Evaluator Signature. Date: Employee Signature: Date: Teacher: Grade/Subject: District/School: School Year: Evaluator: Date:
Evaluator Signature. Date: Teacher Signature: Date: (My signature indicates that I have seen this evaluation. It does not necessarily indicate agreement with the findings.) Evaluator Name: Building: Based on observation, meeting, evidence and/or feedback during the school year, this employee’s performance is deemed to be: 🗌 Distinguished (4) 🗌 Proficient (3) Date: Date: Obs: Date of Obs: Guiding Questions: Professional Learning Community Questions: • What do you want students to learn or be able to do? • How will you know that they’ve learned it? • What will you do when they don’t learn it? • What will you do when they do learn it? Pre-Observation Post-Observation What will be addressed in the lesson (i.e. Performance Expectation(s)s, Common Core State Standard(s), Essential Question(s), Power Standard(s), and/or Learning Target(s))? Explain how the activities tie into the learning target. What type of assessments are you using (formative, summative, other)? How are you checking for understanding and monitoring of all students? What specifically do you want me to “look for”? What would you like to improve upon? How may I help you? How will you bring closure to the lesson? Are your student growth goals tied to the lesson? What was addressed in the lesson (i.e. Performance Expectation(s)s, Common Core State Standard(s), Essential Question(s), Power Standard(s), and/or Learning Target(s))? Explain how the activities tied into the learning target. What type of assessments did you use (formative, summative, other)? How did you check for understanding and monitoring of all students? How did you bring closure to the lesson? Were your student growth goals tied to this lesson? If so, how were they connected? Did you achieve the results you were expecting? What do you want to say about the lesson and learning that may not have been observable or difficult to put into context? What can I do to help and support you? Teacher Name: Building: Evaluator Name: Date/Time of Observation: Date of Pre-Conference: Date of Post-Conference: Teacher Signature: Date: Evaluator Signature: Date: Teacher Evaluation Date Principal This evaluation form is to be completed by the evaluator following at least 30 minutes of observation of the teacher. Written comments may be made to amplify the evaluator’s assessment of teacher performance. Evaluations are conducted to improve teacher effectiveness, thereby directly improving student learning and increasing teacher satisfaction. Further, evaluations are condu...
Evaluator Signature. Date: Employee Signature: Date: Results show achievements which contribute to organizational goals well beyond the primary work objectives, surpassing what is reasonably expected for a well-trained individual in this position. Results show that quality performance has been observed in the attainment of primary work objectives.
Examples of Evaluator Signature in a sentence
Teacher Signature Date Evaluator Signature Date The signatures above indicate that the teacher and evaluator have discussed the Summative Rating.
Date: Email: Telephone: Printed Name and Title of Evaluator: Signature: Address of Agency: Thank you for your time and effort in assisting the Mountain Line in this important endeavor.
Primary Evaluator Signature DateContracted Service Provider Overall CommentsBelow Standard Rating AddendumIf a “below standard” rating was given and discussed with the contracted service provider, please summarize the content of the discussion and provide an updated copy of this form.CORPORATE & FINANCIAL SERVICESPOLICY SECTION 2.2 – TANGIBLE CAPITAL ASSETS2.2 TANGIBLE CAPITAL ASSETS Page 1/7Effective Date: Dec 18/07Revised:07-677Revised: Sept.
Development Plan/Approach Results Timeline Evaluator Signature Date Site Administrator Signature Date Employee Signature Date Techniques of Appraisal The observation and provision of oral and written feedback to the supervising administrator of a unit member’s work performance is one of the primary responsibilities of any person who supervises or directs United Support Personnel.
PROFICIENT2 point Radiographer Comments: Evaluator Signature: Date: Student Signature: Date: Program Faculty Signature: Date: (Student comments over)STUDENT COMMENT SECTION: EASTERN GATEWAY COMMUNITY COLLEGE RADIOLOGIC TECHNOLOGY PROGRAMCLINICAL SUPERVISOR EVALUATIONStudent: Hospital: Semester: Date: Total Points: Grade: GRADING SCALE POINTS GRADE24-22.
More Definitions of Evaluator Signature
Evaluator Signature. Date: Employee Signature: Date:
Evaluator Signature. Date: Professional Partners Signature: Date: Employee Signature: Date: Employee Grade/Subject: School: School Year: The purpose of the Improvement Plan is to provide assistance and support to a permanent employee who received an “Unsatisfactory” on his/her Summative Evaluation at the end of the evaluation process. The evaluator and employee jointly develop this Improvement Plan. This plan is intended to assist the employee in meeting the California Standards for the Teaching Profession as follows, or appropriate State or National Standards for non-classroom employees: • Engaging and Supporting All Students in Learning • Creating and Maintaining Effective Environments for Student Learning • Understanding and Organizing Subject Matter for Student Learning • Planning Instruction and Designing Learning Experiences for All Students • Assessing Students for Learning • Developing as a Professional Educator Identify Area(s) of Improvement according to CSTPs Performance Goals Strategies, Activities, & Timeline Support Structures Data Collection Method and Sources Evidence of Progress Employee Signature: Date: Evaluator Signature: Date: Certificated Assignment Preferences Form 22-23 Unit members shall have ten (10) work days to complete and return the google form to the Human Resources Department. This form can be updated at any time. This form covers two areas for which unit members indicate preference:
Evaluator Signature. Date: Teacher Signature: Date:
Evaluator Signature. Employee Signature: Date: Date: APPENDIX H. LIBRARIANS FINAL EVALUATION REPORT (LONG FORM) Name Annual School 90 Day Assignment (Title) Other
Evaluator Signature. Employee Signature: Date: Date: Employee: Position: Evaluator: Building: Type of Observation: Formal Informal Time In: Time Out: Date of Observation: Date of Post-Ob Conference: P1 Standards: Connection to standards, broader purpose & transferable skill P2 Standards: Connection to previous & future lessons P3 Teaching Point: Teaching point(s) are based on students’ learning needs P4 Learning Target: Communication of learning target(s) P5 Learning Target: Success criteria & performance task(s) SE1 Intellectual Work: Quality of questioning SE2 Intellectual Work: Ownership of learning SE3 Engagement Strategies: High cognitive demand SE4 Engagement Strategies: Strategies that SE5 Engagement Strategies: Expectation, meaning making SE6 Talk: Substance of student talk CP1 Curriculum: Alignment of instructional materials and tasks CP2 Teaching Approaches &/or Strategies: Discipline-specific conceptual understanding CP3 Teaching Approaches &/or Strategies: Pedagogical content knowledge CP4 Teaching Approaches &/or Strategies: Teacher knowledge of content CP5 Teaching Approaches &/or Strategies: Differentiated instruction CP6 Scaffolds for Learning: Scaffolds the task CP7 Scaffolds for Learning: Gradual release of responsibility Assessment for Student Learning: A1 Self-assessment of learning connected to the success A2 Demonstration of learning A3 Formative assessment opportunities A4 Collection systems for formative assessment data A5 Student use of assessment data A6 Teacher use of formative assessment data Classroom Environment and Culture: CEC1 Use of Physical Environment: Arrangement of classroom CEC2 Use of Physical Environment: Accessibility & use of materials CEC3 Classroom Routines & Rituals: Discussion, collaboration, accountability CEC4 Classroom Routines & Rituals: Use of learning time CEC5 Classroom Routines & Rituals: Managing student behavior CEC6 Classroom Culture: Student status CEC7 Classroom Culture: Norms for learning + Collaboration: PCC1 Professional Learning & Collaboration: Collaboration with peers and administrators to improve student learning PCC2 Professional Learning & Collaboration: Professional & collegial relationships PCC3 Communication & Collaboration: Parents & guardians PCC4 Communication & Collaboration: Communication within the school community about student progress Evaluator Signature: Employee Signature: Date: Date: Lessons are not based on grade level standards or there are no learning targets aligned to the standard or the t...
Evaluator Signature. Date: Counselor Signature: Date: Formal Post-Observation Conference Licking Valley School Counselor Evaluation System Guidelines for Conducting a Formal Post-Observation Conference Hints and Questions for Choosing Reinforcement and Refinement Objectives Formal Post-Observation Conference Licking Valley School Counselor Evaluation System Post-Observation Conference Introduction
Evaluator Signature. Date: Counselor Signature: Date: While the School Counselor Performance Evaluation Rubric is used to evaluate school counselor performance, its primary purpose is to provide the basis of support school counselors receive for their own professional growth. The evaluator’s support should be provided in numerous ways, including the modeling of specific standard areas in professional development meetings, in school counselor’s daily activities and in the post-observation conference. The purpose of the post-observation conference is to provide school counselors opportunities to self-reflect on their activities with guidance and support from the evaluator who conducted the observation. This guidance should be provided through the use of leading questions by the evaluator along with the identification of an area of reinforcement (relative strength) and an area of refinement (area in which the observer needs to help the school counselor improve). Therefore, the focus of the post- observation conference is on two standard areas from the rubric as opposed to multiple areas. By focusing on just two areas, school counselors have the opportunity to segment their own learning with support from an evaluator. When choosing an area of reinforcement and refinement from the rubric, evaluators should ask themselves several guiding questions to ensure that a school counselor’s professional growth will have the maximum impact on the achievement of his/her students. Examples of these questions can be found on page 72. ● Which areas on the rubric received the highest ratings (reinforcements) and the lowest ratings (refinements)? ● Which of these areas would have the greatest impact on student achievement? ● Which of these areas would have the greatest impact on the other areas of the rubric? ● In which areas will the school counselor have the most potential for growth? ● Choose a refinement area for which you have sufficient and specific evidence from the observed activity to support why the school counselor needs to work in this area. ● Select refinement topics with which you have personal knowledge or experience. Once the areas of reinforcement and refinement have been selected, the post-observation conference is developed. On the next page is a format for developing an effective post-conference. It is important to note that a post-conference does not begin with a presentation of the ratings, but with coaching questions, which through reflection, lead to the identification of t...