Common use of State Criteria and Scoring Clause in Contracts

State Criteria and Scoring. 8.4.1 The eight criteria of the evaluation system include: • Centering instruction high expectations for student achievement; • Demonstrating effective teaching practices; • Recognizing individual student learning needs and developing strategies to address those needs; • Providing clear and intentional focus on subject matter content and curriculum; • ▇▇▇▇▇▇▇▇▇ and managing a safe, positive learning environment; • Using multiple student data elements to modify instruction and improve student learning; • Communicating and collaborating with parents and the school community. • Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. 8.4.2 Criteria Performance Scoring 1. The following four-level rating system will be used to evaluate certificated classroom teachers and describes performance along a continuum that indicates the extent to which the criteria have been met or exceeded. The performance ratings are: level 1 - unsatisfactory; level 2 - basic; level 3 - proficient; level 4 - distinguished. 2. A classroom teacher shall receive one of the four performance ratings for each of the eight criteria. (See appendix EVAL-#1 Criterion Chart, & appendix EVAL-#2 Criterion scoring methodology) 8.4.3 Student Growth Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth data elements may include the teacher's performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate. Student growth data elements may also include the teacher's performance as a member of the overall instructional team of a school when use of this data is relevant and appropriate. (appendix EVAL-#3 student growth rubric) 8.4.4 Summative Performance Rating A classroom teacher will also receive an overall summative performance rating for the evaluation as a whole. This score is determined by totaling the eight (8) criterion-level scores as follows (See appendix EVAL-#4 Summative Score Spreadsheet & appendix EVAL-#4b Summative Score Chart) a. 8-14 – Unsatisfactory (1) b. 15-21 – Basic (2) c. 22-28 – Proficient (3) d. 29-32 – Distinguished (4) Certificated classroom teachers with a summative rating of distinguished will be recognized with a letter of congratulations from the Superintendent.

State Criteria and Scoring. 8.4.1 A. The eight criteria of the evaluation system include: • : 1. Centering instruction high expectations for student achievement; • 2. Demonstrating effective teaching practices; • 3. Recognizing individual student learning needs and developing strategies to address those needs; • 4. Providing clear and intentional focus on subject matter content and curriculum; • 5. ▇▇▇▇▇▇▇▇▇ and managing a safe, positive learning environment; • 6. Using multiple student data elements to modify instruction and improve student learning; • 7. Communicating and collaborating with parents and the school community. 8. • Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. 8.4.2 B. Criteria Performance Scoring 1. Scoring The following four-level rating system will be used to evaluate certificated classroom teachers and describes performance along a continuum that indicates the extent to which the criteria have been met or exceeded. The performance ratings are: • level 1 - unsatisfactory; – unsatisfactory • level 2 - basic; – basic • level 3 - proficient; – proficient • level 4 - distinguished. 2. distinguished A classroom teacher shall receive one of the four performance ratings for each of the eight criteria. (See appendix EVAL-#1 Criterion Chart, & appendix EVAL-#2 Criterion scoring methodology). 8.4.3 Student Growth C. Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-classroom- based, school-based, district-based, and state-based tools. Student growth data elements may include the teacher's performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate. Student growth data elements may also include the teacher's performance as a member of the overall instructional team of a school when use of this data is relevant and appropriate. (appendix EVAL-#3 student growth rubric). 8.4.4 D. Summative Performance Rating A classroom teacher will also receive an overall summative performance rating for the evaluation as a whole. This score is determined by totaling the eight (8) criterion-level scores as follows (See appendix EVAL-#4 Summative Score Spreadsheet & appendix EVAL-#4b Summative Score Chart) a. 8-14 – Unsatisfactory (1) b. 15-21 – Basic (2) c. 22-28 – Proficient (3) d. 29-32 – Distinguished (4) Certificated classroom teachers with a summative rating of distinguished will be recognized with a letter of congratulations from the Superintendent.follows:

State Criteria and Scoring. 8.4.1 The eight criteria of the evaluation system include: • Centering instruction high expectations for student achievement; • Demonstrating effective teaching practices; • Recognizing individual student learning needs and developing strategies to address those needs; • Providing clear and intentional focus on subject matter content and curriculum; • ▇▇▇▇▇▇▇▇▇ Fostering and managing a safe, positive learning environment; • Using multiple student data elements to modify instruction and improve student learning; • Communicating and collaborating with parents and the school community. • Exhibiting collaborative and collegial practices focused on improving instructional practice and student learning. 8.4.2 Criteria Performance Scoring 1. The following four-level rating system will be used to evaluate certificated classroom teachers and describes performance along a continuum that indicates the extent to which the criteria have been met or exceeded. The performance ratings are: level 1 - unsatisfactory; level 2 - basic; level 3 - proficient; level 4 - distinguished. 2. A classroom teacher shall receive one of the four performance ratings for each of the eight criteria. (See appendix EVAL-#1 Criterion Chart, & appendix EVAL-#2 Criterion scoring methodology) 8.4.3 Student Growth Student growth data that is relevant to the teacher and subject matter must be a factor in the evaluation process and must be based on multiple measures that can include classroom-based, school-based, district-based, and state-based tools. Student growth data elements may include the teacher's performance as a member of a grade-level, subject matter, or other instructional team within a school when the use of this data is relevant and appropriate. Student growth data elements may also include the teacher's performance as a member of the overall instructional team of a school when use of this data is relevant and appropriate. (appendix EVAL-#3 student growth rubric) 8.4.4 Summative Performance Rating A classroom teacher will also receive an overall summative performance rating for the evaluation as a whole. This score is determined by totaling the eight (8) criterion-level scores as follows (See appendix EVAL-#4 Summative Score Spreadsheet & appendix EVAL-#4b Summative Score Chart) a. 8-14 – Unsatisfactory (1) b. 15-21 – Basic (2) c. 22-28 – Proficient (3) d. 29-32 – Distinguished (4) Certificated classroom teachers with a summative rating of distinguished will be recognized with a letter of congratulations from the Superintendent.