Focused Evaluation. The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process, and will include evaluation of one of the eight state criteria. If a non-provisional teacher has scored at Proficient or higher the previous year, they may choose to be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for three (3) years before returning to the Comprehensive Evaluation. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move a teacher from a Focused to a Comprehensive Evaluation must occur within the first ninety (90) days of the school year.
A. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisor.
B. If the employee chooses criterion 1, 2, 4, 5, or 7, they must also complete the student growth components in criterion 3 or 6.
C. If the criterion selected for a focused evaluation has been determined to be non-observable, a classroom based observation will not be required. In this instance, the evaluator will still engage in observational practice for not less than 60 minutes. This can be done during collaborative time, during conversations, student conferences, discussions about artifacts, etc. Though it might not be observable in a classroom, evidence still needs to be gathered on the criterion.
D. Observations and conferences for the focused evaluation shall follow the guidelines set forth in Section 6 - Procedural Components of Evaluation, and Section 7 - Comprehensive Evaluation Process, above.
E. The score received on the selected criterion is the score assigned as the final summative score.
F. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should be initiated by the teacher(s) and no individual shall be required to work on a shared goal.
Focused Evaluation. The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process, and will include evaluation of one of the eight state criteria. If a non-provisional teacher has scored at Proficient or higher the previous year, they shall be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for five (5) years before returning to the Comprehensive Evaluation. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A teacher may be transferred from a focused evaluation to a comprehensive summative evaluation at the request of the teacher or at the direction of the teacher’s evaluator. The request of the teacher must be received in writing prior to September 15 or within the first fifteen (15) days of the school year, whichever is later. The direction of the evaluator must be communicated during the prior year’s final evaluation conference based on concerns during the classroom observations.
1. The criterion area to be evaluated shall be proposed by the teacher prior to, or at the first pre-observation conference, and must be approved by the evaluator.
2. If the employee chooses criterion 1, 2, 4, 5, or 7, they must also complete the student growth components in criterion 3 or 6.
3. If the criterion selected for a focused evaluation has been determined to be non-observable, a classroom-based observation will not be required.
4. Observations and conferences for the focused evaluation shall follow the process set forth in Section 3.3, Procedural Components of Evaluation, and Section 3.4, Comprehensive Evaluation Process, above.
5. A summative score is assigned using the summative score from the most recent comprehensive evaluation. Should a teacher provide evidence of exemplary practice on the chosen focused criterion, a level 4 (Distinguished) score may be awarded by the evaluator.
6. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should be initiated by the teacher(s) and no individual shall be required to work on a shared goal.
Focused Evaluation. The Focused evaluation is a growth-oriented, teacher/evaluator collaborative process that requires teachers to be evaluated as described below. A teacher must complete a Comprehensive evaluation once every six (6) years. In subsequent years, teachers will be evaluated on a Focused evaluation unless a comprehensive is requested by the teacher or supervisor. Reflecting the new language of WAC 392-191A-120, a summative score is assigned using the summative score of 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 criterion, a level 4 (Distinguished) score may be awarded by the evaluator.
Focused Evaluation. The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process, and will include evaluation of one of the eight state criteria (student growth impact required). If a non-provisional teacher has scored at Proficient or higher the previous year, they may be moved to Focused Evaluation. The teacher may remain on the Focused Evaluation for three (3) years before returning to the Comprehensive Evaluation. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move a teacher from a Focused to a Comprehensive Evaluation must occur by October 15.
1. The criterion area to be evaluated shall be proposed by the teacher at the goal setting conference, and must be approved by the evaluator.
2. If the employee chooses criterion 1, 2, 4, 5, or 7, they must also complete the student growth components in criterion 3 or 6.
3. Observations and conferences for the focused evaluation shall follow the process set forth in Section G: Comprehensive Evaluation Process. Non-provisional (30-minute formal and 30- minute accumulative).
4. The score received on the selected criterion is the score assigned as the final summative score.
5. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should be initiated by the teacher(s) and no individual shall be required to work on a shared goal. In some instances there may be a school wide goal that all teachers will be collaborating on.
Focused Evaluation. A. Definition The Focused Evaluation is an annual, growth-oriented, employee/evaluator centered process that encourages employees to concentrate on two (2) of the eight (8) criterion. A Focused Evaluation must be performed in any year that a Comprehensive Evaluation is not scheduled. The fundamental activities for this process include:
1. The annual identification of specific teaching and/or direct job-related focused growth criteria and components including student growth components from criteria 3, 6, or 8; and
2. Self-reflection related to attainment of the criterion components conducted by the employee; and
3. Assessment and feedback based on two (2) scheduled observations of at least thirty (30) minutes by the evaluator, and artifacts, as needed, provided by the employee.
B. Conditions
1. The following employees may be placed on a Focused Evaluation:
a. Employees who have four (4) years of satisfactory evaluations in PGAP or Long Form evaluations;
b. Employees who are on the Comprehensive Evaluation and have received a summative rating of Proficient (3) or Distinguished (4) for four (4) years.
C. Within the first thirty (30) days of school, the employee and evaluator will meet to collaboratively determine which two (2) criteria will be included on his/her Focused Evaluation (see Appendix G). One of the criteria must be either 3, 6, or 8, as they contain student growth rubrics. Five (5) days prior to the scheduled pre-observation meeting, the evaluator will provide the employee with questions which will be discussed during the conference (see Appendix I). The employee will come prepared to discuss the questions with his/her evaluator. No written responses will be required by the evaluator. The District and Association acknowledge that based on the conversations, further questions may be needed for clarification purposes.
D. Final Focused Evaluation
1. A final Focused Evaluation report shall be completed by the evaluator for all employees on Focused Evaluation.
2. The final Focused Evaluation shall be based on two (2) evaluation criteria which are equally weighted and totaled for the final summative score.
3. The rating rubric for each criterion on the final Focused Evaluation report shall be Unsatisfactory (1), Basic (2), Proficient (3), Distinguished (
Focused Evaluation. Non-Classroom Teacher – Is for use by non-classroom teachers who have shown satisfactory performance on the Long Form Evaluation and have a continuing contract. Non-classroom teachers can be on a Focused Evaluation for up to five years before cycling back onto a Long Form Evaluation. They may return to a Focused Evaluation after one year scoring Proficient or Distinguished on a Long Form Evaluation.
Focused Evaluation. 1. School districts must ensure that all classroom teachers are observed for the purpose of focused evaluation at least twice each school year in the performance of their assigned duties. As appropriate, the evaluation of the certificated classroom teacher may include the observation of duties that occur outside of the classroom setting. School districts must ensure that all employees who are subject to a focused evaluation are observed for a period of no less than sixty (60) minutes during each school year.
2. A summative score is determined using the most recent comprehensive summative evaluation score. This score becomes the focused evaluation summative evaluation score for any of the subsequent years following the comprehensive summative evaluation in the which the certificated classroom teacher is placed on focused evaluation. Should a teacher provide evidence of exemplary practice on the chosen focused criterion, a Level 4 (Distinguished) score may be awarded by the evaluator.
3. Should an evaluator determine that a teacher on a focused evaluation should be moved to a comprehensive evaluation for that school year, the teacher must be informed of this decision in writing at any time on or before December 15.
Focused Evaluation. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive evaluation performance rating of level 3 or above the previous school year are required to complete a focused evaluation. 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 criteria.
Focused Evaluation. The Focused Evaluation is a growth-oriented, teacher/evaluator collaborative process that requires teachers to be evaluated on one (1) of the eight (8) state criteria. A teacher must complete a minimum of one Comprehensive Evaluation every six (6) years. In subsequent years the teacher may be evaluated on a Focused Evaluation when this evaluation option has been mutually agreed to by both the teacher and the evaluator.
Focused Evaluation i. The focused evaluation will include the student growth rubrics of the selected criterion. If criterion 3, 6 or 8 is selected, evaluators will use those student growth rubrics. If criterion 1, 2, 4, 5, or 7 is selected, evaluators will use the criterion 3 or 6 student growth rubrics, as selected by the teacher.
ii. If a teacher receives a student growth score of “1” in any of the student growth components, the teacher and evaluator will mutually agree to engage in one of the student growth inquiries required by law (WAC 392-191A-100) as set forth in 6.8.5, 2., iv., above.
