Common use of COMPREHENSIVE EVALUATION STEPS Clause in Contracts

COMPREHENSIVE EVALUATION STEPS. a. Self-assessment and reflection 1. Each teacher shall reflect on his/her practice and be prepared to have conversations with their evaluator during the pre-observation/cycle of inquiry conference 2. This is a personal reflection of practice, and shall not be used in the summative comprehensive or focused end of year evaluation. 3. The self-assessment and reflection shall serve as a tool for the goal setting process and cycle of inquiry area of focus. b. Goal Setting and Cycle of Inquiry Area of Growth 1. Each teacher shall combine his/her self-assessment, student classroom data, and conversations with their evaluator and establish a cycle of inquiry area of focus and student growth goals. Student growth goals can be interrelated or “nested.” 2. The cycle of inquiry area of focus and student growth goals shall be completed by the teacher prior to the pre-observation conference by using the cycle of inquiry area of growth template provided in Appendix D. 3. During the pre-observation conference, the evaluator and the teacher shall finalize and mutually approve the cycle of inquiry area of focus and student growth goals 4. The student growth goals and cycle of inquiry area of focus may be conducted with a grade level, school level, or instructional team. c. Pre-Observation 1. Prior to the scheduled formal observations, the teacher shall meet with their evaluator. 2. The purpose of the pre-observation conference is to discuss matters such as the employee’s student growth goals, the cycle of inquiry area of focus, the professional activities to be observed, content, objectives, and strategies of the lesson, the length of the observation, and possible observable evidence to meet the scoring criteria. The cycle of inquiry area of focus shall drive the discussion at the pre-observation conference. 3. The evaluator shall conduct the observation within five (5) school days of the pre-observation conference unless otherwise agreed upon by evaluator or administrator.

COMPREHENSIVE EVALUATION STEPS. a. Self-assessment and reflection 1. Each teacher shall reflect on his/her practice and be prepared to have conversations with their evaluator during the pre-observation/cycle of inquiry conference 2. This is a personal reflection of practice, and shall not be used in the summative comprehensive or focused end of year evaluation. 3. The self-assessment and reflection shall serve as a tool for the goal setting process and cycle of inquiry area of focus. b. Goal Setting and Cycle of Inquiry Area of Growth 1. Each teacher shall combine his/her self-assessment, student classroom data, and conversations with their evaluator and establish a cycle of inquiry area of focus and student growth goals. Student growth goals can be interrelated or “"nested.”" 2. The cycle of inquiry area of focus and student growth goals shall be completed by the teacher prior to the pre-observation conference by using the cycle of inquiry area of growth template provided in Appendix D. 3. During the pre-observation conference, the evaluator and the teacher shall finalize and mutually approve the cycle of inquiry area of focus and student growth goals 4. The student growth goals and cycle of inquiry area of focus may be conducted with a grade level, school level, or instructional team. c. Pre-Observation 1. Prior to the scheduled formal observations, the teacher shall meet with their evaluator. 2. The purpose of the pre-observation conference is to discuss matters such as the employee’s 's student growth goals, the cycle of inquiry area of focus, the professional activities to be observed, content, objectives, and strategies of the lesson, the length of the observation, and possible observable evidence to meet the scoring criteria. The cycle of inquiry area of focus shall drive the discussion at the pre-observation conference. 3. The evaluator shall conduct the observation within five (5) school days of the pre-observation conference unless otherwise agreed upon by evaluator or administrator.

COMPREHENSIVE EVALUATION STEPS. a. A. Step 1: Self-assessment and reflectionAssessment (1. Each ) Before October 1st, each teacher shall reflect on his/her practice and be prepared to have conversations with their evaluator during complete the preFramework for Teaching Self-observation/cycle of inquiry conference 2Assessment document (Form A). This is a personal reflection of practice, practice and shall the teacher has the option of sharing or not be used in sharing the summative comprehensive or focused end of year evaluation. 3results with the administration. The self-assessment and reflection shall serve as a tool for the goal setting process and cycle of inquiry area of focusconference. b. B. Step 2: Goal Setting and Cycle of Inquiry Area of GrowthConference (1. ) Each teacher shall combine his/her self-assessmentassessment with the district and/or building initiatives and select one component from each criterion as goals for the year. In addition the teacher shall determine a student growth goal for Components SG 3.1, student classroom dataSG 6.1, and conversations with their evaluator SG 8.1. (The goal for SG 6.1 and establish a cycle of inquiry area of focus and student growth goals. Student growth goals can SG 8.1 may be interrelated or “nestedthe same goal.” 2. ) The cycle of inquiry area of focus and student growth goals Goal Setting Conference document (Form B) shall be completed by the teacher on or before October 1 and sent to the evaluator prior to the pre-observation conference by using the cycle of inquiry area of growth template provided in Appendix D. 3. During the pre-observation goal setting conference, the evaluator and the teacher shall finalize and mutually approve the cycle of inquiry area of focus and student growth goals 4. The student growth goals and cycle of inquiry area of focus may be conducted with a grade level, school level, or instructional team. c. (2) The evaluator shall review the Goal Setting Conference document (Form B) in advance of the conference and a conference date shall be determined. C. Step 3: Pre-Observation (1. Prior to the scheduled ) For formal observations, the teacher shall meet with their evaluator. 2. The purpose of complete the Pre-observation Lesson Plan document (Form C) and send it to the evaluator prior to the scheduled pre-observation conference is to conference. The evaluator shall read the lesson plan in advance of the scheduled pre-observation conference. (2) The teacher and evaluator shall meet and discuss matters such as the employee’s student growth goals, the cycle of inquiry area lesson plan and identify any specific areas of focus, establish a date for the formal observation, and discuss professional activities to be observed, including their content, objectives, and strategies of the lesson, the length of the observationstrategies, and possible observable evidence to meet the scoring criteria. (The cycle of inquiry area of focus shall drive the discussion at the pre-observation conferencegoals may be referenced, if applicable). 3. D. Step 4: Observation (1) The evaluator shall conduct the observation of practice within five three (53) school working days of the pre-observation conference. The evidence will then put in the Formal Observation Evidence Gathering document (Form D). The evaluator shall share a copy of the evidence with the teacher within three (3) working days of the observation. The teacher may add to it or correct it, as necessary. If either the teacher or evaluator is unavailable to meet within the three (3) day period, the conference unless otherwise agreed upon by evaluator or administratorshall be re-scheduled to occur within three (3) school days of such cancellation.