Common use of Philosophy, Assumptions, and Guiding Principles Clause in Contracts

Philosophy, Assumptions, and Guiding Principles. a. The School Board of Broward County and the Broward Teachers Union (BTU) believe that to provide the best education possible to students, competent, capable and caring instructional personnel must shape the educational environment in which its students participate. The primary purpose of teacher assessment is the improvement of individual and collective teaching performance resulting in optimal student learning. b. The School Board and BTU acknowledge that the assessment process should recognize the professional nature of teaching and supervision. Educational research has not identified a single uni-dimensional construct called “effective teaching.” Teachers must pursue a variety of models of effective teaching. It is recognized, moreover, that the educational environment is complex and variable and great weight should be placed on teacher judgment to guide the activities of student learning. c. The system must delineate responsibilities to assist individual in improving deficiencies as well as contribute to their professional growth and development. The system must also ensure prompt exchange of performance data between teacher and administrator. The result is an effective assessment system that provides the basis for a collective school climate focused on student learning. d. The Instructional Personnel Assessment System was founded on assumptions which relate to the design of an assessment system, teachers as individuals, the assessor, procedures, and instruments.

Philosophy, Assumptions, and Guiding Principles. a. The School Board of Broward County and the Broward Teachers Union (BTU) believe that to provide the best education possible to students, competent, capable and caring instructional personnel must shape the educational environment in which its students participate. The primary purpose of teacher assessment is the improvement of individual and collective teaching performance resulting in optimal student learning. b. The School Board and BTU acknowledge that the assessment process should recognize the professional nature of teaching and supervision. Educational research has not identified a single uni-uni- dimensional construct called “effective teaching.” Teachers must pursue a variety of models of effective teaching. It is recognized, moreover, that the educational environment is complex and variable and great weight should be placed on teacher judgment to guide the activities of student learning. c. The system must delineate responsibilities to assist individual in improving deficiencies as well as contribute to their professional growth and development. The system must also ensure prompt exchange of performance data between teacher and administrator. The result is an effective assessment system that provides the basis for a collective school climate focused on student learning. d. The Instructional Personnel Assessment System was founded on assumptions which relate to the design of an assessment system, teachers as individuals, the assessor, procedures, and instruments.