Philosophy of Evaluation. The performance evaluation is provided as an aid for classified employees to achieve and maintain high levels of work performance. The evaluation focus is based on a commitment to quality service and continuous improvement. The evaluation process has been designed to be used as a coaching device for supervisors and a means for establishing mutually agreed upon performance goals and objectives for individual employees. The evaluation process and form is intended to provide a method of measuring an employee’s performance based on the standards and requirements of the position as stated in job description, and the performance goals and objectives. The evaluation form can be a valuable asset to supervisors in motivating employee development and effective job performance, particularly when used to initiate employee assessment and the planning of goals and objectives. The evaluation shall not be used in lieu of the disciplinary steps set forth in Article 13.
Philosophy of Evaluation. The Board and Association acknowledge that the overarching purposes of the teacher/counselor evaluation system are to serve as a tool to advance the professional development of teachers/counselors, to inform instruction and to assist teachers/counselors and administrators in identifying and developing best educational practices in order to provide the greatest opportunity for student learning and achievement.
Philosophy of Evaluation. The appraiser-individual/small group instruction teacher relationship will be one of mutual trust, confidence and of a non-adversarial nature, with the understanding that the purpose of evaluation is the improvement of instructional performance.
Philosophy of Evaluation. 11.1.1 The purpose of the District’s certificated evaluation process is to provide a standardized system for assessing professional duties, interpersonal relations, and classroom teaching performance.
11.1.2 Teacher performance will be in part judged using the California Standards for the Teaching Profession as amended and or supplemented by the parties. These procedures shall be a cooperative effort by teachers and administrators to strengthen instruction and encourage professional growth.
Philosophy of Evaluation. A. Evaluation of teaching is a continuous constructive process for the improvement of the quality of instruction and is cooperative in nature. It provides a basis for self-evaluation and professional growth for the certified employee. The evaluation process provides a means whereby the certified employee’s competency and performance are carefully, fairly, and systematically assessed; aids in making sound administrative decision affecting the certified employee; and provides a permanent record of the certified employee’s performance.
B. All certified employees hired by the Board shall be informed as to the evaluation criteria to be used in determining their reemployment.
Philosophy of Evaluation. Evaluation of teaching is a continuous constructive process for the improvement of the quality of instruction. Evaluation is cooperative in nature. It provides a basis for self-evaluation and professional growth for the teacher. The evaluation process provides a means whereby teacher competency and performance are carefully, fairly and systematically assessed, aids in making sound administrative decisions affecting the teacher, and provides a permanent record of teacher performance.
Philosophy of Evaluation. The California Standards for the Teaching Profession are based on current research and expert advice pertaining to the best teaching practice. The Standards address the diversity of students and teachers in California schools today, and reflect a holistic developmental view of teaching. The evaluation procedures are designed to: * Prompt reflection about student learning and teaching practice; * Formulate professional goals to improve teaching practice; and * Guide, monitor, assess the progress of a teacher’s practice toward professional goals and professionally accepted benchmarks.
Philosophy of Evaluation. USD #305 believes that Salina’s students deserve the highest quality of instruction. To insure quality instruction for every student, performance appraisal of all certified personnel is essential and is one of the district’s primary responsibilities to students, patrons, and staff.
a. Effective professional appraisal
(1) reflects research-based standards
(2) is systematic and continuous
(3) embodies standards of excellence
(4) is cooperatively developed between evaluator and evaluatee
b. Professional growth results from
(1) maximizing strengths and managing weaknesses
(2) setting realistic goals
(3) providing resources
(4) defining responsibilities
(5) establishing strategies for continuous improvement
(6) fostering self-reflection
(7) monitoring performance Through the commitment, beliefs, and process outlined above, the goal of providing quality instruction for every USD #305 student will be achieved.
Philosophy of Evaluation. 14.2.1 It is the philosophy of the Superintendent that the principal purpose of evaluation should be to contribute to the professional growth and development of staff.
14.2.2 It is understood that while the instruments of evaluation have the intent of being objective, the process of evaluation in itself is a subjective process. Individuals involved in the implementation of the evaluation program are exchanging perceptions and personal points of view, and hence, should approach their task with empathy and an understanding of the imperfection of such endeavors.
14.2.3 Evaluation procedures affected on these premises can, hopefully, be used successfully for the improvement of instruction and to encourage individual self- growth and development in the performance of assignment.
Philosophy of Evaluation. The Miamisburg School District believes that member evaluation is an ongoing process. Evaluations are used to improve the quality of instruction, to enhance job performance responsibilities and to focus on and emphasize professional development. It is a process meant to commend where commendation is warranted and create specific professional development plans and suggest means of improvement when needed. It is also a means for making decisions regarding employment.
