Distinguished. Professional practice at Level 4 is that of a master professional whose practices operate at a qualitatively different level from those of other professional peers. To achieve this rating, a teacher or principal would need to have received a majority of distinguished ratings on the criterion scores. A teacher or principal at this level must show evidence of average to high impact on student growth. Ongoing, reflective teaching and leading is demonstrated through the highest level of expertise and commitment to all students' learning, challenging professional growth, and collaborative practice.
Distinguished. Professional practice at Level 4 is that of a master professional whose practices operate at a qualitatively different level from those of other professional peers. To achieve this rating, a teacher would need to have received a majority of distinguished ratings on the criterion scores. A teacher at this level must show evidence of average to high impact on student growth. Ongoing, reflective teaching and leading is demonstrated through the highest level of expertise and commitment to all students' learning, challenging professional growth, and collaborative practice. Student Growth shall mean the change in student achievement between two points in time. Student Growth Data shall mean relevant multiple measures that can include classroom-based, school-based, school district-based, and state-based tools. Classroom teachers shall mean those staff with an assigned group of students who provide academically focused instruction and grades for students. Other certificated educators shall mean certificated support personnel including: psychologists, teachers of the visually impaired, occupational therapists (OTs); physical therapists (PTs); speech language pathologists (SLPs); counselors; library media specialists; and instructional specialists including district program specialists for special education, career and technical education (CTE), Safety Net, and ML; technology integration specialists, curriculum and assessment specialists, and consulting teachers.
Distinguished. Professional practice at Level 4 is that of a master professional whose practices operate at a qualitatively different level from those of other professional peers. To achieve this rating, a teacher would need to have received a majority of distinguished ratings on the criterion scores. A teacher at this level must show evidence of average to high impact on student growth. Ongoing, reflective teaching and leading is demonstrated through the highest level of expertise and commitment to all students' learning, challenging professional growth, and collaborative practice. The intention of this section is to mirror the requirements of RCW 28A-405.100. All classroom teachers shall receive a comprehensive summative evaluation at least once every six (6) years. A comprehensive summative evaluation assesses all eight evaluation criteria and all criteria contribute to the comprehensive summative evaluation performance rating. The following categories of classroom teachers shall receive an annual comprehensive summative evaluation: Classroom teachers who are provisional employees under RCW 28A.405.220; Any classroom teacher who received a comprehensive summative evaluation performance rating of level 1 or level 2 in the previous school year. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive summative evaluation performance rating of level 3 or above in the previous school year may move to the focused evaluation track. See definition for classroom teacher RCW 28A.405.100. For classroom teachers, the parties have agreed to the instructional framework developed by Xxxxxxxxx Xxxxxxxxx as approved by OSPI. Student Growth The purpose of the Student Growth Goal rubrics is to promote instructional practice that is culturally responsive, socially and emotionally literate, and inclusive of each and every student. Between setting the goal and determining student growth is where the instructional frameworks can be useful in supporting effective instruction that moves student learning forward. Student growth goals will be determined by the teacher based on student needs. The principal will collaborate with the teacher to ensure the goal or goals meet the criterion as outlined in the framework. There will be a maximum of three (3) student growth components selected for comprehensive evaluations and a maximum of one (1) student growth component selected for focused evaluations. The monitoring of data from the ass...
Distinguished. Distinguished means that the performance is clearly outstanding; the performance is superior, far exceeding expectations; or that performance is exceptional on a regular or continuous basis —Superintendent far outperforms relative to minimum expectations.
Distinguished. Reduction will occur first to probationary teachers then non-probationary teachers within a LEAP end-of-year rating category in reverse order of being hired as a teacher. If hiring dates are identical, the tie shall be eliminated using the following criteria in descending order: ● Teachers on limited term assignments who have not secured mutual consent. ● Lowest second most current LEAP end-of-year rating. ● Years of District experience in the endorsement area. ● Highest degree held.
Distinguished. Professional practice at Level 4 is that of a master professional whose practices operate at a qualitatively different level from those of other professional peers. To achieve this rating, a teacher would need to have received a majority of distinguished ratings on the criterion scores. A teacher at this level must show evidence of average to high impact on student growth. Ongoing, reflective teaching and leading is demonstrated through the highest level of expertise and commitment to all students' learning, challenging professional growth, and collaborative practice. The intention of this section is to mirror the requirements of RCW 28A-405.100. All classroom teachers shall receive a comprehensive summative evaluation at least once every four (4) years. A comprehensive summative evaluation assesses all eight evaluation criteria and all criteria contribute to the comprehensive summative evaluation performance rating. The following categories of classroom teachers shall receive an annual comprehensive summative evaluation: Classroom teachers who are provisional employees under RCW 28A.405.220; Any classroom teacher who received a comprehensive summative evaluation performance rating of level 1 or level 2 in the previous school year. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive summative evaluation performance rating of level 3 or above in the previous school year may move to the focused evaluation track. See definition for classroom teacher RCW 28A.405.100. For classroom teachers, the parties have agreed to the instructional framework developed by Xxxxxxxxx Xxxxxxxxx as approved by OSPI.
Distinguished. Teachers at this level are master teachers who make contributions to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learning, with students highly motivated, engaged, and assuming considerable responsibility for their own learning. TENURED TEACHERS EVALUATION FORMAT: THREE YEAR CYCLE Cycle 1 – Year 1 FOCUS: Observation and summative evaluation of the teacher’s classroom performance by the administrator. BEGINNING OF THE YEAR MEETING (Sept.-Oct.): Administrator and teacher-
Distinguished. Teachers at this level are master teachers who make contributions to the field, both in and outside their school. Their classrooms operate at a qualitatively different level, consisting of a community of learning, with students highly motivated, engaged, and assuming considerable responsibility for their own learning. In each of the elements there are four (4) descriptors: Unsatisfactory, Basic, Proficient and Distinguished. HURON VALLEY SCHOOLS Probationary Teacher - Individualized Development Plan Teacher: Building: Assignment: Date Outcomes Established: Date of Assessment: Outcome Plan for Attainment Evidence of Success Achieved Not Achieved Timeline If applicable NOTES: 1. At least one Outcome identified on the H.V.S. Probationary Teacher Evaluation Form must be listed. 2. Timeline must be completed for any Outcome related to an Unsatisfactory rating on the H.V.S. Probationary Teacher Evaluation Form or selected as an improvement target.
Distinguished. 3.50-4.00 A teacher performing at the Distinguished level is a master teacher and makes a contribution to the field, both inside and outside the classroom. While all teachers strive to attain Distinguished‐level performance, this level is generally considered difficult to attain consistently. . After all formal observations have been completed the evaluator shall use the above matrix to determine a Professional Practice Rating. The job description of the educator should be considered during the evaluation process. Comments discussing the reasons for the rating shall be given in writing. A copy of this matrix will be given to the staff members, a copy placed in the personnel file, and a copy retained by the principals EVALUATEE: EVALUATOR: _ Evaluator Comments: Evaluator’s Observations: (see attached sheet) RECOMMENDATION BY EVALUATOR: Recommended for continued employment Recommended for continued employment with conditions Not recommended for continued employment Comments: EVALUATOR’S SIGNATURE: DATE: Evaluatee’s Response and Comments: I certify that I have received a copy of this report and I have conferred with the principal concerning it. Signing shall not imply agreement by the evaluatee to the evaluation, but merely indicates a conference was held and the evaluation discussed. Refusal to sign by the evaluatee will be documented by the evaluator and witnessed by a third party. EVALUATEE’S SIGNATURE DATE Appendix E-3 SOUTH DAKOTA STUDENT LEARNING OBJECTIVE PROCESS GUIDE Teacher: School: Evaluator: STEP ONE: SLO DEVELOPMENT Prioritize Learning Content: Identify standards and content. What is the most important learning that needs to occur during the instructional period? Specify which standard(s) the SLO addresses and Identify the specific data source or trend data used. (1a) Identify the Student Population: Describe the context of the class. How many students are addressed by the SLO? Detail any characteristics or special learning circumstances of the class(es). (1b, 1c)
Distinguished. (1) Unsatisfactory: Professional practice at Level 1 shows evidence of not understanding the concepts underlying individual components of the criteria. This level of practice is ineffective and inefficient and may represent practice that is harmful to student learning progress, professional learning environment, or individual teaching practice. This level requires immediate intervention.
