Professional Development Plan or Improvement Plan Sample Clauses

Professional Development Plan or Improvement Plan. Pre-conference; Post-conference; daily interaction with others The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher understands and follows district policies and state and federal regulations at a minimal level. The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence BELLEFONTAINE CITY SCHOOL DISTRICT APPENDIX C – GRIEVANCE FORM GRIEVANCE FORM Name of Grievant: Assignment: School Building: Date Grievance Occurred: Date of Step One Informal discussion with principal or immediate supervisor:
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Professional Development Plan or Improvement Plan. Pre-conference; Post-conference; daily interaction with others The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher understands and follows district policies and state and federal regulations at a minimal level. The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence 88 Classroom Walkthroughs and Informal Observations Ohio Teacher Evaluation System Classroom Walkthroughs / Informal Observation An informal observation/ classroom walkthrough is a: • Tool to inform evaluation that provides the opportunity to gather evidence of instruction over a series of short classroom visits; • Process for giving targeted evidenced-based feedback to teachers; and • Means for principals to visit classrooms more frequently and more purposefully. An informal observation/ classroom walkthrough is not a(n): • Formal observation;
Sample 1Sample 2
Professional Development Plan or Improvement Plan. Pre-conference; Post-conference; daily interaction with others The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher understands and follows district policies and state and federal regulations at a minimal level. The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence Final Summative Rating Ohio Teacher Evaluation System Final Summative Rating of Teacher Effectiveness Proficiency on Standards 50% I NE FFE C T I V E De v e l o p i n g Sk i l le d Ac c om p l i s h e d Cumulative Performance Rating (Holistic Rating using Performance Rubric) Areas of reinforcement/ refinement: Student Growth Data 50% Le as t Effe c t i v e Appr o a c h i n g AV E R AG E AV E R AG E Ab o ve AV E R AG E Mo s t E FFE C T I V E Student Growth Measure of Effectiveness Areas of reinforcement/ refinement: Final Summative (Overall) Rating I NE FFE C T I V E De v e l o p i n g Sk i l le d Ac c om p l i s h e d Check here if Improvement Plan has been recommended. Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.
Sample 1
Professional Development Plan or Improvement Plan. Pre-conference; Post-conference; daily interaction with others The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher understands and follows district policies and state and federal regulations at a minimal level. The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence BELLEFONTAINE CITY SCHOOL DISTRICT APPENDIX C – MEMORANDUM OF UNDERSTANDING – CALAMITY DAYS MEMORANDUM OF UNDERSTANDING REGARDING CALAMITY/MAKE-UP DAYS FOR THE 2016-2017 SCHOOL YEAR. The Bellefontaine Education Association and the Bellefontaine City Board of Education hereby agree to the following regarding calamity/make-up days: Calamity days beyond the first five days will be made up according to the procedures outlined below. All days beyond those outlined below (eight missed days by students) will be made up in accordance with the contract which states five days at the end of the school year, then five days starting with the Monday of spring break.
Sample 1Sample 2
Professional Development Plan or Improvement Plan. Pre-conference; Post-conference; daily interaction with others The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher understands and follows district policies and state and federal regulations at a minimal level. The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short- and long-term professional goals based on self-assessment and analysis of student learning evidence. Evidence Teacher Name: APPENDIX A.6 Grade(s)/Subject Area(s): Evaluator Name: Date: Time Walkthrough Begins: Classroom Walkthrough Form Time Walkthrough Ends: This form serves as a record of a walkthrough/informal observation by the teacher's evaluator. The evaluator will likely not observe all the teaching elements listed below in one informal observation. This record, along with records of additional informal observation, will be used to inform the summative evaluation of the teacher. Observed Not Observed Evidence of Planning (Focus for Learning) - appropriate learning objectives - learning connected to prior knowledge - demonstrates a focus for student learning Lesson Delivery - Teacher explanations are clear and accurate. The teacher uses developmentally appropriate strategies and language designed to actively encourage independent, creative, and critical thinking. - The teacher effectively addresses confusion by re-explaining topics when asked and ensuring understanding. The teacher employs effective, purposeful questioning techniques during instruction. The lesson is a balance of teacher-directed instruction and student-led learning.
Sample 1
Professional Development Plan or Improvement Plan. Pre-conference; Post-conference; daily interaction with others The teacher fails to understand and follow regulations, policies, and agreements. The teacher fails to demonstrate evidence of an ability to accurately self-assess performance and to appropriately identify areas for professional development. The teacher understands and follows district policies and state and federal regulations at a minimal level. The teacher identifies strengths and areas for growth to develop and implement targeted goals for professional growth. The teacher meets ethical and professional responsibilities with integrity and honesty. The teacher models and upholds district policies and state and federal regulations. The teacher sets data-based short- and long-term professional goals and takes action to meet these goals. The teacher meets ethical and professional responsibilities and helps colleagues access and interpret laws and policies and understand their implications in the classroom. The teacher sets and regularly modifies short-and long-term professional goals based on self-assessment and analysis of student learning evidence. Vinton County Local School District Observation Rubric
Sample 1

Related to Professional Development Plan or Improvement Plan

  • PROFESSIONAL DEVELOPMENT AND EDUCATIONAL IMPROVEMENT A. The Board agrees to implement the following:

  • Improvement Plan A written plan developed by the evaluator, utilized when a teacher received a Rating of Ineffective on his/her Evaluation or on any individual deficiency in the evaluation system.

  • Professional Development 9.01 Continuous professional development is a hallmark of professional nursing practice. As a self-regulating profession, nursing recognizes the importance of maintaining a dynamic practice environment which includes ongoing learning, the maintenance of competence, career development, career counselling and succession planning. The parties agree that professional development includes a diverse range of activities, including but not limited to formal academic programs; short-term continuing education activities; certification programs; independent learning committee participation. The parties recognize their joint responsibility in and commitment to active participation in the area of professional development.

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