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 (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. 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 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 by October December 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- 30-minute accumulativecumulative). 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. 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 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 by October December 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- 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. 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 December 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- 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.