Common use of Credentialed Evaluators Clause in Contracts

Credentialed Evaluators. Evaluations carried out under this policy are conducted by persons holding evaluator credentials established by the Ohio Department of Education (ODE). Teachers are assigned a final holistic rating of Accomplished, Skilled, Developing or Ineffective. This rating will be based on a combination of informal and formal observations and supporting evidence using the Teacher Evaluation Rubric. Annually, the Board submits to the ODE the number of teachers assigned a final holistic rating, aggregated by the teacher preparation programs from which, and the years in which, the teachers graduated. The name of, or any personally identifiable information about, any teacher reported in compliance with this provision cannot be required. The full evaluation cycle includes: • Professional Growth/Improvement Plan; • One formal holistic observation, followed by a conference; • At least two classroom walkthroughs – with an emphasis on identified focus area(s) when applicable; • One formal focused observation – with an emphasis on identified focus area(s) and • One final summative conference. The teacher performance measure of the evaluation cycle is aligned with the following Ohio Standards for the Teaching Profession: • Understand student learning and development, respect student diversity and hold high expectations for all students to achieve and progress at high levels; • Understand the content areas for which they have instructional responsibility; • Understand and use varied assessments to inform instruction and evaluate and ensure student learning; • Plan and deliver effective instruction that advances the learning of each student; • Create learning environments that promote high levels of learning and achievement for all students; • Collaborate and communicate with students, parents, other teachers, administrators and the community to support student learning and • Assume responsibility for professional growth and performance as an individual and as a member of a learning community. The Superintendent/designee selects/develops evaluation tools to calculate teacher performance. The Board directs the Superintendent/designee to develop procedures for these evaluation tools. Teachers, who are on limited or extended limited contracts pursuant to State law and under consideration for nonrenewal, receive at least three formal observations during the evaluation cycle. All teacher evaluations are completed by May 1. Teachers evaluated under this policy are provided with a written copy of their evaluation results by May 10. The Board evaluates teachers receiving effectiveness ratings of Accomplished on those teachers’ most recent evaluations every three years, provided the teacher submits a self- directed Professional Growth Plan and the evaluator determines the teacher is making progress on that plan. Such evaluations are completed by May 1 of the evaluation year. Teachers evaluated on this basis are provided a written copy of their evaluation results by May 10 of the evaluation year. In years when an evaluation will not take place, one observation is carried out and at least one conference with the teacher is held. The Board evaluates teachers receiving effectiveness ratings of Skilled on those teachers’ most recent evaluations every two years, provided the teacher and evaluator jointly develop a Professional Growth Plan and the evaluator determines the teacher is making progress on that plan. Biennial evaluations conducted under this policy are completed by May 1 of the evaluation year. Teachers evaluated on a biennial basis are provided a written copy of their evaluation results by May 10 of the evaluation year. In years when an evaluation will not take place, one observation is carried out and at least one conference with the teacher is held. High-quality student data (HQSD) is used to guide instructional decisions and meet student learning needs. HQSD used must be rigorously reviewed by locally determined experts in the field of education to meet all of the following criteria: Align to learning standards; Measure what is intended to be measured; • Be attributable to a specific teacher for course(s) and grade level(s) taught; • Demonstrate evidence of student learning (achievement and/or growth); • Follow protocols for administration and scoring; • Provide trustworthy results and • Not offend or be driven by bias. AND the teachers must use the data generated from the HQSD data instrument by: • Critically reflecting upon and analyzing available data, using the information as part of an ongoing cycle of support for student learning; • Considering student learning needs and styles, identifying the strengths and weaknesses of an entire class, as well as individual students; • Informing instruction and adapting instruction to meet student need based upon the information gained from the data analysis and • Measuring student learning (achievement and/or growth) and progress towards achieving state and local standards. Evaluations use at least two measures of HQSD to provide evidence of student learning attributable to the teacher being evaluated when required. When applicable to the grade level or subject area taught by a teacher, HQSD includes the value-added progress dimension established under RC 3302.021, except when otherwise prohibited by law. HQSD may be used as evidence in any component of the evaluation where applicable. Data from ODE vendor approved assessments may be considered HQSD. The use of shared attribution measures or student learning objectives is prohibited.

Credentialed Evaluators. Evaluations carried out under this policy are conducted by persons district administrators holding evaluator credentials established by the Ohio Department of Education (ODE). Teachers are assigned a final holistic rating of Accomplished, Skilled, Developing or IneffectiveIneffective (A/S/D/I). This rating will be based on a combination of informal and formal observations and supporting evidence using the Teacher Evaluation Rubric. Annually, the The Board of Education annually submits to the ODE the number of teachers assigned a final holistic rating, aggregated by the teacher preparation programs from which, and the years in which, the teachers graduated. The name of, of or any personally identifiable information about, about any teacher reported in compliance with this provision canwill not be requiredsubmitted to ODE. The full evaluation cycle includes: • A Professional Growth/Improvement Plan; • One At least one (1) formal holistic observation, followed by a conference; • At least two (2) classroom walkthroughs – with an emphasis on identified focus area(s) when applicable; • One At least one (1) formal focused observation – with an emphasis on identified focus area(s) and • One (1) final summative conference. Teachers on limited or extended limited contracts pursuant to State law and under consideration for nonrenewal will receive at least three (3) formal observations during the evaluation cycle. The teacher performance measure of the evaluation cycle is aligned with the following Ohio Standards for the Teaching Profession: • Understand student learning and development, respect student diversity and hold high expectations for all students to achieve and progress at high levels; • Understand the content areas for which they have instructional responsibility; • Understand and use varied assessments to inform instruction and evaluate and ensure student learning; • Plan and deliver effective instruction that advances the learning of each student; • Create learning environments that promote high levels of learning and achievement for all students; • Collaborate and communicate with students, parents, other teachers, administrators and the community to support student learning and • Assume responsibility for professional growth and performance as an individual and as a member of a learning community. The Superintendent/designee selects/develops evaluation tools to calculate teacher performance. The Board directs the Superintendent/designee to develop procedures for these evaluation tools. Teachers, who are on limited or extended limited contracts pursuant to State law and under consideration for nonrenewal, receive at least three formal observations during the evaluation cycle. All teacher evaluations are must be completed annually by no later than May 1. Teachers evaluated under this policy are must be provided with a written copy of their evaluation results annually by no later than May 10. The Board evaluates teachers receiving effectiveness ratings of Accomplished on those teachers’ their most recent evaluations every three (3) years, provided the teacher submits a self- self-directed Professional Growth Plan Plan, and the evaluator determines the teacher is making progress on that the plan. Such Evaluators must complete evaluations are completed of these teachers by no later than May 1 of the evaluation year. Teachers Evaluators also must provide teachers evaluated on this basis are provided with a written copy of their evaluation results by no later than May 10 of the evaluation year. In all years when an evaluation will a teacher is not take placefully evaluated, evaluators shall conduct at least one observation is carried out and hold at least one conference with the teacher is heldteacher. The Board evaluates teachers receiving effectiveness ratings of Skilled on those teachers’ their most recent evaluations every two (2) years, provided the teacher and evaluator jointly develop a Professional Growth Plan Plan, and the evaluator determines the teacher is making progress on that the plan. Biennial Evaluators must complete biennial evaluations conducted under this policy are completed of these teachers by no later than May 1 of the evaluation year. Teachers Evaluators also must provide teachers evaluated on a biennial basis are provided with a written copy of their evaluation results by no later than May 10 of the evaluation year. In all years when an evaluation will a teacher is not take placefully evaluated, evaluators shall conduct at least one observation is carried out and hold at least one conference with the teacher. The Board elects not to conduct an evaluation of a teacher who: (1) was on leave for 50 percent or more of the school year; or (2) has submitted notice of retirement and that notice has been accepted by the Board not later than the first day of December of the school year in which the evaluation is heldotherwise scheduled to be conducted. HighTeachers shall use high-quality student data (HQSD) is used to guide instructional decisions and meet student learning needs. HQSD used must be rigorously reviewed by locally determined experts in the field of education to meet all of the following criteria: • Align to learning standards; • Measure what is intended to be measured; • Be attributable to a specific teacher for course(s) and grade level(s) taught; • Demonstrate evidence of student learning (achievement and/or growth); • Follow protocols for administration and scoring; • Provide trustworthy results and • Not offend or be driven by bias. AND the teachers Teachers also must use the data generated from the HQSD data instrument by: • Critically reflecting upon and analyzing available data, using the information as part of an ongoing cycle of support for student learning; • Considering student learning needs and styles, identifying the strengths and weaknesses of an entire class, as well as individual students; • Informing instruction and adapting instruction to meet student need based upon the information gained from the data analysis and • Measuring student learning (achievement and/or growth) and progress towards achieving state and local standards. Evaluations must use at least two (2) measures of HQSD to provide evidence of student learning attributable to the teacher being evaluated when required. When applicable to the a teacher’s grade level or subject area taught by a teacherarea, HQSD includes shall include the value-added progress dimension established under RC R.C. 3302.021, except when otherwise prohibited by law. Evaluators may use HQSD may be used as evidence in any component of the evaluation where applicable. Data , and data from ODE vendor approved assessments may be considered HQSD. The However, the use of shared attribution measures or student learning objectives is prohibited.

Credentialed Evaluators. Evaluations carried out under this policy are conducted by persons holding evaluator credentials established credentialsestablished by the Ohio Department of Education (ODE). Teachers are assigned a final holistic rating of Accomplished, Skilled, Developing or Ineffective. .This rating will be based on a combination of informal and formal observations and supporting evidence using the Teacher Evaluation Rubric. Annually, the Board submits to the ODE the number of teachers assigned a final holistic rating, aggregated by the teacher preparation programs from which, and the years in which, the teachers graduatedteachersgraduated. The name of, or any personally identifiable information about, any teacher reported in compliance with this provision cannot be required. The full evaluation cycle includes: • Professional Growth/Improvement Plan; • One formal holistic observation, followed by a conference; • At least two classroom walkthroughs – with -with an emphasis on identified focus area(s) when applicable; • One formal focused observation – - with an emphasis on identified focus area(s) and • One final summative conference. The teacher performance measure of the evaluation cycle is aligned with the following Ohio Standards for the Teaching Profession: • Understand student learning and development, respect student diversity and hold high expectations for all students to achieve and progress at high levels; • Understand the content areas for which they have instructional responsibility; • Understand and use varied assessments to inform instruction and evaluate and ensure student learning; • Plan and deliver effective instruction that advances the learning of each student; • Create learning environments that promote high levels of learning and achievement for all forall students; • Collaborate and communicate with students, parents, other teachers, administrators and the andthe community to support student learning and • Assume responsibility for professional growth and performance as an individual and as a member amember of a learning community. The Superintendent/designee selects/develops evaluation tools to calculate teacher performance. .The Board directs the Superintendent/designee to develop procedures for these evaluation tools. Teachers, who are on limited or extended limited contracts pursuant to State law and under consideration for nonrenewal, receive at least three formal observations during the evaluation cycleevaluationcycle. All teacher evaluations are completed by May 1. Teachers evaluated under this policy are provided areprovided with a written copy of their evaluation results by May 10. The Board evaluates teachers receiving effectiveness ratings of Accomplished on those teachers’ ' most recent evaluations every three years, provided the teacher submits a self- self-directed Professional Growth Plan and the evaluator determines the teacher is making progress on that plan. Such evaluations are completed by May 1 of the evaluation year. Teachers evaluated on this basis are provided a written copy of their evaluation results by May 10 of the evaluation year. In years when an evaluation will not take place, one observation is carried out and at least one conference with the teacher is held. The Board evaluates teachers receiving effectiveness ratings of Skilled on those teachers’ ' most recent evaluations every two years, provided the teacher and evaluator jointly develop a Professional Growth Plan and the evaluator determines the teacher is making progress on that plan. Biennial evaluations conducted under this policy are completed by May 1 of the evaluation yearevaluationyear. Teachers evaluated on a biennial basis are provided a written copy of their evaluation results by May 10 of the evaluation year. In years when an evaluation will not take place, one observation is carried out and at least one conference with the teacher is held. High-quality student data (HQSD) is used to guide instructional decisions and meet student learning needs. HQSD used must be rigorously reviewed by locally determined experts in the field thefield of education to meet all of the following criteria: • Align to learning standards; • Measure what is intended to be measured; • Be attributable to a specific teacher for course(s) and grade level(s) taught; • Demonstrate evidence of student learning (achievement and/or growth); • Follow protocols for administration and scoring; • Provide trustworthy results and • Not offend or be driven by bias. AND the teachers must use the data generated from the HQSD data instrument by: • Critically reflecting upon and analyzing available data, using the information as part of an ongoing cycle of support for student learning; • Considering student learning needs and styles, identifying the strengths and weaknesses of an entire class, as well as individual students; • Informing instruction and adapting instruction to meet student need based upon the information gained from the data analysis and • Measuring student learning (achievement and/or growth) and progress towards achieving state and local standards. Evaluations use at least two measures of HQSD to provide evidence of student learning attributable to the teacher being evaluated when required. When applicable to the grade level or subject area taught by a teacher, HQSD includes the value-added progress dimension established under RC 3302.021, except when otherwise prohibited by law. HQSD may be used as evidence in any component of the evaluation where applicable. Data from ODE vendor approved assessments may be considered HQSD. ( The use of shared attribution measures or student learning objectives is prohibited. Each teacher must develop a Professional Growth or Improvement Plan based on the results of their most recent evaluation. These plans are to be developed annually and must be based on theresults of the evaluation and aligned to any existing district or building improvement plan. Teachers with a final holistic rating of Accomplished must develop a self-directed Professional Growth Plan. Teachers with a final holistic rating of Skilled must develop a Professional Growth Plan working jointly with the credentialed evaluator. Teachers with a final holistic rating of Developing must develop a Professional Growth Plan thatis guided by their assigned credentialed evaluators. Teachers with a final summative rating of Ineffective will be placed on an Improvement Plan developed by the assigned credentialed evaluators.