Based upon end-of-year evaluations, each teacher will be rated as either:

Highly Effective—(Distinguished)Effective—(Proficient)Minimally Effective—(Basic)Ineffective—(Unsatisfactory)

Building Principals and Central Office administration will be rated using the same

classifications.

Shall include review of lesson plan. Shall include state curriculum being used

in lesson. Shall include a review of pupil

engagement in the lesson. Observation does not have to be for the

entire class period. Multiple observations per year for all

teachers.

Teaching staff will be evaluated annually and provided timely and constructive feedback.

You are to be given ample opportunity for improvement; to include coaching, support and PD.

For the annual year-end evaluation for the 2013-2014 school year, at least 25% of the annual year-end evaluation shall be based on student growth and assessment data.

For the annual year-end evaluation for the 2014-2015 school year, at least 40% of the annual year-end assessment shall be based on student growth and assessment data.

Beginning with the annual year-end evaluation for the 2015-2016 school year, at least 50% of the annual year-end evaluation shall be based on student growth data.

Student Growth measured by… National assessments

State assessments

Local assessments

Other objective criteria

If you are rated as ineffective in 3 consecutive annual year-end evaluations, the school district shall dismiss you from employment.

Beginning in 2015-2016, if a student is assigned to a teacher who has been rated ineffective on the two most recent annual year-end evaluations, the board would have to notify the student’s parent or legal guardian that the student has been assigned to a teacher who has been rated ineffective. This notice would have to be delivered by July 15 before the beginning of the applicable school year and would have to identify the applicable teacher.

If you are rated as highly effective in 3 consecutive

annual year-end evaluations, the building administrator may choose to conduct a

year-end evaluation biennially.

The performance evaluation system shall include a midyear progress report for a teacher who is in the first year of the probationary period, or who

received a rating of minimally effective or ineffective in their most recent annual year-end

evaluation.

Individual performance will have to be the majority factor in making the decision, and would have to be based on evidence of student growth (the predominant factor), on pedagogical skills, classroom management abilities, rapport with parents, the ability to withstand the strain of teaching, and teacher attendance and any disciplinary record.

Significant relevant accomplishments and contributions above the normal expectations and demonstration of exceptional performance.

Relevant special training and integration of that training in instruction.

Length of service used as a tie-breaker.

Prohibiting displacement of a probationary teacher rated effective or highly effective solely on the basis of tenure

results in a “superseniority” for probationary teachers rated

highly effective.

“Fast Track” provision

If a teacher has been rated as highly effective on 3 consecutive annual year-end performance evaluations and has

completed at least 4 full school years of employment in a probationary period, the

teacher shall be considered to have successfully completed the

probationary period.