Multiple Measures. Multiple measures of student growth must be used in the evaluation process and such measures may include classroom-based, school-based, district-based, and state-based assessments.
Multiple Measures. Multiple measures of student performance shall be included as part of classroom instruction and the evaluation process. Multiple measures include, but are not limited to, teacher observation, teacher daily records, student performance, tasks on assessments for various content areas, student portfolios, and other indicators utilized by the District or individual teacher for instruction purposes.
Multiple Measures. A. Multiple measures of student growth must be used in the evaluation process and such measures may include classroom-based, school-based, district-based, and state-based assessments.
B. Multiple measures may also be used to assess a teacher’s professional performance against the instructional frameworks. Artifacts may include, but are not limited to the following:
1. Xxxxxx plans, IEPs, portfolios, newsletters, videos of practice, learning objectives, learning targets, emails, perception surveys, exit tasks, phone logs, PLC notes, data analysis, discipline referrals, posted routines, posted rules and goals, case studies of student progress, analysis of student work over time, classroom observation of evidence of student learning, curriculum development, leading professional activities, participating in professional development, setting professional goals, participating in PLCs, use of exemplars, family engagement, parent communications, peer assistance and review, mentoring and support to others, coaching, leadership roles, etc..
2. Communications with parents may include, but are not limited to, phone calls, emails, grade reports, progress reports, conferences, etc.
3. Teachers shall only be required to provide artifacts that are valuable to the professional growth of the individual and the evaluation process.
Multiple Measures. 60% Total Average Rubric Rating Conversion score for composite Ineffective 0-49 Developing 50-56 Effective 57-58 Highly Effective 59-60
Multiple Measures. 60% of the total score is based on multiple measures aligned with the NYS Teaching Standards. At least a majority (31) of the 60 points shall be based on multiple (at least 2) classroom observations by principal, or other trained administrator, at least one of which must be unannounced. Annual professional performance reviews shall differentiate teacher effectiveness using composite effectiveness scores. Based on such a composite effectiveness score teacher shall be rated as Highly Effective, Effective, Developing, or Ineffective. The State Education Department has set the following scoring ranges for the overall components: Highly Effective Effective Developing Ineffective Highly Effective Effective Developing Ineffective 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Highly Effective Effective Developing Ineffective
Multiple Measures. Administrators will receive training pertaining to the utilization of the tool so that it is used consistently throughout the district. Teachers are evaluated using multi-measures with options that include walk-throughs, informal and formal observations, narratives through conferencing, goals, lesson planning, utilization of a variety of resources, teaching delivery models including technology, students records, multi-measures of assessment, communication, and staff collaboration.
Multiple Measures. Multiple measures of student growth must be a substantial factor in the evaluation process and such measures may include classroom-based, school-based, District-based, and state based tools.
1. Teachers shall not be required to create artifacts solely to meet the requirements of the evaluation system. Additionally, tools or forms used in the evaluation process may be considered as artifacts.
2. Such multiple measures shall be selected by the teacher after consultation with the evaluator. Teachers may, but shall not be required to, submit artifacts and evidence for completion of their evaluation cycle. Teachers shall not be required or expected to produce all student growth data available or all teacher performance evidence available.
Multiple Measures. This section of the evaluation is worth 60 points, which are distributed as follows: 60 Point Scale Highly Effective 55-60 Effective 45-54 Developing 39-44 Ineffective 0-38 Level Student Growth on State Assessments or other comparable measures Locally Selected Measures of Student Achievement 60% Other Measures Highly Effective Results are well‐above State average for similar students (or district goals if no State test). Results are well above district or BOCES‐adopted expectations for growth or achievement of student learning standards for grade/subject. Overall performance and results exceed standards. Effective Results meet State Average for similar students (or district goals if no State test). Results meet district or BOCES‐adopted expectations for growth or achievement of student learning standards for grade/subject. Overall performance and results meet standards Developing Results are below State average for similar students (or district goals if no State test). Results are below district or BOCES‐adopted expectations for growth or achievement of student learning standards for grade/subject. Overall performance and results need improvement in order to meet standards Ineffective Results are well‐below State average for similar students (or district goals if no State test). Results are well‐below district or BOCES‐adopted expectations for growth or achievement of student learning standards for grade/subject. Overall performance and results are well below standards. professional instructional staff covered under the OCS Faculty Association contract. It does not apply to teaching assistants. 20% Locally Selected Measures of Achievement (15% with approved Value-Added measure): Each department, team or level will determine the appropriate locally selected measure of achievement. The APPR planning team approves the final locally selected measures of achievement as part of the collective bargaining component. If the planning team cannot agree upon the locally selected measures of achievement, the Superintendent of Schools will make the final determination of the locally selected measures of achievement. 35 points – Standards I - IV 10 points – Standard V.1 – V.4 5 points - Standard V.5 10 points – Standards VI - VII
Multiple Measures. 30 Multiple measures of student growth must be a a substantial factor in the evaluation process 31 and such measures may include classroom-based, school-based, District-based, and state 32 based tools.
34 1. Teachers shall not be required to create artifacts solely to meet the requirements of the 35 evaluation system. Additionally, tools or forms used in the evaluation process may be 36 considered as artifacts.
37 2. Such multiple measures shall be selected by the teacher after consultation with the 38 evaluator. Teachers may, but shall not be required to, submit artifacts and evidence for 39 completion of their evaluation cycle. Teachers shall not be required or expected to produce 40 all student growth data available or all teacher performance evidence available. 42 M. PROBATION (NON-PROVISIONAL) 43 Teachers may only be placed on probation from the Comprehensive Evaluation system 44 described in this document.
46 1. No teacher shall be placed on probation if he or she has been evaluated by an evaluator 47 who has not received training in the new (ESSB 5895) evaluation system.
48 2. Teachers shall have the right to Association representation at all probationary conferences.
1 3. The purpose of the probationary period is to give the teacher an opportunity to demonstrate 2 improvements according to the criteria identified in the probationary plan and included in the 3 evaluation instrument (WAC 392-191-045(3).
5 4. A probationary period of sixty (60) school days shall be established.
6 a. Additional days may be added if deemed necessary to complete a plan of improvement 7 and to evaluate the probationer’s performance, as long as the probationary period is 8 concluded before May 15th of the same school year.
10 b. The probationary period may be extended into the following school year if the 11 probationer has five or more years of teaching experience and has a comprehensive 12 summative evaluation performance rating as of May 15th of Level 2 or less.
14 c. At any time after October 15th, a non-provisional employee whose work is not judged 15 satisfactory based on district evaluation criteria shall be notified in writing of the specific 16 areas of deficiencies along with a reasonable plan for improvement. 18 5. Before placing a teacher on probation, the following shall occur:
19 a. The evaluator shall meet with the employee in an attempt to resolve matters relating to 20 performance, before probation is recommended. The employee shall have the 21 opportunity...
Multiple Measures. 60% Ineffective 0-49 Developing 50-56 Effective 57-58 Highly Effective 59-60 HF-L Evidence Review Report
