Section 1 - Evaluation Procedure.
A. Every non-permanent and Preschool/Headstart Program Teachers shall be evaluated by such employee's evaluator in writing at least once each school year no later than sixty (60) calendar days prior to the end of the employee’s instructional year. (See Article XXV for Continuous School Program [CSP] language). Such employee shall have his/her first formal classroom observation prior to Winter Recess.

B. Every permanent employee shall be evaluated by such employee's evaluator in writing at least every other year no later than thirty (30) calendar days prior to the end of the employee’s instructional year. (See Article XXV for CSP language). Permanent employees remaining in the same general assignment and receiving a meets or exceeds standards of performance evaluation one year shall not normally be evaluated in the succeeding year. Such an employee may be scheduled for evaluation based upon justifiable reason(s) communicated to the employee in writing.

C. By mutual agreement between the employee and the evaluator, the employee may be evaluated once every five years (5) if the employee meets all of the following criteria:

1. The employee must have obtained permanent status as a certificated employee in Riverside Unified School District;
2. The employee must have been employed as a certificated employee in the Riverside Unified School District for at least ten (10) years;
3. The employees most recent evaluation has been rated meets or exceeds standards of performance;
4. If the employee teaches in a core academic subject area as defined by the No Child Left Behind (NCLB) Act, the employee must be identified as a Highly Qualified Teacher (HQT) in the subjects taught.

The evaluator or the employee may withdraw consent of this agreement prior to the date designated for the identification of the primary evaluator of the employee. Withdrawal of consent in accordance with this Article is not subject to the grievance process.

D. At any time an evaluator believes the employee's performance does not meet standards of performance, the evaluator shall notify the employee in writing of such fact, describe the nature of the performance, make specific recommendations for improvement, provide for classroom observation if applicable, and allow sufficient time for improvement. The evaluator shall meet with the employee if such request is made.

E. An employee will have only one (1) primary evaluator, who shall be designated by October 15 (See Article XXV for CSP language).

F. Except as provided in this Agreement with respect to the Peer Assistance and Review program (PAR), employees shall not be required to participate in the evaluation and/or observation of other employees and shall not be required to assess their own performance.

G. The District shall evaluate and assess non-teaching employee competency with respect to any matters as it relates to each of the following:
1. Adherence to established procedures.
2. Fulfillment of responsibilities to students, parents, and staff.
3. Demonstrated knowledge and skills of the assignment.
Non-teaching staff are those members without teaching assignments included in their daily schedule: Counselors, Categorical Program Specialists, School Nurses, Psychologists, Staff Development Specialists and Teachers on Special Assignment.

H. The District shall evaluate and assess teaching employee competency as it relates to the Riverside Unified School District Standards for the Teaching Profession listed below and in Section 4B:
Standard I - Engaging and supporting all students in learning.
Standard II - Creating and maintaining effective environments for student learning.
Standard III - Understanding and organizing subject matter or student learning.
Standard IV - Planning instruction and designing learning experiences for all students.
Standard V - Assessing student learning and progress
Standard VI - Developing as a professional educator.
1. The evaluation of first-year temporary and probationary unit member shall address all standards and elements and shall provide summative evidence for standards I, II, and IV.
2. The evaluation of second –year temporary and probationary unit members shall address all standards and elements and shall provide summative evidence for standards I - V.
3. The evaluation of permanent and continuing temporary unit members shall address all six standards and elements providing summative evidence as appropriate.
4. The evaluation of unit members, pursuant to this Article, may include, as permitted by Education Code 44662, the progress of pupils toward the standards of expected student achievement at each grade level in each area of study and if applicable the progress of pupils toward state-adopted content standards as measured by state-adopted criterion-referenced assessments. Such evaluation and assessment shall not include the use of publisher’s norms established by standardized tests.
5. Unit members who receive a majority of does not meet standards of performance ratings in the elements of a standard (as numbered below in Section 4.B) may be rated as does not meet standards of performance in that Standard. Such rating on a standard must include a recommendation and assistance statement by the designated evaluator. Unit members who receive two (2) or more does not meet standards of performance rating on the standards may receive an overall does not meet standards of performance evaluation.

I. The District shall evaluate Preschool/Headstart Program Teachers’ competency as it relates to program requirements.

J. Classroom visitation shall occur if the employee's classroom performance is to be evaluated.
1. Formal Observations
(a) Probationary and temporary employees shall be observed in classroom performance a minimum of two (2) times for at least twenty (20) minutes duration. Both of these observations shall be announced at least two (2) days in advance. At least one (1) day prior to each observation, the employee shall provide to the evaluator a statement of the lesson objective(s), including strategies that will be used during the observation period.
(b) Permanent employees shall be observed in classroom performance a minimum of one (1) time for at least twenty (20) minutes duration. This observation shall be announced at least two (2) days in advance. At least one (1) day prior to each observation, the employee shall provide to the evaluator a statement of the lesson objective(s), including strategies that will be used during the observation period.
(c) If the evaluator finds the classroom performance meets or exceeds standards, the evaluator shall inform the evaluatee of such in the form of an informal memo or conference.
(d) A follow-up conference between the evaluatee and the evaluator shall occur within five (5) workdays following a classroom observation if the evaluator has noted deficiencies.
(e) If more than three (3) formal observations are needed, the evaluatee shall receive written notification stating specific concerns and the need for remediation.
2. Informal Classroom Visitations. Nothing herein is intended to preclude an evaluator from making classroom visitations in addition to those described above.

K. Prior to any written evaluation in which the employee's performance does not meet standards of performance, specific recommendations for improvement shall be made to the employee in writing and sufficient time for improvement shall be provided. The employee's evaluator should provide direct assistance to the employee in correcting any noted deficiencies in the performance of the employee. Such assistance could include peer observation and counseling.
L. The employee being evaluated shall sign and be given a copy of the evaluation made on the employee's performance. The signing of the report shall not necessarily indicate that the employee is in agreement with the evaluation, but only that the employee has received it. The employee shall have the right to have attached to the copy of evaluation which is placed in the employee's personnel file any written comments the employee desires.

Section 2 - Commission on Professional Competence.
The District shall release employees who are chosen to serve on a Commission on Professional Competence in accordance with the Education Code.

Section 3 - Criticism of Employees.
Under normal circumstances no employee shall be reprimanded in front of students or in public, and no employee shall criticize an administrator in front of students.

Section 4 - Required Areas of Evaluation.
Each area in the evaluation process is illustrated by elements. These elements are not intended as all inclusive, nor are they expected to be addressed in all evaluations, but are a point of reference and provide a direction under each of the main headings in Article XIII, Section 1, F & G. Preschool/Headstart Program Teachers will be evaluated in accordance with program requirements.
A. Non-Teaching Staff
1. Adherence to Established Procedures
(a) Implements developed services and programs
(b) Plans for and implements school-wide procedures and Board policy
(c) Maintains required records accurately and in a timely manner
(d) Follows appropriate channels on school and district matters
2. Fulfillment of Responsibilities to Students, Parents, and Staff
(a) Assists other staff with identified student needs
(b) Completes tasks and carries out responsibilities in a timely manner
(c) Is accessible to staff, students, and parents
(d) Communicates effectively with parents, students, and staff
(e) Discreet in the use of confidential information
(f) Works cooperatively with staff
3. Demonstrated Knowledge and Skills of the Assignment
(a) Maintains current knowledge related to assignment and utilizes in best interest of students
(b) Demonstrates knowledge related to assigned responsibilities
(c) Plans work systematically throughout the year
(d) Fulfills adjunct duties and responsibilities

B. Teaching Staff
STANDARD I
1. Engaging and Supporting All Students in Learning
1.1 Connecting students’ prior knowledge, life experience, and interests with learning goals
1.2 Using a variety of instructional strategies and resources to respond to students’ diverse needs
1.3 Facilitating learning experiences that promote autonomy, interaction and choice
1.4 Engaging students in problem solving, critical thinking and other activities that make subject matter meaningful
1.5 Promoting self-directed, reflective learning for all students

STANDARD II
2 Creating and Maintaining Effective Environments For Student Learning
2.1 Creating a physical environment that engages all students
2.2 Establishing a climate that promotes fairness and respect
2.3 Promoting social development and group responsibility
2.4 Establishing and maintaining standards for student behavior
2.5 Planning and implementing classroom procedures and routines that support student learning
2.6 Using instructional time effectively

STANDARD III
3. Understanding and Organizing Subject Matter For Student Learning
3.1 Demonstrating knowledge of subject matter content and student development
3.2 Organizing curriculum to support student understanding of subject matter
3.3 Interrelating ideas and information within and across subject matter areas
3.4 Developing student understanding through instructional strategies that are appropriate to the subject matter
3.5 Using materials, resources and technologies to make subject matter accessible to students

STANDARD IV
4. Planning Instruction and Designing Learning Experiences For All Students
4.1 Drawing on and valuing students’ backgrounds, interests, and developmental learning needs
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing instructional activities and materials for student learning
4.4 Designing short-term and long-term plans to foster student learning
4.5 Modifying instructional plans to adjust for student needs

STANDARD V
5. Assessing Student Learning and Progress
5.1 Establishing and communicating learning goals for all students
5.2 Collecting and using multiple sources of information to assess student learning
5.3 Involving and guiding all students in assessing their own learning
5.4 Using the results of assessments to guide instruction
5.5 Communicating with students, families and other audiences about student progress
5.6 Demonstrating progress towards the attainment of grade-level academic standards as evidenced by results from multiple performance measures

STANDARD VI
6. Developing as a Professional Educator
6.1 Reflecting on teaching practice and planning professional development
6.2 Establishing professional goals and pursuing opportunities to grow professionally
6.3 Working with communities to improve professional practice
6.4 Working with families to improve professional practice
6.5 Working with colleagues to improve professional practice
6.6 Adhering to district and school professional standards