Common use of Purpose of Educator Evaluation Clause in Contracts

Purpose of Educator Evaluation. ‌ A) The purpose of the Belmont Public Schools’ Educator Evaluation Procedure is to provide for the continuous growth of staff and the continuous improvement in the quality of education for all students. Evaluation of administrator performance is an essential component of an effective educational program, as well as a requirement of the state law and regulations (MGL c. 71, s. 38; 603 CMR 35.00). We believe that professional growth and development, and the resulting improvement in the quality of education, are best achieved by a cooperative process, characterized by mutual respect, teamwork and trust. Administrators and their supervisors share responsibility in this evaluation process. The Educator Evaluation Procedure described here has been designed to: i) Raise the quality of instruction and educational services to the children. ii) Recognize, encourage and support growth and improvement in teaching. iii) Define goals, identify, gather and use information as part of a process to improve professional performance, and to assess total job effectiveness and make personnel decisions. This Handbook is part of the collective bargaining agreement between Unit B of the Belmont Education Association and the Belmont School Committee. (See Article 16 of this contract.) In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail. B) The regulatory purposes of evaluation are: i) To promote student learning, growth, and achievement by providing Educators with feedback for improvement, enhanced opportunities for professional growth, and clear structures for accountability, 603 CMR 35.01(2)(a); ii) To provide a record of facts and assessments for personnel decisions, 35.01(2)(b); iii) To ensure that every school committee has a system to enhance the professionalism and accountability of educators and administrators that will enable them to assist all students to perform at high levels, 35.01(3); and iv) To assure effective teaching and administrative leadership, 35.01(3). C) Educator Evaluation Procedures are not meant to be disciplinary in nature; neither do the Educator Evaluation Procedures prevent the Committee from imposing discipline.

Purpose of Educator Evaluation. ‌ A) The purpose of the Belmont Public Schools’ Educator Evaluation Procedure is to provide for the continuous growth of staff and the continuous improvement in the quality of education for all students. Evaluation of administrator performance is an essential component of an effective educational program, as well as a requirement of the state law and regulations (MGL c. 71, s. 38; 603 CMR 35.00). We believe that professional growth and development, and the resulting improvement in the quality of education, are best achieved by a cooperative process, characterized by mutual respect, teamwork and trust. Administrators and their supervisors share responsibility in this evaluation process. The Educator Evaluation Procedure described here has been designed to: i) Raise the quality of instruction and educational services to the children. ii) Recognize, encourage and support growth and improvement in teaching. iii) Define goals, identify, gather and use information as part of a process to improve professional performance, and to assess total job effectiveness and make personnel decisions. This Handbook is part of the collective bargaining agreement between Unit B of the Belmont Education Association and the Belmont School Committee. (See Article 16 17 of this contract.) In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail. B) The regulatory purposes of evaluation are: i) To promote student learning, growth, and achievement by providing Educators with feedback for improvement, enhanced opportunities for professional growth, and clear structures for accountability, 603 CMR 35.01(2)(a); ii) To provide a record of facts and assessments for personnel decisions, 35.01(2)(b); iii) To ensure that every school committee has a system to enhance the professionalism and accountability of educators and administrators that will enable them to assist all students to perform at high levels, 35.01(3); and iv) To assure effective teaching and administrative leadership, 35.01(3). C) Educator Evaluation Procedures are not meant to be disciplinary in nature; neither do the Educator Evaluation Procedures prevent the Committee from imposing discipline.

Purpose of Educator Evaluation. ‌ A) The purpose of the Belmont Public Schools’ Educator Evaluation Procedure is to provide for the continuous growth of staff and the continuous improvement in the quality of education for all students. Evaluation of administrator performance is an essential component of an effective educational program, as well as a requirement of the state law and regulations (MGL c. 71, s. 38; 603 CMR 35.00). We believe that professional growth and development, and the resulting improvement in the quality of education, are best achieved by a cooperative process, characterized by mutual respect, teamwork and trust. Administrators and their supervisors share responsibility in this evaluation process. The Educator Evaluation Procedure described here has been designed to: i) Raise the quality of instruction and educational services to the children. ii) Recognize, encourage and support growth and improvement in teaching. iii) Define goals, identify, gather and use information as part of a process to improve professional performance, and to assess total job effectiveness and make personnel decisions. This Handbook is part of the collective bargaining agreement between Unit B of the Belmont Education Association and the Belmont School Committee. (See Article 16 of this contract.) In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail. B) The regulatory purposes of evaluation are: i) To promote student learning, growth, and achievement by providing Educators with feedback for improvement, enhanced opportunities for professional growth, and clear structures for accountability, 603 CMR 35.01(2)(a); ii) To provide a record of facts and assessments for personnel decisions, 35.01(2)(b); iii) To ensure that every school committee has a system to enhance the professionalism and accountability of educators and administrators that will enable them to assist all students to perform at high levels, 35.01(3); and iv) To assure effective teaching and administrative leadership, 35.01(3). C) Educator Evaluation Procedures are not meant to be disciplinary in nature; neither do the Educator Evaluation Procedures prevent the Committee from imposing discipline.