Common use of Focused Evaluations Clause in Contracts

Focused Evaluations. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive summative evaluation performance rating of Proficient (level 3) or above in the previous school year are required to complete a focused evaluation as prescribed by law. 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. Teachers on focused evaluations shall have the option of selecting which one (1) of the eight (8) criteria will be assessed, plus the professional growth activities linked to that criterion. The role of the evaluator shall be to either approve the proposed activities or suggest modifications to produce a jointly agreed upon activity or activities. (see WAC 392-191A- 120) The selected criterion, however, must be approved by the teacher’s evaluator and may have been identified in a previous comprehensive summative evaluation as benefiting from additional attention. A group of teachers may focus on the same evaluation criterion and share professional growth activities. If the employee chooses criterion 1, 2, 4, 5, or 0, x/he must also complete the student growth components in either criterion 3 or criterion 6. Teachers shall have the option of being evaluated as a member of a team or as an individual. The evaluator must assign a summative evaluation performance rating for the focused evaluation using the methodology adopted by the Superintendent of Public Instruction for the instructional framework being used. 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 by the Superintendent’s office no later than August 1. The direction of the evaluator must be communicated during the prior year’s final evaluation conference based on concerns related to one of the other evaluative criteria. That concern and that direction shall be shared with the teacher in writing at that time.

Focused Evaluations. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive summative evaluation performance rating of Proficient (level 3) or above in the previous school year are required to complete a focused evaluation as prescribed by law. 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. The focused summative score shall be the most recent comprehensive summative score, unless the focused score is distinguished. Teachers on focused evaluations shall have the option of selecting which one (1) of the eight (8) criteria will be assessed, plus the professional growth activities linked to that criterion. The role of the evaluator shall be to either approve the proposed activities or suggest modifications to produce a jointly agreed upon activity or activities. (see WAC 392-191A- 120) The selected criterion, however, must be approved by the teacher’s evaluator and may have been identified in a previous comprehensive summative evaluation as benefiting from additional attention. A group of teachers may focus on the same evaluation criterion and share professional growth activities. If the employee chooses criterion 1, 2, 4, 5, or 0, x/he must also complete the student growth components in either criterion 3 or criterion 6. Teachers shall have the option of being evaluated as a member of a team or as an individual. The evaluator must assign a summative evaluation performance rating for the focused evaluation using the methodology adopted by the Superintendent of Public Instruction for the instructional framework being used. 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 by the Superintendent’s office no later than August 1. The direction of the evaluator must be communicated during the prior year’s final evaluation conference based on concerns related to one of the other evaluative criteria. That concern and that direction shall be shared with the teacher in writing at that time.

Focused Evaluations. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive summative evaluation performance rating of Proficient (level Level 3) or above in the previous school year are required to may complete a focused evaluation as prescribed by law. 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. Teachers on focused evaluations shall have the option of selecting which one (1) of the eight (8) criteria will be assessed, plus the professional growth activities linked to that criterionevaluation. The role of the evaluator shall be to either approve the proposed activities or suggest modifications to produce a jointly agreed upon activity or activities. (see WAC 392-191A- 120) The selected criterion, however, criterion must be approved by the teacher’s evaluator and may have been identified in a previous comprehensive summative evaluation as benefiting benefitting from additional attention. The final score from the most recent Comprehensive evaluation shall be the final score of the Focused evaluation, unless the Focused score is Distinguished, in which case the final score shall be Distinguished. Teachers on focused evaluations shall have the option of selecting which of the eight criteria will be assessed. A group of teachers may focus on the same evaluation criterion and share professional growth activities. If the employee chooses criterion 1, 2, 4, 5, or 07, xhe/he she must also complete the student growth components in either criterion 3 or criterion 6. Teachers shall have If the option of being evaluated as a member of a team or as an individual. The evaluator must assign a summative evaluation performance rating selected criterion for the focused evaluation using the methodology adopted by the Superintendent of Public Instruction for the instructional framework being usedhas been determined to be non-observable, a classroom-based observation will not be required. The selected student growth component will be documented on a student growth goal setting template (Examples located in: Google – Contract Tool Box). 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 by prior to the Superintendent’s office no later than August 1start of the school year. The direction of the evaluator must be communicated during the prior year’s final evaluation conference based on concerns related to one of the other evaluative criteria. That concern and that direction shall be shared with the teacher in writing at that time. Each employee shall have the opportunity for confidential conferences with his or her immediate supervisor on no fewer than two occasions in each school year. Such confidential conferences shall be for the purpose of aiding the administrator in his or her assessment of the employee’s professional performance and to provide additional evidence by either the evaluator or teacher to aid in this assessment against the instructional framework rubrics and/or for the teacher to provide unobserved evidence of having met certain criteria and goals. The annual evaluation results will be documented on the summative evaluation form (Appendix G: Form A) with only the selected criteria being scored. Evaluation Steps There are 5 steps in the CEL 5D+ inquiry cycle for evaluations which utilize a collaborative model between teacher and evaluator. They include: 1) self- assessment, 2) a pre-inquiry conference, 3) inquiry, formative feedback and support, 4) post-inquiry conference, and 5) the summative evaluation conference.

Focused Evaluations. The focused evaluation is meant for proficient and distinguished educators and its purpose is to support professional growth. In the years when a comprehensive summative evaluation is not required, classroom teachers who received a comprehensive summative evaluation performance rating of Proficient (level 3) or above in the previous school year are required year, have the option to complete a focused evaluation as prescribed by lawFocused Evaluation. A focused evaluation Focused Evaluation includes an assessment of one (1) of the eight (8) criteria selected for a performance rating plus professional growth activities specifically linked to the selected criteria. Teachers At the Goal Setting Conference, teachers on focused evaluations Focused Evaluations shall have the option of selecting which one (1) of the eight (8) criteria will be assessed, plus the professional growth activities linked to that criterion. The role of However, the evaluator shall be to either approve the proposed activities or suggest modifications to produce a jointly agreed upon activity or activities. (see WAC 392-191A- 120) The selected criterion, however, criterion must be approved by the teacher’s evaluator and the evaluator shall suggest modifications (some of which may have been identified in a previous comprehensive summative evaluation as benefiting from additional attention) so as to produce a jointly agreed upon document. The evaluator may also select an additional criterion. The focused evaluation will include the student growth rubrics of the selected criterion. If criterion 3, 6 or 8 are selected, evaluators will use those student growth rubrics. If criterion 1, 2, 4, 5, or 7 is selected, evaluators will use criterion 3 or 6 student growth rubrics. Unlike the Comprehensive Evaluation, the Focused Evaluation has no student growth impact rating. A score of one (1) on any of the student growth components for the Focused Evaluation only triggers a “Student Growth Inquiry Plan” as there is no separate student growth impact rating for Focused Evaluation. If the evaluation of the certificated classroom teacher includes an assessment of a criterion that requires observation the following shall apply: School districts must observe all classroom teachers for the purposes of focused evaluation at least twice (2) each school year in the performance of their assigned duties. School districts must observe all employees who are subject to a focused evaluation for a period of no less than sixty minutes (60) during each school year. Therefore, if the selected criterion for the focused evaluation has been determined to be non-observable, a classroom-based observation will not be required. A group of teachers may focus on the same evaluation criterion and share professional growth activities. If the employee chooses criterion 1, 2, 4, 5, or 0, x/he must also complete the student growth components in either criterion 3 or criterion 6. Teachers shall also have the option of being evaluated as a member of a team or as an individualindividual with administrative approval. The evaluator must assign a final criterion score will be considered the final summative evaluation performance rating for the focused evaluation using the methodology adopted by the Superintendent of Public Instruction for the instructional framework being usedscore. A teacher may be transferred from a focused evaluation to a comprehensive summative evaluation at the request of the teacher or principal, or at the direction of the teacher’s evaluator's or principal's evaluator (RCW 28A.405.100). The request of the teacher must be received in writing by prior to the Superintendent’s office no later than August 1start of the school year. The direction of the evaluator must be communicated during the prior year’s final evaluation conference based on concerns related to one of the other evaluative criteria. That concern and that direction shall be shared with the teacher in writing at that time.