Assessment of Teacher Performance. Teacher performance will be evaluated during formal observations and periodic informal observations also known as “classroom walkthroughs.” Such performance, which will comprise fifty-percent (50%) of a teacher’s effectiveness rating, will be assessed through a holistic process by trained and credentialed evaluators based upon the following Ohio Standards for the Teaching Profession:
Assessment of Teacher Performance. Teacher performance will be evaluated during formal observations and periodic informal observations also known as “classroom walkthroughs”. Such performance, which will comprise fifty percent (50%) of a teacher’s effectiveness rating, will be assessed through a holistic process by trained and credentialed evaluators based upon the following Ohio Standards for the Teaching Profession:
1. understanding student learning and development and respecting the diversity of the students they teach;
2. understanding the content area for which they have instructional responsibility;
3. understanding and using varied assessment to inform instruction, evaluate and ensure student learning;
4. planning and delivering effective instruction that advances individual student learning;
5. creating learning environments that promote high levels of learning and student achievement;
6. collaborating and communicating with students, parents, other educators, District administrators and the community to support student learning; and
7. assuming responsibility for professional growth, performance and involvement.
Assessment of Teacher Performance. Teacher performance will be evaluated during formal observations and periodic informal observations also known as “classroom walkthroughs.” These assessments will be based upon the following Ohio Standards for the Teaching Profession:
(1) Understanding student learning and development and respecting the diversity of the students they teach;
(2) Understanding the content area for which they have instructional responsibility;
(3) Understanding and using varied assessments to inform instruction, evaluate and ensure student learning;
(4) Planning and delivering effective instruction that advances individual student learning;
(5) Creating learning environments that promote high levels of learning and student achievement;
(6) Collaborating and communicating with students, parents, other educators, District administrators and the community to support student learning; and
(7) Assuming responsibility for professional growth, performance and involvement.
Assessment of Teacher Performance. Teacher performance will be evaluated during formal observations, informal observations also known as “classroom walkthroughs,” and other methods of gathering teacher performance data that shall include a pre- and post-conference with the teacher for each formal observation. Such performance, which will comprise fifty-percent (50%) of a teacher’s effectiveness rating, will be assessed by trained and credentialed evaluators based upon the Ohio Standards for the Teaching Profession (OTES). The Board shall utilize the measures set forth by the Ohio Department of Education’s OTES “Teacher Performance Evaluation Rubric” for instructional planning, instruction and assessment, and professionalism.
Assessment of Teacher Performance. Teacher performance will be evaluated during formal observations and periodic informal observations also known as "classroom walkthroughs." Such performance, which will comprise at least fifty-percent (50%) of a teacher’s effectiveness rating, will be assessed through a holistic process by trained and credentialed evaluators based upon the following Ohio Standards for the Teaching Profession:
A. understanding student learning and development and respecting the diversity of the students they teach;
B. understanding the content area for which they have instructional responsibility;
C. understanding and using varied assessment to inform instruction, evaluate and ensure student learning;
D. planning and delivering effective instruction that advances individual student learning;
E. creating learning environments that promote high levels of learning and student achievement;
F. collaborating and communicating with students, parents, other educators, District administrators and the community to support student learning; and
G. assuming responsibility for professional growth, performance and involvement. Teachers subject to evaluation under this policy will be evaluated annually using:
1) the Formal Observation Procedure described herein; and
2) a series of Informal Observation/Classroom Walkthroughs. In addition, Evaluators will consider and cite evidence gathered from a variety of sources in addition to the observation when completing the Ohio Department of Education’s OTES “Teacher Performance Evaluation Rubric”. Sources of evidence include: professional growth and improvement plans, conferences (pre, post, etc.), classroom walkthroughs, formal and informal observations and any evidence provided by the teacher.
Assessment of Teacher Performance. Teacher performance will be evaluated during formal observations, informal observations also known as “classroom walkthroughs,” and other methods of gathering teacher performance data that shall include a pre- and post-conferences with the teacher for each formal observation. Such performance will be assessed by trained and credentialed evaluators based upon the Ohio Standards for the Teaching Profession and the adopted standards and practices of OTES 2.0. The District shall use the OTES 2.0 Rubric and forms provided by the Ohio Department of Education. The Ohio Evaluation System (“ES”) and OTES resources will be linked/accessible in the forms area of the staff portal. Counselors will be evaluated using the Ohio School Counselor Evaluation System (“OSCES”). Metrics are created by the Counselors on an individual basis. Documents will be electronically signed using the Ohio Evaluation System (“ES”).
Assessment of Teacher Performance. Teacher performance shall be based on the evidence provided by the teacher, formal observations, and xxxxxxxxxxxx completed by the teacher’s assigned evaluator. A teacher may provide evidence to the credentialed evaluator to support and inform an accurate reflection of the evaluation factors being evaluated. Examples include, but are not limited to, student information affecting educational progress, student interest or learning style surveys, newsletters, classroom rules, lesson plans, portfolios, summative assessments, professional education organization work, education awards, and student work samples. All evidence presented shall be included in the report and will be considered in the evaluator’s assessment of the teacher. Such performance evidence will be used to determine the teacher’s evaluation rating and will be assessed through a holistic process by trained and credentialed evaluators, based upon the following Ohio Standards for the teaching profession:
1. understanding student learning and development, respecting student diversity, and holding high expectations for all students to achieve and make progress at high levels
2. knowing and understanding the content area for which they have instructional responsibility
3. understanding and using varied assessments to inform instruction, evaluate and ensure student learning
4. planning and delivering effective instruction that advances individual student learning
5. creating learning environments that promote high levels of student learning and achievement for all students
6. collaborating and communicating with students, parents, other educators, District administrators, and the community to support student learning
7. assuming responsibility for professional growth and performance as an individual and as a member of a learning community.
Assessment of Teacher Performance. Teacher performance will be evaluated during formal observations and periodic informal observations also known as “classroom walkthroughs.” Such performance, which will comprise fifty-percent (50%) of a teacher’s effectiveness rating, will be assessed through a holistic process by trained and credentialed evaluators based upon the Ohio Standards for the Teaching Profession. All related services personnel (i.e. OT, PT, Speech, Psychologist, Coaches, nurses, and Guidance Counselor) shall be evaluated using a standards- based evaluation system to be piloted during the 2013-14 school year. This system will be solely based on performance measures (100%) to determine a final rating. The evaluation committee will reconvene no later than August 2014 to finalize the procedure for subsequent years.
Assessment of Teacher Performance. Teacher performance will be evaluated during formal observations and periodic informal observations also known as “classroom walkthroughs.” Such performance, which will comprise one hundred percent (100%) of a teacher’s effectiveness rating. • Teachers shall be evaluated based on at least two formal observations and periodic classroom walkthroughs each school year. • Teachers on a limited contract who are under consideration for renewal/nonrenewal shall receive at least three formal observations in addition to periodic classroom walkthroughs. • The Board may elect not to conduct an evaluation of a teacher who is on leave from the school district for fifty percent (50%) or more of the school year, as calculated by the Board, or who has submitted notice of retirement and that notice has been accepted by the Board not later than December 1 of the school year in which the evaluation is otherwise scheduled to be conducted. Evaluations will be completed by May 1st and each teacher will be provided a written report of the results of his/her evaluation by May 10th. Written notice of nonrenewal will be provided by June 1st.
Assessment of Teacher Performance. Teacher performance will be evaluated during formal observations and periodic informal observations also known as “classroom walkthroughs”. Such performance will be assessed through a holistic process by trained and credentialed evaluators based upon the following Ohio Standards for the Teaching Profession:
1. understanding student learning and development and respecting the diversity of the students they teach;
2. understanding the content area for which they have instructional responsibility;
3. understanding and using varied assessment to inform instruction, evaluate and ensure student learning;
4. planning and delivering effective instruction that advances individual student learning;
5. creating learning environments that promote high levels of learning and student achievement;
6. collaborating and communicating with students, parents, other educators, district administrators and the community to support student learning; and
7. assuming responsibility for professional growth, performance and involvement.
