Gathering of Evidence. Evaluators should assume all teachers are proficient in each scoring criteria. If both the teacher and evaluator agree on the score for a criterion, no evidence, other than observation notes, is required to be submitted for that criterion. If at the Mid-Year conference there is a disagreement on a scoring criterion, it is the responsibility of the teacher and evaluator to provide evidence to prove otherwise.
1. Evidence is observed practice, products or results of the teacher’s work that demonstrates knowledge and skills of the educator with respect to the four-level rating system. Both the teacher and the evaluator shall contribute evidence to the overall assessment of professional performance. Evidence shall include artifacts produced or resulting from the normal course of professional performance during that school year.
2. An accurate evaluation requires that documented evidence reflecting upon performance be used in the evaluation of the employee. For the purposes of professional growth, fairness requires that employees be made aware, in a timely manner, of the evidence that will be used in their evaluation. Therefore, the teacher shall be advised orally within five (5) working days and in writing fifteen (15) working days after an evaluator obtains evidence if which the teacher would otherwise not be aware. Provided that, in the event either the supervisor or the employee is absent from place of employment, this requirement shall not take effect until the absent party returns.
3. Surveys and/or information of student and parent perceptions of teacher performance shall not be solicited for inclusion as evidence in the evaluation.
4. All observations shall be conducted openly. The use of electronic monitoring devices will be conducted in accordance with Section 5.05.
Gathering of Evidence. Evaluators and evaluatees should assume competence and positive intent. If both the teacher and the evaluator agree on the score for a criterion, no evidence other than observation notes is required for that criterion. When there is a disagreement on a scoring criterion, it is the responsibility of the teacher and the evaluator to provide evidence.
Gathering of Evidence a. The teacher and principal engage in study and learning around the teacher-selected area of focus.
b. This stage of the cycle involves the gathering of evidence, feedback, support, review of student work, and reflection individually and with colleagues.
c. Evidence is observed practice (observations), conversations, products (artifacts) or results of the teacher’s work that demonstrates knowledge and skills of the educator with respect to the instructional framework.
d. Although this stage is focused on the teacher-selected area of focus, the teacher and evaluator may gather and discuss evidence relevant to any of the eight evaluative criteria.
Gathering of Evidence a. Evidence is observed practice, products or results of the teacher's work that demonstrates knowledge and skills of the educator with respect to the four-level rating system. Both the teacher and the evaluator shall contribute evidence to the overall assessment of professional performance. Evidence shall include artifacts produced, or resulting from, the normal course of professional performance during the school year.
b. An accurate evaluation requires that documented evidence reflecting upon performance be used in the evaluation of the employee. For the purposes of professional growth, fairness requires that employees be made aware in a timely manner, of the evidence that will be used in their evaluation.
c. The District commits to documenting evidence of performance readily available via observations and conversations to the greatest extent possible so as to lessen the time required to compile additional artifacts. If, after completing the minimum required observations, both the teacher and evaluator agree on the score for a criterion, no additional evidence is required to be collected for that criterion. It is the intent of the parties that every effort will be made to provide and collect ample evidence of proficiency. It is the nature and quality of the evidence, not the amount that determines its rating. Principals may request evidence in areas not yet consistent with a proficient rating but may not require a specific amount of evidence or number of artifacts.
Gathering of Evidence. Evaluators and evaluatees should assume competence and positive intent. If both
Gathering of Evidence. An impartial Investigator will gather evidence to ascertain the facts and circumstances surrounding the allegations of the formal complaint.
Gathering of Evidence. Evaluators should assume all teachers are proficient in each scoring criteria. If both the classroom teacher and evaluator agree on the score for a criterion, no evidence other than observation notes is required to be submitted for that criterion. When there is a disagreement on a scoring criterion, it is the responsibility of the classroom teacher and evaluator to provide evidence to prove otherwise.
49.6.1 Evidence is observed practice, products or results of the classroom teacher’s work that demonstrates knowledge and skills of the educator with respect to the four-level rating system. Both the classroom teacher and the evaluator shall contribute evidence to the overall assessment of professional performance. Evidence may include artifacts produced or resulting from the normal course of professional performance during the school year.
49.6.2 The classroom teacher shall be advised in writing ten (10) working days after an evaluator obtains evidence of which the teacher would otherwise not be aware. In the event either the supervisor of the employee is absent from place of employment, this requirement shall not take effect until the absent party returns.
49.6.3 Student input may be included in the evaluation process if agreed upon by both the administrator(s) and classroom teacher, and if relevant to the evaluation process.
Gathering of Evidence a. Evaluators shall document evidence of performance readily available via observations and conversations first and to the greatest extent possible so as to lessen the time required to compile additional evidence.
b. If, after completing the minimum required observations, both the teacher and evaluator agree on the score for a criterion, no additional evidence is required to be collected for that criterion.
c. Teachers will provide and evaluators will collect evidence to establish a criterion rating of proficient or better, if possible.
d. Principals may request evidence in areas not yet consistent with a proficient rating after the mid-year conference.
e. A specific amount of evidence shall not be required.
Gathering of Evidence. 1. Evidence is observed practice, products or results of the teacher’s work that demonstrates knowledge and skills of the educator with respect to the four- level rating system. Both the teacher and the evaluator shall contribute evidence to the overall assessment of professional performance. Evidence shall include artifacts produced or resulting from the normal course of professional performance during the school year. Evaluators shall document evidence of performance readily available via observations and conversations so as to lessen the time required to compile additional artifacts. If, after completing the minimum required observations, both the teacher and evaluator agree on the score for a criterion, no additional evidence is required to be collected for that criterion. Teachers shall not be required to provide a specific amount of artifacts. It is the nature and quality of the evidence, not the amount that determines its rating.
Gathering of Evidence. The burden of proof and the burden of gathering evidence sufficient to reach a determination regarding responsibility rests on the campus and not on the Parties. The investigator will take reasonable steps to gather all relevant evidence from the Parties, other witnesses, or other sources. The investigator will document the steps taken to gather evidence, even when those efforts are not successful. Parties should be aware that all evidence Directly Related to the investigation will be provided to the other Party, subject to the exceptions described below. The campus cannot access, consider, disclose, or otherwise use a Party's records that are made or maintained by a physician, psychiatrist, psychologist, or other recognized professional or paraprofessional acting in the professional's or paraprofessional's capacity, or assisting in that capacity, and which are made and maintained in connection with the provision of treatment to the Party, unless the campus obtains that Party's voluntary, written consent to do so for a Formal Complaint process under this Track17. The campus will not restrict the ability of either Party to discuss the allegations under investigation or to gather and present Relevant evidence (for example, contacting a potential witness). COPY
