Common use of Evaluation of Teaching Clause in Contracts

Evaluation of Teaching. 1. The Board and the Teachers’ Union agree that teachers, school-based administrators and district administrators will be involved as supervisors in an on-going, effective and positive process of supervision leading to the improvement of instruction in the district. Teachers possess skills and understanding which would make them effective supervisors for their colleagues. Recognizing that self-motivation is the key, the main goals of supervision are the improvement of instruction through self-direction, self-analysis, and the enhancement of a supportive educational environment. When colleagues enter into a process of supervision a relationship of mutual trust should exist. The district will work toward the implementation of Clinical Supervision as the model of Supervision of Instruction to be used in the schools. Schools, with district support, will be encouraged to develop in-service programs that will provide the staff members with the skills and knowledge necessary to understand and practice Clinical Supervision. To enhance their supervisory skills teachers will receive appropriate professional development and become available as supervisors. Representatives of the Board and the Professional Development Committee of the Union will continue discussions to develop further and add to established criteria (personnel and process) in the Clinical Supervision Model.

Evaluation of Teaching. 1. The Board and the Teachers’ ‘ Union agree that teachers, school-based administrators and district administrators will be involved as supervisors in an on-going, effective and positive process of supervision leading to the improvement of instruction in the district. Teachers possess skills and understanding which would make them effective supervisors for their colleagues. Recognizing that self-motivation is the key, the main goals of supervision are the improvement of instruction through self-direction, self-analysis, and the enhancement of a supportive educational environment. When colleagues enter into a process of supervision a relationship of mutual trust should exist. The district will work toward the implementation of Clinical Supervision as the model of Supervision of Instruction to be used in the schools. Schools, with district support, will be encouraged to develop in-service programs that will provide the staff members with the skills and knowledge necessary to understand and practice Clinical Supervision. To enhance their supervisory skills teachers will receive appropriate professional development and become available as supervisors. Representatives of the Board and the Professional Development Committee of the Union will continue discussions to develop further and add to established criteria (personnel and process) in the Clinical Supervision Model.

Evaluation of Teaching. 1. E22.1 The Board and the Teachers’ Teachers‟ Union agree that teachers, school-based administrators and district administrators will be involved as supervisors in an on-going, effective and positive process of supervision leading to the improvement of instruction in the district. Teachers possess skills and understanding which would make them effective supervisors for their colleagues. Recognizing that self-motivation is the key, the main goals of supervision are the improvement of instruction through self-direction, self-analysis, and the enhancement of a supportive educational environment. When colleagues enter into a process of supervision a relationship of mutual trust should exist. The district will work toward the implementation of Clinical Supervision as the model of Supervision of Instruction to be used in the schools. Schools, with district support, will be encouraged to develop in-service programs that will provide the staff members with the skills and knowledge necessary to understand and practice Clinical Supervision. To enhance their supervisory skills teachers will receive appropriate professional development and become available as supervisors. Representatives of the Board and the Professional Development Committee of the Union will continue discussions to develop further and add to established criteria (personnel and process) in the Clinical Supervision Model.

Evaluation of Teaching. 1. E22.1 The Board and the Teachers’ Union agree that teachers, school-based administrators and district administrators will be involved as supervisors in an on-going, effective and positive process of supervision leading to the improvement of instruction in the district. Teachers possess skills and understanding which would make them effective supervisors for their colleagues. Recognizing that self-motivation is the key, the main goals of supervision are the improvement of instruction through self-direction, self-analysis, and the enhancement of a supportive educational environment. When colleagues enter into a process of supervision a relationship of mutual trust should exist. The district will work toward the implementation of Clinical Supervision as the model of Supervision of Instruction to be used in the schools. Schools, with district support, will be encouraged to develop in-service programs that will provide the staff members with the skills and knowledge necessary to understand and practice Clinical Supervision. To enhance their supervisory skills teachers will receive appropriate professional development and become available as supervisors. Representatives of the Board and the Professional Development Committee of the Union will continue discussions to develop further and add to established criteria (personnel and process) in the Clinical Supervision Model.