Summative Performance Rating. All classroom teachers shall receive a summative performance rating for each of the eight (8) state evaluation criteria. The overall summative score shall be determined by totaling the eight (8) criterion- level scores as follows: 1. 8-14 points— Unsatisfactory 2. 15-21 points—Basic 3. 22-28 points—Proficient 4. 29-32 points— Distinguished
Summative Performance Rating. A classroom teacher shall receive a summative performance rating for each of the eight (8) state evaluation criteria. The overall summative score is determined by totaling the eight (8) criterion-level scores as follows:
Summative Performance Rating. A classroom educator shall receive a summative performance rating based on a selected Focus criterion and student growth measures. The summative performance score includes observable evidence, evidence outside of a classroom observation, authentic artifacts of teaching and learning, student growth goals and outcomes, and evidence of professional practice. All ratings will be considered when deriving the final overall rating. Overall ratings are determined by preponderance of evidence and most recent evidence, as recommended by the Xxxxxxxxx protocol. The final criterion score will be considered the final summative score. The score will be reported as Unsatisfactory, Basic, Proficient, or Distinguished.
Summative Performance Rating. A classroom teacher shall receive a summative performance rating for each of the eight
Summative Performance Rating. The overall Summative score for each criterion is determined by the administrator/evaluator based upon an analysis of evidence. The evaluator gathers evidence from observations, notes from conversations with staff, student work, teacher input to determine a score using the applicable rubric and a preponderance of evidence. The scores for each of the 8 criterion will be totaled and rated as follows:
a. Unsatisfactory- 8-14 b. Basic- 15-20 c. Proficient- 22-28
Summative Performance Rating. The summative performance evaluation assumes that the Proficient (3) performance evaluation rating is a professional standard of excellence. Classroom teachers are assumed to be Proficient (3) and evidence is collected in the normal course of professional practice to confirm or modify this performance evaluation rating.
1. A classroom teacher shall receive a performance rating for each of the eight (8) state evaluation criteria. The overall summative score is determined by totaling the eight (8) criterion-level scores as follows:
Summative Performance Rating. A classroom teacher on a focused evaluation shall receive a summative performance rating using the summative score from the most recent comprehensive evaluation. This score becomes the focused summative evaluation score for any of the subsequent years following the comprehensive summative evaluation in which the certificated classroom teacher is placed on a focused evaluation. Should a teacher provide evidence of exemplary practice on the chosen focused criterion, a level 4 (Distinguished) score may be awarded by the evaluator.
Summative Performance Rating. An employee shall receive a summative performance rating for each of eight (8) state evaluation criteria. The overall summative score is determined by totaling the eight (8) criterion-level scores as follows:
Summative Performance Rating. 29 A classroom teacher shall receive a summative performance rating for each of the eight (8) state 30 evaluation criteria. The overall summative score is determined by totaling the eight (8) criterion- 31 level scores as follows: 32 33 8-14 – Unsatisfactory 34 15-21 – Basic 35 22-28 – Proficient 36 29-32 – Distinguished 37 38 4. Student Growth Criterion Score and Student Growth Inquiry Plan 39 40 Embedded in the instructional framework are five (5) components designated as student growth 41 components. These components are embedded in criteria as SG 3.1, SG 3.2, SG 6.1, SG 6.2, and 42 SG 8.1. Evaluators add up the raw score on these components and the employee is given a score 43 of low, average, or high based on the scores below: 44 45 5-12 – Low 46 13-17 – Average 47 18-20 – High 48 49 If a teacher receives a distinguished summative score and a Low student growth score, they must 50 be automatically moved to the Proficient level for their summative score. If a teacher receives an 1 Unsatisfactory on any of the five student growth components, it will trigger the Student Growth 2 Inquiry Plan. The teacher and evaluator will engage in one of the following, as chosen by the 3 teacher no later than October 1 of the following year: 5 Triangulate student growth measure with other evidence (including observations, artifacts and 6 student evidence) and additional levels of student growth based on classroom, school, District 7 and state-based tools;
Summative Performance Rating. 29 All classroom teachers shall receive a summative performance rating for each of the eight (8) 30 state evaluation criteria. The overall summative score shall be determined by totaling the eight (8) 31 criterion-level scores as follows: 32 8-14 points— Unsatisfactory 15-21 points—Basic 33 22-28 points—Proficient 29-32 points— Distinguished 34 Student Growth Criterion Score 35 Embedded in the instructional framework are five (5) components designated as student growth 36 components. These components are embedded in criteria as SG 3.1, SG 3.2, SG 6.1, SG 6.2, and
1 SG 8.1. The evaluator shall add up the raw scores on these components and the employee shall be 2 given a score of low, average or high based on the following scoring bands: 3 5-12—Low 13-17—Average 18-20—High 4 Student growth data, selected in collaboration with the evaluator and teacher, should be derived 5 from multiple sources, and must be appropriate and relevant to the teacher and subject matter. It 6 may be teacher initiated, and may include formal and informal assessments of student progress.
