportunity for reflection and analysis, giving the evaluator and teacher time to engage in a professional dialogue about effective strategies that support teaching and learning. The post-observation conference should occur within five school days of the formal observation unless o...