Common use of INFORMAL CAST Clause in Contracts

INFORMAL CAST. Informal CAST occurs when an educator and / or his or her evaluator identifies a need for improved performance on the part of the educator. If the educator initiates the request for help, the first offer of help shall be informal CAST. Signs that informal CAST may be needed include: ● The educator has earned or is earning a GPA equivalent of 2.499 or lower in his / her work in Part I PACE (Xxxxxxx domain 1) element-use and in completion of the Part II (deliberate practice) element. ● An educator is struggling in progressing from “not-using” to “beginning” and/or “developing” in performance against observed and practiced Xxxxxxx elements / lesson strategies. ● Human Resources and the CFEA will, after an analysis of reported observational data, and by April 15 of each year, alert an educator and his/her respective evaluator that an educator’s PACE Part I and Part II scoring components signal possible low-performance on the final evaluation scale. (not using, beginning, developing, applying, innovating). ● A determination by the evaluator that the educator is not moving from the initial stages of attempting to meet the standards of element-use to the more advanced and successful application of the elements in instructional strategies and delivery. ● Pre- and post-conferences indicate that the educator would benefit from more dialogue, observation, and feedback. Performance measures may not yet be dire, and improvement is sought by both educator and evaluator through an informal process of providing closer monitoring, more frequent communication, and other support (e.g. professional development). ● An educator who finds difficulty in the regular accomplishment of one (or more) of the following: ○ Planning and delivering his / her standards-based lessons with Xxxxxxx elements that serve to stimulate and augment student learning and/or engagement in the educator’s classroom. ○ Establishing an orderly environment of clear expectations that include regular progress- monitoring feedback to students. ○ Connecting students’ prior learning, new content and knowledge, appropriate skills and strategies, and higher-order-thinking to the lesson. ○ Engaging students of diverse interests and abilities. The educator may approach any member of the administrative team to begin the informal CAST process; however, the administrator will assist in directing the educator to the member of the administrative team who may best provide the specific support and assistance, based on the educator’s needs. After conversation between the educator and evaluator, the two shall mutually select no more than three Xxxxxxx elements as a focused plan for improvement. The goal of the informal CAST process is that the educator and evaluator work together, utilizing other resources as mutually determined, to support and encourage instructional improvement as measured by the Xxxxxxx domain 1 rubric. Any notes, documents, recommendations, assistive material, and dialogue between the evaluator and the educator are maintained locally, but will not be added to the personnel file through the informal CAST process. The informal CAST process proceeds until either: (1) sufficient progress is attained and there is no longer a need to continue with informal CAST or (2) insufficient progress has occurred and the evaluator has determined that the teacher should move to formal CAST.

INFORMAL CAST. ‌ Informal CAST occurs when an educator and / or his or her instructional staff and/or the administrative evaluator identifies a need for improved performance on the part of the educatorinstructional staff. If the educator instructional staff initiates the request for help, the first offer of help shall be informal CAST. Signs that informal CAST may be needed include: ● The educator instructional staff has earned or is earning a GPA equivalent of 2.499 or lower in his / her work in Part I PACE (Xxxxxxx domain 1) elementinstructional strategies-use and in completion of the Part II (deliberate practice) element. ● An educator instructional staff is struggling in progressing from “not-using” to “beginning” and/or “developing” in performance against observed and practiced Xxxxxxx elements / lesson instructional strategies. ● Human Resources and the CFEA Association, when applicable, will, after an analysis of reported observational data, and by April 15 of each year, alert an educator instructional staff and his/her the respective evaluator that an educator’s PACE Part I and Part II scoring components signal possible low-low- performance on the final evaluation scale. (not using, beginning, developing, applying, innovating). ● A determination by the evaluator that the educator instructional staff is not moving from the initial stages of attempting to meet the standards of elementinstructional strategy-use to the more advanced and successful application of the elements in instructional strategies and delivery. ● Pre- and post-conferences indicate that the educator instructional staff would benefit from more dialogue, observation, and feedback. Performance measures may not yet be dire, and improvement is sought by both educator instructional staff and evaluator through an informal process of providing closer monitoring, more frequent communication, and other support (e.g. professional developmentlearning). ● An educator instructional staff who finds difficulty in the regular accomplishment of one (or more) of the following: ○ Planning and delivering his / her standards-based lessons with Xxxxxxx elements instructional strategies that serve to stimulate and augment student learning and/or engagement in the educator’s classroom. ○ Establishing an orderly environment of clear expectations that include regular progress- monitoring feedback to students. ○ Connecting students’ prior learning, new content and knowledge, appropriate skills and strategies, and higher-order-thinking to the lesson. ○ Engaging students of diverse interests and abilities. The educator instructional staff may approach any member of the administrative team to begin the informal CAST process; however, the administrator will assist in directing the educator instructional staff to the member of the administrative team who may best provide the specific support and assistance, based on the educatorinstructional staff’s needs. After conversation between the educator instructional staff and evaluator, the two shall mutually select no more than three Xxxxxxx elements instructional strategies as a focused plan for improvement. The goal of the informal CAST process is that the educator instructional staff and evaluator work together, utilizing other resources as mutually determined, to support and encourage instructional improvement as measured by the Xxxxxxx domain 1 instructional strategies rubric. Any notes, documents, recommendations, assistive material, and dialogue between the evaluator and the educator instructional staff are maintained locally, but will not be added to the personnel file through the informal CAST process. The informal CAST process proceeds until either: (1) sufficient progress is attained and there is no longer a need to continue with informal CAST or (2) insufficient progress has occurred and the evaluator has determined that the teacher instructional staff should move to formal CAST.

INFORMAL CAST. Informal CAST occurs when an educator and / or his or her evaluator identifies a need for improved performance on the part of the educator. If the educator initiates the request for help, the first offer of help shall be informal CAST. Signs that informal CAST may be needed include: ● The educator has earned or is earning a GPA equivalent of 2.499 or lower in his / her work in Part I PACE (Xxxxxxx domain 1) element-use and in completion of the Part II (deliberate practice) element. ● An educator is struggling in progressing from “not-using” to “beginning” and/or “developing” in performance against observed and practiced Xxxxxxx elements / lesson strategies. ● Human Resources and the CFEA will, after an analysis of reported observational data, and by April 15 of each year, alert an educator and his/her respective evaluator that an educator’s PACE Part I and Part II scoring components signal possible low-performance on the final evaluation scale. (not using, beginning, developing, applying, innovating). ● A determination by the evaluator that the educator is not moving from the initial stages of attempting to meet the standards of element-use to the more advanced and successful application of the elements in instructional strategies and delivery. ● Pre- and post-conferences indicate that the educator would benefit from more dialogue, observation, and feedback. Performance measures may not yet be dire, and improvement is sought by both educator and evaluator through an informal process of providing closer monitoring, more frequent communication, and other support (e.g. professional development). ● An educator who finds difficulty in the regular accomplishment of one (or more) of the following: ○ Planning and delivering his / her standards-based lessons with Xxxxxxx elements that serve to stimulate and augment student learning and/or engagement in the educator’s classroom. ○ Establishing an orderly environment of clear expectations that include regular progress- monitoring feedback to students. ○ Connecting students’ prior learning, new content and knowledge, appropriate skills and strategies, and higher-order-thinking to the lesson. ○ Engaging students of diverse interests and abilities. The educator may approach any member of the administrative team to begin the informal CAST process; however, the administrator will assist in directing the educator to the member of the administrative team who may best provide the specific support and assistance, based on the educator’s needs. After conversation between the educator and evaluator, the two shall mutually select no more than three Xxxxxxx elements as a focused plan for improvement. The goal of the informal CAST process is that the educator and evaluator work together, utilizing other resources as mutually determined, to support and encourage instructional improvement as measured by the Xxxxxxx domain 1 rubric. Any notes, documents, recommendations, assistive material, and dialogue between the evaluator and the educator are maintained locally, but will not be added to the personnel file through the informal CAST process. The informal CAST process proceeds until either: (1) sufficient progress is attained and there is no longer a need to continue with informal CAST or (2) insufficient progress has occurred and the evaluator has determined that the teacher should move to formal CAST.