Common use of TEACHER EVALUATION Clause in Contracts

TEACHER EVALUATION. A. Observation Purpose 1. Defined – The FCPS observation and evaluation process is based on a framework of professional practices that recognizes stages of certification and professional growth interests of teachers. B. Observation Process 1. Non-tenured teachers shall be observed with the classroom visitation model by more than one (1) qualified person a minimum of four (4) times a year: twice during the first semester no sooner than ten (10) days after the first student day of each semester. Except in an emergency, observations will not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. Observations shall be conducted by the principal, assistant principal, director, supervisor, coordinator. 2. Tenured teachers holding a Standard Professional Certificate (SPC) shall be observed by the principal or assistant principal a minimum of once per year no sooner than ten (10) days after the first student day of each semester. However, when a teacher is formally evaluated, evaluations must be based on at least two (2) observations conducted during the school year. Observations will not occur during the last ten (10) student days of the school year. Except in an emergency, observations shall not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. 3. Tenured teachers holding an Advanced Professional Certificate (APC) or a license issued by the Department of Health and Mental Hygiene shall be observed by the principal, assistant principal, director, supervisor, coordinator in accordance with the following procedures: a. In an evaluation year, evaluations must be based on at least two (2) observations in accordance with the classroom visitation model conducted during the school year. The observations will not occur during the last ten (10) student days of the school year. Except in an emergency, observations shall not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. b. In a non-evaluation year, teachers may choose from one of the three defined models: i. Classroom visitation model is a method of supervision that enables a staff member to work with administrators/ supervisors to examine, refine and enhance professional performance through direct classroom observations and conferencing. The observation must be a minimum of once per year and no sooner than ten (10) days after the first student day of each semester. ii. The evidence of effectiveness model is a method of supervision that enables a teacher to confirm competence and document professional growth and student achievement in a selected goal area by providing a systematic and organized collection of evidence. iii. The collaborative model is a method of supervision that enables a group of teachers to select a goal area and to explore in depth new ideas/interests in order to refine teaching skills and to promote professional growth and student achievement. 4. Student Growth is defined as student progress assessed by multiple measures from a clearly articulated baseline to one point or more in time. a. Student Growth is a part of the evaluation for a teacher of record (TOR). I. Teacher of Record is defined as any teacher assigned a consistent group of students for the purpose of a term, semester, or year-long instruction or any teacher who directly impacts the instructional program of an assigned group of students over a term, semester or a school year.

TEACHER EVALUATION. A. Observation Purpose 1. Defined – The FCPS observation and evaluation process is based on a framework of professional practices that recognizes stages of certification and professional growth interests of teachers. B. Observation Process 1. Non-tenured teachers shall be observed with the classroom visitation model by more than one (1) qualified person a minimum of four (4) times a year: twice during the first semester no sooner than ten (10) days after the first student day of each semesterthe year or semester if it is a semesterized course. Except in an emergency, observations will not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. Observations shall be conducted by the principal, assistant principal, director, supervisor, coordinator. 2. Tenured teachers holding a Standard Professional Certificate (SPC) shall be observed by the principal or assistant principal a minimum of once per year no sooner than ten (10) days after the first student day of each semesterthe year or semester if it is a semesterized course. However, when a teacher is formally evaluated, evaluations must be based on at least two (2) observations conducted during the school year. Observations will not occur during the last ten (10) student days of the school year. Except in an emergency, observations shall not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. 3. Tenured teachers holding an Advanced Professional Certificate (APC) or a license issued by the Department of Health and Mental Hygiene shall be observed by the principal, assistant principal, director, supervisor, coordinator in accordance with the following procedures: a. In an evaluation year, evaluations must be based on at least two (2) observations in accordance with the classroom visitation model conducted during the school year. The observations will not occur during the last ten (10) student days of the school year. Except in an emergency, observations shall not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. b. In a non-evaluation year, teachers may choose from one of the three defined models: i. Classroom visitation model is a method of supervision that enables a staff member to work with administrators/ supervisors to examine, refine and enhance professional performance through direct classroom observations and conferencing. The observation must be a minimum of once per year and no sooner than ten (10) days after the first student day of each semester. ii. The evidence of effectiveness model is a method of supervision that enables a teacher to confirm competence and document professional growth and student achievement in a selected goal area by providing a systematic and organized collection of evidence. iii. The collaborative model is a method of supervision that enables a group of teachers to select a goal area and to explore in depth new ideas/interests in order to refine teaching skills and to promote professional growth and student achievement. 4. Student Growth is defined as student progress assessed by multiple measures from a clearly articulated baseline to one point or more in time. a. Student Growth is a part of the evaluation for a teacher of record (TOR). I. Teacher of Record is defined as any teacher assigned a consistent group of students for the purpose of a term, semester, or year-long instruction or any teacher who directly impacts the instructional program of an assigned group of students over a term, semester or a school year.

TEACHER EVALUATION. This article applies to all teachers including guidance counselors, media specialists, and speech therapists. Article VIII does not apply to School Social Workers. The Professional Growth and Evaluation Program (PGEP) describes a comprehensive program that will be used for all teachers. Each teacher will have a current copy of the PGEP prior to September 15. The program consists of three plans. Plan I applies to probationary teachers; Plan II applies to all tenured teachers; Plan III applies to tenured teachers who, in the judgment of a building administrator, need assistance with one or more of the Lakeshore Standards for Effective Teaching (Appendix F) contained in the PGEP. R: 10 A. Observation Purpose 1Plan I applies to probationary teachers. Defined – The FCPS observation Before October 1 of each school year, all probationary teachers will meet with an district administrator to review the initial staff development expectations, evaluation timelines, and evaluation process is provide teachers with copies of all forms used in the PGEP process. A building administrator will meet with each teacher prior to October 1 to develop an Individual Development Plan (IDP) based on a framework of professional practices that recognizes stages of certification the Standards for Effective Teaching and professional growth interests of teachers. B. Observation Process 1North Central Accreditation (NCA) objectives for their building. Non-tenured teachers shall be observed with the classroom visitation model by more than one (1) qualified person a A minimum of four (4) times a year: twice during the first semester no sooner than ten (10) days after the first student day of each semester. Except in an emergency, two formal observations will not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. Observations shall be conducted by the principal, assistant principal, director, supervisor, coordinator. 2each year. Tenured teachers holding a Standard Professional Certificate (SPC) shall be observed by the principal or assistant principal a minimum of once per year no sooner than ten (10) days after the first student day of each semester. However, when a teacher is formally evaluated, evaluations must The written summative evaluation will be based on at least two (2) formal classroom observations held at least 60 days apart, unless a shorter interval between the two classroom observations is mutually agreed upon by the teacher and the administrator. One formal observation will be conducted during before the school year. Observations will not occur during the last ten (10) student days end of the school yearfirst semester. Except Each formal observation will be approximately 45 minutes in an emergency, observations shall not length and will be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on preceded by a pre-observation conference days. 3. Tenured teachers holding an Advanced Professional Certificate (APC) or and followed within five working days by a license issued by the Department of Health and Mental Hygiene shall be observed by the principal, assistant principal, director, supervisor, coordinator in accordance with the following procedures: a. In an evaluation year, evaluations must be based on at least two (2) observations in accordance with the classroom visitation model conducted during the school yearpost-observation conference. The observations summative evaluation will not occur during the last ten (10) student days of the school year. Except in an emergency, observations shall not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. b. In a non-evaluation year, teachers may choose from one of the three defined models: i. Classroom visitation model is a method of supervision that enables a staff member to work with administrators/ supervisors to examine, refine and enhance professional performance through direct classroom observations and conferencing. The observation must be a minimum of once per year and completed no sooner than ten (10) days after April 1 and no later than the first student day Friday of the last full week of April of each semesterprobationary year. Progress toward IDP goals, will also be used as sources of information for the summative evaluation. Additional formal and informal observations may also be used as sources of information. Failure of the administration to comply with these standards is conclusive evidence that the probationary teacher’s performance for that school year is satisfactory. R: 05 B. Plan II. Plan II applies to all Lakeshore tenured teachers. Teachers involved in Plan II will demonstrate standards for effective teaching as described in the Professional Growth and Evaluation Program R: 06, 07 C. Plan III. Plan III is a professional assistance plan that applies to tenured teachers who need assistance with one or more of the Lakeshore Standards for Effective Teaching. Plan III is intended to provide the best possible likelihood for professional improvement. Plan III consists of two phases: an awareness phase and an assistance phase. iiD. Each teacher shall have the right upon request to review the contents of his/her personnel file in the presence of a Central Office Administrator. The evidence Pre-employment credentials and pre- employment documents may not be reviewed by the teacher. A representative of effectiveness model is a method of supervision that enables the Association may, at the teacher’s request, accompany the teacher in this review. E. No material will be placed in the teacher’s personnel file without the teacher’s prior knowledge. Within five school days a teacher may submit written comments regarding the material and same shall be attached to confirm competence and document professional growth and student achievement the file copy of the material in a selected goal area by providing a systematic and organized collection of evidencequestion. iii. The collaborative model F. If a teacher is a method of supervision that enables a group of teachers asked to select a goal area and sign any material placed in his/her file, such signature shall be understood to explore in depth new ideasindicate his/interests in order to refine teaching skills and to promote professional growth and student achievement. 4. Student Growth is defined as student progress assessed by multiple measures from a clearly articulated baseline to one point or more in time. a. Student Growth is a part her awareness of the evaluation for a teacher material, but in no instance shall said signature be interpreted to mean agreement with the content of record (TOR).the material. N: 94 I. Teacher of Record is defined as any teacher assigned a consistent group of students for G. Modifications, deletions or additions to the purpose of a termPGEP may only be done in writing by the CMC. N:93 R:94, semester97, or year-long instruction or any teacher who directly impacts the instructional program of an assigned group of students over a term, semester or a school year.2001

TEACHER EVALUATION. A. Observation Purpose 1. Defined – The FCPS observation and evaluation process is based on a framework of professional practices that recognizes stages of certification and professional growth interests of teachers. B. Observation Process 1. Non-tenured teachers shall be observed with the classroom visitation model by more than one (1) qualified person a minimum of four (4) times a year: twice during the first semester no sooner than ten (10) days after the first student day of each semester. Except in an emergency, observations will not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. Observations shall be conducted by the principal, assistant principal, director, supervisor, coordinator. 2. Tenured teachers holding a Standard Professional Certificate (SPC) shall be observed by the principal or assistant principal a minimum of once per year no sooner than ten (10) days after the first student day of each semester. However, when a teacher is formally evaluated, evaluations must be based on at least two (2) observations conducted during the school year. Observations will not occur during the last ten (10) student days of the school year. Except in an emergency, observations shall not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. 3. Tenured teachers holding an Advanced Professional Certificate (APC) or a license issued by the Department of Health and Mental Hygiene shall be observed by the principal, assistant principal, director, supervisor, coordinator in accordance with the following procedures: a. In an evaluation year, evaluations must be based on at least two (2) observations in accordance with the classroom visitation model conducted during the school year. The observations will not occur during the last ten (10) student days of the school year. Except in an emergency, observations shall not be made the day before or after Thanksgiving Break, Winter Break or Spring Break, or on conference days. b. In a non-evaluation year, teachers may choose from one of the three defined models: i. 1. Classroom visitation model is a method of supervision that enables a staff member to work with administrators/ supervisors to examine, refine and enhance professional performance through direct classroom observations and conferencing. The observation must be a minimum of once per year and no sooner than ten (10) days after the first student day of each semester. ii. i. The evidence of effectiveness model is a method of supervision that enables a teacher to confirm competence and document professional growth and student achievement in a selected goal area by providing a systematic and organized collection of evidence. iiiii. The collaborative model is a method of supervision that enables a group of teachers to select a goal area and to explore in depth new ideas/interests in order to refine teaching skills and to promote professional growth and student achievement. 4. Student Growth is defined as student progress assessed by multiple measures from a clearly articulated baseline to one point or more in time. a. Student Growth is a part of the evaluation for a teacher of record (TOR). I. Teacher of Record is defined as any teacher assigned a consistent group of students for the purpose of a term, semester, or year-long instruction or any teacher who directly impacts the instructional program of an assigned group of students over a term, semester or a school year.