Traditional Evaluation Sample Clauses

Traditional Evaluation. A permanent teacher select- 17 ing this method of evaluation will participate in a pre- 18 observation conference, a full-period observation and a 19 post-observation conference. The result of this process 20 will be a summary letter of evaluation written by the 21 administrator of record. The administrator of record 22 and the teacher shall meet in the pre-evaluation confer- 23 ence and mutually agree to the elements upon which 24 the evaluation is to be based. These elements shall be 25 based upon the California Standards for the Teaching 26 Profession (see “Forms”) and include: 1) objectives 27 set for the specific lesson(s) to be observed, 2) means 28 for assessing whether these objectives were met, and
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Traditional Evaluation. An evaluation conducted by an administrator that entails at least two classroom observations (one per semester) and a summative final evaluation report and conference. Temporary, probationary 1, probationary 2 teachers, teachers with emergency or provisional credentials, and on cycle permanent teachers will be evaluated by an administrator using the traditional evaluation process, except in the case of a permanent teacher who is participating in the alternative evaluation process. As part of the traditional evaluation process, there will be a minimum of two formal observations (one per semester) during the school year in addition to regular informal observations. For non-tenured members there will be a minimum of two formal observations in the first semester and a minimum of one formal observation in the second semester. Formal observations will be announced in advance by the administrator. Following a formal observation, the administrator will provide the unit member with a written observation report. A post- observation meeting will be held at the request of either the administrator or the unit member.
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Traditional Evaluation. Upon request of the unit member or the evaluator, a meeting may be held to discuss the evaluation process.
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Traditional Evaluation. A permanent teacher select- 10 ing this method of evaluation will participate in a pre- 11 observation conference, a full-period observation and a 12 post-observation conference. The result of this proc- 13 ess will be a summary letter of evaluation written by 14 the administrator of record. The administrator of re- 15 cord and the teacher shall meet in the pre-evaluation 16 conference and mutually agree to the elements upon 17 which the evaluation is to be based. These elements 18 shall include: 1) objectives set for the specific les- 19 son(s) to be observed, 2) means for assessing whether 20 these objectives were met, and 3) a review of how this 21 lesson fits into the overall curriculum. 23 11.3.4.3.2.1 The bargaining unit member and the 24 evaluator shall make a good faith at- 25 tempt to reach mutual agreement on the 26 member’s goals and objectives. To the 27 extent the evaluator and the bargaining 28 unit member disagree, the evaluator 29 shall state reasonable goals and objec- 30 tives by which the member is to be 31 evaluated. The bargaining unit member 32 may specify his/her positions, in writing, 1 to be attached to the Evaluation docu- 2 ments, including any constraints which 3 the member believes inhibit his/her abil- 4 ity to meet the stated goals and objec-
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Traditional Evaluation. A permanent teacher 5 selecting this method of evaluation will partici- 6 ▇▇▇▇ in a pre-observation conference, a full-period 7 observation and a post-observation conference. 8 The result of this process will be a summary letter 9 of evaluation written by the administrator of re-
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Traditional Evaluation. 15.3.1 Every Long-Term Substitute, Temporary, Intern, Probationary 1 and Probationary 2 unit member shall be evaluated annually in writing by a Board-authorized evaluator using Evaluation Form A- Traditional. 15.3.2 Every permanent unit member shall be evaluated in writing by a Board authorized evaluator at least once every other year. Summative evaluations will be completed no later than April 1 of the years in which they are conducted. A Board-authorized evaluator may evaluate permanent unit members in the bargaining unit who have at least ten (10) years of District service and whose previous evaluation rated the unit member as meeting or exceeding standards every five (5) years, provided the unit member is “highly qualified” as defined by applicable law, and provided further that the every five (5) year evaluation cycle is established by mutual agreement of the District and the bargaining unit member. The certificated unit member or the evaluator may withdraw consent to the five (5) year evaluation cycle at any time. If such consent is withdrawn by the District, the District will provide the unit member with timely advance written notice of such withdrawal of consent including reasons. 15.3.3 The evaluator and the evaluatee shall meet to review the evaluation forms, process and timeline by October 31st. Only the forms cited in 15.1.2 shall be used. The first observation may be scheduled at this time and must occur by January 31st for every Long-Term Substitute, Temporary, Intern, Probationary 1, Probationary 2, and unit members on an assistance plan. Any evaluation constraints identified by the evaluatee shall be documented at this time. 15.3.4 During the course of the evaluation period, mitigating circumstances may arise which require modification of the evaluation parameters. With the mutual agreement of the evaluatee and the evaluator, the evaluation parameters may be modified. Under no circumstances shall the evaluatee be penalized if circumstances change. 15.3.5 Each evaluation shall be based upon the California Standards for the Teaching Profession. For a Traditional Evaluation, there shall be at least one (1) observation, lasting twenty to fifty (20-50) minutes, which will be followed by a conference within ten (10) working days in which the evaluator and the evaluatee shall review and discuss the unit member Observation Notes. 15.3.6.1 If a standard or element is not observed during a particular observation, the relevant box on the evaluation fo...
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Traditional Evaluation. Process 11 3.7.1. Probationary and temporary unit members must select three (3) standards for 12 goals. 13 3.7.2. Permanent unit members must select any two (2) standards.
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Traditional Evaluation. An evaluation conducted by an administrator that entails at least two classroom observations (one per semester) and a summative final evaluation report and conference The site administration of each high school shall have the responsibility for evaluation of unit members. 2.1 A unit member assigned to more than one school shall be evaluated by the principal site administrator of the school where the teacher has the majority of the assignment. If a unit member is assigned equally to two schools, then the evaluation will be done by the site administrator of the teacher’s choice. In all cases, any site administrator for whom the teacher serves will provide input to the teacher’s primary evaluating site administrator. 2.2 Teachers transferred from one school to another will maintain the same evaluation category as given by the principal site administrator at their previous school.
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Traditional Evaluation 
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Related to Traditional Evaluation

  • 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.

  • Final Evaluation IC must submit a final report and a project evaluation to the Arts Commission within thirty (30) days after the completion of the Services. Any and all unexpended funds from IC must be returned to City no later than sixty (60) days after the completion of the Services.

  • Annual Evaluation The Partnership will be evaluated on an annual basis through the use of the Strategic Partnership Annual Evaluation Format as specified in Appendix C of OSHA Instruction CSP ▇▇-▇▇-▇▇▇, OSHA Strategic Partnership Program for Worker Safety and Health. The Choate Team will be responsible for gathering required participant data to evaluate and track the overall results and success of the Partnership. This data will be shared with OSHA. OSHA will be responsible for writing and submitting the annual evaluation.

  • TEACHER EVALUATION A. The administration will be evaluating the teacher’s performance within the time of formal responsibility. The evaluation process and form will be shared with the Association Building Representatives at the beginning of each school year. (a) Probationary teachers shall be evaluated at least two (2) times a year. The first evaluation will be completed prior to December 1st and the second prior to April 15th. Each evaluation will be based upon announced, unannounced, informal observations, on the performance of other duties and responsibilities and the goals developed in the Individualized Development Plan (IDP). The announced and unannounced observations should be a minimum of thirty (30) minutes in length. The observations may occur at anytime prior to the development of the written evaluation, but at least one of them must be planned in consultation with the probationary teacher. The results of formal observations will be discussed with the teacher in a timely manner. The information gathered during the observations will be used to write the evaluations. (b) Tenured teachers will be evaluated on a rotating schedule, but no less than once every three- (3) years. The administration reserves the right to evaluate a tenured teacher more often. The evaluation will be based upon announced, unannounced, informal observations and on the performance of other duties and responsibilities. The announced and unannounced observations should be a minimum of thirty (30) minutes in length. The observations may occur at any time prior to the development of the written evaluation, but at least one of them must be planned in consultation with the tenured teacher. The results of formal observations will be discussed with the teacher in a timely manner. The information gathered during the observations will be used to write the evaluations. 2. The administrator shall prepare and submit a written evaluation and recommendations to the teacher prior to May 30th of the year they are evaluated. The administrator shall hold a conference with the teacher to discuss the written evaluation and recommendations. 3. Upon receipt of the evaluation the teacher will sign the form indicating his/her receipt of the report. The signature on the form does not constitute his/her approval unless specifically noted. 4. Teachers involved with the instruction of Advanced Placement courses will be evaluated. This evaluation in the first year will be made part of the formal evaluation only at the request of the teacher. B. A teacher who disagrees with the content or procedure of evaluation may submit a written answer which shall be attached to the file copy of the evaluation in question and/or submit any complaints through Level 4 of the grievance procedure. C. If an administrator believes a teacher is doing unacceptable work, the reasons shall be set forth in specific terms. Included will be examples of specific ways in which the teacher is to improve and assistance may be given by the administrator and other staff members. In subsequent conferences it shall be the responsibility of the individual teacher to inquire whether adequate improvement has taken place. D. Monitoring and observation of the work performance of the teacher shall be conducted openly. The public address or audio system or similar types of communications will not be used for the purpose of evaluation. E. The Board and the Association recognize that the ability of pupils to progress and mature academically is a combined result of the school, home, economic and social environment and that teachers alone cannot be held accountable for all aspects of the academic achievement of the pupil in the classroom. Test results of academic progress of students shall not be used as the sole determinant or in isolated instances to evaluate the quality of a teacher's service or fitness for retention. F. All communications, including evaluations by Milan Administrators, commendations, and documented complaints directed toward the teacher which are to be included in the personnel file shall be made available for review of the teacher prior to placement in the file; a copy of any such communication will be provided to the teacher at this time. Pre-placement information such as confidential credentials, letters of reference from universities, individuals, or previous employers are exempt from such review. A written statement for inclusion in the personnel file may then be made by the teacher in regard to materials that were not signed by the teacher. A representative of the Association may accompany the teacher. G. Ordinarily, observations of teachers shall not be for less than a full class period or for the duration of a particular teaching lesson.

  • 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.