METHODS OF DATA COLLECTION Sample Clauses

METHODS OF DATA COLLECTION. 10.3.1 Multiple sources of input into the summative evaluation rating are required. 10.3.1.1 Sources may include formative observations, less- structured method of data collection such as learning walks and walk- throughs; parent/teacher conferences; committee work with peers and teams; discussions between evaluator and employee; input from students, parents, peers, colleagues, and other administrators; self-evaluation; and artifacts provided by the employee being evaluated. These sources shall only be used to corroborate the conclusions of the evaluator and when possible will be available for review by the licensed employee. 10.3.1.2 A minimum of one internal and one external source of input is required, but as many data sources as possible provide the most complete picture of a licensed employee’s performance. 10.3.2 Parent and student input will be formally solicited by the District. 10.3.2.1 The specific items and/or questions contained in any parent or student feedback forms used in conjunction with the evaluation process shall be uniform Poudre School District forms developed and mutually agreed to by the District and PEA. 10.3.2.2 Exceptions may be granted through a variance request approved by the appropriate Assistant Superintendent and the PEA President. 10.3.2.3 Parents and students will have the opportunity, but shall not be required, to identify themselves on the evaluation forms. 10.3.2.4 The licensed staff member may have access to the information from the parent or student feedback forms with names redacted if requested by the employee. 10.3.2.5 Since data collected from parents and students who are not trained or licensed evaluators, the use of student and parent feedback as it pertains to the performance of a licensed employee shall only be used to corroborate the conclusions of the evaluator. 10.3.2.6 In assessing the significance of parent and student feedback, evaluators should consider the number of forms returned, patterns of response, and the nature and maturity of the comments. 10.3.2.7 Evaluators shall retain full responsibility and authority to evaluate licensed employees as specified in this Employee Agreement.

METHODS OF DATA COLLECTION. 10.11.5.1 The evaluator is responsible for ensuring that each staff member is familiar with the methods of data collection. These include:

METHODS OF DATA COLLECTION. 10.3.1 Multiple sources of input into the summative evaluation rating are required. 10.3.1.1 Sources may include formative observations, less- structured method of data collection such as learning walks and walk- throughs; parent/teacher conferences; committee work with peers and teams; discussions between evaluator and employee; input from students, parents, peers, colleagues, and other administrators; self-evaluation; and artifacts provided by the employee being evaluated. These sources shall only be used to corroborate the conclusions of the evaluator and when possible will be available for review by the licensed employee. 10.3.1.2 A minimum of one internal and one external source of input is required, but as many data sources as possible provide the most complete picture of a licensed employee’s performance. with the evaluation process shall be uniform Poudre School District forms developed and mutually agreed to by the District and PEA.

METHODS OF DATA COLLECTION. 6.1. Consent2Go ensures that all data collected from an individual is collected in a lawful and ethical manner, and is collected from either the end-user or the school directly. 6.2. The Product has two main methods of data collection: the Excursion Invite and the Profile Update. 6.3. Data may also be collected through our website, including contact forms and cookies. 6.3.1. In the event cookies are collected, all information collected will be de-personalised and aggregated.

METHODS OF DATA COLLECTION. Day 1 a) In-depth face-to-face interviews with leaders and teachers of teaching schools: • Director of the teaching school alliance • Head teacher and other key members of senior leadership team (SLT) • Middle leaders and full time teachers b) Focus group interview: Pupils in different year groups Day 2 & Day 3 (half day) a) Focus group interview: Key strategic partners who are leading on ‘the Big 6’ priorities b) Focus group interview: Other key stakeholders (e.g. governors, the brokers) c) Face-to-face (or telephone) interviews: head teachers (or a member of the SLT from each school) of 3 partner schools which receive support from the teaching schools Day 3 (half day) Telephone interviews: head teachers (or a member of the SLT) of 3 adjacent schools not in the alliance Days 4 & 5 Report writing: Completing the narrative profile of the case study teaching school alliance The Contractor shall conduct Face-to-face or telephone interviews with a non-random selection of officials from the Department who have been involved in designating teaching schools and their regional associates (n=6-10). The Contractor shall analyse all interviews and discussion groups shortly after they have been conducted to ensure that emerging themes are fed into the research process. In-depth, detailed narrative profiles of individual teaching schools will be constructed after the first visit and these profiles will be updated throughout the lifetime of the project. The profiles will include the shape, make-up and governance structure of the alliances, how these evolve over time, and their perceived effectiveness of their strategies to achieve ‘the big 6’ objectives, to strengthen the maturity of inter-school partnerships within the alliances, and through these, to enhance their impact. These profiles and other forms of qualitative data will be coded, categorised and transferred into analytical matrices, which will be used to refine emergent themes, identify patterns, focus subsequent data collection, and synthesize key attributes at and across individual school levels. These techniques will facilitate comparisons between schools and alliances at different points in time during this evaluation. The Contractor shall conduct an online survey with schools, both teaching schools and strategic partners, from the first three cohorts of teaching school alliances. The Contractor shall agree questionnaire design with the Department prior to any survey work taking place. To secure satisfactor...

METHODS OF DATA COLLECTION. Field surveys in the ICBS are performed by face-to-face interviews either by using a tablet or laptop computer – CAPI or by data collection using paper questionnaires in the case of the Household Expenditure Survey - PAPI. Currently, intensive work on increasing the share of data collection by telephone interviews based on Call Centers is conducted - CATI method. Also a broad introduction of interview via Internet is planned – CAWI method. In the last three cases, it is essential to link the address data with the x,y coordinates to the correct location of the data collection points in the territory (an address points localization). This will allow proper updating of the spatial statistical databases and hence efficient channel management (CAxI) supported by a common system management of data collection supported by GIS tools - multichannel system management for data collection. The integration of all data containing x,y coordinates obtained from several channels of data collection is essential to reduce the burden of the interviewers' network and proper interactive management of interviewers in the field work with usage of GIS tools.

METHODS OF DATA COLLECTION. Three methods of data collection were adopted in this study. These are: a) Structured self-administered Questionnaire b) Desk Research and c) Oral interview. A well-structured questionnaire was drawn and delivered to the respondents through the airports. Being a self-administered questionnaire, the respondents were expected to complete and return the questionnaire through the office of the Airspace Managers at the airports. This made the collection of completed questionnaire easy. The questionnaire was designed to elicit information from senior executives of the aviation industry and other stakeholders, particularly the journalists, the traveling public, pilots, Air Traffic Controllers, Maintenance Engineers, Cabin Crews, etc. The Desk Research includes the collection of data by reviewing scholarly and other professional works of Air Transport privatization, deregulation, liberalization and open sky skies including research reports, journals and other published works. These have been duly acknowledged and listed in the bibliography. To achieve the set objectives, the International Civil Aviation Organization (ICAO) web site was effectively used to retrieve all Journals, releases and reports relevant to the field of study. Also the library of the Nigerian Civil Aviation Authority (NCAA) and that of the Aviation College, Zaria, Kaduna State were extensively used. Oral interview of some selected retired and serving officers of the air transport Industry was done on a very low scale. Also some members of the traveling public were interviewed.

METHODS OF DATA COLLECTION. 10.3.1 Multiple sources of input into the summative evaluation rating are required. 10.3.1.1 Sources may include formative observations, less- structured method of data collection such as learning walks and walk- throughs; parent/teacher conferences; committee work with peers and teams; discussions between evaluator and employee; input from students, parents, peers, colleagues, and other administrators; self-evaluation; and artifacts provided by the employee being evaluated. These sources shall only be used to corroborate the conclusions of the evaluator and when possible will be available for review by the licensed employee.