EDAL570 - Principles of Educational Supervision

Mid-Term Exam

Name:__________________________

This mid-term exam is based on terms that are frequently used in the process of evaluating practicing teachers, particularly in elementary and secondary schools.

1. Administrator - the person who is responsible for the management of the organization within which the teacher works, who usually is in charge of the evaluation of teachers, and who is accountable for the quality of teaching and for ensuring that teachers have, to the extent possible, the resources needed to perform their duties and professional responsibilities. Supervisor.
2. Announced Observation, Visit - an observation or visit that is prearranged with the teacher to be evaluated and for which the teacher can prepare.
3. Appeal Process - a procedure by which the teacher or another stakeholder can challenge the results of or a decision rendered based upon an evaluation of a teacher. An appeal may lead to a formal hearing. See  , Grievance, Hearing, Stakeholders. Artifact - (1) a product developed by the teacher or another individual. Examples include a sample lesson plan based on a designated chapter in a book, or a letter to parents from the teacher regarding a upcoming change in homework policy. (2) an artificial statistical phenomenon or result (e.g., test ceiling and floor, lack of reliability, limited sampling of teaching performance). (3) that which is artificial, contrived, or fictitious.
4. Assessor - the person who collects data and who measures attributes related to the performance of a teacher. Assessors may be principals, other teachers, students, parents, district staff, or other persons. This term includes, but is not limited to, the interviewer, judge, observer, and scorer. See   Evaluator, Interviewer, Judge, Observer, Scorer.
5. Attribute - a characteristic, capacity, or perceived quality of an individual or of a thing or place such as the work context or the school. For individuals, attributes include, but are not limited to, attitude, ability, behavior, skill, knowledge, or interest. See   Construct.
6. Benchmark - a referenced behavior for comparing observed performance at a given level. See  Holistic Scoring, Scoring Rubric.
7. Bias - (1) a systematic tendency toward a lack of objectivity, fairness, or impartiality on the part of the assessor or evaluator, often based on personal preferences and inclinations. (2) systematic error in the assessment instrument and procedures, or in the interpretation and evaluation process. See   Contamination, Differential Functioning, Error of Measurement, Fairness, Rater Effect.
8. Bonus Pay - an additional sum given to a teacher for substantive accomplishments (e.g., completing a graduate degree, receiving professional certification, earning an additional credential or license). See  Incentive Pay, Longevity Pay, Merit Pay.
9. Central Tendency Effect - a type of rater effect in which an assessor or an evaluator tends to rate teachers toward the mid-point of a scale or to judge the performance as average or neutral when it is actually well above or well below the middle level of the scale. This use of term central tendency is not the same as that use in statistics. See  Rater Effect.
10. Clinical Supervision - a process of collaboration between the teacher and the supervisor or administrator, designed to improve the teacher's performance. This process usually includes pre-observation conference, observation and data collection, data analysis, post-observation conference, and post-observation conference evaluation report.
11. Coaching - the assistance given to teachers in ways that will improve their job performance, not just for the purpose of doing better on the evaluation, but also for the purpose of improved teaching and increased student learning. Coaching can include reviewing teacher products related to the domains being assessed, tutoring on the attributes being assessed, and offering feedback on the teachers' strengths and weaknesses. Coaching can also refer to teachers coaching students so that the students will perform better on a measure used as an indicator of the teacher's performance. See  Mentoring, Peer Review, Test Score Pollution, Training.
12. Competence (Teacher) - a teacher's repertoire of competencies. See  Competency.
13. Competency (Teaching) - a knowledge, skill, ability, personal quality, experience, or other characteristic that is applicable to the profession of teaching. See  Competence. Conference - a meeting between the teacher and the assessor or evaluator to discuss mutual concerns and to promote the understanding of the assessments being used, the evaluation procedures, the criteria and standards being applied, and how the results will be used. The conference can also be an opportunity to collect teacher responses if the conference includes an interview. See  Debriefing Interview, Interview,
14. . Conflict of Interest - a situation in which the private interests of someone involved in the assessment or evaluation process (e.g., interviewer, rater, scorer, evaluator) have an impact (either positive or negative) on the quality of the evaluation activities, the accuracy of the data, or the results of the evaluation. See  Accuracy, Propriety.
15. Consequential Basis of Validity - See  Validity.
16. Consistency - (1) implementation of procedures in an identical or near identical manner across individuals or over time. (2) obtaining the same or similar results across multiple administrations or scoring of an assessment. (3) a type of rater effect in which an assessor or an evaluator tends to rate or to interpret different data and information in a similar way. Such a rater tends to assign the same grade or rating to all assessment results and products without regard to their quality or to the scoring rubric. See  Inconsistency, Rater Effect, Scoring Rubric.
17. Criterion, Criteria - a dimension along which performance (e.g., effective teaching) is rated or judged as successful or meritorious. Each criterion falls within a domain covered by the evaluation system and is defined by elements, indicators, and descriptors (see below for examples). The indicators and descriptors should be stated specifically and in measurable or observable terms. Satisfactory levels of performance on criteria are specified by standards. See   Foundation, Standard. Example of a Criterion - The teacher can select and create materials that are related to the subject area and are developmentally appropriate for the students. 
18. Domain - a broad area covered by a teacher evaluation system and for which criteria and standards are specified for assessing performances in that domain.
19. Example of Domain - I. Knowledge of Instructional Design 
20. Element - a major category of teacher knowledge, skills, abilities, behaviors, and attributes within a domain. Examples of Elements for Domain I. -
    I.A. Planning of Courses and Lessons 
    I.B. Selection and Creation of Instructional Materials  Indicator - for each element, the types of knowledge, skills, abilities, behaviors, and attributes that are empirically or by definition connected to the criterion. Examples of Indicators for Element I.B. -
    I.B.1. Materials selected/created fit into instructional plan. 
    I.B.2. Materials selected/created are current, correct, developmentally appropriate, and comprehensive. 
    I.B.3. Materials created by the teacher are readable to the students in terms of level of content difficulty, design, and printing quality.  Descriptor - for each indicator, a specific example of the performancebeing assessed. Examples of Descriptors for Indicator I.B.1. -
    I.B.1.a. Teacher's handout refers to some topics covered in previous lessons. 
    I.B.1.b. Homework assignment addresses two of the district's instructional goals and objectives in this subject area for this grade level. 
21. Critical Incident - a significant and observable episode or performance (effective or ineffective) in a teacher's career that alters the direction of subsequent teaching behaviors, activities, or events. Such events may include noteworthy accomplishments, substantive improvement, and/or significant failures that are not typical of the teacher's performance, but which should be considered as potential information for the evaluation of that teacher's performance. See  Critical Incident Appraisal.
22. Curriculum - (1) a comprehensive overview, including activities planned for delivery to the students, the scope of content, the sequence of materials, interpretation and balance of subject matter, and motivational, instructional, and assessment techniques to be used. (2) a set of ordered intended learning outcomes.
23. Dismissal - the involuntary termination of employment which should be based upon a teacher's level of performance, school staffing needs, or reductions and layoffs. See   Forced Resignation, Hearing, Incompetence, Reduction in Force, Tenure.
24. Documentation - the collection or compilation of all tangible materials, records, and forms used in the assessment of a teacher and the evaluation of teaching performance. See  Record (noun).
25. Documenting - the process of recording and providing tangible evidence and information about the performance of a teacher.
26. Due Process - a teacher's right to fair and impartial treatment as guaranteed by the U.S. Constitution and Bill of Rights, by various laws (e.g., Civil Rights Act of 1964), and by related procedural requirements. See  Appeal Process, Dismissal, Hearing, Tenure.
27. Duty - that which a teacher is legally required and morally obligated to do (or not do) as part of his/her job. See  Duties-Based Evaluation, Responsibility.
28. Effective Teaching - those teaching practices that lead to desirable results such as student learning as measured by standardized tests. Often such practices are identified based on correlational research, referred to a process-product research, that does not indicate a cause-and-effect link between certain teaching practices and student learning. See  Correlation, Teacher Effectiveness.
29. Equitable - that which is fair, impartial, and just, and which provides equal opportunity for all. See  Fairness.
30. Ethical - performing the evaluation or behaving in accordance with a moral code of conduct that addresses such issues as the well-being of the teacher and his/her students, the good of the school and its community, and the innate rights of individuals.
31. Evaluation - the systematic process of determining the merit, value, and worth of someone (the evaluee, such as a teacher, student, or employee) or something (the evaluand, such as a product, program, policy, procedure, or process). See  Assessment, Teacher Evaluation.
32. Evaluator - a person who assembles data and information collected about a teacher, analyzes them, makes judgments as to whether that teacher's performance level meets the pre-specified standards, prepares a summary report, writes recommendations, and may provide feedback to the teacher, directly or through another person. In general, one evaluator determines the overall merit, value, and/or worth of the evaluee. See   Assessor, Evaluand, Evaluee.
33. Evidence - the documentation and verbal statements by credible witnesses (e.g., students, peers, principal) concerning the knowledge, skills, abilities, and behaviors of a teacher. Evidence is used both to generate and to justify judgments about a teacher's performance for purposes of evaluation. See  Corroborating Evidence, Credible, Data, Inference, Validity - Evidential Basis of.
34. Fairness - impartiality. Fairness refers to such aspects of the assessment program and evaluation system as equal opportunity to acquire the knowledge and skills to be assessed, use of developmentally appropriate assessments, sound procedures, appropriate use of evaluation results, and reasonable demands on the teachers being evaluated in terms of such factors as time, costs, and personal resources required. See  Adverse Impact, Bias, Comparability, Developmentally Appropriate, Equitable, Equity.
35. Forced Resignation - a termination of employment in which the teacher leaves against his/her will, but which is recorded as voluntary (e.g., early retirement instead of layoff). See  Dismissal, Reduction in Force, Tenure.
36. Formal - the conducting of an assessment or evaluation activity in accordance with a prescribed plan, structure, or advance notice. See  Informal.
37. Formative Teacher Evaluation - an evaluation conducted primarily for the purpose of improving the teacher through identifying that teacher's strengths and weaknesses. Formative evaluation is usually done by a supervisor or another teacher rather than an administrator and is typically part of professional development. See   Professional Development, Summative Teacher Evaluation.
38. Frequency of Evaluation - how often an evaluation is conducted (e.g., every year for a tenured teacher, three times a year for a non-tenured teacher). See  Schedule, Timeline.
39. Halo Effect - a type of rater effect in which an assessor or an evaluator tends to base overall judgments or evaluations on selected pieces of information rather than on all available relevant information. See  First-Impression Effect, Rater Effect.
40. Incentive Pay - the allocation of special payments or salary increments to a teacher who does different types of work or assumes additional responsibilities (e.g., coaching an athletic team, being a mentor teacher, teaching a particularly challenging group of students or a difficult course). See  Bonus Pay, Longevity Pay, Merit Pay.
41. Incompetence - the intentional or unintentional failure to perform the duties and professional responsibilities of the teaching job in a minimally acceptable manner as specified by the employing district. Incompetence usually results in remediation, reassignment, or dismissal. See   Dance of the Lemons, Dismissal, Remediation.
42. Inference - a logical conclusion or judgment that is explicitly supported by data, evidence, and information gathered as part of the teacher evaluation process. See  Data, Evidence, High Inference, Information, Low Inference.
43. Informal - the conducting of an assessment or evaluation activity without a prescribed plan or structure, or with little or no advance notice. See  Formal.
44. Intern - a new teacher who receives support from a mentor teacher as part of a professional development process. See  Mentor Teacher.
45. Interview - a series of orally-delivered questions designed to elicit responses concerning attitudes, information, interests, knowledge, and opinions. Interviews may be conducted in person or by telephone, and with one teacher or a group of teachers. The three major types of interviews are: (1) structured, where all questions to be asked by the interviewer are specified in advance; (2) semi-structured, where the interviewer can asked other questions and prompts in addition to the specified questions; and (3) unstructured, where the interviewer has a list of topics, but no or few specified questions. See  Conference, Debriefing Interview, Prompt, Responses.
46. Interviewer - the assessor who conducts the interview, either in a face-to-face setting or by telephone, and makes a record of the responses.
47. Investigation - a systematic examination, observation, or inquiry. Investigations can be: (1) a type of assessment task or activity; or (2) a process conducted during or after the administration of an assessment as part of a quality check (e.g., examining a teacher's portfolio that has been assigned discrepant ratings by two raters, comparing the observation summary record with the notes collected by the observer).
48. Job Description - a summary of the qualifications, duties, responsibilities, physical and mental demands, and working conditions associated with a specific job.
49. Judgment - an appraisal, decision, or opinion about the performance level of a teacher with respect to the knowledge, skill, ability, behavior, or attribute being assessed.
50. Knowledge - the sum of the information and experience the teacher has acquired or learned and is able to recall or use. See  Competency, Prerequisite Knowledge.
51. KSAs - an abbreviation for knowledge, skills, and abilities. See  Job Analysis.
52. Learning Environment - the setting in which student instruction occurs. See  Context (Teaching).
53. Learning Outcomes - the products of instruction or exposure to new knowledge or skills. Examples include the mastery of a new skill or successful completion of a training program.
54. Lesson - the content that is to be taught or the activity that is to be done during a specific period of instructional time. See  Instruction.
55. Log (Teacher) - a journal or diary, maintained by the teacher, supervisor, assessor, or administrator, that includes such topics as decisions, plans, activities, results, changes, and reflections. The log can serve as a source of information for self-assessment or an evaluation or can be included as part of a portfolio. See  Journal, Portfolio, Reflection.
56. Low Inference - the types of assessment tasks, judgments, decisions, and conclusions that require a low degree of subjectivity on the part of the judge or evaluator (e.g., teacher emphasizes recall questions, based on a count of the types of questions asked of students during a classroom observation and the questions on the teacher's unit test). See   High Inference, Inference, Objective.
57. MBO (Management by Objectives)-Based Evaluation - a teacher evaluation approach based on a set of pre-specified objectives prepared for or in collaboration with the teacher. See  Foundation.
58. Master Teacher - a teacher who has been identified as exhibiting superior performance and expertise.
59. Measure (verb)  - to classify or estimate, in relation to a scale, rubric, or standard, the degree of quality or quantity of that aspect of teaching being evaluated. See  Estimate, Scoring Rubric, Standard.
60. Mentor Teacher - an experienced, often specially trained, teacher who works with new teachers, interns, or regular teachers in a professional improvement program. Mentors serve as resources, coaches, advisors, and confidants to other teachers and may be involved in formative evaluation activities as well as in the development and implementation of the plan of assistance. See  Coaching, Intern, Master Teacher, Mentoring, Modeling, Plan of Assistance.
61. Mentoring - the provision of support by experienced teachers to promote the development of new or less experienced teachers. See  Coaching, Mentor Teacher.
62. Merit - the overall professional competence of a teacher. Merit can include such factors as breadth and depth of knowledge of a subject area, specialized training completed, ability to work with different types of students, and fluency in a second language. See  Competence, Competency, Meritorious Performance, Talent, Value, Worth.
63. Merit Pay - the salary increments allocated to a teacher based on some form of evaluation that demonstrates the teacher's superior level of performance. See  Bonus Pay, Incentive Pay, Longevity Pay, Meritorious Performance.
64. Meritorious Performance - a level of performance that well exceeds the standard for minimally acceptable and that may be worthy of professional recognition, career ladder advancement, reward, or merit pay. See   Merit Pay, Minimally Acceptable.
65. Method of Data Collection - the specific means used to document teacher performance. Essentially, this includes the data forms and procedures necessary to define the specifics of the teacher evaluation model or system. The five methods detailed in this kit are test scores, observation, reflection, ratings, and portfolios. See  Observation, Portfolio, Rating, Reflection, Scale (Rating), Score, Test(noun).
66. Method of Evaluation - the approach used to conduct the evaluation (e.g., the use of formal classroom observations followed by an interview with the supervisor and an oral examination by a team of peers).
67. Minimally Acceptable - a performance level that meets the minimum standards, as defined by its criteria. Any lower level of performance is not acceptable in terms of the purpose of the evaluation. See  Competency, Standard.
68. Model - an example of a coherent method, approach, procedure, or strategy of teaching or of teacher evaluation, as defined by its key or unique assumptions, propositions, attributes, supportive theory, research, practical precedent, or foundation, and which implicitly defines accomplished or good teaching. See   Criterion, Foundation.
69. Modeling - the use exemplary teachers and mentors to demonstrate practices of good teaching to other teachers for the purpose of improvement or of repertoire expansion. See  Exemplary Teacher, Mentor Teacher, Self-Assessment.
70. Monitoring - the checking on a process or a person to verify that progress is being made, required activities are occurring, assessment and evaluation procedures are being implemented, suggested teaching practices are being tried, prior information is still applicable, earlier decisions can still be justified, and/or standards are being met. See  Audit.
71. Notes - the descriptive information about the context within which the teacher is being evaluated and/or about the process itself. For an observation, this might include the number and types of students present, a list of materials being used in the lesson, a description of the classroom arrangement, and information on events that occur during the observation. See  Comments, Scripting.
72. Objective (adjective)  - a characteristic of an assessment, observation, or conclusion that minimizes the impact of bias and subjectivity, and that yields results which can be empirically verified. See  Low Inference, Replicable, Subjective.
73. Observation - one of several methods used to collect data about a teacher's performance. It may also cover student behavior, the teaching context, and the learning environment. Observing should include the recording of evidence and notes while watching the teacher. Observations typically occur in the teacher's own classroom, but they may also occur in other settings (e.g., playground, staff meeting, parent-teacher conference) or may be based on audio tapes or videotapes. See   Announced Observation/Visit, Behaviors, Context (Teaching), Learning Environment, Observer, Performance (Teacher).
74. Observer - the person who collects evidence and notes about what he/she is observing, either in a classroom or another setting. The observer is an assessor, but may or may not be an evaluator. See   Assessor, Evaluator, Observation.
75. Pedagogy - the art and science of teaching. Some pedagogical skills apply across teaching situations whereas others apply only to specific subject areas (pedagogical content knowledge).
76. Peer Review - the evaluation of a teacher by other teachers, usually done to provide feedback to the evaluee for purposes of professional development and improvement, or to provide subject-matter and context-related expertise not possessed by others involved in the evaluation process. See  Coaching, Mentoring.
77. Performance (Teacher) - that which a teacher does on the job. Performance depends upon the teacher's competence, abilities, and talents as well as upon the context within which the teacher works. See   Ability, Competence, Context (Teaching).
78. Performance Appraisal - the systematic process of determining the merit, value, and worth of a teacher's current performance and estimating his/her potential level of performance with further development. See  Merit, Performance Assessment, Performance Evaluation, Value, Worth.
79. Performance Assessment - (1) the process of measuring or describing performance attributes of the teacher being evaluated. (2) a measurement approach in which the teacher displays behaviors or prepares products that are judged by an assessor according to pre-specified standards or scoring rubrics. See  Assessor, Attribute, Merit, Performance (Teacher), Performance Appraisal, Performance Evaluation, Scoring Rubric, Standard, Value, Worth.
80. Performance Evaluation - the process of determining the merit, value, and worth, based on assessment results, of some performance attribute(s) of the teacher being evaluated. See  Attribute, Merit, Performance Appraisal, Performance Assessment, Teacher Evaluation, Value, Worth.
81. Performance Goal - a specific statement of what is to be accomplished by the teacher (e.g., growth in knowledge, development of a skill, changes in practice), how the goal will be met (e.g., activities, resources), when the goal will be met, and how achievement of the goal can be assessed or determined. See  Goal, Instructional Goal, Objectives.
82. Performance Indicator - See  Criterion.
83. Performance Review - See  Performance Appraisal.
84. Performance Standard - See   Standard.
85. Permanent Teacher - a teacher who has a permanent contract with the employing school district or educational agency. See   Tenure, Tenured Teacher.
86. Personnel Evaluation - the systematic determination of the merit, value, and worth of the job-related performance of an employee. See  Merit, Value, Worth.
87. Plan of Assistance - a strategy for professional development and growth designed to address a teacher's deficiencies in meeting designated performance standards, based on the results of an evaluation. The plan of assistance should indicate goals and objectives for improvement, an action plan for improvement, what staff and resources are available, the timeline for development activities, benchmarks for ensuring that professional growth is occurring, and measures for verifying achievement of the goals and objectives. See   Contract, Diagnosis, Performance Goal, Professional Development, Remediation.
88. Policy (Teacher Evaluation) - a set of mandates, rules, and guidelines issued by a governmental or administrative agency regarding the purpose of teacher evaluation and the manner in which it should be conducted. See   Practice (Evaluation), Procedures (Evaluation).
89. Portfolio - a purposeful collection of documents concerning a teacher's performance (e.g., testimonials, student learning outcome reports, samples of students' work) and of products produced by the teacher (e.g., a lesson plan, a critique of a textbook chapter, a videotape of a lesson, a teacher-made unit test). The types of documents to be included may be specified, or the teacher may be free to choose what types of documents to include.
90. Practice (Evaluation) - the manner in which evaluations are actually conducted, whether or not the practice is in accordance with the policy and/or follows the procedures. See  Policy (Teacher Evaluation), Procedures (Evaluation).
91. Probationary Teacher - a non-tenured teacher who is usually a relatively inexperienced teacher (three years or less of teaching experience). See  Tenure, Tenured Teacher.
92. Procedures (Evaluation) - the directions for implementing all aspects of the evaluation process in accordance with the rules and guidelines given in a district's policy. Procedures specify how the evaluation is to be conducted, designated timelines, persons responsible, forms to be used, documentation to be provided, the analysis plan, and the steps to be followed. See  Data Collection Procedures, Irregularity, Policy (Teacher Evaluation), Practice (Evaluation), Timeline.
93. Professional Development - a process designed to improve specific professional competencies or the overall competence of a teacher. See   Competence, Competency, Formative Teacher Evaluation, Plan of Assistance, Remediation, Teacher Improvement.
94. Qualitative Information - the facts and evidence that describe a teacher's performance and that typically are recorded in written, audio, or visual form. See  Quantitative Information.
95. Quantitative Information - the facts and evidence that describe a teacher's performance and that typically are recorded in numeric, statistical, or graphic form, or can be meaningfully represented by numbers. See  Qualitative Information.
96. Recommendations - a set of suggestions derived from the teacher evaluation results. For formative teacher evaluation, they may include a list of professional development activities and a plan of assistance. For summative teacher evaluation, they may consist of personnel actions such as tenure, dismissal/termination, reassignment/transfer, contract renewal, or promotion.
97. Remediation - those techniques or strategies designed to improve a teacher's performance in general deficiencies or specific areas of weakness. See  Clinical Supervision, Coaching, Diagnosis, Feedback, Formative Teacher Evaluation, Incompetence, Modeling, Plan of Assistance, Professional Development, Reflection, Self-Assessment, Teacher Improvement.
98. Self-Assessment - the process of judging one's own teaching performance for the purpose of self-improvement. A teacher may use such techniques as self-viewing on a videotape, observing and modeling exemplary teachers, filling out self-rating forms, completing open-ended self-reports, keeping a log, compiling a portfolio, or using self-study handbooks and materials. See   Reflection, Self-Evaluation, Self-Study Materials.
99. Self-Evaluation - the process of reviewing one's own behavior and student learning outcomes for the purpose of monitoring and changing one's own teaching performance. See  Reflection, Self-Assessment, Student Learning Outcomes.
100. Standard - the level of performance on the criterion being assessed that is considered satisfactory in terms of the purpose of the evaluation. There are three major categories of standards, related to various purposes. (1) Developmental standards specify improvement levels to be attained and may be used for professional development and self-assessment. (2) Minimum standards designate the level below which performance is not acceptable and are used for such purposes as licensure and job assignments. (3) Desired performance standards reflect what is regarded as accomplished or effective teaching and typically are used for such purposes as promotions, awards, and certification. See   Criterion.
101. Subjective (adjective)  - a characteristic of an assessment, observation, or conclusion that yields results which cannot be empirically verified by another person. See  High Inference, Judgment, Objective, Replicable, Verification.
102. Summary - a concise report encompassing the major results of an assessment or an evaluation of a teacher's performance.
103. Summative Teacher Evaluation - an evaluation conducted primarily for the purpose of making personnel decisions about the teacher (e.g., merit pay, reassignment, promotion, dismissal, tenure). Summative evaluation usually is done by an administrator rather than a supervisor or another teacher. See  Formative Teacher Evaluation.
104. Supervisor - the person responsible for overseeing the work of a teacher and for ensuring that the teacher performs his/her duties and professional responsibilities. See  Administrator.
105. Teacher Evaluation - the systematic appraisal of a teacher's performance and/or qualifications in relation to the teacher's defined professional role and responsibities as well as to the school's and district's missions. See Assessment, Evaluation, Performance Evaluation. See  Assessment, Evaluation, Performance Evaluation.
106. Teacher Evaluation System - a complete approach to the evaluation of teachers including its purpose, the rules and regulations that apply, the target group to be evaluated, the domains to be covered, the procedures and methods to be employed, the instruments to be used, the persons to be involved, and the types of reports and feedback to be provided.
107. Tenure - an employment status conferred upon a teacher by state law or institutional regulation after successful completion of a probationary period. Tenure provides substantial, but not complete, protection against arbitrary or capricious dismissal and termination, and entitles the teacher to due process procedures and other protections that may not be available to the non-tenured teacher. See  Dismissal, Due Process, Permanent Teacher, Probationary Teacher, Tenured Teacher.
108. Tenured Teacher - a teacher who has completed a probationary period (usually two to five years) and is now considered a permanent employee of the school district with all applicable benefits and rights as specified in state law, district policy, and the collective bargaining agreement. See   Collective Bargaining Agreement, Permanent Teacher, Probationary Teacher, Tenure.

Termination - See  Dismissal