Focused. For all classroom teachers who are not on a comprehensive track, and teachers on a replacement employee contract. See Sections 8.2 and 8.4.
Focused. In the years when a comprehensive, summative evaluation is not required, employees who received a comprehensive, summative evaluation performance rating of Level 3 or above in the previous school year are required to complete a focused evaluation.
a. A focused evaluation includes an assessment of one of the eight criteria selected for a performance rating plus professional growth activities specifically linked to the selected criteria.
b. The selected criteria must be approved by the classroom teacher’s evaluator and may have been identified in a previous comprehensive summative evaluation as benefiting from additional attention. The evaluation must include an assessment of the criterion using the adopted instructional framework rubrics and the Superintendent of Public Instruction’s approved student growth rubrics. More than one measure of student growth data must be used in scoring the student growth rubrics. If criterion 1, 2, 4, 5 or 7 is chosen, the employee must select a student growth criterion as well. The summative criterion score will be the summative evaluation score. The student growth criterion will be rated low, average, or high. A low student growth impact will result in a student growth inquiry. Distinguished ratings with a low student growth impact rating will reduce the summative rating to proficient.
c. The evaluator must assign a summative score using the summative score from the most recent comprehensive evaluation. This score becomes the focused summative evaluation score for any of the subsequent years following the comprehensive summative evaluation in which the certificated classroom teacher is placed on a focused evaluation.
d. A teacher may be transferred from a focused evaluation to a comprehensive summative evaluation at the request of the teacher or principal. This request must be made in writing and signed by both parties at any time on or before December 15.
e. A group of employees may focus on the same evaluation criteria and share professional growth activities.
Focused. The classroom teacher is supported by other school-based staff to address in-class problem behaviour. Behaviour’s may include but are not limited to: truancy, inappropriate phone use, inappropriate uploading of images/language, minor verbal misconduct infringements and continual uniform infringements. Supports may include: • Functional Behaviour Assessment • Individual student behaviour support strategies (e.g. Student behaviour plan) • Targeted skills teaching in small groups • Detention • Behavioural contract • Counselling and guidance support • Self-monitoring plan • Check in/Check Out strategy • Teacher coaching and debriefing • Referral to the relevant Head of Department, school engagement team or support staff (GOs, Chaplain etc.) for team-based problem solving • Stakeholder meeting with parents and external agencies • Positive Focus Card • Attendance monitoring card • After school detentions • Restorative Justice • Growing Values • Part-time attendance programs • Suspensions • Targeted skill improvement through online education programs The School Leadership Team work in consultation with the Engagement team and support staff to address persistent or ongoing serious problem behaviour. Examples of such behaviour may include but are not limited to: dangerous behaviour, possession of banned items, damage/vandalism, theft, bullying, substance use/misuse/possession, any unlawful behaviour or serious incidents of misconduct or conduct prejudicial to the good order and management of the school including persistent ongoing behaviour’s. Supports may include: • Functional Behaviour Assessment based individual support plan • Complex case management and review • Stakeholder meeting with parents and external agencies, including regional specialists • Temporary removal of student property (e.g. mobile phone) • Short term suspension (up to 10 school days) • Long term suspension (up to 20 school days) • Charge related suspension (student has been charged with a serious criminal offence and is suspended from school until the charge has been dealt with by the relevant justice authorities) • Suspension pending exclusion (student is suspended from school pending a decision by the Director-General or delegate (principal) about their exclusion from school) • Exclusion (student is excluded from a particular state school site, a group of state schools or all state schools in Queensland for a defined period of time or permanently) • Cancellation of enrolment for students ol...
Focused. 44 In the years when a comprehensive, summative evaluation is not required, employees who 45 received a comprehensive, summative evaluation performance rating of Level 3 or above in 46 the previous school year are required to complete a focused evaluation.
47 a. A focused evaluation includes an assessment of one of the eight criteria selected for a 48 performance rating plus professional growth activities specifically linked to the selected 49 criteria
1 b. The selected criteria must be approved by the classroom teacher’s evaluator and may 2 have been identified in a previous comprehensive summative evaluation as benefiting 3 from additional attention. The evaluation must include an assessment of the criterion 4 using the adopted instructional framework rubrics and the Superintendent of Public 5 Instruction’s approved student growth rubrics. More than one measure of student 6 growth data must be used in scoring the student growth rubrics.
7 c. Teachers may be evaluated as a member of a team or as an individual.
8 d. The evaluator must assign a comprehensive summative evaluation performance rating 9 for the focused evaluation using the methodology adopted by the Superintendent of 10 Public Instruction for the adopted instructional framework.
11 e. A teacher may be transferred from a focused evaluation to a comprehensive 12 summative evaluation at the request of the teacher or principal.
13 f. A group of employees may focus on the same evaluation criteria and share 14 professional growth activities 16 J. EVALUATION STEPS
17 Step 1 Self-Assessment
18 1. Each teacher shall reflect on his/her practice and complete the Teacher Self-Assessment 19 (either Form A or eVAL).
20 2. This is a personal reflection of practice, and the teacher has the option of sharing or not 21 sharing the results with the administration.
Focused. The IocaI saIespeopIe are focused on the needs of Texas educators and are each supported by a dedicated saIes support person responsibIe for aII aspects of an order, from the pIanning process through punch– Iist compIetion. This process ensures cohesion and accountabiIity whiIe streamIining the process for each project.
