anaheim elementary school district and...

C6-5

Certificated Evaluation Training Spring 2017

3/16/2017

ANAHEIM ELEMENTARY SCHOOL DISTRICT

and

ANAHEIM ELEMENTARY EDUCATION ASSOC.

Table of Contents:

Evaluation Forms/Document List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 5

Certificated Evaluations

C6-1 Certificated Evaluation Worksheet. . . . . . . . . . . . . . . . . . . . . . . . Page 9

C6-2 Certificated Professional Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . Page 11

C6-3 Certificated Pre-Observation & Post Observation. . . . . . . . . . . . . Page 13

C6-4 Certificated Observation Summary. . . . . . . . . . . . . . . . . . . . . . . . Page 17

C6-5 Certificated Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 19

Special Assignment Certificated Evaluations

S6-1 Special Assignment Evaluation Worksheet. . . . . . . . . . . . . . . . . . Page 25

S6-2 Special Assignment Professional Goals. . . . . . . . . . . . . . . . . . . . . Page 27

S6-3 Special Assignment Pre-Observation & Post Observation. . . . . . .Page 29

S6-4 Special Assignment Observation Summary. . . . . . . . . . . . . . . . . . 3

S6-5 Special Assignment Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . Page 35

Project Based Evaluation

P6-1 Project Based Evaluation Worksheet. . . . . . . . . . . . . . . . . . . . . . . Page 41

P6-2 Project Based Evaluation Appeal. . . . . . . . . . . . . . . . . . . . . . . . . . Page 43

6-6 Informal Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 45

6-7 Request for an Alternate Evaluator. . . . . . . . . . . . . . . . . . . . . . . . . . Page 47

Article VI – Procedures for Evaluation Proposed Language. . . . . . . . . Page 49

"Alone we can do so little, together we can do so much." --

Helen Keller

Page 3 of 54

Evaluations Sub Committee (Forms/Documents)

Number Certificated Evaluation Classroom, SDC, RSP, TOSA IN, Speech, Music

C6-1 Certificated Evaluation Worksheet

C6-2 Certificated Professional Goals

C6-3 Certificated Pre-Observation and Post-Observation

C6-4 Certificated Observation Summary

C6-5 Certificated Evaluation (send to HR)

6-6 Informal Feedback

6-7 Request for an Alternate Evaluator

Special Assignment Certificated Evaluation

TOSA PD, District TOSA, DLC, Counselor, Nurse

S6-1 Special Assignment Evaluation Worksheet

S6-2 Special Assignment Professional Goals

S6-3 Special Assignment Pre-Observation and Post Observation

S6-4 Special Assignment Observation Summary

S6-5 Special Assignment Evaluation (send to HR)



Project-Based Evaluation

Classroom, SDC, RSP, TOSA IN, Speech, Music TOSA PD, District TOSA, DLC, Counselor, Nurse

P6-1 Project-Based Evaluation Worksheet (send to HR)

P6-2 Project-Based Evaluation Appeal



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CERTIFICATED EVALUATION Classroom, SDC, RSP, TOSA-IN, SLP, Music

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C6-1

Form C6-1 Certificated Evaluation Worksheet revised Page1

Anaheim Elementary School District

Human Resources Department

CERTIFICATED EVALUATION WORKSHEET (Classroom, SDC, RSP, TOSA IN, Speech, Music)

(To be distributed to the unit member at the Preliminary Conference and updated throughout the evaluation cycle.)

Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student

learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit

Members must work together to build a collaborative and trusting environment to achieve that purpose. A formal evaluation is not an

isolated event without connection to continuous professional growth and reflection.

Unit Member Name: Assignment: School:

Status: Group 1 (temp) Group 1 (prob) Group 2a Group 2b Group 2c

Evaluator: Position: School Year:

1. Preliminary Evaluation Conference (To be completed within the first thirty (30) work days.)

Certificated Professional Goals – Unit member and evaluator discussed and completed Form C6-2.

Discussion of Forms

Certificated Pre and Post Observation (C6-3) Certificated Observation Summary (C6-4)

Certificated Evaluation (C6-5) Informal Feedback (6-6)

____________________________ ____________________________

Unit Member Signature Date

____________________________ ____________________________

Evaluator Signature Date

2. First Observation

Pre-Observation Conference

Certificated Pre and Post Observation– Unit member and evaluator discussed and completed Form C6-3.

____________________________ ____________________________


____________________________ ____________________________


Post-Observation Conference

Certificated Observation Summary – Evaluator and unit member discussed Form C6-4.


____________________________ ____________________________


____________________________ ____________________________


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C6-1

Form C6-1 Certificated Evaluation Worksheet revised Page2

3. Mid-Year Evaluation Conference (To be completed prior to December 15th

for all temporary and probationary unit

members.)

Certificated Evaluation – Unit member and evaluator discussed Form C6-5.

____________________________ ____________________________


____________________________ ____________________________


4. Second Observation



____________________________ ____________________________


____________________________ ____________________________



Certificated Observation Summary – Evaluator and unit member discussed Form C6-4.


____________________________ ____________________________


____________________________ ____________________________


5. Informal Feedback (A minimum of two (2) informal feedback forms shall be completed throughout the year and given

to each unit member being evaluated, after the Preliminary Evaluation Conference and before the Final Evaluation

Conference.)

_______________ Informal Feedback #1 – Unit member received Form 6-6. (Required)

Date


Date

6. Final Evaluation Conference (To be completed no later than thirty (30) work days before the final calendared work day

for the work year in which the evaluation takes place by the evaluator with input from the unit member.)

Final Evaluation form (C6-5) discussed.

Overall Performance Rating:

Meets Standards Partially Meets Standards Does Not Meet Standards

____________________________ ____________________________


____________________________ ____________________________


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C6-2

From C6-2 Certificated Group Professional Goals Page 1



CERTIFICATED PROFESSIONAL GOALS (Classroom, SDC, RSP, TOSA IN, Speech, Music)

Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and trusting environment to

achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.

Unit Member: Assignment: School:


Status: Temp Prob 1 Prob 2 Perm Evaluation Year: Yes No

Preliminary Conference Date:

Final Conference

Date:

Two (2) Goals/Elements to be chosen by the unit member in collaboration with the evaluator. For reference:

Preliminary Conference: CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)

1. Engaging and Supporting All Students in Learning

1.1 Using knowledge of students to engage them in learning

1.2 Connecting learning to students’ prior knowledge, backgrounds, life

experiences, and interests.

1.3 Connecting subject matter to meaningful, real-life contexts

1.4 Using a variety of instructional strategies, resources, and

technologies to meet students’ diverse learning needs

1.5 Promoting critical thinking through inquiry, problem solving, and

reflection

1.6 Monitoring student learning and adjusting instruction while teaching

2. Creating and Maintaining Effective Environments for Student Learning

2.1 Promoting social development and responsibility within a caring

community where each student is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote

student learning, reflect diversity, and encourage constructive and

productive interactions among students

2.3 Establishing and maintaining learning environments that are

physically, intellectually, and emotionally safe

2.4 Creating a rigorous learning environment with high expectations and

appropriate support for all students

2.5 Developing, communicating, and maintaining high standards for

individual and group behavior

2.6 Employing classroom routines, procedures, norms, and supports for

positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize learning

3. Understanding and Organizing Subject Matter for Student Learning

3.1 Demonstrating knowledge of subject matter, academic content

standards, and curriculum frameworks

3.2 Applying knowledge of student development and proficiencies to

ensure student understanding of subject matter

3.3 Organizing curriculum to facilitate student understanding of the

subject matter

3.4 Utilizing instructional strategies that are appropriate to the subject

matter

3.5 Using and adapting resources, technologies, and standards-aligned

instructional materials, including adopted materials, to make subject

matter accessible to all students

3.6 Addressing the needs of English learners and students with special

needs to provide equitable access to the content

4. Planning Instruction and Designing Learning Experiences for All Students

4.1 Using knowledge of students' academic readiness, language

proficiency, cultural background, and individual development to

plan instruction

4.2 Establishing and articulating goals for student learning

4.3 Developing and sequencing long-term and short-term instructional

plans to support student learning

4.4 Planning instruction that incorporates appropriate strategies to meet

the learning needs of all students

4.5 Adapting instructional plans and curricular materials to meet the

assessed learning needs of all students

5. Assessing Students for Learning

5.1 Applying knowledge of the purposes, characteristics, and uses of different types of

assessments

5.2 Collecting and analyzing assessment data from a variety of sources to inform

instruction

5.3 Reviewing data, both individually and with colleagues, to monitor student learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify

instruction

5.5 Involving all students in self-assessment, goal setting, and monitoring progress

5.6 Using available technologies to assist in assessment, analysis, and communication of

student learning

5.7 Using assessment information to share timely and comprehensible feedback with

students and their families

6. Developing as a Professional Educator

6.1 Reflecting on teaching practice in support of student learning

6.2 Establishing professional goals and engaging in continuous and purposeful professional

growth and development

6.3 Collaborating with colleagues and the broader professional community to support

teacher and student learning

6.4 Working with families to support student learning

6.5 Engaging local communities in support of the instructional program

6.6 Managing professional responsibilities to maintain motivation and commitment to all

students

6.7 Demonstrating professional responsibility, integrity, and ethical conduct

1. CSTP Standard:

CSTP Element:

Goal 1 (Include Student Data):

What will you do to meet your goal?

How will you show you have met your goal? (What is your evidence?):

Final Conference:

Explain the progress you have made in meeting your goal:

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C6-2

From C6-2 Certificated Group Professional Goals Page 2

For reference:

Preliminary Conference: CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)









reflection























subject matter


matter









plan instruction









5.1 Applying knowledge of the purposes, characteristics, and uses of different types of

assessments


instruction

5.3 Reviewing data, both individually and with colleagues, to monitor student learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify

instruction


5.6 Using available technologies to assist in assessment, analysis, and communication of

student learning

5.7 Using assessment information to share timely and comprehensible feedback with

students and their families



6.2 Establishing professional goals and engaging in continuous and purposeful professional

growth and development

6.3 Collaborating with colleagues and the broader professional community to support

teacher and student learning



6.6 Managing professional responsibilities to maintain motivation and commitment to all

students

6.7 Demonstrating professional responsibility, integrity, and ethical

conduct

2. CSTP Standard:

CSTP Element:

Goal 2 (Include Student Data):



Final Conference:


Evaluation status for next school year (To be completed at the Final Evaluation Conference/Professional Goals Meeting by the evaluator with

input from the unit member).

Unit member will be evaluated next school year: Yes (if yes, select group below) No

Group: 1 2a 2b 2c

Unit Member Signature Date Evaluator Signature Date

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C6-3

Form C6-3 Certificated Pre-Observation and Post-Observation Page 1



CERTIFICATED PRE-OBSERVATION and POST OBSERVATION (Classroom, SDC, RSP, TOSA IN, Speech, Music)

Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of an evaluation is to

improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and trusting environment to

achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.



Date and time of Pre-

Observation Conf:

Date and time of Post-

Observation Conf:

The final version of this document will be completed during the Pre-Observation and Post-Observation conferences in collaboration with the evaluator.

Please be prepared to discuss and complete these questions during the Pre-Observation and Post-Observation Conferences: For reference:

1. Pre-Observation – Which CSTP Element(s) align to your professional goals?

Post-Observation – In what ways did you address your professional goals (CSTP

Elements)?

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION (CSTP)









reflection























subject matter


matter









plan instruction









5.1 Applying knowledge of the purposes, characteristics, and uses of different

types of assessments


instruction

5.3 Reviewing data, both individually and with colleagues, to monitor student

learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and

modify instruction


5.6 Using available technologies to assist in assessment, analysis, and

communication of student learning

5.7 Using assessment information to share timely and comprehensible feedback

with students and their families



6.2 Establishing professional goals and engaging in continuous and purposeful

professional growth and development

6.3 Collaborating with colleagues and the broader professional community to

support teacher and student learning



6.6 Managing professional responsibilities to maintain motivation and commitment

to all students


conduct

2. Pre-Observation – What academic content standards will you be teaching in this

lesson?

Post-Observation – How well did students understand the objective of the lesson

and its connection to the content standards?

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C6-3


Unit Member:

For Reference:

3. Pre-Observation – Please explain the unique features/needs of your students.

Post-Observation – Describe the modifications you made for your student

subgroups during the lesson, to meet the learning outcomes.




1.2 Connecting learning to students’ prior knowledge, backgrounds,

life experiences, and interests.





reflection

1.6 Monitoring student learning and adjusting instruction while

teaching









2.4 Creating a rigorous learning environment with high expectations

and appropriate support for all students



2.6 Employing classroom routines, procedures, norms, and supports

for positive behavior to ensure a climate in which all students can

learn








subject matter


matter


instructional materials, including adopted materials, to make

subject matter accessible to all students






plan instruction












instruction


learning


modify instruction















to all students


conduct

4. Pre-Observation – What instructional strategies will you be using?

Post-Observation – How did the instructional strategies you selected for this

lesson help in reaching the learning outcomes?

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C6-3


Unit Member:

For Reference:

5. Pre-Observation – What do you expect your students to know or do by the end of

this lesson?

Post-Observation – What evidence do you have that all students reached the

outcomes you had intended?




1.2 Connecting learning to students’ prior knowledge, backgrounds,

life






reflection

1.6 Monitoring student learning and adjusting instruction while

teaching









2.4 Creating a rigorous learning environment with high expectations

and appropriate support for all students



2.6 Employing classroom routines, procedures, norms, and supports

for positive behavior to ensure a climate in which all students can

learn








subject matter


matter


instructional materials, including adopted materials, to make

subject matter accessible to all students






plan instruction












instruction


learning


modify instruction















to all students


conduct

6. Post-Observation – Next steps/Future Goals:

Pre-Observation Conference:


Post Observation Conference:


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C6-4

Form C6-4 Certificated Observation Summary



CERTIFICATED OBSERVATION SUMMARY (Classroom, SDC, RSP, TOSA IN, Speech, Music)

Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of an

evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and

trusting environment to achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.



Date and time of Observation: Observation Topic:

To be completed by the evaluator during the Observation: For Reference:

1. Lesson summary:










reflection























subject matter


matter









plan instruction












instruction


learning

5.4 Using assessment data to establish learning goals and to plan, differentiate,

and modify instruction

5.5 Involving all students in self-assessment, goal setting, and monitoring

progress













6.6 Managing professional responsibilities to maintain motivation and

commitment to all students

6.7 Demonstrating professional responsibility, integrity, and ethical conduct

2. Evidence of CSTP Goals/Elements:

3. Student outcome:

4. Additional comments:


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C6-5

Form C6-5 Certificated Evaluation Page 1



CERTIFICATED EVALUATION (Classroom, SDC, RSP, TOSA IN, Speech, Music)

Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose

of an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a

collaborative and trusting environment to achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.




INDICATORS

Standard Indicators:

M = Meets Standards

PM = Partially Meets Standards

DNM= Does Not Meet Standards

M indicates that no more than 1 element has been

checked.

PM indicates that more than 1 but no more than 50% of

elements are checked.

DNM indicates greater than 50% of elements have been

checked.

Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any

standard.

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

I. Engaging and Supporting All Students in Learning Indicates an area of needed growth.

Standard Indicator (check one)

M PM DNM

I.1. Using knowledge of students to engage them in learning.

I.2. Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests.

I.3. Connecting subject matter to meaningful, real-life contexts.

I.4. Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs.

I.5. Promoting critical thinking through inquiry, problem solving, and reflection.

I.6. Monitoring student learning and adjusting instruction while teaching. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments

and/or commendations may also be included.

II. Creating and Maintaining Effective Environments

for Student Learning Indicates an area of needed growth.


M PM DNM

II.1. Promoting social development and responsibility within a caring community where each student is treated fairly

and respectfully.

II.2. Creating physical or virtual learning environments that promote student learning, reflect diversity, and

encourage constructive and productive interactions among students.

II.3. Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe.

II.4. Creating a rigorous learning environment with high expectations and appropriate support for all students.

II.5. Developing, communicating, and maintaining high standards for individual and group behavior.

II.6. Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in

which all students can learn.

II.7. Using instructional time to optimize learning. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments


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C6-5


III. Understanding and Organizing Subject Matter for

Student Learning Indicates an area of needed growth.


M PM DNM

III.1. Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks.

III.2. Applying knowledge of student development and proficiencies to ensure student understanding of subject

matter.

III.3. Organizing curriculum to facilitate student understanding of the subject matter.

III.4. Utilizing instructional strategies that are appropriate to the subject matter.

III.5. Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted

materials, to make subject matter accessible to all students.

III.6. Addressing the needs of English learners and students with special needs to provide equitable access to the

content. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments


IV. Planning Instruction and Designing Learning

Experiences for All Students Indicates an area of needed growth.


M PM DNM

IV.1. Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual

development to plan instruction.

IV.2. Establishing and articulating goals for student learning.

IV.3. Developing and sequencing long-term and short-term instructional plans to support student learning.

IV.4. Planning instruction that incorporates appropriate strategies to meet the learning needs of all students.

IV.5. Adapting instructional plans and curricular materials to meet the assessed learning needs of all students. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments


V. Assessing Students for Learning Indicates an area of needed growth.


M PM DNM

V.1. Applying knowledge of the purposes, characteristics, and uses of different types of assessments.

V.2. Collecting and analyzing assessment data from a variety of sources to inform instruction.

V.3. Reviewing data, both individually and with colleagues, to monitor student learning.

V.4. Using assessment data to establish learning goals and to plan, differentiate, and modify instruction.

V.5. Involving all students in self-assessment, goal setting, and monitoring progress.

V.6. Using available technologies to assist in assessment, analysis, and communication of student learning.

V.7. Using assessment information to share timely and comprehensible feedback with students and their families. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments


VI. Developing as a Professional Educator Indicates an area of needed growth.


M PM DNM

VI.1. Reflecting on teaching practice in support of student learning.

VI.2. Establishing professional goals and engaging in continuous purposeful professional growth and development.

VI.3. Collaborating with colleagues and the broader professional community to support teacher and student learning.

VI.4. Working with families to support student learning.

VI.5. Engaging local communities in support of the instructional program.

VI.6. Managing professional responsibilities to maintain motivation and commitment to all students.

VI.7. Demonstrating professional responsibility, integrity, and ethical conduct. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional comments


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C6-5


PROFESSIONAL RESPONSIBILITIES

VII. Professional Responsibilities Indicates an area of needed growth

Indicator (check one)

M DNM

Adheres to the required terms and conditions of employment as outlined in the Collective Bargaining Agreement,

Board Policies, Administrative Regulations, Job Description, Education Code and administrative directives.

Recommendations or assistance will be included when checked. Additional comments and/or commendations may also be included.

EVALUATION RUBRIC

1. For each individual standard:

If no more than 1 element is checked, Standard indicator is M.

If more than 1 but no more than 50% of elements are checked, Standard indicator is PM.

If more than 50% of elements are checked, Standard indicator is DNM.

2. For the overall evaluation, check the number under the appropriate rating for each individual standard. Total

each column and then add to obtain a grand total.

STANDARD M PM DNM

I 0 1 2

II 0 1 2

III 0 1 2

IV 0 1 2

V 0 1 2

TOTAL + + =

Evaluation Rubric continued:

If the total score is the overall rating is and PAR is

0 M voluntary

1 M voluntary

2 PM voluntary

3 or higher DNM required

PERMANENT STATUS ONLY

Overall Performance Rating

M=Meets Standards PM=Partially Meets Standards DNM=Does Not Meet Standards

PROBATIONARY STATUS ONLY

Mid-Year Evaluation Final Evaluation

Employment Status

Continued service recommended

Continued service with assistance provided

Possible non-reelect with assistance provided (Mid-Year Evaluation)

Non-reelect (Final Evaluation)



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C6-5


TEMPORARY STATUS ONLY




*Meets Standards performance rating does not guarantee reemployment with the District.

Unit Member’s signature indicates that the evaluation has been read and discussed. It does not necessarily indicate agreement with the

evaluation. In the event of any disagreement regarding this report, the unit member has the right to present his/her point of view by

submitting a response within ten (10) days to the evaluator.

Unit Member Signature: Date:

Evaluator Signature: Date:

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SPECIAL ASSIGNMENT

CERTIFICATED EVALUATION TOSA-PD, District TOSA, DLC,

Counselor, Nurse

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S6-1

Form S6-1 Special Assignment Evaluation Worksheet Page 1



SPECIAL ASSIGNMENT EVALUATION WORKSHEET (TOSA PD, District TOSA, Digital Learning Coach, Counselor, Nurse)


Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student

learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit

Members must work together to build a collaborative and trusting environment to achieve that purpose. A formal evaluation is not an

isolated event without connection to continuous professional growth and reflection.




1. Preliminary Evaluation Conference (To be completed within the first thirty (30) work days.)

Special Assignment Professional Goals – Unit member and evaluator discussed and completed Form S6-2.

Discussion of Forms

Special Assignment Pre and Post Observation (S6-3) Special Assignment Observation Summary (S6-4)

Special Assignment Evaluation (S6-5) Informal Feedback (6-6)

____________________________ ____________________________


____________________________ ____________________________


2. First Observation


Special Assignment Pre and Post Observation - Unit member and evaluator discussed and completed Form S6-3.

____________________________ ____________________________


____________________________ ____________________________



Special Assignment Observation Summary - Evaluator and unit member discussed Form S6-4.

Special Assignment Pre and Post Observation - Unit member and evaluator discussed and completed Form S6-3.

____________________________ ____________________________


____________________________ ____________________________


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S6-1

Form S6-1 Special Assignment Evaluation Worksheet Page 2

3. Mid-Year Evaluation Conference (To be completed prior to December 15th

for all temporary and probationary unit

members.)

Special Assignment Evaluation - Unit member and evaluator discussed Form S6-5.

____________________________ ____________________________


____________________________ ____________________________


4. Second Observation


Special Assignment Pre/Post Observation - Unit member and evaluator discussed and completed Form S6-3.

____________________________ ____________________________


____________________________ ____________________________



Special Assignment Observation Summary - Evaluator and unit member discussed Form S6-4.

Special Assignment Pre/Post Observation - Unit member and evaluator discussed and completed Form S6-3.

____________________________ ____________________________


____________________________ ____________________________


5. Informal Feedback (A minimum of two (2) informal feedback forms shall be completed throughout the year and given

to each unit member being evaluated, after the Preliminary Evaluation Conference and before the Final Evaluation

Conference.)


Date


Date

6. Final Evaluation Conference (To be completed no later than thirty (30) work days before the final calendared work day

for the work year in which the evaluation takes place by the evaluator with input from the unit member.)

Final Evaluation form (S6-5) discussed.



____________________________ ____________________________


____________________________ ____________________________


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S6-2

From S6-2 Special Assignment Professional Goals Page 1



SPECIAL ASSIGNMENT PROFESSIONAL GOALS (TOSA PD, District TOSA, Digital Learning Coach, Counselor, Nurse)


evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and




Status: Temp Prob 1 Prob 2 Perm Evaluation Year: Yes No

Preliminary Conference

Date:

Final Conference

Date:

Two (2) Goals to be chosen by the unit member in collaboration with the evaluator.

Preliminary Conference:

1.

Goal 1 (Job Description Essential Elements shall be considered):

(Include Data):



Final Conference:


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S6-2

From S6-2 Special Assignment Professional Goals Page 2

Preliminary Conference:

2. Goal 2 (Job Description Essential Elements shall be considered):

(Include Data):



Final Conference: Explain the progress you have made in meeting your goal:

Evaluation status for next school year (To be completed at the Final Evaluation Conference/Professional Goals Meeting by the

evaluator with input from the unit member).


Group: 1 2a 2b 2c


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S6-3

Form S6-3 Special Assignment Pre-Observation and Post-Observation Page 1



SPECIAL ASSIGNMENT PRE-OBSERVATION and POST-OBSERVATION (TOSA PD, District TOSA, Digital Learning Coach, Counselor, Nurse)


evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and trusting environment to achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.



Date and time of Pre-

Observation Conf:

Date and time of Post-

Observation Conf:

The final version of this document will be completed during the Pre-Observation and Post-Observation conferences in collaboration with the evaluator.

Please be prepared to discuss and complete these questions during the Pre-Observation and Post-Observation Conferences:

1. Pre-Observation – How do your professional goals align to this observation?

Post-Observation – In what ways did you address your professional goals during the observation?

2. Pre-Observation – What job duties/responsibilities will you be working with during this observation?

Post-Observation – How well did your audience understand your purpose?

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S6-3


Unit Member:

3. Pre-Observation – Please explain the unique features/needs of your audience.

Post-Observation – Describe the modifications you made for your audience subgroups during the observation, to meet

individual needs.

4. Pre-Observation – What strategies will you be using?

Post-Observation – How did the strategies you selected for this observation help in reaching the needs of your audience?

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S6-3


Unit Member:

5. Pre-Observation – What do you expect your audience to know or do by the end of this observation?

Post-Observation – What evidence do you have that your audience reached the outcomes you had intended?

6. Post-Observation – Next steps/Future Goals:

Pre-Observation Conference:


Post Observation Conference:


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S6-4

Form S6-4 Special Assignment Observation Summary



SPECIAL ASSIGNMENT OBSERVATION SUMMARY (TOSA PD, District TOSA, Digital Learning Coach, Counselor, Nurse)

Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of

an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a

collaborative and trusting environment to achieve that purpose. A formal evaluation is not an isolated event without connection to continuous professional growth and reflection.



Date and time of

Observation:

Observation

Topic:

To be completed by the evaluator during the observation:

1. Observation summary:

2. Evidence of professional goals/job duties/responsibilities:

3. Audience outcome:

4. Additional comments:


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S6-5

Form S6-5 Special Assignment Certificated Evaluation Page 1



SPECIAL ASSIGNMENT EVALUATION (TOSA PD, District TOSA, Digital Learning Coach, Counselor, Nurse)

Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and

student learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback.

Evaluators and Unit Members must work together to build a collaborative and trusting environment to achieve that purpose. A

formal evaluation is not an isolated event without connection to continuous professional growth and reflection.

Unit Member Name: Assignment: Location:



INDICATORS

Performance Indicators:

M = Meets Standards

PM = Partially Meets Standards

DNM = Does Not Meet Standards

M indicates that no more than 1 area has been

checked.

PM indicates more than 1 but no more than 50% of

areas checked.

DNM indicates greater than 50% of areas have been

checked.

Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any

section.

I. General Duties Indicates an area of needed growth.

Performance Indicator (check one)

M PM DNM

I.1. Maintains professional competence through participation in staff development activities and self-selected

professional growth activities.

I.2. Organizes and prioritizes tasks in a way that is effective and anticipates future program requirements.

I.3. Maintains accurate and correct records as required.

I.4. Keeps abreast of current developments in areas appropriate to assignments.

I.5. Accepts responsibility for individual performance and delegated programs.

I.6. Is flexible in responding to changing requirements and assignments.

I.7. Completes responsibilities and assignments within designated timelines.

I.8 Respects confidentiality of District and school information and personnel. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional

comments and/or commendations may also be included.

II. Developing as a Professional Educator Indicates an area of needed growth.

Performance Indicator (check one)

M PM DNM

II.1. Reflecting on teaching practice in support of student learning.

II.2. Establishing professional goals and engaging in continuous purposeful professional growth and

development.

II.3. Collaborating with colleagues and the broader professional community to support teacher and student

learning.

II.4. Working with families to support student learning.

II.5. Engaging local communities in support of the instructional program.

II.6. Managing professional responsibilities to maintain motivation and commitment to all students.

II.7. Demonstrating professional responsibility, integrity, and ethical conduct. Recommendations or assistance will be included when an area(s) of needed growth is/are checked for any standard. Additional

comments and/or commendations may also be included.

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S6-5


III. Professional Responsibilities Indicates an area of needed growth

Indicator (check one)

M DNM

Adheres to the required terms and conditions of employment as outlined in the Collective Bargaining

Agreement, Board Policies, Administrative Regulations, Job Description, Education Code and administrative

directives. Recommendations or assistance will be included when checked. Additional comments and/or commendations may also be included.

Summary statement (reference job description/job duties/responsibilities):

EVALUATION RUBRIC

1. For each individual section:

If no more than 1 area is checked, Performance Indicator is M.

If more than 1 but no more than 50% of areas are checked, Performance Indicator is PM.

If more than 50% of areas are checked, Performance Indicator is DNM.

2. For the overall evaluation, check the number under the appropriate rating for each individual section. Total

each column and then add to obtain a grand total.

Section M PM DNM

I 0 1 2

II 0 1 2

III 0 2

TOTAL + + =

If the total score is the overall rating is and PAR is

0 M voluntary

1 M voluntary

2 PM voluntary

3 or higher DNM required

PERMANENT STATUS ONLY



PROBATIONARY STATUS ONLY


Employment Status

Continued service recommended

Continued service with assistance provided

Possible non-reelect with assistance provided (Mid-Year Evaluation)

Non-reelect (Final Evaluation)



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S6-5


TEMPORARY STATUS ONLY




*Meets Performance Rating does not guarantee reemployment with the District.

Unit Member’s signature indicates that the evaluation has been read and discussed. It does not necessarily indicate agreement with

the evaluation. In the event of any disagreement regarding this report, the unit member has the right to present his/her point of view

by submitting a response within ten (10) days to the evaluator.

Unit Member Signature: Date:

Evaluator Signature: Date:

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PROJECT BASED EVALAUTION Classroom, SDC, RSP, TOSA-IN, SLP, Music,

TOSA-PD, District TOSA, DLC,

Counselor, Nurse

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P6-1

Form P6-1 Project Based Evaluation Worksheet Page 1

Anaheim Elementary School District Human Resources Department

PROJECT BASED EVALUATION WORKSHEET






Unit Member’s Name: Assignment: School:

Evaluator: Position: School year:

1. Preliminary Evaluation Conference (To be completed within the first thirty (30) work days)

Discussion of Forms:

Project Based Evaluation Worksheet (P6-1) Project Based Evaluation Appeal (P6-2)

Informal Feedback (6-6)

____________________________ ____________________________


____________________________ ____________________________


2. Planning Conference (Completed prior to the end of the first trimester by the unit member and evaluator.)

Description of Project:

Alignment to CSTP Standards (Certificated) or Job Description Essential Elements (Special Assignment):

Evidence to be provided to evaluator to demonstrate completion of the project:

Project mutually agreed upon: Yes No

In the event that the unit member and evaluator cannot reach agreement on the project, the unit member shall

attempt to resolve the matter directly with the evaluator. If a resolution is unable to be reached, the unit member

may appeal to the Assistant Superintendent, Human Resources using Project Based Evaluation Appeal (P6-2).

The decision of the Assistant Superintendent will be documented on Project Based Evaluation Appeal and is

final and not grievable under Article 3 of the collective bargaining agreement.

____________________________ ____________________________


____________________________ ____________________________


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P6-1

Form P6-1 Project Based Evaluation Worksheet Page 2

3. Informal Feedback (A minimum of two (2) informal feedback forms shall be completed throughout the year

and given to each unit member being evaluated, after the Preliminary Evaluation Conference and before the

Final Evaluation Conference.)


Date


Date

4. Check in Conference (To be completed prior to the end of the second trimester by the unit member and

evaluator.)

Status of Project:

Assistance/Resources Needed:

5. Final Conference (To be completed no later than thirty (30) work days before the final calendared work day for

the work year in which the evaluation takes place by the evaluator with input from the unit member.)

To be completed by Evaluator: Project Evidence Submitted:

This Project Based Evaluation:



If Project Based Evaluation does not receive a rating of Meets Standards, the unit member will return to Group

2A for an additional two (2) evaluation cycles.

____________________________ ____________________________


____________________________ ____________________________


Unit member’s signature indicates acknowledgement of receipt of Project Based Evaluation rating and does not

necessarily indicate agreement. A response may be submitted by the unit member to the evaluator within ten (10)

days of receipt of date written above.

6. Evaluation status for next school year (To be completed at the Final Evaluation Conference by the evaluator

with input from the unit member).


Group: 2a 2b 2c

____________________________ ____________________________


____________________________ ____________________________


This document and its attachments will be placed in your personnel file.

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P6-2

Form P6-2 Project Based Evaluation Appeal



PROJECT BASED EVALUATION APPEAL

(To be distributed to the evaluatee at the Preliminary Conference and only used in cases of appeal.)






Evaluator: Position: School year:

6.1.9.2 In the event that the unit member and evaluator cannot reach an agreement on the project, the unit

member shall attempt to resolve the matter directly with the evaluator. If a resolution is unable to be reached,

the unit member may appeal to the Assistant Superintendent, Human Resources using the Appeal Form P6-2.

The decision of the Assistant Superintendent shall be documented on the Appeal form no later than five (5)

working days after receipt and is final and not grievable under Article 3 of the collective bargaining agreement.

To be completed by unit member:

Describe, in detail, the reason for the appeal and details behind what has already taken place. Include a summary of

the conference(s) already held with evaluator.

____________________________ ____________________________


To be completed by the Assistant Superintendent, Human Resources no later than five (5) working days after

receipt.

Final decision regarding the Project Based Evaluation appeal:

Approved Denied

____________________________ ____________________________

Assistant Superintendent, HR Date

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6-6

Form 6-6 Informal Feedback Page 1



INFORMAL FEEDBACK FORM

Vision - The District and the Association agree that an effective evaluation system recognizes the complexities of teaching and student learning. The purpose of an evaluation is to improve instruction and provide educators with meaningful feedback. Evaluators and Unit Members must work together to build a collaborative and




Date and time of

Observation:

Lesson Topic:

For reference:

1. While in your classroom today, I noticed…..

CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION

(CSTP)









reflection























subject matter


matter






4. Planning Instruction and Designing Learning Experiences for All

Students



plan instruction











5.2 Collecting and analyzing assessment data from a variety of sources to

inform instruction


learning

5.4 Using assessment data to establish learning goals and to plan, differentiate,

and modify instruction

5.5 Involving all students in self-assessment, goal setting, and monitoring

progress



5.7 Using assessment information to share timely and comprehensible

feedback with students and their families









6.6 Managing professional responsibilities to maintain motivation and

commitment to all students


conduct

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6-7

Form 6-7 Request for Alternate Evaluator revised



REQUEST FOR AN ALTERNATE EVALUATOR (To be used by the unit member when requesting an alternate evaluator.)







6.1.2 The evaluator shall be an immediate supervisor of the unit member or any other administrator who is

designated by District management. However, the unit member shall have the right to request an alternate

evaluator. Such request shall be made in writing to the Assistant Superintendent, HR. The decision is final and

the rationale shall be submitted in writing to the unit member no later than five (5) working days after receipt.

To be completed by unit member:

Describe, in detail, the reason for the request to change evaluators.

____________________________ ____________________________


To be completed by the Assistant Superintendent, Human Resources no later than five (5) working days after

receipt.

Final decision regarding the change in evaluator:

Approved Denied

____________________________ ____________________________

Assistant Superintendent, HR Date

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PROPOSED LANGUAGE

ARTICLE VI – PROCEDURES FOR EVALUATION

6.1 Evaluation of Performance

6.1.1 Frequency - Evaluation of the performance of each certificated unit member shall be made on a

continuing basis. Evaluation frequency shall be determined by the unit member’s evaluation group

(Section 6.1.2). The District may evaluate each unit member annually and shall evaluate at any time

during the school year if the unit member’s job performance is unsatisfactory or needs improvement.

The District and Association shall form a subcommittee to meet as needed and recommend to the

bargaining teams language that reflects current evaluation practices.

6.1.2 Evaluation Groups

6.1.2.1 Group 1 - Temporary & Probationary Unit Members:

Evaluated every year

A minimum of two (2) Observations each year

Mid-Year and Final Evaluations each year

Late hires:

October 15th through December 15

th

Unit members hired October 15th through December 15

th are not required to receive a

Mid-Year Evaluation but shall receive a minimum of a Preliminary Conference, two (2)

Observations and a Final Evaluation.

December 16th and after

Unit members hired December 16th through thirty (30) days prior to their last calendared

work day shall receive a minimum of a Preliminary Conference, one (1) Observation and

a Final Evaluation.

30 days or less

Unit members hired thirty (30) days or less than their last calendared work day, shall not

be evaluated under the terms of this article. If there are extenuating circumstances, and

after consultation between the Association and the District, a unit member’s evaluation

process shall be determined.

6.1.2.2 Group 2 – Permanent Unit Members:

Group 2a. Worked two (2) years or more in AESD:

Evaluated every other year

Minimum of two (2) Observations each year evaluated

Final Evaluation each year evaluated

Group 2b. Worked at least ten (10) years in AESD, are highly qualified as defined in

U.S.C. Section 7801, with last ten (10) years of evaluations rating an overall “Meets

Standards”. The unit member or current evaluator may withdraw consent for this

evaluation cycle at any time. The determination to extend or withdraw consent by either

party shall be at their sole discretion.

Evaluated every five (5) years (two (2) options)

1. Certificated Evaluation

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Minimum of two (2) Observations each year evaluated

Final Evaluation each year evaluated

2. Project Based Evaluation

To continue in Group 2b, a Final Evaluation overall performance rating of “Meets

Standards” must be maintained or the unit member returns to Group 2a for an additional

two (2) evaluation cycles. The two (2) evaluation cycles may occur in consecutive years

if mutually agreed upon by unit member and evaluator.

Group 2c. Referred (Mandatory) PAR:

Evaluated every year while in Referred PAR

Upon exiting Referred PAR, permanent unit members shall be evaluated annually until

an overall rating of “Meets Standards” on a Final Evaluation is achieved. After receiving

an overall rating of “Meets Standards” on a Final Evaluation, the unit member shall

return to Group 2a or 2b, if eligible.

6.1.3 Evaluator

The evaluator shall be an immediate supervisor of the unit member or any other administrator who is

designated by District management. However, the unit member shall have the right to request an

alternate evaluator. Such request shall be made in writing, on Form 6-7, to the Assistant

Superintendent, Human Resources. The decision is final and the rationale shall be submitted in

writing to the unit member no later than five (5) working days after receipt.

6.1.4 Areas of Evaluation - Evaluation of unit members shall be based upon the California Standards

for the Teaching Profession:

6.1.4.1 Engaging and Supporting All Students in Learning

6.1.4.2 Creating and Maintaining Effective Environments for Student Learning

6.1.4.3 Understanding and Organizing Subject Matter for Student Learning

6.1.4.4 Planning Instruction and Designing Learning Experiences for All Students

6.1.4.5 Assessing Students for Learning

6.1.4.6 Developing as a Professional Educator

6.1.4.7 Professional Responsibilities

6.1.5 Preliminary Conference - Within their first thirty (30) work days, each unit member scheduled

to be evaluated using the Certificated Evaluation Process shall meet with their evaluator in a personal

conference. In the event of extenuating circumstances, any of the site administrators shall take the

place of the unit member’s evaluator during the personal conference. The evaluator shall use the

Evaluation Worksheet (C6-2/S6-1) during the Preliminary Conference. The purpose of this

Preliminary Conference shall be to:

1. Confirm the unit member’s evaluation group and evaluator.

2. Discuss evaluation forms.

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3. Review the California Standards for the Teaching Profession (CSTP) as outlined on the

evaluation form (C6-5/S6-5).

4. Discuss and determine goals and objectives in relation to the CSTPs.

5. Record goals on the Professional Goals form (C6-2/S6-2).

6.1.5.1 Unit members not scheduled for evaluation shall meet with a site administrator in a

personal conference, within their first trimester. The purpose of this Preliminary Conference

shall be to:

1. Discuss and determine goals and objectives in relation to the CSTPs.

2. Record goals on the Professional Goals form (C6-2/S6-2).

6.1.5.2 Unit members shall receive feedback progress towards their goals and/or CSTP

Standards on the Informal Feedback form (6-6). Evaluated unit members shall receive a

minimum of two (2) Informal Feedback forms.

6.1.6 Observation - The evaluator shall complete a minimum of two (2) observations for each unit

member being evaluated. An Observation Summary (C6-4/S6-4) shall be completed and signed by

the unit member and the evaluator for each observation. The Observation Summary shall not be

placed in the personnel file of the unit member.

6.1.6.1 Pre-Observation Conference

Prior to a formal observation, a pre-observation conference shall take place between the unit

member and the evaluator. At this conference, the Pre-Observation (C6-3/S6-3) questions shall

be discussed and completed by the unit member and the evaluator.

6.1.6.2 Post-Observation Conference

After the formal observation takes place, a post-observation conference shall occur between the

unit member and the evaluator. A copy of the Observation Summary (C6-4/S6-4) shall be given

to and discussed with the unit member at the post-observation conference. At this conference,

the Post-Observation (C6-3/S6-3) questions shall be discussed and completed by the unit

member and the evaluator. The Observation Summary shall be signed by the evaluator and the

unit member. The unit member’s signature does not constitute endorsement of the evaluator’s

notations, but is recognition that discussion has taken place and that the unit member has been

given the opportunity to enter comments.

6.1.7 Mid-Year Evaluation – The evaluator shall meet with temporary and probationary unit members

(Group 1) prior to December 15 to review each unit member’s performance and address areas of

concern (C6-5/S6-5). A copy of the completed Mid-Year Evaluation shall be provided to the unit

member. The unit member shall have the right to submit a written response to the Mid-Year

Evaluation. The response shall be submitted to the unit member’s evaluator. Such response shall

become a permanent attachment to the Mid-Year Evaluation and shall be retained in the unit

member’s personnel file. Before January 15, a meeting may be held between the unit member and the

evaluator to discuss the written response to the Mid-Year Evaluation. Unit members hired October 15

or after are not required to receive a Mid-Year Evaluation.

6.1.8 Final Evaluation – Evaluation and assessment conducted under this Article shall be reduced to

writing and a copy of the Final Evaluation (C6-5/S6-5) shall be provided to the unit member. The

Final Evaluation Conference shall be conducted no later than thirty (30) days before the final

calendared work day for the work year in which the evaluation takes place. A copy of the Final

Evaluation shall be provided to the unit member. The unit member shall have the right to submit a

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written response to the Final Evaluation. The written response shall be submitted to the unit

member’s evaluator. Such response shall become a permanent attachment to the Final Evaluation and

shall be retained in the unit member’s personnel file. Before the unit member’s final calendared work

day, a meeting may be held between the unit member and the evaluator to discuss the written

response to the Final Evaluation.

6.1.9 Project Based Evaluation Process - A unit member in Group 2B (Section 6.1.2.1) may elect to

be evaluated using the Project Based Evaluation Process option in lieu of using the Certificated

Evaluation Process. The Project Based Evaluation shall be mutually agreed upon by the unit

member and the evaluator and shall be aligned with the CSTP Standards. Evidence of the project

shall be provided to the evaluator. Examples of such projects may include, but are not limited to,

one of the following: (1) lead or participate in a professional development activity; (2)

mentor/collaborate with another teacher; (3) an educational research paper/book report on an

educational topic; (4) a study or project using data from the unit member’s class(es); (5) a project

within a staff leadership position that has relevance to the educational goals of the school; (6) a case

study focusing on the unit member’s students; or (7) a project or study beneficial to the entire

school.

6.1.9.1 Project Based Preliminary Conference - Within their first thirty (30) work days, unit

members shall meet with the evaluator in a personal conference to confirm the unit member’s

evaluation cycle as noted on form P6-1. During this conference, unit members who qualify

for Group 2B and select the Project Based Evaluation, shall discuss the Project Based

Evaluation Process, timelines and Project Based Evaluation Worksheet form (P6-1), and

Appeal form (P6-2), with the evaluator.

6.1.9.2 Project Based Evaluation Planning Conference - Prior to the end of the unit member’s

first trimester, the evaluator and unit member shall meet in a personal planning conference to

discuss and agree on a project, using the Evaluation Worksheet (P6-1). In the event that the

unit member and the evaluator cannot reach an agreement on the project, the unit member

shall attempt to resolve the matter directly with the evaluator. If a resolution is unable to be

reached, the unit member may appeal to the Assistant Superintendent, Human Resources

using the Appeal form (P6-2). The decision of the Assistant Superintendent shall be

documented on the Appeal form no later than 5 working days after receipt and is final and not

grievable under Article 3 of the collective bargaining agreement.

6.1.9.3 Check-In Conference – Prior to the end of the unit member’s second trimester, the

evaluator and unit member shall meet in a check-in conference to discuss the status of the

project and any assistance and /or resources needed by the unit member. Evaluation

Worksheet (P6-1) shall be updated during this conference.

6.1.9.4 Final Conference - The unit member and the evaluator shall meet in a personal

conference to discuss the completed project no later than thirty (30) work days before the final

calendared work day for the work year in which the evaluation takes place. Evaluation status

shall also be discussed at this meeting using Evaluation Worksheet (P6-1). This form shall be

retained in the unit member’s personnel file.

6.1.9.5 Unit members shall receive feedback progress towards CSTP Standards on the Informal

Feedback form (6-6). Evaluated unit members shall receive a minimum of two (2) Informal

Feedback forms.

6.1.10 Evaluation Forms - All evaluation forms shall be factually accurate and shall reflect

performance within the context of the entire evaluation period.

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6.1.10.1 Certificated Evaluation forms for

(Classroom, SDC, RSP, TOSA IN, Speech, Music):

C6-1 Certificated Evaluation Worksheet

C6-2 Certificated Professional Goals

C6-3 Certificated Pre-Observation and Post-Observation

C6-4 Certificated Observation Summary

C6-5 Certificated Evaluation



6.1.10.2 Special Assignment Certificated Evaluation forms for

(TOSA PD, District TOSA, DLC, Counselor, Nurse):

S6-1 Special Assignment Evaluation Worksheet

S6-2 Special Assignment Professional Goals

S6-3 Special Assignment Pre-Observation and Post-Observation

S6-4 Special Assignment Observation Summary

S6-5 Special Assignment Evaluation



6.1.10.3 Project Based Evaluation forms for

(Classroom, SDC, RSP, TOSA IN, Speech, Music, TOSA PD, District TOSA, DLC,

Counselor, Nurse):

P6-1 Project Based Evaluation Worksheet

P6-2 Project Based Evaluation Appeal



6.2 Constraints

6.2.1 Matters which will be used to evaluate a unit member and may require corrective action shall

be brought to the unit member’s attention no later than five (5) working days following the date

when the evaluator becomes aware of such matter.

6.2.2 A unit member shall not be formally evaluated by the utilization of standardized tests unless

authorized by law.

6.2.3 A unit member shall not be evaluated based upon his/her selection and use of a particular

teaching method, disciplinary technique, or other instructional technology, provided that it resulted

in the pupils’ progress and does not violate any District, administrative, site-based procedure, or

policy.

6.3 Personal Activities/Use of Material – Evaluation of performance shall not be predicated upon lawful,

non-school related, personal activities of unit members nor upon the unit member’s use of teaching

materials, provided that such materials are consistent with the age and maturity level of the affected

students and with District-approved educational and curriculum guidelines and policies.

6.4 Evaluation by Public

6.4.1 Evaluation of performance shall not be predicated upon information or material of a derogatory

or critical nature which has been received by the evaluator from others, including parents and citizens,

unless the following procedures have been adhered to:

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6.4.1.1 With regard to such materials in the unit member’s personnel records, no such information

shall be placed into the unit member’s file unless and until an investigation has established that the

information is true.

When such information is established as factual, it may be reduced to writing by the site administrator

and placed into the personnel file.

6.4.1.2 With regard to parent or citizen complaints, the unit member shall first be given written notice

of same and an opportunity to resolve the matter with the appropriate administrator subject to any

constraints mandated by law or appropriate investigatory agency.

6.5 Personnel Files

6.5.1 A complete personnel file is maintained in the Human Resources Office on each unit member.

Confidential information from these files shall not be given over the telephone. Confidential

information shall only be given if requested in writing by an agency entitled to receive such

information.

6.5.2 Access – Materials in personnel files of unit members are to be made available for inspection by

the unit members. Each unit member shall have the right to inspect or to have a representative, with

written authorization, inspect such materials upon request, provided the request is made at a time

when such person is not actually required to render services to the District. Such material does not

include ratings, reports or records that:

6.5.2.1 Were obtained prior to the employment of the person involved.

6.5.2.2 Were prepared by identifiable examination committee members.

6.5.2.3 Were obtained in connection with a promotional examination.

6.5.3 Placement of Derogatory Materials – Information of a derogatory nature shall not be entered or

filed unless and until the unit member is given notice and an opportunity to review and comment

thereon.

A unit member shall have the right to enter and have attached to any such derogatory statement

his/her own comments thereon.

Such review shall take place during normal business hours, and the teacher shall be released from

duty for this purpose without salary deduction.

Removal of material alleged to be inaccurate or unfair by the unit member shall occur only upon the

direction of a judge, hearing officer, or arbitrator.

6.6 Association Consultation – Prior to the adoption of any forms relating to the evaluation procedure, the

District shall afford the Association notice and the opportunity to consult regarding the forms.

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