Common use of TEACHING PERFORMANCE Clause in Contracts

TEACHING PERFORMANCE. SUPERVISION AND EVALUATION 1. SUPERVISION, PROFESSIONAL GROWTH AND ASSESSMENT This provision applies to all temporary contract and continuing contract teachers. Recognizing that continual improvement of instruction is a major goal in Burnaby schools, the parties commit themselves to an ongoing supervision and assessment program which incorporates active involvement and reflective self-assessment, on the part of each teacher. This program is primarily intended to be developmental, providing for professional growth within a cooperative, supportive environment. In this context, the Board will make available to school staffs appropriate professional literature dealing with effective teaching and its constituent elements. In addition the parties will establish a committee charged with outlining and making available for the use of staffs a number of well recognized supervisory models. The professional literature and the information about the supervisory models are intended to provide a practical conceptual base for improvement of instruction in the schools. Additionally, the parties acknowledge that a commitment of time and will is essential to the success of the program. Further, success is dependent on the Board providing appropriate financial resources. At the local school level, each teaching staff will form a school-based instructional improvement team, which will include the school Principal. It will be the responsibility of this team to bring the literature mentioned above to the attention of the teachers, and to assist staff in the review and examination of both the information on effective instruction and the models for improvement of instruction. Thereafter, and in consultation with the Principal, each teacher will select the supervisory model considered to be most appropriate for his/her teaching and learning situation. Based on this model, it will then be the responsibility of the teacher in consultation with the Principal to draft a plan of action aimed at the improvement of his/her instruction. The areas of instructional improvement chosen for emphasis will be those identified by the teacher, and the plan of action will make provision for thoughtful self-assessment and professional feedback from those staff involved in whichever supervisory model has been chosen. A written outline of the plan will be retained by both teacher and Principal, and it will be in place by November 1, 1990 of the first year of operation and by November 1 of each year thereafter. This is intended to allow time for sufficient involvement of staff at both the school and district level for skill development, the implementation of the program, staff familiarization with the processes involved and time to allow other preparation. Periodically, the teacher and Principal will meet to discuss progress and to examine whether modifications to the plan and/or areas of focus might be advisable. It is also expected that the teacher will exercise his/her professional responsibility as he/she independently assesses progress, evaluates the plan of action, and makes tentative plans for future development on an ongoing basis. Notwithstanding the above, a teacher may request and then receive a formal written report from the school Principal at least once in a three year period. It is further recognized that the Principal will continue to be expected to fulfil the normal responsibilities of his/her position regarding supervision of program, staff and students.

TEACHING PERFORMANCE. SUPERVISION AND EVALUATION 1. SUPERVISION, PROFESSIONAL GROWTH AND ASSESSMENT This provision applies to all temporary contract and continuing contract teachers. Recognizing that continual improvement of instruction is a major goal in Burnaby schools, the parties commit themselves to an ongoing supervision and assessment program which incorporates active involvement and reflective self-assessment, on the part of each teacher. This program is primarily intended to be developmental, providing for professional growth within a cooperative, supportive environment. In this context, the Board will make available to school staffs appropriate professional literature dealing with effective teaching and its constituent elements. In addition the parties will establish a committee charged with outlining and making available for the use of staffs a number of well recognized supervisory models. The professional literature and the information about the supervisory models are intended to provide a practical conceptual base for improvement of instruction in the schools. Additionally, the parties acknowledge that a commitment of time and will is essential to the success of the program. Further, success is dependent on the Board providing appropriate financial resources. At the local school level, each teaching staff will form a school-based instructional improvement team, which will include the school Principal. It will be the responsibility of this team to bring the literature mentioned above to the attention of the teachers, and to assist staff in the review and examination of both the information on effective instruction and the models for improvement of instruction. Thereafter, and in consultation with the Principal, each teacher will select the supervisory model considered to be most appropriate for his/her their teaching and learning situation. Based on this model, it will then be the responsibility of the teacher in consultation with the Principal to draft a plan of action aimed at the improvement of his/her their instruction. The areas of instructional improvement chosen for emphasis will be those identified by the teacher, and the plan of action will make provision for thoughtful self-assessment and professional feedback from those staff involved in whichever supervisory model has been chosen. A written outline of the plan will be retained by both teacher and Principal, and it will be in place by November 1, 1990 of the first year of operation and by November 1 of each year thereafter. This is intended to allow time for sufficient involvement of staff at both the school and district level for skill development, the implementation of the program, staff familiarization with the processes involved and time to allow other preparation. Periodically, the teacher and Principal will meet to discuss progress and to examine whether modifications to the plan and/or areas of focus might be advisable. It is also expected that the teacher will exercise his/her their professional responsibility as he/she they independently assesses assess progress, evaluates the plan of action, and makes tentative plans for future development on an ongoing basis. Notwithstanding the above, a teacher may request and then receive a formal written report from the school Principal at least once in a three year period. It is further recognized that the Principal will continue to be expected to fulfil the normal responsibilities of his/her their position regarding supervision of program, staff and students.