Evaluation Format. The evaluation form will be that specified in Appendix B unless changed by mutual agreement of the Parties in writing.
Evaluation Format. The purpose of the professional educator evaluation process in Andover Public Schools is to provide quality instruction that aligns with district goals and objectives. In addition, this process is designed to promote professional learning that allows educators to continually develop and implement new techniques to improve their teaching practices and methods. This process provides:
1. Effective educator evaluation:
a. Reflects research-based standards
b. Is systematic and continuous
c. Embodies standards of excellence
d. Is cooperatively developed between evaluator and educator
e. Is continually reviewed and refined to reflect the needs of the organization.
2. Professional growth results from:
a. Maximizing strengths and working on areas for growth b. Setting realistic goals
c. Providing resources d. Defining responsibilities
Evaluation Format. The primary purpose and role of evaluation is to strengthen and improve the educational program of the district by assisting the individual teacher to become more effective.
1. Self-Evaluation/Teacher Evaluation:
a. Self-evaluation is to be considered an integral and important part of the total evaluation program. Prior to formal evaluation and conferences, teachers are expected to thoughtfully and carefully evaluate themselves on the district’s adopted evaluation criteria.
b. This self-evaluation is to serve as a portion of the basis for the formal evaluation conference. It is to be turned in to the principal and does become a part of the teacher’s file.
c. The principal should ascertain that the teacher has conscientiously endeavored to objectively and forthrightly self-evaluate his/her own teaching performance recognizing his/her strengths and unique capabilities as well as the area in which improvement should and can be achieved.
2. Working with the Teacher: The principal, as well as other supervising personnel, has the responsibility for constantly and constructively working with the teacher to assist him/her in improving job performance.
Evaluation Format. 16 Each evaluation will be written in narrative form except to say that the elements of job 17 description, quantity, quality, knowledge, job goals and, where applicable, remedial job 18 requirements as specified in Section 13.1.2 above will be included in the written evaluation. A 19 written evaluation for each employee shall be completed annually and shall be on the approved 20 evaluation form (see Appendix 1 & 2). Bus drivers shall be evaluated on the Bus Driver 21 Evaluation Form.
Evaluation Format. The primary purpose and role of evaluation is to strengthen and improve the educational program of the district by assisting the individual teacher to become more effective.
1. Self-Evaluation/Teacher Evaluation:
a. Self-evaluation is to be considered an integral and important part of the total evaluation program. Prior to formal evaluation and conferences, teachers are expected to thoughtfully and carefully evaluate themselves on the district’s adopted evaluation criteria.
b. This self-evaluation is to serve as a portion of the basis for the formal evaluation conference. It is to be turned in to the principal and does become a part of the teacher’s file.
c. The principal should ascertain that the teacher has conscientiously endeavored to objectively and forthrightly self-evaluate his/her own teaching performance recognizing his/her strengths and unique capabilities as well as the area in which improvement should and can be achieved.
2. Working with the Teacher: The principal, as well as other supervising personnel, has the responsibility for constantly and constructively working with the teacher to assist him/her in improving job performance. As an alternative to the traditional classroom observation, the teacher and administrator may agree to utilize documented classroom walkthroughs to gather instructional data. This will entail a minimum of 5, maximum of 10 classroom walkthroughs, of 5-10 minutes each. This new option for evaluating teachers will be piloted during the 2020-2021 school year. [See appendix “C” for Walkthrough Template]
3. Appraising Results of Performance: Appraisal of performance will be incorporated into and be an important part of the overall teacher evaluation procedure.
Evaluation Format. The purpose of the professional educator evaluation process in Andover Public Schools is to provide quality instruction that aligns with district goals and objectives. In addition, this process is designed to promote professional learning that allows educators to continually develop and implement new techniques to improve their teaching practices and methods. This process provides:
1. Effective educator evaluation:
a. Reflects research-based standards
b. Is systematic and continuous
c. Embodies standards of excellence
d. Is cooperatively developed between evaluator and educator
e. Is continually reviewed and refined to reflect the needs of the organization.
2. Professional growth results from:
a. Maximizing strengths and working on areas for growth b. Setting realistic goals
c. Providing resources d. Defining responsibilities
e. Establishing strategies for continuous improvement f. Fostering self-reflection g. Monitoring
3. Student Performance Measures:
a. Document specific student performance attributed to educator b. Determine 3-5 possible student performance areas by 60th day of semester through Student Performance Measures Form on Frontline Professional Growth , and then select three performance measures to use for evaluation
Evaluation Format. The Chair of the Board shall meet and discuss the evaluation format with the CIO in an attempt to reach an agreement and adopt a mutually- agreeable evaluation format. In any event, the Board of Directors shall adopt an evaluation format for use pursuant to this section.
Evaluation Format. Evaluation reports will be presented to each support staff member in accordance with the following procedures:
a. Reports will be addressed to the support staff member.
b. Reports will include a narrative summary listing the strengths, commendations, areas recommended for continued growth, and specific suggestions for improving areas where a weakness has been identified.
Evaluation Format. The Board shall evaluate and assess in writing the performance of the Superintendent at least annually during the term of this Agreement. This evaluation and assessment shall be reasonably related to the goals and objectives of the district for the year in question. The Board shall meet and discuss the evaluation format with the Superintendent and attempt in good faith to agree on the development and adoption of a mutually agreeable evaluation format. If the Board and the Superintendent are unable to reach agreement on an evaluation format, the Board will determine the evaluation format. The evaluation shall be reasonably objective and provide overall performance to the specific criteria set forth in the evaluation format.
Evaluation Format. 23 Each evaluation will be presented to the employee, recorded on the District evaluation form included 24 herein as Appendix A. 26 27 28 ARTICLE XVIII 29 30 SALARIES
