Rating of Educator Impact on Student Learning Sample Clauses

Rating of Educator Impact on Student Learning. A rating of high, moderate or low based on trends and patterns on state assessments and Collaborative-determined measures. The parties will negotiate the process for using state and Collaborative-determined measures to arrive at an Educator’s rating of impact on student learning, growth and achievement, using guidance and model contract language from ESE, expected by July 2012.
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Rating of Educator Impact on Student Learning. A rating of high, moderate or low based on trends and patterns of student learning, growth, and achievement, pursuant to #20 below.
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Rating of Educator Impact on Student Learning. A rating of high, moderate or low based on trends and patterns on state assessments and district-determined measures. At the onset of the evaluation cycle the Educator and the Evaluator will select the two District Determined Measures (DDMs) that will be used to assess impact on student learning. DDMs will be selected from a PAC developed DDM Summary document. Selected DDMs will be relevant to the Educator’s area of expertise and student population. DDMS may be redefined within the Evaluation cycle if an Educator’s position, assignment, or student population changes. The final determination of a DDM will be at the discretion of the Evaluator.
Sample 1
Rating of Educator Impact on Student Learning. Basis of the Educator Impact on Student Learning
Sample 1
Rating of Educator Impact on Student Learning a. Basis of the Impact on Student Learning (ISL) Rating. The following student performance measures shall be used in combination with professional judgment to determine an educator’s impact on student learning, growth, and achievement: i. Statewide growth measures ii. District-Determined Measures (DDMs) of student learning, growth, or achievement b. Identifying and Selecting District-Determined Measures i. A DDMs Working Group representing teachers and administrators shall be established to identify and select DDMs. (a) The Working Group shall be co-chaired by the president of the bargaining unit or his/her designee and the Superintendent or his/her designee. (b) The parties shall endeavor to provide, to the extent practicable, representation of educators from a variety of grade levels, disciplines, and buildings. (c) The Working Group shall be composed of an equal number of members chosen by the president (or designee) from the bargaining unit and by the superintendent (or designee). ii. DDMs Working Group tasks shall include: (a) Surveying educators and administrators in the district to create and maintain a list of assessments used in the district. The Working Group shall use the list to identify potential measures that may be adopted or adapted as DDMs. (b) Recruiting and identifying district educators, including teachers of students with disabilities and English language learners, as well as educator teams to review the list of assessments for their specific content areas and to inform the identification and/or development of potential DDMs by making recommendations to the Working Group. (c) Maintaining a list of DDMs that have been identified by the Working Group on the district website. (d) Identifying at least two measures of student learning or growth for each educator based on recommendations from educators with expertise in the subject area, grade level, or practice area. An educator may have more than two DDMs. (e) Collecting feedback from educators and evaluators regarding the quality (e.g. alignment to curriculum, utility) of the selected DDMs. Where feedback suggests modifications to the selected DDMs or the selection of different DDMs is necessary, those changes will be considered by the Working Group. Neither the bargaining unit or the district may unreasonably withhold consent to changes in the list of DDMs, provided remaining DDMs or new DDMs are aligned to content curriculum, or Vocational or other relevant Massachusetts frameworks. (f)...
Sample 1

Related to Rating of Educator Impact on Student Learning

  • General Education University Program Requirements All MTA applicable courses require a grade “C” or higher

  • Course Curriculum, Instruction, and Grading X. Xxxx College courses offered as dual credit, regardless of where they are taught, follow the same syllabus, course outline, textbook, grading method, and other academic policies as the courses outlined in the Hill College catalog. B. Approved courses being taught for dual credit must follow the approved master syllabus of the discipline and of Hill College. C. Textbooks should be identical to those approved for use by Hill College. Should an instructor propose an alternative textbook, the textbook must be approved in advance by the appropriate instructional department of Hill College and the Vice President of Instruction. Other instructional materials for dual credit/concurrent courses must be identical or at an equivalent level to materials used by Hill College. D. Courses which result in college‐level credit will follow the standard grading practices of Hill College, as identified by college policy and as identified in the appropriately approved course syllabus. The grades used in college records are A (excellent), B (above average), C (average), D (below average), F (failure), I (incomplete), W (withdrawn), WC (withdrawn COVID). The lowest passing grade is D. Grade point averages are computed by assigning values to each grade as follows: A = 4 points, B = 3 points, C = 2 points, D = 1 point, and F = 0 points. Grading criteria may be devised by Hill College and the ISD to allow faculty the opportunity to award high school credit only or high school and college credit depending upon student performance. E. Faculty, who are responsible for teaching dual credit/concurrent classes, are responsible for keeping appropriate records, certifying census date rosters, providing interim grade reports, certifying final grade reports at the end of the semester, certifying attendance, and providing other reports and information as may be required by Hill College and/or the School District.

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