Employee Evaluation System Sample Clauses

Employee Evaluation System. The establishment of an effective and appropriate mechanism to evaluate employee performance is a worthwhile goal that would benefit the parties and the CITY generally. Therefore, the parties will negotiate in good faith to establish an employee performance evaluation system by not later than 30 days after the CITY provides notice to the UNION of its readiness to begin negotiations. ARTICLE XI ADMINISTRATIVE PROVISIONS

Employee Evaluation System. The Ohio Teacher Evaluation System forms are found on the Ohio Department of Education’s website. Maple Heights City Schools Employee Evaluation System Assessment of Employee Performance Rubric Ineffective Developing Proficient Accomplished Standard 1: Students The employee does not build on or connect to students’ prior knowledge, or may give an explanation that is illogical or inaccurate. The employee makes an attempt to connect students’ prior knowledge, to previous lessons or future learning but is not completely successful. The employee makes clear and coherent connections with students’ prior knowledge and future learning. The employee uses the input and contributions of families, colleagues, and other professionals in understanding each learner’s prior knowledge and supporting their development. The employee makes meaningful and relevant connections between school experiences, real-world experiences and careers as well as prepares opportunities for students to apply learning from different content areas to solve problems. The employee demonstrates a lack of familiarity with students’ backgrounds and has made no attempts to find this information. The employee demonstrates some familiarity with students’ background knowledge and experiences and describes one procedure used to obtain this information. The employee demonstrates familiarity with students’ background knowledge and experiences and describes multiple procedures used to obtain this information. The employee demonstrates an understanding of the purpose and value of learning about students’ background experiences, demonstrates familiarity with each student’s background knowledge and experiences, and describes multiple procedures used to obtain this information. The employee’s interaction does not demonstrate an understanding of students’ development, preferred learning styles, and/or student backgrounds/prior experiences. The employee’s interaction draws upon a partial analysis of students’ development, readiness for learning, preferred learning styles, or backgrounds and prior experiences. The employee’s interaction draws upon an accurate analysis of the students’ development, readiness for learning, preferred learning styles, and backgrounds and prior experiences. The employee’s analysis of student data (student development, student learning and preferred learning styles, and student backgrounds/prior experiences) accurately connects the data with research to identify specific strategies to ...