Common use of Focused Evaluation Clause in Contracts

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 may choose to will be evaluated using the Focused Evaluation, unless the teacher or evaluator otherwise choose a Comprehensive evaluation consistent with the terms of this agreement. The teacher may remain on the Focused Evaluation for three five (35) 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. If an employee receives a Proficient or Distinguished score on the prior year’s Comprehensive Evaluation, that score will carry forward to the next year. A. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisorprior to, or at the first pre-observation conference, and must be approved by the evaluator. 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 In years when a Comprehensive Evaluation is not required, classroom teachers who received a comprehensive evaluation performance rating of Level 3 or above in the previous school year are eligible to complete a Focused Evaluation. A Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process, and will include evaluation includes an assessment of one of the eight state criteriacriteria selected for a performance rating. The Focused Evaluation will include the student growth rubrics of the selected criterion. If a non-provisional teacher has scored at Proficient criterion 3, 6 or higher the previous year8 is selected, they may choose to be evaluated using the Focused Evaluationevaluators will use those student growth rubrics. 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 77 is selected, they must also complete the student growth components in evaluators will use criterion 3 or 6. C. If 6 student growth rubrics. The selected criteria must be approved by the criterion selected for teacher’s evaluator and may have been identified in a focused previous comprehensive summative evaluation has been determined as benefitting from additional attention, or as an area of expertise to be non-observable, a classroom based observation will not be requiredfurther developed. 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 criteria and share professional growth activities. The role of the evaluator is to assist the employee in developing the professional growth activity, and then to assist in its implementation, particularly by making reasonable efforts to supply the resources needed to implement it. A summative score is assigned using the summative score from the most recent comprehensive evaluation. This collaboration 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. Should a teacher provide evidence of exemplary practice on the chosen focus criterion, a Level 4 (Distinguished) score may be awarded by the evaluator. A teacher may be transferred from a Focused Evaluation to a Comprehensive Evaluation at the request of the teacher or at the direction of the teacher’s evaluator. Should an evaluator determine that a teacher on a Focused Evaluation should be initiated by moved to a Comprehensive Evaluation for that school year, the teacher(s) and no individual shall teacher must be required to work informed of this decision in writing at any time on a shared goalor before December 15.

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 criteria and a non-provisional student growth component if not previously included in the goal criteria identified by the 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 Evaluationand evaluator. 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 by December 1. The criterion area to be evaluated shall be proposed by the teacher prior to, or at the first ninety (90) days of pre- observation conference, and must be approved by the school yearevaluator. A. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisorprior to, or at the first pre-observation conference, and must be approved by the evaluator. 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-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 and the student growth rubrics 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 may choose to shall be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for three five (35) 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 may be transferred from a Focused focused evaluation to a Comprehensive Evaluation comprehensive summative evaluation at the request of the teacher or at the direction of the teacher’s evaluator. The request of the teacher must occur be received in writing prior to September 15 or within the first ninety fifteen (9015) 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. A. 1. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisorprior to, or at the first pre-observation conference, and must be approved by the evaluator. B. 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. C. 3. If the criterion selected for a focused evaluation has been determined to be non-observable, a classroom 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. 4. Observations and conferences for the focused evaluation shall follow the guidelines process set forth in Section 6 - 3.3, Procedural Components of Evaluation, and Section 7 - 3.4, Comprehensive Evaluation Process, above. E. The 5. A summative score received is assigned using the summative score from the most recent comprehensive evaluation. Should a teacher provide evidence of exemplary practice on the selected criterion is chosen focused criterion, a level 4 (Distinguished) score may be awarded by the score assigned as the final summative scoreevaluator. F. 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 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 on or before December 15th of the current school year. A. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisorprior to, or at the first pre-observation conference, and must be approved by the evaluator. B. The Focused Evaluation will include the student growth rubrics of the selected criterion. If the employee chooses criterion 3, 6 or 8 are selected, evaluators will use those student growth rubrics. If criterion 1, 2, 4, 5, or 77 is selected, they evaluators will use criterion 3 or 6 student growth rubrics. C. The evaluation must also complete include an assessment of the criterion using the 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 components in criterion 3 or 6rubrics. C. D. If the criterion selected for a focused evaluation Focused Evaluation has been determined to be non-observable, a classroom based observation of that criterion will not be required. In this instanceHowever, employees on the evaluator will still engage in observational practice Focused Evaluation must be observed for not a period of no less than 60 minutes. This can be done sixty minutes 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 criterioneach school year. D. E. Observations and conferences for the focused evaluation Focused Evaluation shall follow the guidelines set forth in Section 6 - – Procedural Components of Evaluation, and Section 7 - – Comprehensive Evaluation Process, above. E. The F. A summative score received on is determined through the selected scoring of the instructional and student growth rubrics for the criterion is the score assigned as the final summative scoreselected. F. G. 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 goalgoal H. In order to incentivize teachers and principals to choose challenging criteria for their Focused Evaluation, without fear of the consequences of a summative Basic rating, the following conditions will be in place: A summative score is assigned 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. Should a teacher provide evidence of exemplary practice on the chosen focused criterion, a Level 4 (Distinguished) score may be awarded by the evaluator for that year.

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 shall be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for three five (35) 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 may be transferred from a Focused focused evaluation to a Comprehensive Evaluation comprehensive summative evaluation at the request of the teacher or at the direction of the teacher’s evaluator. The request of the teacher must occur be received in writing prior to September 15 or within the first ninety fifteen (9015) 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. A. 1. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisorprior to, or at the first pre-observation conference, and must be approved by the evaluator. B. 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. C. 3. If the criterion selected for a focused evaluation has been determined to be non-non- observable, a classroom 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. 4. Observations and conferences for the focused evaluation shall follow the guidelines process set forth in Section 6 - 3.3, Procedural Components of Evaluation, and Section 7 - 3.4, Comprehensive Evaluation Process, above. E. The 5. A summative score received is assigned using the summative score from the most recent comprehensive evaluation. Should a teacher provide evidence of exemplary practice on the selected criterion is chosen focused criterion, a level 4 (Distinguished) score may be awarded by the score assigned as the final summative scoreevaluator. F. 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 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 shall be evaluated using the Focused Evaluation. The , provided that the teacher may only remain on the Focused Evaluation for three five (35) years before returning to the Comprehensive Evaluation. The teacher or the Should an evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move determine that a teacher from on a Focused focused evaluation be moved to a Comprehensive Evaluation comprehensive evaluation for the following year, the teacher must occur within the first ninety (90) days be informed of this decision in writing on or before May 15th of the school current year. This written notice shall also include a plan of support for the following year. A. One of the eight (8) evaluation criteria must be assessed in a focused evaluation. The selected criterion area to be evaluated shall may be proposed by the teacher prior to or at the first pre-observation conference, and must be approved by the evaluator. (Appendix C-6) The selected criterion may have been identified in collaboration with their supervisora previous summative evaluation as benefiting from additional attention. 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 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 process set forth in Section 6 - 3.3, Procedural Components Indicators of Evaluation, and Section 7 - 3.4, Comprehensive Evaluation Process, above. E. The score received A teacher on Focused Evaluation will receive the same summative rating as given in the most recent Comprehensive Evaluation. This will, in no case, be less than Proficient. If the teacher on a Focused Evaluation has provided evidence of exemplary practice on the selected criterion is chosen focused criterion, the teacher will receive a summative score assigned of Distinguished. (as the final summative scoreper WAC 392-191A-120). F. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should may be initiated by the teacher(s) and no individual shall be required to work on a shared goal. G. A teacher may apply the focused evaluation professional growth activities toward the professional growth plan for professional certificate renewal (egg. Pro-Teach) as required by the Professional Educators Standards Board.

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 shall 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 A teacher may be transferred from a focused in a comprehensive summative evaluation at the request of the teacher or at the evaluator can initiate a move from direction of the Focused to the Comprehensive Evaluationteacher’s evaluator. A request or decision to move transfer a teacher from a Focused focused to a Comprehensive Evaluation comprehensive summative evaluation must occur within be communicated, in writing, between the first ninety (90) days of evaluator and the school yearteacher on or before September 30th. A. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisorprior to, or at the first pre-observation conference, and must be approved by the evaluator. 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 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 process set forth in Section 6 - sub-sections 8, Procedural Components of Evaluation, and Section 7 - 9, 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. G. A teacher may apply the focused evaluation professional growth activities toward the professional growth plan for professional certificate renewal as required by the Professional Educators Standards Board.

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, utilizing the Classroom Teacher Evaluation Form (Appendix B-1). If a non-provisional teacher has scored at Proficient or higher the previous year, they may choose to shall 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 may be transferred from a Focused focused evaluation to a Comprehensive Evaluation comprehensive summative evaluation at the request of the teacher or at the direction of the teacher’s evaluator. The request of the teacher must occur be received in writing prior to September 15 or within the first ninety fifteen (9015) 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. A. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisorprior to, or at the first pre-observation conference, and must be approved by the evaluator. 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 - 4.3 Procedural Components of Evaluation, and Section 7 - 4.4, Comprehensive Evaluation Process, above. E. D. The score received on the selected criterion is the score assigned as the final summative score. F. E. 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 may choose to shall be evaluated using the Focused Evaluation. The , provided that the teacher may only remain on the Focused Evaluation for three (3) years before returning to the Comprehensive Evaluation. The Upon mutual agreement, a teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluationcomprehensive evaluation. A decision to move a teacher from a Focused to a Comprehensive Evaluation When possible, this request must occur within the first ninety (90) days of the school yearby October 1. A. One of the eight (8) evaluation criteria must be assessed in a focused evaluation. The selected criterion area to be evaluated shall may be proposed by the teacher prior to or at the first pre-observation conference, and must be approved by the evaluator. (Appendix C-6) The selected criterion may have been identified in collaboration with their supervisora previous summative evaluation as benefiting from additional attention. 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 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 process set forth in Section 6 - 3.3, Procedural Components Indicators of Evaluation, and Section 7 - 3.4, Comprehensive Evaluation Process, above. E. The score received A teacher on Focused Evaluation will receive the same summative rating as given in the most recent Comprehensive Evaluation. This will, in no case, be less than Proficient. If the teacher on a Focused Evaluation has provided evidence of exemplary practice on the selected criterion is chosen focused criterion, the teacher will receive a summative score assigned of Distinguished. (as the final summative scoreper WAC 393-191A-120). F. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should may be initiated by the teacher(s) and no individual shall be required to work on a shared goal. G. A teacher may apply the focused evaluation professional growth activities toward the professional growth plan for professional certificate renewal (egg. Pro-Teach) as required by the Professional Educators Standards Board.

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-non- provisional teacher has scored at Proficient or higher the previous year, they may choose to shall be evaluated using the Focused Evaluation. The , provided that the teacher may only remain on the Focused Evaluation for three five (35) years before returning to the Comprehensive Evaluation. The Upon mutual agreement, a teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluationcomprehensive evaluation. A decision to move a teacher from a Focused to a Comprehensive Evaluation When possible, this request must occur within the first ninety (90) days of the school yearby October 1. A. One of the eight (8) evaluation criteria must be assessed in a focused evaluation. The selected criterion area to be evaluated shall may be proposed by the teacher prior to or at the first pre-observation conference, and must be approved by the evaluator. (Appendix C-6) The selected criterion may have been identified in collaboration with their supervisora previous summative evaluation as benefiting from additional attention. 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 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 process set forth in Section 6 - 3.3, Procedural Components Indicators of Evaluation, and Section 7 - 3.4, Comprehensive Evaluation Process, above. E. The score received A teacher on Focused Evaluation will receive the same summative rating as given in the most recent Comprehensive Evaluation. This will, in no case, be less than Proficient. If the teacher on a Focused Evaluation has provided evidence of exemplary practice on the selected criterion is chosen focused criterion, the teacher will receive a summative score assigned of Distinguished. (as the final summative scoreper WAC 393-191A-120). F. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should may be initiated by the teacher(s) and no individual shall be required to work on a shared goal. G. A teacher may apply the focused evaluation professional growth activities toward the professional growth plan for professional certificate renewal (egg. Pro-Teach) as required by the Professional Educators Standards Board.

Focused Evaluation. The Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process, and will include evaluation of focuses on one of the eight state criteriacriteria plus professional growth activities specifically linked to the identified criterion. If a non-provisional teacher has scored at 3 - Proficient or higher the previous year, they may choose to she/he will be evaluated using the Focused Evaluation. The teacher may remain can stay on the Focused Evaluation for three five (35) 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 Evaluation by delivering written notice to move a teacher from a Focused to a Comprehensive Evaluation must occur within the first ninety (90) days of the school yearother at any time on or before December 15th. A. The teacher and evaluator will select a criterion area to through a collaborative process. As per WAC 392-191A-120, the selected criterion must be evaluated shall be proposed approved by the teacher teacher’s evaluator and may have been identified in collaboration with their supervisora previous comprehensive summative evaluation as benefitting from additional attention. B. If the employee chooses criterion 1, 2, 4, 5, or 7, they she/he 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 role of the evaluator will still engage is to assist the teacher in observational practice for not less than 60 minutes. This can be done during collaborative timedeveloping a professional growth activity aligned with the selected criterion and then to assist in its implementation, during conversations, student conferences, discussions about artifacts, etc. Though it might not be observable in a classroom, evidence still needs which may include making reasonable efforts to be gathered on provide the criterionresources to implement it. D. Observations and conferences A summative score is assigned using the summative score from the most recent Comprehensive Evaluation. This score becomes the Focused Summative Evaluation score for any of the focused evaluation shall follow subsequent years following the guidelines set forth Comprehensive Summative Evaluation in Section 6 - Procedural Components which the certificated classroom teacher is placed on a Focused Evaluation. Should a teacher provide evidence of Evaluationexemplary practice on the chosen Focused criterion, and Section 7 - Comprehensive Evaluation Process, abovea level 4- Distinguished score may be awarded by the evaluator. 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 criteria 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. F. Observations and conferences for the focused evaluation shall follow the guidelines set forth in the Comprehensive Evaluation process, Section 6, above.

Focused Evaluation. The Focused Evaluation is used In the years when a teacher comprehensive summative evaluation is not evaluated using the Comprehensive Evaluation processrequired, and will include teachers who received a comprehensive summative evaluation performance rating of one of the eight state criteria. If a non-provisional teacher has scored at Proficient level 3 or higher above in the previous year, they school year may choose to be evaluated using the Focused Evaluationcomplete a focused evaluation. The employee’s overall summative score becomes the focused summative evaluation score for any of the subsequent years following the comprehensive summative evaluation in which the certificated teacher may remain is placed on a focused evaluation. Should a certificated teacher provide evidence of exemplary practice on the Focused Evaluation for three chosen focused criterion, a level 4 (3Distinguished) years before returning to score may be awarded by the Comprehensive Evaluationevaluator. The teacher or District and the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move Association agree that it is not desirable for a teacher to be placed on probation from a Focused Evaluation Process. Transfer from the focused to the comprehensive summative evaluation may be at the request of the teacher or at the direction of the teacher’s evaluator. Should an evaluator determine that a teacher on a focused evaluation should be moved to a Comprehensive Evaluation must occur within the first ninety (90) days of the comprehensive evaluation for that school year, the teacher must be informed of this decision in writing at any time on or before December 15th, unless a later date is mutually agreed to by the evaluator and the teacher. A. The criterion area to be evaluated shall be proposed by the teacher prior to, or at the first pre- observation conference, plus professional growth activities specifically linked to the selected criteria. It must be approved by the evaluator and it may have been identified in collaboration with their supervisorthe previous comprehensive summative evaluation as a criterion that may benefit from additional attention and professional growth. B. If the employee chooses criterion 1, 2, 4, 5, or 7, they he/she 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 process set forth in Section 6 - 4, Procedural Components of Evaluation, and Section 7 - Comprehensive Evaluation Process, above. E. D. The score received on the selected criterion is the score assigned as the final summative score. F. E. 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. According to RCW 28A.405.100, provisional teachers must complete four years on a comprehensive evaluation before moving to a focused evaluation regardless of the overall score on the comprehensive evaluation or gaining continuing status. can choose to maintain no less than the same score for the subsequent school year when selecting a challenging criterion for his/her Focused Evaluation. If the teacher needs to be returned to a Comprehensive Evaluation, the teacher would be notified no later than December 15th. 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 supervisorprior to, or at the first pre- observation conference, and must be approved by the evaluator. 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 may choose to be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for three five (35) 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 may choose to shall be evaluated using the Focused Evaluation. The , provided that the teacher may only remain on the Focused Evaluation for three five (35) years before returning to the Comprehensive Evaluation. The teacher or the Should an evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move determine that a teacher from on a Focused focused evaluation be moved to a Comprehensive Evaluation comprehensive evaluation for the following year, the teacher must occur within the first ninety (90) days be informed of this decision in writing on or before May 15th of the school current year. This written notice shall also include a plan of support for the following year. A. One of the eight (8) evaluation criteria must be assessed in a focused evaluation. The selected criterion area to be evaluated shall may be proposed by the teacher prior to or at the first pre-observation conference, and must be approved by the evaluator. (Appendix C-6) The selected criterion may have been identified in collaboration with their supervisora previous summative evaluation as benefiting from additional attention. 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 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 process set forth in Section 6 - 3.3, Procedural Components Indicators of Evaluation, and Section 7 - 3.4, Comprehensive Evaluation Process, above. E. The score received A teacher on Focused Evaluation will receive the same summative rating as given in the most recent Comprehensive Evaluation. This will, in no case, be less than Proficient. If the teacher on a Focused Evaluation has provided evidence of exemplary practice on the selected criterion is chosen focused criterion, the teacher will receive a summative score assigned of Distinguished. (as the final summative scoreper WAC 392-191A-120). F. A group of teachers may focus on the same evaluation criterion and share professional growth activities. This collaboration should may be initiated by the teacher(s) and no individual shall be required to work on a shared goal. G. A teacher may apply the focused evaluation professional growth activities toward the professional growth plan for professional certificate renewal (eg. Pro-Teach) as required by the Professional Educators Standards Board.

Focused Evaluation. The In years when a Comprehensive Evaluation is not required, classroom teachers who received a comprehensive evaluation performance rating of Level 3 or above in the previous school year are eligible to complete a Focused Evaluation. A Focused Evaluation is used when a teacher is not evaluated using the Comprehensive Evaluation process, and will include evaluation includes an assessment of one of the eight state criteriacriteria selected for a performance rating. The Focused Evaluation will include the student growth rubrics of the selected criterion. If a non-provisional teacher has scored at Proficient criterion 3, 6 or higher the previous year8 is selected, they may choose to be evaluated using the Focused Evaluationevaluators will use those student growth rubrics. 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 77 is selected, they must also complete the student growth components in evaluators will use criterion 3 or 6. C. If 6 student growth rubrics. 72 The selected criteria must be approved by the criterion selected for teacher’s evaluator and may have been identified in a focused previous comprehensive summative evaluation has been determined as benefitting from additional attention, or as an area of expertise to be non-observable, a classroom based observation will not be requiredfurther developed. 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 criteria and share professional growth activities. The role of the evaluator is to assist the employee in developing the professional growth activity, and then to assist in its implementation, particularly by making reasonable efforts to supply the resources needed to implement it. A summative score is assigned using the summative score from the most recent comprehensive evaluation. This collaboration 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. Should a teacher provide evidence of exemplary practice on the chosen focus criterion, a Level 4 (Distinguished) score may be awarded by the evaluator. A teacher may be transferred from a Focused Evaluation to a Comprehensive Evaluation at the request of the teacher or at the direction of the teacher’s evaluator. Should an evaluator determine that a teacher on a Focused Evaluation should be initiated by moved to a Comprehensive Evaluation for that school year, the teacher(s) and no individual shall teacher must be required to work informed of this decision in writing at any time on a shared goalor before December 15.

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 EvaluationEvaluation (Appendix C-8). The teacher may remain on the Focused Evaluation for three (3) years before returning to the Comprehensive Evaluation unless a score below proficient is given on a Focused Evaluation. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move a teacher may be transferred from a Focused focused evaluation to a Comprehensive Evaluation comprehensive summative evaluation at the request of the teacher or at the direction of the teacher’s evaluator. The request of the teacher must occur be received in writing prior to September 15 or within the first ninety fifteen (9015) 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. A. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisorprior to, or at the first pre- observation conference, and must be approved by the evaluator. 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 process set forth in Section 6 - 3.3, Procedural Components of Evaluation, and Section 7 - 3.4, 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 may choose to shall be evaluated using the Focused Evaluation. The teacher may remain on the Focused Evaluation for three five (35) years before returning to the Comprehensive Evaluation. The A teacher may be transferred from a focused evaluation to a comprehensive summative evaluation at the request of the teacher or at the evaluator can initiate a move from direction of the Focused teacher’s evaluator. The request of the teacher must be received in writing prior to the Comprehensive Evaluation. A decision to move a teacher from a Focused to a Comprehensive Evaluation must occur September 15 or within the first ninety fifteen (9015) 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. A. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisorprior to, or at the first pre-observation conference, and must be approved by the evaluator. 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-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 process set forth in Section 6 - 4.3, Procedural Components of Evaluation, and Section 7 - 4.4, Comprehensive Summative Evaluation Process, above. E. The When a teacher is on a focused evaluation, that teacher’s summative score received is their recent comprehensive summative evaluation score. An evaluator may award a teacher who has not already scored Level 4 – distinguished, the Level 4 rating if the teacher provided evidence of exemplary practice on the selected criterion is the score assigned as the final summative scorechosen focused criterion. 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 may choose to shall be evaluated using the Focused EvaluationEvaluation (Appendix B-13, Focused Evaluation Final Summative Evaluation Report and Appendix B-14, Focused Evaluation Observation Report). The teacher may remain on the Focused Evaluation for three five (35) years before returning to the Comprehensive EvaluationEvaluation for one (1) year. The teacher or the evaluator can initiate a move from the Focused to the Comprehensive Evaluation. A decision to move a teacher may be transferred from a Focused focused evaluation to a Comprehensive Evaluation comprehensive summative evaluation at the request of the teacher or at the direction of the teacher’s evaluator. The request of the teacher must occur be received in writing prior to September 10, or within the first ninety ten (9010) 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. A. One of the eight (8) evaluation criteria must be assessed in a Focused Evaluation. The criterion area to be evaluated shall be proposed by the teacher in collaboration with their supervisoron the Focused Evaluation Request form (Appendix B-11) prior to, or at the first pre-observation conference, and must be approved by the evaluator. Teachers on the Focused Evaluation Process shall set one (1) student growth goal. 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-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 Employees on the focused evaluation will be observed at least twice each year for a minimum of sixty (60) minutes in the performance of their assigned duties. As appropriate, the evaluation of the teacher may include the observation of duties that occur outside the classroom setting during the teacher’s workday. Timelines for observations and conferences for the focused evaluation shall follow the guidelines process set forth in Section 6 - 3.3, Procedural Components of Evaluation, and Section 7 - 3.4, Comprehensive Evaluation Process, above. The Focused Pre- Observation Conference Form (Appendix B-15) and the Focused Post-Observation Conference Form (Appendix B-16) will be used for the Focused Evaluation process for the first observation only. E. The summative score received is determined using the most recent comprehensive summative evaluation score (Appendix B-13, Focused Evaluation Final Summative Evaluation Report). 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. Should a teacher provide evidence of exemplary practice on the selected criterion is chosen focused criterion, a Level 4 – Distinguished score may be awarded by the score assigned as the final summative scoreevaluator. 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. G. A teacher may apply the Focused Evaluation professional growth activities toward the professional growth plan for professional certificate renewal (e.g. Pro-Teach) as required by the Professional Educators Standards Board.