Performance Areas Sample Clauses

Performance Areas. 1. The following performance areas shall be considered in the performance evaluation of a faculty member for reappointment, promotion, and tenure:
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Performance Areas. The following factors serve as the basis for supervisor evaluations: 1. Attitude and Cooperation – demonstrates that he/she develops effective, collaborative relationships with District staff, students, parents or caregivers, and community members to ensure student welfare and a positive building and District culture.
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Performance Areas. DOMAINS‌ Within each section below, an overview of the scope of each Domain is provided, followed by examples of work to be performed relative to task order requirements. Examples are not meant to be all-inclusive, but rather general indications of the types of services within the scope of each Domain. Other services that adhere to the definitions referenced below are within scope and are allowable to provide a total solution to meet an agency’s mission needs. The Domains that are currently within scope of the Master Contract are: • Management and Advisory‌‌‌‌ • Technical and Engineering‌ • Research and Development • Intelligence Services‌ • Environmental Services • Facilities‌‌‌ • Logistics
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Performance Areas. A list of performance areas is provided. These performance areas as designed to specify areas of proficiency required of teachers. A list of expectations is provided under each performance area to clarify the meaning. Place a check xxxx only in the appropriate box. Use N/O (No opportunity to observe) or N/A (not applicable for this teacher) as appropriate. Comments may be written in the space below the rating columns. A. INSTRUCTIONAL PROCESS 1. The teacher provides accurate MEETS OR EXCEEDS DOES NOT N/O N/A information and clear, concise EXPECTATIONS MEET EXPECTATIONS explanations of materials 2. The teacher speaks and writes in MEETS OR EXCEEDS DOES NOT N/O N/A clear and correct language and EXPECTATIONS MEET EXPECTATIONS expresses thoughts in vocabulary appropriate to the grade level and/or the program. 3. The teacher responds to variations MEETS OR EXCEEDS DOES NOT N/O N/A in individual learning levels, EXPECTATIONS MEET EXPECTATIONS interests and needs, by varying the rate of learning, the difficulty of activities and by differentiating instructions and assignments. 4. The selected resources and methods MEETS OR EXCEEDS DOES NOT N/O N/A are those which are effective in EXPECTATIONS MEET EXPECTATIONS teaching the objectives 5. The teacher clearly communicates MEETS OR EXCEEDS DOES NOT N/O N/A the purpose(s) and goal(s) of the EXPECTATIONS MEET EXPECTATIONS lesson to the students. 6. The teacher monitors the learning MEETS OR EXCEEDS DOES NOT N/O N/A by asking stimulating questions EXPECTATIONS MEET EXPECTATIONS which promote higher level thinking skills. 7. The teacher helps students correct MEETS OR EXCEEDS DOES NOT N/O N/A errors and misunderstandings to EXPECTATIONS MEET EXPECTATIONS avoid student “lost time”. 8. The teacher encourages task- MEETS OR EXCEEDS DOES NOT N/O N/A oriented and attentive behavior. EXPECTATIONS MEET EXPECTATIONS 9. The teacher opens lessons MEETS OR EXCEEDS DOES NOT N/O N/A effectively. EXPECTATIONS MEET EXPECTATIONS 10. The teacher closes lessons MEETS OR EXCEEDS DOES NOT N/O N/A effectively EXPECTATIONS MEET EXPECTATIONS 11. The teacher uses appropriate MEETS OR EXCEEDS DOES NOT N/O N/A techniques to measure EXPECTATIONS MEET EXPECTATIONS performance levels of students.
Sample 1
Performance Areas. 1. The following performance areas shall be considered in the performance evaluation of a faculty member for reappointment, promotion, and tenure: a. Teaching Effectiveness, which shall include the faculty member's: (1) Knowledge of the subject matter (2) Effectiveness in facilitating learning by means or methods such as lecture, discussion, demonstration, laboratory exercise, practical experience, distributed learning via technology, and direct consultation with students. (3) Ability to help students think critically and creatively. (4) The ability of the faculty member to organize effectively his or her courses and to effectively communicate his or her expectations and assignments evidenced in various ways including but not limited to course syllabi. (5) Effectiveness in defining learning objectives and assessing learning outcomes in courses. (6) Effectiveness in designing educational experiences to address the needs of diverse learners.
Sample 1

Related to Performance Areas

  • PERFORMANCE OBJECTIVES 4.1 The Performance Plan (Annexure A) sets out- 4.1.1 the performance objectives and targets that must be met by the Employee; and 4.1.2 the time frames within which those performance objectives and targets must be met. 4.2 The performance objectives and targets reflected in Annexure A are set by the Employer in consultation with the Employee and based on the Integrated Development Plan, Service Delivery and Budget Implementation Plan (SDBIP) and the Budget of the Employer, and shall include key objectives; key performance indicators; target dates and weightings. 4.2.1 The key objectives describe the main tasks that need to be done. 4.2.2 The key performance indicators provide the details of the evidence that must be provided to show that a key objective has been achieved. 4.2.3 The target dates describe the timeframe in which the work must be achieved. 4.2.4 The weightings show the relative importance of the key objectives to each other. 4.3 The Employee’s performance will, in addition, be measured in terms of contributions to the goals and strategies set out in the Employer’s Integrated Development Plan.

  • Performance Expectations The Charter School’s performance in relation to the indicators, measures, metrics and targets set forth in the CPF shall provide the basis upon which the SCSC will decide whether to renew the Charter School’s Charter Contract at the end of the charter term. This section shall not preclude the SCSC from considering other relevant factors in making renewal decisions.

  • Performance Goals A. The Trust and State Street have developed mutually acceptable performance goals dated March 1, 2011 , and as may be amended from time to time, regarding the manner in which they expect to deliver and receive the services under this Agreement (hereinafter referred to as “Service Level Agreement”). The parties agree that such Service Level Agreement reflects performance goals and any failure to perform in accordance with the provisions thereof shall not be considered a breach of contract that gives rise to contractual or other remedies. It is the intention of the parties that the sole remedy for failure to perform in accordance with the provisions of the Service Level Agreement, or any dispute relating to performance goals set forth in the Service Level Agreement, will be a meeting of the parties to resolve the failure pursuant to the consultation procedure described in Sections V. B. and V.C. below. Notwithstanding the foregoing, the parties hereby acknowledge that any party’s failure (or lack thereof) to meet the provisions of the Service Level Agreement, while not in and of itself a breach of contract giving rise to contractual or other remedies, may factor into the Trust’s reasonably determined belief regarding the standard of care exercised by State Street hereunder.

  • Project Goals The schedule, budget, physical, technical and other objectives for the Project shall be defined.

  • Goals Goals define availability, performance and other objectives of Service provisioning and delivery. Goals do not include remedies and failure to meet any Service Goal does not entitle Customer to a Service credit.

  • Performance Standard The Department’s Grant Manager will review the documentation to verify that the deliverables have been completed as described above. Upon review and written acceptance by the Department’s Grant Manager, the Grantee may proceed with payment request submittal. Payment Request Schedule: The Grantee may submit a payment request for cost reimbursement no more frequently than monthly.

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