26A. 7.1 In the comprehensive evaluation system teachers will write: 20
26A. Formal surveys of student and parent perceptions of teacher 2 performance shall not be solicited by the evaluator for inclusion as 3 evidence in the evaluation.
26A. For teachers participating in a comprehensive evaluation, at 31 least one of the observations must be scheduled in advance 32 with the teacher using the full five-step observation cycle 33 described in 26a.9.2 below. 35 26a.9.1.5 For provisional teachers, the first of the observations, and 36 at least two of the observations, must be scheduled in 37 advance with the teacher using the full five-step 38 observation cycle described in 26a.9.2 below. 39
26A. All other teachers are eligible to be on a focused evaluation. 4
26A. A classroom teacher may be transferred from a focused evaluation to a 6 comprehensive evaluation at the request of the teacher, or at the 7 direction of the teacher's evaluator. Such request or direction must be 8 received prior to the Progress Review described in Section 26a.10 (that 9 must be completed by the last day of February). When the evaluator 10 directs a mid-year transfer from a focused evaluation to a 11 comprehensive evaluation, the teacher shall be provided written notice 12 which includes a rationale for the decision. When a teacher is 13 transferred from a focused evaluation to a comprehensive evaluation, 14 all of the procedures of the comprehensive evaluation must be 15 completed. 16
26A. 8.2 Throughout the school year, both the teacher and the evaluator may 27 contribute evidence to the overall assessment of professional 28 performance in all four Domains of the Xxxxxxxxx Framework. 29 Evidence is observed practice, products or results of the teacher’s 30 work that demonstrates knowledge and skills of the educator with 31 respect to the four-level rating system. Such evidence may include 32 compensated or volunteer coaching or leadership assignments across 33 the district. Artifacts should be produced or result from the normal 34 and actual course of professional performance. 35 36 26a.8.3 An accurate evaluation requires that corroborated and authentic 37 evidence reflecting upon performance be used in the evaluation of the 38 employee. For the purposes of professional growth, fairness requires 39 that employees be made aware, in a timely manner, of the evidence 40 that will be used in their evaluation. Therefore, when an evaluator 41 obtains evidence of which the teacher would otherwise not be aware 42 and which may indicate a performance deficiency, the teacher shall be 43 notified about the information within ten (10) days of its receipt. A 44 conference shall take place if either party requests it, to discuss 45 evidence and opportunities for growth. 46
26A. 8.5 Evaluators shall not include evidence of content knowledge and 6 pedagogy from classes or subjects outside the employee’s certification 7 and endorsements.
26A. Evidence shall be submitted and collected using a system mutually- 10 agreed upon by the District and Association. 11
26A. Each teacher shall be observed in the course of professional 18 performance at least two times for a minimum annual total 19 of 60 minutes. 21 26a.9.1.2 Within the 60 minutes required above, employees in their 22 first year in the District shall be observed at least once for a 23 minimum total of 30 minutes during the first 90 calendar 24 days of employment.
26A. 14.3 If a teacher receives a Low student growth score, the teacher and evaluator 31 will mutually agree to engage in one of the student growth inquiries 32 required by law (WAC 392-191A-100). 33
14.4 The evaluations of certificated classroom teachers with a preliminary 35 rating of Unsatisfactory and High student growth will be reviewed by the
