Hancock

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DistrictHancock
Shared Contract District
Org Code1210000
Type of DistrictElementary
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2016
Expired Status
Superintendency UnionUnion 70 Hancock Richmond
Regional HS MembersMount Greylock
Vocational HS Members
CountyBerkshire
ESE RegionBerkshires
Urban
Kind of Communitysmall rural communities
Number of Schools1
Enrollment41
Percent Low Income Students12
Grade StartPK or K
Grade End6
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Agreement

 

Between the

 

HANCOCK SCHOOLCOMMITTEE

 

and the

 

HANCOCK TEACHERS' ASSOCIATION

 

 

 

 

 

 

 

SEPTEMBER 1, 2013- AUGUST 31, 2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HANCOCK TEACHERS' ASSOCIATION

 

SEPTEMBER 1, 2013- AUGUST 31, 2016

 

PREAMBLE

 

The purpose of the Hancock School Committee is to provide education of the highest quality for the children of Hancock within the financial support approved by that Town each year. To achieve that purpose, we, the parties to this agreement recognize and agree that.

 

A.        Under the laws of the Commonwealth of Massachusetts, the Hancock School Committee, elected by the voters of Hancock, has the sole responsibility for the control, operation and maintenance of public education in this town.  To this end, the Committee establishes policies and budgetary provisions for Hancock School operations. Pertinent to Chapter 150E of the General Laws, Section 6, the School Committee and the Hancock Teacher's Association shall confer in good faith on policies with respect to wages, hours, and other conditions of employment.

 

B.        The Superintendent of Schools of Hancock (hereinafter referred to as the Superintendent) is responsible for carrying out all policies of the Hancock School and is the school's chief educational and administrative officer.

 

C.         The administrator(s) and professional teachers of Hancock School are responsible for teaching of the highest possible quality for each child in the Hancock School.

 

ARTICLE I

RECOGNITION

 

The Hancock School Committee recognizes the Hancock Teachers Association for purposes of collective bargaining as the exclusive representative of a unit consisting of all professional teaching employees of the Hancock School system and excluding only the Superintendent of Schools, the Director of Special Education and any other Administrative staff of School Union #70.

 

ARTICLE II

NEGOTIATION PROCEDURE

 

A.        No later than October 15 of the school year in which this agreement expires, the Association will notify the School Committee in writing that it wishes to open negotiations for a successor agreement. The Committee will agree to enter into negotiations with the Association no later than December I" of said year. Negotiations will apply to all teachers and will be reduced to writing and signed by the Committee and the Association's representative.

 

B.        During negotiations, the Committee and the Association will present and exchange relevant data, and points of view and make proposals and counterproposals.  Neither party will be restricted in the use of professional or lay consultants to assist in the negotiations.

 

C.        If the negotiations described in this Article have reached an impasse, the procedure described in Chapter 150E, Section 9 of the Acts in 1965, will be followed.

 

D.        The Committee agrees it will not adopt any change in policy that affects either the provisions of this agreement or Chapter 150E, Section 6 of the General Laws.

 

E.         The parties may modify this Agreement by mutual agreement.  Any such modification will be reduced to writing, and will become an addendum to this Agreement.

 

F.         Subject to the provisions of this Agreement, hereinafter provided, the wages, hours and other conditions of employment in effect on the effective date of this Agreement and applicable to the employees covered by this Agreement shall continue in effect and be so applicable.

 

ARTICLE III

GRIEVANCE PROCEDURE

 

A.       Definition: Any claim by the Association or a teacher that there has been a violation, misinterpretation, or misapplication of terms of this Agreement, a violation of its or his/her right to fair treatment, or violation of any established policy or practice shall be a grievance.

 

B.        Time Limits: All time limits herein shall consist of working days exclusive of legal holidays. The time limits indicated hereunder will be considered maximal unless extended by mutual agreement in writing. In the event a grievance is filed which cannot be resolved to the satisfaction of the Association prior to the termination of this contract using the normal time limits set herein, the Association may submit the grievance directly to arbitration in accordance with Level Four of this procedure.

 

C.        Level One: A teacher with a grievance will present it to his/her Principal either directly or through the Association within 20 working days of when the teacher knew or should have reasonably known that the grievance had occurred.  In the event that the teacher is not directly responsible to an individual Principal, then he/she will present it to his/her immediate supervisor.  The Principal or immediate supervisor will respond in writing within 10 working days.

 

D.       Level Two: If the grievance is not resolved to the satisfaction of the grievant or Association within at Level One, the teacher or the Association may present the grievance in writing to the Superintendent within 10 working days of receiving the written response at Level One.  The Superintendent will respond in writing within 10 working days.

 

E.         Level Three: If the grievance is not resolved to the satisfaction of the Association within ten (10) workings days after receiving a response at Level Two, the teacher or the Association may present the grievance in writing to the School Committee at the next meeting or at a mutually agreeable date.  The School Committee will respond in writing within 10 working days.

 

F.         Level Four: If the grievance is not resolved to the satisfaction of the Association within twenty (20 working days after the response at Level Three, and if the grievance is meritorious in the opinion of the Association, , the Association may submit the grievance to arbitration in accordance with the rules of the American Arbitration Association, or, at the discretion of the Association, the Division of Labor Relations Arbitration Services.

 

General Procedures:

 

1.         The Association shall have the right to use any representative(s) of its own choosing at any of this grievance procedure.

 

2.         The costs for the services of the arbitrator, including per diem expenses if any, and the actual and necessary and subsistence expenses will be borne by both parties.

 

3.        The School Committee acknowledges the right of the Association to participate in the processing of a grievance at any level.

 

4.         Provided the parties agree, Level One of the Grievance Procedure may be passed and the grievance brought directly to Level Two.

 

5.         No reprisals of any kind will be taken by the School Committee or the School Administration against any teacher because of his/her participation in this Grievance Procedure.

 

6.        The School Committee and the Administration will cooperate with the Association in its investigation of any grievance, and further, will furnish the Association with such information as is requested for the processing of any grievance and the Association will furnish the School Committee the same.

 

7.        All documents, communications and records dealing with the processing of a grievance will be filed separately than the personal files of the participants.

 

8.        If, in the judgment of the Association, a grievance affects a group or class of teachers, the Association may submit such grievance in writing to the School Committee through the Superintendent and the processing of such grievance will be commenced at Level Three. The Association may process such a grievance through all levels of the Grievance Procedure even though the aggrieved person does not wish to do so.

 

9.         All decisions rendered at Levels One, Two, and Three will be in writing, setting forth the decision and reasons therefore, and will be transmitted promptly to the grievant and/or the Association within ten (10) working days.

 

10.       When it is necessary pursuant to the Grievance Procedure, for a member of the Association to investigate a grievance or attend a grievance meeting during the school day, he/she will be released without loss of pay necessary in order to permit participation in the foregoing activity.

 

11.       The procedure outlined in this article applies to the processing of the grievances and their resolution.

 

ARTICLE IV

TEACHER INPUT/CONCERNS

 

Teachers will be made aware of any complaints against them in a timely manner.  Teachers have the right to be present at any meetings resulting from said complaints. They also have the right to Union representation at any such meetings.

 

ARTICLE V

SALARIES

 

A.        The salaries of all persons covered by this Agreement are set forth in Appendix "A" which is attached hereto and is a part hereof.

 

B.         All persons on the Teachers' Salary Schedule will be paid in twenty-six (26) equal payments.

 

C.        Payments are due every other Thursday.

 

D.        Summer Lump Sum Payments may be requested by May 1.

 

E.         No newly hired teacher shall be placed on the salary schedule at a step higher than a teacher presently employed by the Hancock School Committee with like experience and education.

 

F.         Any teacher who has attended at least fifteen (15) years of service in the Hancock School System shall be entitled to an Incremental Benefit of $500 per year for five consecutive years to a maximum of $2,500.

 

ARTICLE VI

TEACHING HOURS

 

A.        Teachers are expected to assume their regular duties as they are currently understood, at 7:45 A.M. and continue until the final bus leaves the school. The Committee agrees that under adverse conditions the bus driver will be required to remain at the school until the arrival of the first staff member.  It is the responsibility of the school Principal to provide a lunch period of not less than thirty minutes for each staff member.

 

B.         Work Year: The work year of teachers will in no event be more than one hundred eighty-five (185) days.

 

C.        A staff meeting may be held once per month after school for up to one hour in duration.

 

ARTICLE VII

SUBSTITUTES/PREP TIME

 

The Administration will make every effort to secure qualified substitutes in the event of a teacher/specialist absence.  The Administration will make every effort to provide teachers with 2 30 minutes of prep. time/week.

 

ARTICLE VIII

TEACHER EVALUATION

 

A.        All monitoring or observation of the work performance of a teacher will be conducted openly and with the full knowledge of the teacher. Teachers will be given a copy of any evaluation report prepared by their supervisors and will have the right to discuss such reports with their supervisors promptly.   Teachers shall be evaluated in accordance with the evaluation procedure in Appendix B (see attached to agreement).  The parties agree that the terms of this procedure may be changed periodically through the process of negotiations.  However, any changes shall be subsequently incorporated into the appendix and attached to the agreement.

 

B.        Teachers will have the right, upon a request, to review the contents of their personal file. A teacher will have the right to have a representative of the Association accompany him/her during such review.

 

C.        No material concerning a teacher's professional service will be placed in his/her personal file unless the teacher has an opportunity to review the material.  The teacher will acknowledge that he/she has had an opportunity to review such material by affixing his/her signature to the copy to be filed with the express understanding that such signature in no way indicates agreement with the contents thereof. The teachers will also have the right to submit a written answer to such material and his/her answer shall be reviewed and signed by the Superintendent and attached to the file copy.

 

D.        Serious complaints regarding a teacher made to any member of the Administration by any parent, student or other person that may require further discussion or investigation will be called to the attention of the teacher within the next working day and the identity of the complainant will be made known to said teacher.

 

E.         The Association recognizes the authority and responsibility of the Principal for disciplining or reprimanding a teacher for delinquency or professional performance.  If a teacher is to be disciplined or reprimanded by a member of the Administration, he/she will be entitled to have a representative of the Association present.

 

F.         No teacher will be disciplined, reprimanded, reduced in rank or compensation or deprived of any professional advantage without just cause.  Teachers have the right to leaves of absence as per the contract and under the Family Medical Leave Act and teachers are entitled to full protections provided by law and the collective bargaining agreement.

 

G.        The evaluation process is attached as Appendix B Evluation and may be altered or amended by the parties by mutual agreement.

 

ARTICLE IX

LEAVE

 

SECTION I:

 

Full-time professional teachers shall be entitled to fifteen (15) days sick leave per year, five of which may be used to care for a relative or significant friend, and they will be credited the first (15) fifteen days at the time of their initial employment. It is understood that a teacher may not use more than five (5) days per year to care for a relative or significant friend.

 

Unused sick leave can accumulate up to one hundred sixty-five (165) days. Teachers who are hired during the school year shall receive sick leave on a prorated basis. Teachers who are not employed on a full-time basis will receive sick leave prorated to the percentage of their employment. The sick leave is available for cases of actual sickness and/or disability of the teacher at the discretion of the Superintendent.

 

SECTION II:

 

Employees who are covered by Workman's Compensation shall continue to receive during the period of the absence from duty because of disability resulting from personal injuries arising out of and in the course of their employment, or arising out of ordinary risks of the street while actually engaged, with the authorization of the employer, in the business affairs or undertakings of the school system; or during the period of their absence from duty because of disability resulting from sickness or illness arising out of and in the course of their employment, the difference between their regular compensation and the amount being received by them under the Workman's Compensation Act. Amounts received hereunder shall be subject to the provisions of the foregoing section governing sick leave to which he/she may be entitled under the foregoing paragraph. Payment hereunder shall be charged against the unused portion of sick leave benefits as follows.

 

Number of days charged equals:

 

Per diem amount received hereunder number of days for which

                         X compensation benefits have

been received

 

Per diem regular compensation

 

SECTION III:

 

Each teacher shall receive annual notice of his/her accrued sick leave no later than December 1 of each school year.

 

 

SECTION IV:

 

Each teacher shall be notified when his/her absences exceed his accumulated sick leave.

 

SECTION V:

 

Each full-time professional teacher shall be entitled to three (3) personal days per year non­ accumulative.  Whenever able, each teacher will give 24 hours written notice of absence to the building principal. Teachers who are not employed on a full-time basis will receive personal days prorated to the percentage of their employment.

 

SECTION VI:

 

All professional teachers shall be entitled to four (4) professional days per year. All requests for leave will be submitted to the building Principal for approval. Additional time may be granted by the Superintendent.

 

SECTION VII:

 

All teachers shall be entitled to maternal/paternal leave without pay for a time period of one (1) year.  Such applications must be approved by the Superintendent and application for leave must be submitted in writing no later than two (2) months prior to the anticipated leave. Application for additional leave must be submitted in writing not less than one month before the original leave time has expired.

 

SECTION VIII:

 

Upon request of any teacher, the Superintendent may grant an extended leave for purposes that he/she deems advantageous and beneficial to the educational process of the Hancock School.

 

SECTION IX:

 

In the event of the death of an immediate relative, each teacher shall be granted up to five (5) days paid leave in each instance. In the event of the death of a close relative or live-in mate, each teacher shall be granted up to three (3) days paid leave in each instance.

 

SECTION X:

 

The Committee and the Association will establish a Sick Leave Bank to be administered under the direction of a Sick Leave Bank Committee.  This Committee will be composed of one member of the teaching staff, the Superintendent and one member of the School Committee. The Bank may hold up to a maximum of fifty (50) days of sick leave at any time.  Individual staff members may contribute, on a yearly basis, up to a maximum often  (10) sick days to the Bank, to be charged against their accumulated sick leave.

 

The Sick Leave Bank Committee may promulgate rules and requirements in order to properly administer the Bank, which will include procedures to replace days that have been withdrawn from the Bank and awarded to the staff member in need.  In the event that an individual uses all of his/her sick days, including those eligible through the Bank, additional days may be donated to help that individual in need through a request made to the Sick Leave Bank Committee.

 

 

 

 

 

ARTICLE X

PROFESSIONAL DEVELOPMENT

AND

EDUCATIONAL IMPROVEMENT

 

A.        The Committee agrees it will pay the tuition cost of courses.  A teacher may make application for courses to the Superintendent of Schools no later than 60 calendar days before the beginning of the courses(s) The Committee agrees that it will pay the cost of tuition for courses that have the recommendation of the Superintendent. Teachers shall be approved for tuition reimbursement for courses within their content area or within a Master’s degree program. Teachers will receive reimbursement for approved courses completed by November 1st. Such reimbursement will be paid in the first week of the following July. Payment shall be disbursed no later than July 7.

 

B.        The Committee will pay the reasonable expenses (including fees, meals, lodging and/or transportation) incurred by teachers who attend workshops, seminars, conferences or other professional improvement sessions at the request of, or upon the recommendation of the Superintendent of Schools.

 

C.        The School Committee will pay the tuition of courses, which have the recommendation of the Superintendent and approval of the School Committee for a teacher on Sabbatical Leave.

 

D.        Professional development shall take place within the school day or at another time by mutual agreement between the Principal and the Association. Curriculum mapping or other curriculum related initiatives requiring work beyond the school day or school year shall be compensated at $25.00/hour and shall be voluntary.

 

 

ARTICLE XI

HEALTH INSURANCE

 

A.        The Committee agrees to abide by the provisions set forth under Chapter 32-B of the General Laws, in regard to employee insurance, and to pay no less than fifty percent (50%) of the cost of the Blue Choice New England POS individual or family plans and employees may apply said dollar amounts to the other plan offerings. The remaining percentage is to be paid by the insured. Dental is included in the above package.

 

            The School Committee and Town shall contribute the dollar amount equal to 50 percent of the cost of the Blue Choice New England POS individual or family plans that employees may apply to the other plan offerings.

 

B.    All coverage under the Berkshire County Public Employee Insurance Plan will be in effect.

 

 

 

ARTICLE XII

DUES DEDUCTION

 

A.        The Committee agrees to deduct from the salaries of its employees, dues for the Massachusetts Teachers Association or any such association as said teachers individually and voluntarily authorize the Committee to deduct and to transmit monies systematically to such Association or Associations.  Teacher authorizations will be provided in writing.

 

B.        It is understood that any deductions which a teacher may authorize to the Committee to make from his/her earnings may be deducted in equal installments from each paycheck received by said teacher during the year.

 

C.        The Committee agrees to deduct from the salaries of its employees any deductions requested for the Pittsfield Teachers Credit Union. Monies will be deducted from payroll checks and transmitted to the Pittsfield Teachers Credit union. Withdrawal authorizations are to be provided in writing from the teachers.

 

ARTICLE XIII

OVERNIGHT FIELD TRIPS

 

A.        Meals will be paid for teachers involved in overnight stays or field trip (s).

 

B.        Staff members involved in any overnight field trip(s) with students will be paid at the rate of one hundred dollars ($100) per night, in addition to their regular salary.

 

ARTICLE XIV

AFTER SCHOOL AND SUMMER PROGRAMS

 

Teachers employed for after school and summer programs will be compensated at a rate set forth by the Committee. This does not preclude or inhibit any member of the staff from offering voluntary professional service in exchange for PDP's.

 

ARTICLE XV

TEACHER INPUT/NEW HIRES

 

Whenever any vacancy in a professional position occurs, written notice of such vacancy will be ·given to the Association President. The qualifications for the position, its duties, and the rate of compensation shall be clearly set forth. No such vacancy shall be filled within ten (10) days from the date such notice is presented to the Association.

 

Teachers currently employed at Hancock Elementary School will be given the opportunity for meaningful input prior to the selection of any new teacher or support staff for the elementary program. Such input, attendance at meetings, or other activities dealing with the selection of new hires shall be voluntary. Teachers currently employed at Hancock Elementary School, interested in job openings, will be given first consideration in filling positions, if they are certified and qualified.

 

ARTICLE XVI

RETIREMENT SEVERANCE PAY

 

Any teacher upon leaving the employ of the Town of Hancock after completing 20 years of service and has notified the superintendent by February 1 of the preceding year shall receive twenty-five dollars ($25) per day to a maximum of 165 days of unused sick days in a lump sum in addition to their contracted amount if they work through the last day of school.

 

ARTICLE XVII

SCHOOL COMMITTEE MINUTES

 

The School Committee will provide the Association President with agendas prior to School Committee meetings. The Committee will also provide the Association President minutes of meetings upon acceptance.

 

 

ARTICLE XVIII

REDUCTION IN FORCE (RIF)

 

1.         Whenever the District, in the exercise of is discretion, determines that it shall reduce the number of teachers employed by the District, it shall, subject to the provisions of the General Laws of the Commonwealth of Massachusetts, implement such reduction by laying off, dismissing or not renewing the employment of those teachers without professional teaching status for whose position there is a teacher with professional teaching status for whose position there is a teacher with professional teaching status qualified to fill.

 

2.         If such education cannot be implemented and a professional status teacher is to be laid off, the Superintendent shall determine which teacher Is to be terminated based on the following criteria:

 

            a.         Areas of Certification - means areas in which the teacher is certified to teach.

 

b.         Relative Competency - to assist the Superintendent In determining qualifications of teachers certified in the instructional area to be affected, the Superintendent shall review the most recent teacher evaluation for each particular teacher Involved and the personnel file and meet and receive input and recommendations from the Principal of Hancock Elementary School.

 

c.         Length of Service - (seniority) means a teacher's continuous length of service In the school system from his/her initial date of appointment, plus, if the teacher has been recalled pursuant to provisions of this article, those years of continuous service prior to layoff.

 

            If (a) and (b) are substantially equal, then Length of Service shall prevail.

 

3.         Once a position to be eliminated is recommended by the Superintendent to the School Committee, the Superintendent will notify the Association, through its President, in writing within ten (10) days of the recommendation. Every effort will be made to start the process of RIF notification by April 15 of the school year preceding the school year in which the reduction is to become effective.

 

4.         Teachers who have been laid off shall be entitled to recall rights for a period of two (2) years from the effective date of their respective layoffs. During the recall period, teachers shall be notified by mail to their last address of record, and given a preference of positions for which they are qualified as they develop, in the inverse order of their respective layoffs. Said teachers shall have twenty (20) calendar days to respond in writing to be eligible for the positions. All benefits to which a teacher was entitled at the time of the layoff shall be restored in full upon re-employment within the recall period. During the recall period, teachers who have been laid off shall be given preference on the substitute list If they so desire.

 

5.         The District will provide a seniority list of teachers, in writing, annually to the Association.

 

6.         Teachers who have been terminated in accordance with the provisions of this article may continue their group medical insurance coverage for a period of two years by promptly remitting to the School District the total premium costs. Failure to forward premium payments to the District in accordance with a mutually agreed upon schedule shall terminate this right.

 

7.         The layoff or dismissal of a teacher under this article shall not be considered as either discipline or reprimand.

 

 

 

ARTICLE XIX

DURATION

 

This agreement constitutes Committee Policy in respect to teachers' wages, hours, and other conditions of employment, and the Committee will carry out the commitments contained herein and give them full force and effect as Committee policy.  The Committee will amend its Administrative Regulation and take such other actions as may be necessary in order to give full force and effect to the provisions of this Agreement.

 

This Agreement will be effective September 1, 2013, and will continue in full force and effect to and including August 31, 2016.

 

__________________________________________            ______________________________________

For the Hancock Teachers Association                                                       Date

 

__________________________________________            ______________________________________

For the Hancock School Committee                                                        Date

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix A

 2013-2014

 

STEP

BA

BA+9

BA+18

BA+27

MA

MA+9

MA+18

MA+27

MA+36

1

 

29,775

29,933

30,709

30,967

32,256

34,308

35,521

37,336

37,722

2

 

30,363

30,563

31,224

31,485

34,466

35,468

36,165

37,424

37,811

3

 

30,948

31,490

32,121

32,390

34,877

35,813

36,447

37,511

38,632

4

 

31,535

32,415

32,854

33,293

35,286

36,545

36,728

38,245

39,365

5

 

32,121

33,146

33,587

33,897

36,018

37,278

37,460

38,978

40,243

6

 

32,323

33,290

34,279

35,317

36,377

37,468

38,594

39,747

40,900

7

 

33,614

34,624

35,661

36,731

37,833

38,967

40,137

41,337

42,538

8

 

34,956

36,005

37,087

38,196

39,344

40,526

41,742

42,990

44,241

9

 

36,356

37,447

38,571

39,771

40,920

42,147

43,411

44,710

46,009

10

 

37,810

38,945

40,110

41,317

42,556

43,832

45,150

46,499

47,845

11

 

39,323

40,502

41,720

42,968

44,216

45,587

46,956

47,030

49,763

12

 

40,896

42,123

43,387

44,686

46,027

47,410

48,833

50,293

51,753

13

 

42,532

43,807

45,122

46,476

47,868

49,307

50,786

52,304

53,824

14

 

0

45,559

46,924

48,332

49,784

51,279

52,819

54,399

55,976

15

 

0

0

48,803

50,269

51,775

53,328

54,930

56,573

58,214

16

 

0

0

49,609

51,696

55,462

57,076

58,741

60,455

62,169

17

 

0

0

51,595

53,764

57,679

59,361

61,092

62,872

64,656

18

 

0

0

53,657

55,916

59,990

61,736

63,534

65,388

67,241

19

 

0

0

55,269

57,593

61,787

63,587

65,440

67,350

69,258

20

 

0

0

56,880

59,270

63,592

65,440

67,344

69,310

71,274

21

 

0

0

58,489

60,949

65,388

67,291

69,251

71,271

73,291


Appendix A

2014-2015

 

HANCOCK EDUCATION ASSOCIATION  @1.5%

STEP

BA

BA+9

BA+18

BA+27

MA

MA+9

MA+18

MA+27

MA+36

1

 

30,222

30,382

31,170

31,432

32,740

34,823

36,054

37,896

38,288

2

 

30,818

31,021

31,692

31,957

34,983

36,000

36,707

37,985

38,378

3

 

31,412

31,962

32,603

32,876

35,400

36,350

36,994

38,074

39,211

4

 

32,008

32,901

33,347

33,792

35,815

37,093

37,279

38,819

39,955

5

 

32,603

33,643

34,091

34,405

36,558

37,837

38,022

39,563

40,847

6

 

32,808

33,789

34,793

35,847

36,923

38,030

39,173

40,343

41,514

7

 

34,118

35,143

36,196

37,282

38,400

39,552

40,739

41,957

43,176

8

 

35,480

36,545

37,643

38,769

39,934

41,134

42,368

43,635

44,905

9

 

36,901

38,009

39,150

40,368

41,534

42,779

44,062

45,381

46,699

10

 

38,377

39,529

40,712

41,937

43,194

44,489

45,827

47,196

48,563

11

 

39,913

41,110

42,346

43,613

44,879

46,271

47,660

47,735

50,509

12

 

41,509

42,755

44,038

45,356

46,717

48,121

49,565

51,047

52,529

13

 

43,170

44,464

45,799

47,173

48,586

50,047

51,548

53,089

54,631

14

 

0

46,242

47,628

49,057

50,531

52,048

53,611

55,215

56,816

15

 

0

0

49,535

51,023

52,552

54,128

55,754

57,422

59,087

16

 

0

0

50,353

52,471

56,294

57,932

59,622

61,362

63,102

17

 

0

0

52,369

54,570

58,544

60,251

62,008

63,815

65,626

18

 

0

0

54,462

56,755

60,890

62,662

64,487

66,369

68,250

19

 

0

0

56,098

58,457

62,714

64,541

66,422

68,360

70,297

20

 

0

0

57,733

60,159

64,546

66,422

68,354

70,350

72,343

21

 

0

0

59,366

61,863

66,369

68,300

70,290

72,340

74,390


Appendix A

2015-2016

 

HANCOCK EDUCATION ASSOCIATION @1.5%

STEP

BA

BA+9

BA+18

BA+27

MA

MA+9

MA+18

MA+27

MA+36

1

 

30,675

30,838

31,638

31,903

33,231

35,345

36,595

38,464

38,862

2

 

31,280

31,486

32,167

32,436

35,508

36,540

37,258

38,555

39,319

3

 

31,883

32,441

33,092

33,369

35,931

36,895

37,549

38,645

39,799

4

 

32,488

33,395

33,847

34,299

36,352

37,649

37,838

39,401

40,554

5

 

33,092

34,148

34,602

34,921

37,106

38,405

38,592

40,156

41,460

6

 

33,300

34,296

35,315

36,385

37,477

38,600

39,761

40,948

42,137

7

 

34,630

35,670

36,739

37,841

38,976

40,145

41,350

42,586

43,824

8

 

36,012

37,093

38,208

39,351

40,533

41,751

43,004

44,290

45,579

9

 

37,455

38,579

39,737

40,974

42,157

43,421

44,723

46,062

47,399

10

 

38,953

40,122

41,323

42,566

43,842

45,156

46,514

47,904

49,291

11

 

40,512

41,727

42,981

44,267

45,552

46,965

48,375

48,451

51,267

12

 

42,132

43,396

44,699

46,036

47,418

48,843

50,308

51,813

53,317

13

 

43,818

45,131

46,486

47,881

49,315

50,798

51,306

53,885

55,450

14

 

0

46,936

48,342

49,793

51,289

52,829

54,415

56,043

57,668

15

 

0

0

50,278

51,788

53,340

54,940

56,590

58,283

59,973

16

 

0

0

51,108

53,258

57,138

58,801

60,516

62,282

64,049

17

 

0

0

53,155

55,389

59,422

61,155

62,938

64,772

66,610

18

 

0

0

55,279

57,606

61,803

63,602

65,454

67,365

69,274

19

 

0

0

56,939

59,334

63,655

65,509

67,418

69,385

71,351

20

 

0

0

58,599

61,061

65,423

67,418

69,379

71,405

73,428

21

 

0

0

60,256

62,791

67,365

69,325

71,344

73,425

75,506

 

Appendix B

Teacher Evaluation

Introduction

The Hancock Educator’s Association (HEA) and the Hancock School Committee (the Committee) recognize that this evaluation process is a new venture with many new learnings and applications involved. As such, there may be from time to time a need to revisit/revise portions of this document.  Both parties agree that this portion of the contract can be re-opened at any time as determined by either party.

 

1)             Purpose of Educator Evaluation

A)            This contract language is locally negotiated and based on M.G.L., c.71, § 38; M.G.L. c.150E; the Educator Evaluation regulations, 603 CMR 35.00 et seq.; and the Model System for Educator Evaluation developed and which may be updated from time to time by the Department of Elementary and Secondary Education. See 603 CMR 35.02 (definition of model system).  In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail.

B)            The regulatory purposes of evaluation are:

 

i)              To promote student learning, growth, and achievement by providing Educators with feedback for improvement, enhanced opportunities for professional growth, and clear structures for accountability, 603 CMR 35.01(2)(a);

 

ii)             To provide a record of facts and assessments for personnel decisions, 35.01(2)(b);

 

iii)            To ensure that every school committee has a system to enhance the professionalism and accountability of teachers and administrators that will enable them to assist all students to perform at high levels, 35.01(3); and

 

iv)            To assure effective teaching and administrative leadership, 35.01(3).

 

2)         Definitions (* indicates definition is generally based on 603 CMR 35.02)

A)         *Artifacts of Professional Practice: Products of an Educator’s work and student work samples that demonstrate the Educator’s knowledge and skills with respect to specific performance standards.  The parties shall work together during the 2013-14 school year to develop templates for portfolios that reflect acceptable categories of evidence.  The templates will be in the form of sample binders and address issues of quantity and quality.

 

B)         Caseload Educator:  Educators who teach or counsel individual or small groups of students through consultation with the regular classroom teacher, for example, school nurses, guidance counselors, speech and language pathologists, and some reading specialists and special education teachers.

 

C)         Classroom teacher:  Educators who teach preK-12 whole classes, and teachers of special subjects as such as art, music, library, and physical education. May also include special education teachers and reading specialists who teach whole classes.

 

D)         Categories of Evidence: Multiple measures of student learning, growth, and achievement, judgments based on observations and artifacts of professional practice, including unannounced observations of practice of any duration; and additional evidence relevant to one or more Standards of Effective Teaching Practice (603 CMR 35.03).  Evidence that has not been shared with the educator within 10 days  shall not be utilized in the evaluation process. The parties shall work together during the 2013-14 school year to develop templates for portfolios that reflect acceptable categories of evidence.  The templates will be in the form of sample binders and address issues of quantity and quality.

 

E)         *District-determined Measures: Measures of student learning, growth and achievement related to the Massachusetts Curriculum Frameworks, Massachusetts Vocational Technical Education Frameworks, or other relevant frameworks, that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects.  The evaluation subcommittee shall work to create district determined measures and review processes which will then be referred to respective negotiating teams.  The parties shall consider chronic student absenteeism, class make-up, and other extenuating circumstances when reviewing the evaluating measures.

  

F)         *Educator(s): Inclusive term that applies to all classroom teachers and caseload educators, unless otherwise noted.

 

G)         *Educator Plan: The growth or improvement actions identified as part of each Educator’s evaluation. The type of plan is determined by the Educator’s career stage, overall performance rating, and the rating of impact on student learning, growth and achievement. There shall be four types of Educator Plans:

 

i)          Developing Educator Plan shall mean a plan developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS); or, at the discretion of an Evaluator, for an Educator with PTS in a new assignment.

 

ii)         Self-Directed Growth Plan shall mean a plan developed by the Educator for one or two school years for Educators with PTS who are rated proficient or exemplary.

 

iii)        Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one school year or less if successfully completed  for Educators with PTS who are rated overall needs improvement on their summative evaluation, or needs improvement or unsatisfactory in their formative assessment/evaluation. PTS Teachers who successfully complete a Directed Growth Plan shall be placed on a Self-Directed Growth Plan in the next cycle.  If by June 1st the Educator does not receive a rating of proficient or exemplary, he/she shall be rated unsatisfactory and shall be placed on an Improvement Plan for no less than 90 instructional days the following year and no more than a year in accordance with paragraph iv below.

 

iv)        Improvement Plan shall mean a plan developed by the Evaluator of no less than 90 instructional days and no more than one school year for Educators with PTS who are rated unsatisfactory after completing a directed growth plan with goals specific to improving the Educator’s unsatisfactory performance and for the length of time that it would reasonably take to achieve said goals.  Teachers who are rated unsatisfactory as the result of the summative evaluation on a self-directed growth plan may be placed on an improvement plan for no less than one school year. In those cases where an Educator is rated unsatisfactory near the close of a school year, the plan may include activities during the summer preceding the next school year, by mutual agreement.

 

H)         *ESE:  The Massachusetts Department of Elementary and Secondary Education.

 

I)          *Evaluation:  The ongoing process of defining goals and identifying, gathering, and using information as part of a process to improve professional performance (the “formative evaluation” and “formative assessment”) and to assess total job effectiveness and make personnel decisions (the “summative evaluation”).

 

J)         *Evaluator: Any person designated by a superintendent who has primary or supervisory responsibility for observation and evaluation. The superintendent is responsible for ensuring that all Evaluators have training in the principles of supervision and evaluation. Each Educator will have one primary Evaluator at any one time responsible for determining performance ratings.

 

i)          The Principal shall be the person who determines the Educator’s performance ratings and evaluation.

 

ii)          The Principal shall also be the person responsible for developing the Educator Plan, supervising the Educator’s progress through formative assessments, and evaluating the Educator’s progress toward attaining the Educator Plan goals

 

iii)        Notification:  The Educator shall be notified in writing of his/her primary Evaluator and supervising Evaluator, if any, at the outset of each new evaluation cycle.  The Evaluator(s) may be changed upon notification in writing to the Educator.

 

K)         Evaluation Cycle: A five-component process that all Educators follow consisting of 1) Self-Assessment; 2) Goal-setting and Educator Plan development; 3) Implementation of the Plan; 4) Formative Assessment/Evaluation; and 5) Summative Evaluation.

 

L)         *Experienced Educator:  An educator with Professional Teacher Status (PTS).

 

M)        *Family: Includes students’ parents, legal guardians, foster parents, or primary caregivers.

 

N)         *Formative Assessment: The process used to assess progress towards attaining goals set forth in Educator plans, performance on standards, or both. This process may take place at any time(s) during the cycle of evaluation, but typically takes place at mid-cycle.

 

O)         *Formative Evaluation: An evaluation conducted at the end of Year 1 for an Educator on a 2-year Self-Directed Growth plan which is used to arrive at a rating on progress towards attaining the goals set forth in the Educator Plan, performance on Standards and Indicators of Effective Teaching Practice, or both.

 

P)         *Goal: A specific, actionable, and measurable area of improvement as set forth in an Educator’s plan. A goal may pertain to any or all of the following: Educator practice in relation to Performance Standards, Educator practice in relation to indicators, or specified improvement in student learning, growth and achievement. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the same role.

 

Q)         *Measurable: That which can be classified or estimated in relation to a scale, rubric, or standards.

 

R)         Multiple Measures of Student Learning: Measures must include a combination of classroom, school and district assessments, student growth percentiles on state assessments, if state assessments are available, and student MEPA gain scores.  This definition may be revised as required by regulations or agreement of the parties upon issuance of ESE guidance expected by July 2012.

 

S)         *Observation:  A data gathering process that includes notes and judgments made during one or more classroom or worksite visits(s) of any duration by the Evaluator and may include examination of artifacts of practice including student work.  An observation shall occur in person. Classroom or worksite observations conducted pursuant to this article must result in feedback to the Educator using the attached Unannounced Observation form.   Normal supervisory responsibilities of department, building and district administrators will also cause administrators to drop in on classes and other activities in the worksite at various times as deemed necessary by the administrator.  Carrying out these supervisory responsibilities, when they do not result in targeted and constructive feedback to the Educator, are not observations as defined in this Article.

 

T)         Parties: The parties to this agreement are the local school committee and the employee organization that represents the Educators covered by this agreement for purposes of collective bargaining (“Employee Organization/Association”).

 

U)         *Performance Rating: Describes the Educator’s performance on each performance standard and overall.  There shall be four performance ratings:

 

·         Exemplary: the Educator’s performance consistently and significantly exceeds the requirements of a standard or overall.  The rating of exemplary on a standard indicates that practice significantly exceeds proficient and could serve as a model of practice on that standard district-wide.

           

·         Proficient: the Educator’s performance fully and consistently meets the requirements of a standard or overall.  Proficient practice is understood to be fully satisfactory.

           

·         Needs Improvement: the Educator’s performance on a standard or overall is below the requirements of a standard or overall, but is not considered to be unsatisfactory at this time. Improvement is necessary and expected.

           

·         Unsatisfactory: the Educator’s performance on a standard or overall has not significantly improved following a rating of needs improvement, or the Educator’s performance is consistently below the requirements of a standard or overall and is considered inadequate, or both.

 

V)         *Performance Standards: Locally developed standards and indicators pursuant to M.G.L. c. 71, § 38 and consistent with, and supplemental to 603 CMR 35.00. The parties may agree to limit standards and indicators to those set forth in 603 CMR 35.03.

 

W)        *Professional Teacher Status: PTS is the status granted to an Educator pursuant to M.G.L. c. 71, § 41.

 

X)         Rating of Educator Impact on Student Learning: A rating of high, moderate or low based on trends and patterns on state assessments and district-determined measures.  The parties will negotiate the process for using state and district-determined measures to arrive at an Educator’s rating of impact on student learning, growth and achievement, using guidance and model contract language from ESE, expected by July 2012.

 

Y)         Rating of Overall Educator Performance:  The Educator’s overall performance rating is based on the Evaluator’s professional judgment and examination of evidence of the Educator’s performance against the four Performance Standards and the Educator’s attainment of goals set forth in the Educator Plan, as follows:

 

i)          Standard 1:  Curriculum, Planning and Assessment

ii)          Standard 2:  Teaching All Students

iii)         Standard 3:  Family and Community Engagement

iv)         Standard 4:  Professional Culture

v)         Attainment of Professional Practice Goal(s)

vi)         Attainment of Student Learning Goal(s)

 

Z)         *Rubric:  A scoring tool that describes characteristics of practice or artifacts at different levels of performance.  The rubrics for Standards and Indicators of Effective Teaching Practice are used to rate Educators on Performance Standards, these rubrics consists of:

 

i)              Standards:  Describes broad categories of professional practice, including those required in 603 CMR 35.03

 

ii)          Indicators:  Describes aspects of each standard, including those required in 603 CMR 35.03

iii)         Elements:  Defines the individual components under each indicator

iv)         Descriptors:  Describes practice at four levels of performance for each element

 

The parties agree to adopt the rubrics on a trial basis for the 2013-14 school year the parties agree to review the rubrics and adapt them for the 2014-2015 school year.

 

AA)       *Summative Evaluation: An evaluation used to arrive at a rating on each standard, an overall rating, and as a basis to make personnel decisions.  The summative evaluation includes the Evaluator’s judgments of the Educator’s performance against Performance Standards and the Educator’s attainment of goals set forth in the Educator’s Plan.

 

BB)       *Superintendent: The person employed by the school committee pursuant to M.G.L. c. 71 §59 and §59A. The superintendent is responsible for the implementation of 603 CMR 35.00.

 

CC)       *Teacher: An Educator employed in a position requiring a certificate or license as described in 603 CMR 7.04(3)(a, b, and d) and in the area of vocational education as provided in 603 CMR 4.00. Teachers may include, for example, classroom teachers, librarians, guidance counselors, or school nurses.

 

DD)       *Trends in student learning: At least three years of data from the district-determined measures and state assessments used in determining the Educator’s rating on impact on student learning as high, moderate or low. The parties agree to develop and negotiate implementation of district determined measures during the 2013-14 school year.

 

 

3)             Evidence Used in Evaluation

The following categories of evidence shall be used in evaluating each Educator:

a.     Multiple measures of student learning, growth, and achievement, which shall include:

                                          i.    Measures of student progress on classroom assessments that are aligned with the Common Core Curriculum or other relevant frameworks and are comparable within grades or subjects in a school;

                                         ii.    At least two district-determined measures of student learning related to the Common Core Curriculum or other relevant frameworks that are comparable across grades and/or subjects district-wide.  These measures may include: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects.  One such measure shall be the MCAS Student Growth Percentile (SGP) or Massachusetts English Proficiency Assessment gain scores if applicable.

                                        iii.    Measures of student progress and/or achievement toward student learning goals set between the Educator and Evaluator for the school year or some other period of time established in the Educator Plan.

                                        iv.    For Educators whose primary role is not as a classroom teacher, the appropriate measures of the Educator’s contribution to student learning, growth, and achievement set by the district. The measures set by the district should be based on the Educator’s role and responsibility.

b.    Judgments based on observations and artifacts of practice including:

                                          i.    Unannounced observations of practice

                                         ii.    Announced observation(s) for non-PTS Educators in their first year of practice in a school, Educators on Improvement Plans, and as determined by the Evaluator.

                                        iii.    Examination of Educator work products.

                                        iv.    Examination of student work samples.


 

4)         Rubrics

 

The rubrics are a scoring tool used for the Educator’s self-assessment, the formative assessment, the formative evaluation and the summative evaluation. The districts may use either the rubrics provided by ESE or comparably rigorous and comprehensive rubrics developed or adopted by the district and reviewed by ESE.

 

 

5)         Evaluation Cycle:  Training

 

A)            Prior to the implementation of the new evaluation process contained in this article, the district shall arrange training for all Educators, principals, and other evaluators that outlines the components of the new evaluation process and provides an explanation of the evaluation cycle. The district through the superintendent in partnership with the Association shall determine the type and quality of training based on guidance provided by ESE.

 

B)         By November 1st of the first year of this agreement, all Educators shall complete a professional learning activity about self-assessment and goal-setting satisfactory to the superintendent or principal.  Any Educator hired after the November 1st date, and who has not previously completed such an activity, shall complete such a professional learning activity about self-assessment and goal-setting within three months of the date of hire. The district through the superintendent shall determine the type and quality of the learning activity based on guidance provided by ESE.

 

 

6)         Evaluation Cycle:  Annual Orientation

 

A)         At the start of each school year, the superintendent, principal or designee shall conduct a meeting for Educators and Evaluators focused substantially on educator evaluation. The superintendent, principal or designee shall:

 

i)          Provide an overview of the evaluation process, including goal setting and the educator plans.

 

ii)          Provide all Educators with directions for obtaining a copy of the forms used by the district.

 

iii)         These may be electronically provided. The faculty meeting may be digitally recorded to facilitate orientation of Educators hired after the beginning of the school year.

 

iv)         The district will issue annual guidance assist Educators in the development of SMART goals that align with school and district improvement priorities as well as promote each Educator’s personal growth.  This guidance will make clear that the expectation of the district is that each educator make progress toward attaining their goals as evidenced through the completion of activities in their Educator Plans. Attainment of SMART goals is not a requirement for receipt of an overall performance rating of ‘proficient’ in a Formative or Summative Evaluation. 

   

c.     Educators hired after the annual training shall be provided an overview and forms within four weeks of their hire date.

 

 

7)         Evaluation Cycle:  Self-Assessment

 

A)         Completing the Self-Assessment

 

i)          The evaluation cycle begins with the Educator completing and submitting to the Primary or Supervising Evaluator a self-assessment by October 15th or within six weeks of the start of their employment at the school.

 

ii)          Nothing herein shall prevent a teacher from expediting this process and completing the Self-Assessment and Goal Setting cycles prior to the deadline.  Teachers are encouraged to complete this process as soon as they are prepared.

 

iii)         The self-assessment includes:

 

(a)        An analysis of evidence of student learning, growth and achievement for students under the Educator’s responsibility.

 

(b)        An assessment of practice against each of the four Performance Standards of effective practice using the district’s rubric.

 

(c)        Proposed goals to pursue:

 

(1st)      At least one goal directly related to improving the Educator’s own professional practice.

 

(2nd)     At least one goal directed related to improving student learning.

 

B)         Proposing the goals

 

i)          Educators must consider goals for grade-level, subject-area, department teams, or other groups of Educators who share responsibility for student learning and results, except as provided in (ii) below. Educators may meet with teams to consider establishing team goals.  Evaluators may participate in such meetings.

 

ii)          For Educators in their first year of practice, the Evaluator or his/her designee will meet with each Educator by October 1st (or within four weeks of the Educator’s first day of employment if the Educator begins employment after September 15th) to assist the Educator in completing the self-assessment and drafting the professional practice and student learning goals which must include induction and mentoring activities.

 

iii)         Unless the Evaluator indicates that an Educator in his/her  second or  third years of practice should continue to address induction and mentoring goals pursuant to 603 CMR 7.12, the Educator may address shared grade level or subject area team goals.

 

iv)         For Educators with PTS and ratings of proficient or exemplary, the goals may be team goals. In addition, these Educators may include individual professional practice goals that address enhancing skills that enable the Educator to share proficient practices with colleagues or develop leadership skills.

 

v)         For Educators with PTS and ratings of needs improvement or unsatisfactory, the professional practice goal(s) must address specific standards and indicators identified for improvement. In addition, the goals may address shared grade level or subject area team goals.

 

8)         Evaluation Cycle: Goal Setting and Development of the Educator Plan

 

A)         Every Educator has an Educator Plan that includes, but is not limited to, one goal related to the improvement of practice; one goal for the improvement of student learning.  The Plan also outlines actions the Educator must take to attain the goals established in the Plan and benchmarks to assess progress.  Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the similar roles and/or responsibilities.  See Sections 15-19 for more on Educator Plans.

 

i)          Educators will be provided time to engage in the goal setting process and to develop Educator plans during collaborative planning time and professional development days.

 

ii)          Consultation time with Specialists may be required to complete Educator goals.

 

iii)         Teachers will not be required to use preparation time or educator lunch to prepare self-assessment or write goals.

 

B)         To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed in the Self-Assessment, using evidence of Educator performance and impact on student learning, growth and achievement based on the Educator’s self-assessment and other sources that Evaluator shares with the Educator.  The parties agree to negotiate the process for determining the Educator’s impact on student learning, growth, and achievement after ESE issues guidance on this matter.

 

C)         Educator Plan Development Meetings shall be conducted as follows:

 

i)          Educators in their first year of employment will meet with their evaluator 4 weeks from the Educator’s first work day of that school year to review regulatory and contractual requirements for evaluation, including Goal Setting and the Educator Plan.  Dependent on the Educator’s date of hire, the Evaluator will make every effort to have this meeting so that the Educator can meet the (October 15th ) deadline for Self-Assessment and Goal Setting to be completed. 

 

ii)          All other Educators may meet with the Evaluator in teams and/or individually with the specified timeframe above of each academic year to develop their Educator Plan.  Educators shall not be expected to meet during the summer hiatus.

 

iii)         For those Educators hired after the start of the school year, the meeting with the Evaluator to review the Educator Plan must occur within 4 weks  of their assignment, but in any case prior to the first observation.  Evaluators cannot formally observe Educators until 10 days after completion of the Self-Assessment and Goal Setting, unless by mutual agreement.

 

iv)         The Evaluator shall meet individually with Educators with PTS and ratings of needs improvement or unsatisfactory to develop professional practice goal(s) that must address specific standards and indicators identified for improvement.  In addition, the goals may address shared grade level or subject matter goals.

 

v)         Time provided above will not interfere with preparation time or educator lunch.  Evaluators will minimize interfering with teaching time for above activities.

 

 

D)         The Evaluator completes the Educator Plan by November 1st. The Educator shall sign the Educator Plan within 5 school days of its receipt and may include a written response. The Educator’s signature indicates that the Educator received the plan in a timely fashion. The signature does not indicate agreement or disagreement with its contents. The Evaluator retains final authority over the content of the Educator’s Plan.

 

 

9)         Evaluation Cycle:  Observation of Practice and Examination of Artifacts – Educators without PTS

 

A)         In the first three years of practice:

 

i)          The Educator shall have at least one announced observation during the school year.

 

ii)          The Educator shall have at least three unannounced observations during the school year.

 

iii)         If the evaluator is not satisfied with the overall performance during an observation, another observation  shall be followed up with an announced observation, which will occur no sooner than five school days and no later than twenty school days.

 

 

10)        Evaluation Cycle:  Observation of Practice and Examination of Artifacts – Educators with PTS

 

A)         The Educator whose overall rating is proficient or exemplary must have at least one unannounced observation during the evaluation cycle.

 

B)         The Educator whose overall rating is needs improvement must be observed according to the Directed Growth Plan during the period of Plan which must include at least two unannounced observations.

 

C)            The Educator whose overall rating is unsatisfactory must be observed according to the Improvement Plan which must include both unannounced and announced observation.  The number and frequency of the observations shall be determined by the Evaluator, but in no case, for improvement plans of one year, shall there be fewer than one announced and four unannounced observations. For Improvement Plans of six months or fewer, there must be no fewer than one announced and two unannounced observations.

 

D)    If the evaluator is not satisfied with the overall performance during an observation, another observation  shall be followed up with an announced observation, which will occur no sooner than five school days and no later than twenty school days.

 

 

11)        Observations

 

The Evaluator’s first observation of the Educator should take place by November 15.  Observations required by the Educator Plan should be completed by May 15th.  The Evaluator may conduct additional observations after this date.

The Evaluator is not required nor expected to review all the indicators in a rubric during an observation.

 

A)            Unannounced Observations:

 

i)          Unannounced observations will be at least 10 minutes long.  Evaluators will exercise professional judgment in both scheduling and framing them within the context of the school day and year.  The context will be addressed in the post-observation meeting and evaluation.

 

ii)          Any observation conducted by a district team or colleague in fulfillment of district initiatives designed to enhance professional development, collegiality and professional learning communities will not be  considered evaluative or evidence.

 

iii)         Each educator will receive no fewer than the minimum prescribed amount of unannounced observations throughout the course of a given evaluation cycle.  Receiving more than the prescribed minimum amount of unannounced observations should be viewed as routine and is not indicative of performance issues unless noted in feedback.

 

iv)         The Evaluator shall signify that he/she is conducting an unannounced observation by making his/her presence known by placing an unannounced observation form on the teacher’s desk or by handing the teacher said form prior to starting the observation.

 

v)         Within three school days of the observation, the Evaluator and Educator shall meet for a post-observation conference.  This time frame may be extended due to unavailability on the part of either party, but shall be rescheduled within 24 hours if possible.

 

vi)         The Educator will be provided with written feedback from the evaluator within five school days of the post-observation.  The written feedback shall be delivered to the Educator in person, by email, or placed in the Educator’s mailbox.

 

B)         Announced Observations:

 

                              i.                The Evaluator shall select the date and time of the lesson or activity to be observed and discuss with the Educator any specific goal(s) for the observation.

 

ii)          Within 5 school days of the scheduled observation, upon request of either the Evaluator or Educator, the Evaluator and Educator shall meet for a pre-observation conference. In lieu of a meeting, the Educator may  inform the Evaluator in writing of the nature of the lesson, the student population served, and any other information that will assist the Evaluator to assess performance

 

iii)         The Educator shall provide the Evaluator a draft of the lesson, student conference, IEP plan or activity. If the actual plan is different, the Educator will provide the Evaluator with a copy prior to the observation.

 

iv)         The Educator will be notified as soon as possible if the Evaluator will not be able to attend the scheduled observation. The observation will be rescheduled with the Educator as soon as reasonably practical.

 

C)         Post-Observation

 

i)          Within  3 school days of the observation, the Evaluator and Educator shall meet for a post-observation conference.  This timeframe may be extended due to unavailability on the part of either the Evaluator or the Educator, but shall be rescheduled within 24 hours if possible.

 

ii)          The Evaluator shall provide the Educator with written feedback within 5 school days of the post-observation conference.  For any standard where the Educator’s practice was found to be unsatisfactory or needs improvement, the feedback must:

 

(a)        Describe the basis for the Evaluator’s judgment.

 

(b)        Describe actions the Educator should take to improve his/her performance.

 

(c)        Identify support and/or resources the Educator may use in his/her improvement.

 

(d)        The Evaluator and Educator must sign the observation form within 5 days of receipt.

Timelines may be extended by mutual agreement.

 

(e)        The Educator may attach a letter and/or evidence to the observation.

 

(f)         The Educator’s signature does not necessarily indicate agreement with the contents.

 

iii)         Unfavorable Observations or evaluations

 

(a)        In the case of an unfavorable observation the Educator can request an additional observation be done.

 

12)        Evaluation Cycle:  Formative Assessment 

 

A)         A specific purpose for evaluation is to promote student learning, growth and achievement by providing Educators with feedback for improvement.  Evaluators are expected to make frequent unannounced visits to classrooms.  Evaluators are expected to give targeted constructive feedback to Educators based on their observations of practice, examination of artifacts, and analysis of multiple measures of student learning, growth and achievement in relation to the Standards and Indicators of Effective Teaching Practice.

 

B)         Formative Assessment may be ongoing throughout the evaluation cycle but typically takes places mid-cycle when a Formative Assessment report is completed.  For an Educator on a two-year Self-Directed Growth Plan, the mid-cycle Formative Assessment report is replaced by the Formative Evaluation report at the end of year one.  See section 13, below.

 

C)         The Formative Assessment report provides written feedback and ratings to the Educator about his/her progress towards attaining the goals set forth in the Educator Plan, performance on Performance Standards and overall, or both

 

D)         No less than two weeks before the due date for the Formative Assessment report, which due date shall be established by the Evaluator with written notice to the Educator, the Educator shall provide to the Evaluator evidence of  family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may provide to the evaluator additional evidence of the educator’s performances against the four Performance Standards.  During the 2013-14 school year the evidence shall include, but not be limited to, any evidence relating to the SMART Goals chosen by the educator.  The parties shall discuss specific evidence to be used thereafter.

 

E)         Upon the request of either the Evaluator or the Educator, the Evaluator and the Educator will meet either before or after completion of the Formative Assessment Report.

 

F)         The Evaluator shall complete the Formative Assessment report and provide a copy to the Educator. All Formative Assessment reports must be signed by the Evaluator and delivered face-to-face, by email or to the Educator’s school mailbox

 

G)         The Educator may reply in writing to the Formative Assessment report within 5 school days of receiving the report. This letter may be attached to the evaluation at the discretion of the educator.

 

H)         The Educator shall sign the Formative Assessment report by within 5 school days of receiving the report. The signature indicates that the Educator received the Formative Assessment report in a timely fashion. The signature does not indicate agreement or disagreement with its contents.

 

I)          As a result of the Formative Assessment Report, the Evaluator may change the activities in the Educator Plan.

 

J)         If the rating in the Formative Assessment report differs substantially from the last summative rating the Educator received, the Evaluator may place the Educator on a different Educator Plan, appropriate to the new rating in accordance with this agreement.

 

13)        Evaluation Cycle:  Formative Evaluation for Two Year Self-Directed Plans Only

 

A)         Educators on two year Self-Directed Growth Educator Plans receive a Formative Evaluation report near the end of the first year of the two year cycle.  The Educator’s performance rating for that year shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance in which case the rating on the performance standards may change, and the Evaluator may place the Educator on a different Educator plan, appropriate to the new rating.

 

B)         The Formative Evaluation report provides written feedback and ratings to the Educator about his/her progress towards attaining the goals set forth in the Educator Plan, performance on each performance standard and overall, or both.

 

C)         No less than two weeks before the due date for the Formative Evaluation report, which due date shall be established by the Evaluator with written notice provided to the Educator, the Educator shall provide to the Evaluator evidence of  family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may also provide to the evaluator additional evidence of the educator’s performance against the four Performance Standards.

 

D)         The Evaluator shall complete the Formative Evaluation report and provide a copy to the Educator. All Formative Evaluation reports must be signed by the Evaluator and delivered face-to-face, by email or to the Educator’s school mailbox

 

E)         Upon the request of either the Evaluator or the Educator, the Evaluator and the Educator will meet either before or after completion of the Formative Evaluation Report.

 

F)         The Educator may reply in writing to the Formative Evaluation report within 5 school days of receiving the report.  This letter can be attached to the assessment at the discretion of the educator.

 

G)         The Educator shall sign the Formative Evaluation report by within 5 school days of receiving the report. The signature indicates that the Educator received the Formative Evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with its contents.

 

H)         As a result of the Formative Evaluation report, the Evaluator may change the activities in the Educator Plan. 

 

I)          If the rating in the Formative Evaluation report differs substantially from the last summative rating the Educator received, the Evaluator may place the Educator on a different Educator Plan, appropriate to the new rating in accordance with this agreement.

 

14)        Evaluation Cycle:  Summative Evaluation

 

A)         The evaluation cycle concludes with a summative evaluation report.  For Educators on a one or two year Educator Plan, the summative report must be written and provided to the educator by May 15th.

 

B)         The Evaluator determines a rating on each standard and an overall rating based on the Evaluator’s professional judgment, an examination of evidence against the Performance Standards and evidence of the attainment of the Educator Plan goals. 

 

C)         The professional judgment of the primary evaluator shall determine the overall summative rating that the Educator receives.

 

D)         For an educator whose overall performance rating is exemplary or proficient and whose impact on student learning is low, the evaluator’s supervisor shall discuss and review the rating with the evaluator and the supervisor shall confirm or revise the educator’s rating. In cases where the superintendent serves as the primary evaluator, the superintendent’s decision on the rating shall not be subject to review.

 

E)         The summative evaluation rating must be based on evidence from multiple categories of evidence.  MCAS Growth scores shall not be the sole basis for a summative evaluation rating.

 

F)         To be rated proficient overall, the Educator shall, at a minimum, have been rated proficient on the

Curriculum, Planning and Assessment and the Teaching All Students Standards of Effective Teaching Practice.

 

G)         No less than  four weeks before the due date for the Summative Evaluation report, which due date shall be established by the Evaluator with written notice provided to the Educator, the Educator will provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may also provide to the evaluator additional evidence of the educator’s performance against the four Performance Standards. 

 

H)         The Summative Evaluation report should recognize areas of strength as well as identify recommendations for professional growth. 

 

I)          The Evaluator shall deliver a signed copy of the Summative Evaluation report to the Educator face-to-face, by email or to the Educator’s school mailbox no later than May 15th.

 

J)         The Evaluator shall meet with the Educator rated needs improvement or unsatisfactory to discuss the summative evaluation. The meeting shall occur by June 1st.

K)         The Evaluator may meet with the Educator rated proficient or exemplary to discuss the summative evaluation, if either the Educator or the Evaluator requests such a meeting. The meeting shall occur by June 10th.

           

L)         Upon mutual agreement, the Educator and the Evaluator may develop the Self-Directed Growth Plan for the following two years during the meeting on the Summative Evaluation report.

 

M)        The Educator shall sign the final Summative Evaluation report by June 15th. The signature indicates that the Educator received the Summative Evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with its contents.

 

N)         The Educator shall have the right to respond in writing to the summative evaluation which shall become part of the final Summative Evaluation report.

 

O)         A copy of the signed final Summative Evaluation report shall be filed in the Educator’s personnel file.

 

 

15)        Educator Plans:  General

A)         Educator Plans shall be designed to provide Educators with feedback for improvement, professional growth, and leadership; and to ensure Educator effectiveness and overall system accountability. The Plan must be aligned to the standards and indicators and be consistent with district and school goals.

B)            The Educator Plan shall include, but is not limited to:

                              i.                At least one goal related to improvement of practice tied to one or more Performance Standards;

                             ii.                At least one goal for the improvement of the learning, growth and achievement of the students under the Educator’s responsibility;

C)            An outline of actions the Educator must take to attain the goals and benchmarks to assess progress. Actions must include specified professional development and learning activities that the Educator will participate in as a means of obtaining the goals, as well as other support that may be suggested by the Evaluator or provided by the school or district.  Examples may include but are not limited to coursework, self-study, action research, curriculum development, study groups with peers, and implementing new programs. The District may pay the cost, if any, of any course, conference or other activity agreed upon by the parties. The District and the Educator will work together to find necessary time to follow through with recommendations.

D)            It is the Educator’s responsibility to attain the goals in the Plan and to participate in any trainings and professional development provided through the state, district, or other providers in accordance with the Educator Plan.

 

 

 

 

16)        Educator Plans:  Developing Educator Plan

 

A)         The Developing Educator Plan is for all Educators without PTS, and, at the discretion of the Evaluator, Educators with PTS in new assignments.

 

B)         Educators with PTS who are teaching a different grade or subject may be assigned a Developing Educator Plan by the Evaluator for their first year in the new position and may be assigned a mentor.  Upon being deemed proficient or exemplary, the educator shall be moved to the self-directed plan.

 

C)         The Educator shall be evaluated at least annually.

 

 

17)        Educator Plans:  Self-Directed Growth Plan

 

A)         A Two-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and after 2013-2014 whose impact on student learning is moderate or high*.  A formative evaluation report is completed at the end of year 1 and a summative evaluation report at the end of year 2.

 

B)         A One-year Self-Directed Growth Plan is for those Educators with PTS who have an overall rating of proficient or exemplary, and after 2013-2014 whose impact on student learning is low*.  In this case, the Evaluator and Educator shall analyze the discrepancy between the summative evaluation rating and the rating for impact on student learning to seek to determine the cause(s) of the discrepancy.

*To be discussed and negotiated

 

18)        Educator Plans:  Directed Growth Plan

 

A)         A Directed Growth Plan is for those Educators with PTS whose overall rating is needs improvement.

 

B)         The length of the plan shall be no less than 90 school days and up to one school year depending on the amount of time necessary to accomplish the goals.  

 

C)         The goals in the Plan must address areas identified as needing improvement as determined by the Evaluator.

 

D)         The Evaluator shall complete a summative evaluation for the Educator at the end of the period determined by the Plan, but at least annually, and in no case later than June 1st.

 

E)         For an Educator on a Directed Growth Plan whose overall performance rating is at least proficient, the Evaluator will place the Educator on a Self-Directed Growth Plan for the next Evaluation Cycle.

 

F)         For an Educator on a Directed Growth Plan whose overall performance rating is not at least proficient, the Evaluator will rate the Educator as unsatisfactory and will place the Educator on an Improvement Plan for the next Evaluation Cycle.

 

G)         The evaluator will notify the educator  that they have the right to have a representative of the Association attend meetings relative to improvement plans.

 

19)        Educator Plans:  Improvement Plan

 

A)         An Improvement Plan is for those Educators with PTS whose overall rating is unsatisfactory in the previous cycle’s Directed Growth Plan.

 

B)         The parties agree that in order to provide students with the best instruction, it may be necessary from time to time to place an Educator whose practice has been rated as unsatisfactory on an Improvement Plan of no fewer than 90 calendar days and no more than one school year.  In the case of an Educator receiving a rating of unsatisfactory near the close of one school year, the Improvement Plan may include activities that occur during the summer before the next school year begins, if mutually acceptable.  However, this shall not be included in the lengths of time referenced above.  The District shall pay the cost, if any, of any course, conference or other activity agreed upon by the parties.

 

C)         The Evaluator must complete a summative evaluation for the Educator at the end of the period determined by the Evaluator for the Plan.

 

D)         The Evaluator is responsible for providing the Educator with guidance and assistance in accessing the resources and professional development outlined in the Improvement Plan. 

 

E)         The Improvement Plan shall define the problem(s) of practice identified through the observations and evaluation and detail the improvement goals to be met, the activities the Educator must take to improve and the assistance to be provided to the Educator by the district.

 

F)         The Improvement Plan process shall include:

 

i)          Within ten school days of notification to the Educator that the Educator is being placed on an Improvement Plan, the Evaluator shall schedule a meeting with the Educator to discuss the Improvement Plan.  The Evaluator will develop the Improvement Plan, which will include the provision of specific assistance to the Educator. 

 

ii)          The Educator will be notified that they have a right to have a representative of the Association attend the meeting(s).

 

G)         The Improvement Plan shall:

 

i)          Define the improvement goals directly related to the performance standard(s) and/or student learning outcomes that must be improved;

 

ii)          Describe the activities and work products the Educator must complete as a means of improving performance;

 

iii)         Describe the assistance that the district will make available to the Educator;

 

iv)         Articulate the measurable outcomes that will be accepted as evidence of improvement;

 

v)         Detail the timeline for completion of each component of the Plan, including at a minimum a mid-cycle formative assessment report of the relevant standard(s) and indicator(s);

 

vi)         Identify the individuals assigned to assist the Educator who must include minimally the Evaluator; and other individuals agreed upon by the parties.

 

vii)        Include the signatures of the Educator and Evaluator.

 

H)         A copy of the signed Plan shall be provided to the Educator. The Educator’s signature indicates that the Educator received the Improvement Plan in a timely fashion. The signature does not indicate agreement or disagreement with its contents.

 

I)          Decision on the Educator’s status at the conclusion of the Improvement Plan.

 

i)          All determinations below must be made no later than June 1.  One of three decisions must be made at the conclusion of the Improvement Plan:

 

(a)        If the Evaluator determines that the Educator has improved substantially his/her practice to the level of proficiency, the Educator will be placed on a Self-Directed Growth Plan.

 

(b)        If the Principal determines that the Educator has improved his/her performance substantially, he/she shall be placed on a Directed Growth Plan.

 

(c)        If the Principal determines that the Educator’s practice remains at the level of unsatisfactory, the Principal shall recommend to the superintendent that the Educator be dismissed.


20)      Timelines (Dates in italics are provided as guidance)

Activity:

Completed By:

Superintendent, principal or designee meets with evaluators and educators

to explain evaluation process

 

September 15

Evaluator meets with first-year educators to assist in self-assessment and goal setting process

Educator submits self-assessment and proposed goals

October 1

Evaluator meets with Educators in teams or individually to establish Educator Plans (Educator Plan may be established at Summative Evaluation Report meeting in prior school year)

October 15

Evaluator completes Educator Plans

November 1

Evaluator should complete first observation of each Educator

November 15

 

Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired)

* or four weeks before Formative Assessment Report date established by Evaluator

 

 

January 5*

Evaluator should complete mid-cycle Formative Assessment Reports for Educators on one-year Educator Plans

 

 

February 1

Evaluator holds Formative Assessment Meetings if requested by either Evaluator or Educator

 

 

February 15

Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired)

*or 4 weeks prior to Summative Evaluation Report date established by evaluator

 

 

April 20*

Evaluator completes Summative Evaluation Report

 

May 15

Evaluator meets with Educators whose overall Summative Evaluation ratings are Needs Improvement or Unsatisfactory

 

June 1

Evaluator meets with Educators whose ratings are proficient or exemplary at request of Evaluator or Educator

 

June 10

Educator signs Summative Evaluation Report and adds response, if any within 5 school days of receipt

 

June 15

 

           
A)         Educators with PTS on Two Year Plans

 

Activity:

 

Completed By:

Evaluator completes unannounced observation(s)

Any time during the 2-year evaluation cycle

Evaluator completes Formative Evaluation Report

June 1 of Year 1

Evaluator completes Formative Evaluation Meeting

June 1 of Year 1

Evaluator completes Summative Evaluation Report

May 15 of Year 2

Evaluator conducts Summative Evaluation Meeting, if any

June 10 of Year 2

Evaluator and Educator sign Summative Evaluation Report

June 15 of Year 2

 

B)         Educators on Plans of Less than One Year

 

Activity

Completed by

Formative Assessment Meeting

Feb 1

Formative Assessment Report

Feb 15

Summative Evaluation Meeting and Report

May 1

 

 

i)          The timeline for educators on Plans of less than one year will be established in the Educator Plan.

 

 


21)        Career Advancement

A)         In order to attain Professional Teacher Status, the Educator should achieve ratings of proficient or exemplary on each Performance Standard and overall. A principal considering making an employment decision that would lead to PTS for any Educator who has not been rated proficient or exemplary on each performance standard and overall on the most recent evaluation shall confer with the superintendent by May 1. The principal’s decision is subject to review and approval by the superintendent.

 

22)        Rating Impact on Student Learning Growth

ESE will provide model contract language and guidance on rating educator impact on student learning growth based on state and district-determined measures of student learning by July 15, 2012. Upon receiving this model contract language and guidance, the parties agree to bargain with respect to this matter.

 

23)        Using Student feedback in Educator Evaluation

ESE will provide model contract language, direction and guidance on using student feedback in Educator Evaluation by June 30, 2013. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter.

 

24)        Using Staff feedback in Educator Evaluation

ESE will provide model contract language, direction and guidance on using staff feedback in Administrator Evaluation by June 30, 2013. Upon receiving this model contract language, direction and guidance, the parties agree to bargain with respect to this matter. 

 

25)        Transition from Existing Evaluation System

A.         PTS Teachers in good standing will be placed on Self-Directed plans during the 2013-14 school year and will receive their formative evaluations by May 15, 2014.

 

B.         Non-PTS Teachers will be placed on one year Developing Educator plans and evaluated accordingly, which means they will receive a Formative Evaluation in January and summative evaluation by May 15, 2014.

 

C.         All teachers will set SMART Goals starting in the 2013-14 school year.  Formative Assessments shall review progress on goals through observations and submission of evidence.

 

D.         All teachers will begin the process with a rating of proficient unless the teacher is currently on an improvement plan.

 

26)        General Provisions

A)         The parties agree to adopt the DESE model rubrics for the 2013-14 school year as a pilot and will negotiate changes for the 2014-2015 school year.

B)         Evaluators shall not make negative comments about the Educator’s performance, or comments of a negative evaluative nature, in the presence of students, parents or other staff, except in the unusual circumstance where the Evaluator concludes that s/he must immediately and directly intervene.  Nothing in this paragraph is intended to limit an administrator’s ability to investigate a complaint, or secure assistance to support an Educator.

C)         The superintendent shall insure that Evaluators have training in supervision and evaluation, including the regulations and standards and indicators of effective teaching practice promulgated by ESE (35.03), and the evaluation Standards and Procedures established in this Agreement.

D)         Should there be a serious disagreement between the Educator and the Evaluator regarding an overall summative performance rating of unsatisfactory, the Educator may meet with the Evaluator’s supervisor to discuss the disagreement. Should the Educator request such a meeting, the Evaluator’s supervisor must meet with the Educator.  The Evaluator may attend any such meeting at the discretion of the superintendent.