Littleton

Show detailed information about district and contract

DistrictLittleton
Shared Contract District
Org Code1580000
Type of DistrictMunicipal K12
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2014
Expired Status
Superintendency Union
Regional HS Members
Vocational HS MembersNashoba Valley RVTSD
CountyMiddlesex
ESE RegionCentral
Urban
Kind of Communityeconomically developed suburbs
Number of Schools4
Enrollment1607
Percent Low Income Students1
Grade StartPK or K
Grade End12
download pdf version of this document view accessible version of this document Littleton

CONTRACT

Littleton Educators’ Association

and

Littleton School Committee

September 1, 2011

****

August 31, 2014

TABLE OF CONTENTS

PAGE

PREAMBLE

ARTICLE I Definitions

3

ARTICLE II Recognition

3

ARTICLE III Compensation

4

ARTICLE IV Teaching Hours & Teaching Load

6

ARTICLE V Teacher Assignment

9

ARTICLE VI Vacancies and Transfers

9

ARTICLE VII Summer School & Federal Programs

10

ARTICLE VIII Use of School Facilities

10

ARTICLE IX Leave

10

ARTICLE X Temporary Leave

11

ARTICLE XI Sabbatical Leave

12

ARTICLE XII Special Leave

13

ARTICLE XIII Protection

14

ARTICLE XIV Insurance & Annuity Plan

14

ARTICLE XV Conditions Relating to Salary

14

ARTICLE XVI Teacher Facilities

15

ARTICLE XVII General

15

ARTICLE XVIII Evaluation

17

ARTICLE XIX Salary

27

ARTICLE XX Grievance Procedure

27

ARTICLE XXI Arbitration

28

ARTICLE XXII Agency Fee

29

ARTICLE XXIII Completeness of Agreement

29

ARTICLE XXIV Duration

29

APPENDIX A Teachers’ Salaries

31

APPENDIX B Extra-Curricular Stipendiary Schedule

34

APPENDIX C Athletic Stipendiary Schedule

37

APPENDIX D Tuition Assistance, Staff Development

41

APPENDIX E Definition of Just Cause

41

APPENDIX F Teacher PD/Evaluation Process

46

Observation/Evaluation Forms

54-57

PREAMBLE

Recognizing that our prime purpose is to provide education of the highest possible quality for the children of the Littleton Public Schools and that good morale within the professional staff of the Littleton Public Schools is essential to achievement of that purpose, we, the undersigned parties of this contract, declare that:

A.   Under the law of Massachusetts, the Committee, elected by the citizens of the town of Littleton, has final responsibility for establishing, improving, and revising the educational policies of the public schools of the town of Littleton;

B.   The superintendent of schools of the town of Littleton (hereinafter referred to as the superintendent) has responsibility for carrying out the policies so established;

C.   The professional staff of the public schools of the town of Littleton has responsibility for providing instruction of the highest quality;

D.   Fulfillment of these respective responsibilities can be facilitated and supported by consultations and free exchanges of views and information between the Committee, the superintendent, and the professional staff in the formulation and application of policies relating to wages, hours, and other conditions of employment for the professional staff;

E.   The Superintendent will schedule time for the LEA and the Superintendent to collaboratively meet with staff at the beginning of the year meeting and as part of the new teacher’s orientation program.

F.   To give effect to these declarations, the following principles and procedures are hereby adopted.

ARTICLE I. DEFINITIONS

In this contract the following words and abbreviations will have the following meanings unless otherwise stated:

Committee - The Littleton School Committee;

Association or LEA - The Littleton Educators' Association;

Teacher - All professional employees of the Littleton School Department except those employees excluded from Unit A;

Administrator - All principals, assistant principals, assistant superintendent, director of business, director of management services, directory of technology, coordinator of support services, and administrator of special education;

Superintendent - The superintendent of the Littleton Public Schools;

PR&R - The Professional Rights and Responsibilities Committee of the LEA;

The pronouns he, his, she, hers and theirs shall include male and female staff members and both singular and plural as the facts and context require.

ARTICLE II RECOGNITION

A.   For the purposes of collective bargaining on wages, hours, and conditions of employment, the negotiation of collective bargaining agreements, and any questions arising there under, the Committee recognizes the LEA as the exclusive bargaining agent of all professional employees of the Committee (as such employees are defined by Chapter 150E of the General Laws), in the following unit.

Unit A: All professional employees of the public schools of the town of Littleton except the superintendent, assistant superintendent, director of business, director of technology, occupational therapists, physical therapists, director of management services, all principals and assistant principals, coordinator of support services, administrator of special education, substitute teachers, physicians, and dietitians.

B.   Except as specifically abridged, delegated, granted or modified by this agreement or any supplements thereto, or by General Laws, Chapter 150E, all of the rights, powers and authority held by the Committee prior to the effective date of said agreement are retained by the Committee and the exercise of said rights, powers and/or authority shall not be subject to arbitration.

C. This contract contains all of the matters that were negotiated or agreed upon by the parties. The wages, hours, and conditions of employment set forth in this contract shall apply to the employees as of the effective date of this contract.

If any provision of this agreement or any application of the agreement to any employee or group of employees shall be found contrary to law or regulation, then such provision of law or regulation shall control, but all other provisions or applications shall continue in full force and effect.

ARTICLE III COMPENSATION

A.   The salaries effective during the term of this Agreement are set forth in Appendices A, B, and C, which are attached hereto and made a part hereof.

B.   STEPS

Steps in the basic salary scale for teachers define the normal progression of teachers in the Littleton school system who serves satisfactorily. Normally, a teacher without experience shall be awarded a salary at the first step. A teacher commencing his second year shall be awarded a salary at the second step, etc.

C.   EXPERIENCE

Full credit shall be given for previous teaching experience. Experience shall be determined to the nearest number of whole years of teaching experience in Littleton schools or other schools in which the experience is in the judgment of the superintendent deemed to contribute to the teacher's proficiency. Fractions of a school year equal to or greater than one-half shall be considered a whole year.

D.   MILITARY OR OTHER SERVICE

Full credit up to two years on the basic salary schedule shall be allowed for each year of active military service, service in the Peace Corps, or VISTA for individuals whose teaching service was interrupted thereby. For individuals whose teaching service was not interrupted thereby such credit shall be given provided such service is in the judgment of the superintendent deemed to contribute to the teacher's proficiency.

E.   STEP INCREMENT WITHHELD

Increments are not considered automatic. A step increment may be withheld by the School Committee from teachers whose work is judged to be unsatisfactory. The step increment may only be withheld after the recommendation of a Board of Review, consisting of:

1.    One principal (not from the same building), designated by the administrators;

2.    The superintendent or his designee;

3.    Two teachers, one not from the same building, chosen by the Executive Board of the LEA.

If a teacher is in danger of not receiving a step increment the following school year, his building principal must so warn him by the end of the first semester of the preceding school year. The teacher may then appear at a hearing before the Board of Review to answer these criticisms; and if he so desires, produce witnesses in his defense.

After the hearing, the Board of Review shall make a written recommendation as to the withholding of the increment. If the School Committee overrules the Board of Review, or if the Board of Review makes no recommendation and the increment is withheld, the decision to withhold the increment may be grieved beginning at the School Committee level or taken directly to arbitration on the issue of whether such withholding was justified.

F.   TRAINING

The training classification is based on academic degrees. Evidence of degree status in the form of a transcript or other official statement from the college or university involved shall be required of all teachers.

Teachers who have earned a Bachelor's Degree are eligible for salaries listed under that heading. Experienced teachers who may not have earned such a degree may be considered in this category.

Upon presentation to the superintendent on a Salary Schedule Advancement form of evidence of a Master's Degree, Masters plus 15 hours, Master's plus 30 hours, Master's plus 45, Master’s plus 60 or Ph.D/Ed.D from an accredited college or university, a teacher shall be advanced to the proper step on the salary schedule.

For credit beyond the Master's Degree, a teacher shall be permitted to take courses in any field subject to the prior approval of the superintendent, which approval shall not be reasonably withheld.

G.   PROFESSIONAL STATUS

If elected, teachers serving satisfactorily in the Littleton schools for three years consecutively shall be elected to start the fourth and subsequent consecutive years at the discretion of the School Committee (with professional status), but the School Committee may elect a teacher who has served in its schools for not less than one year to serve at such discretion.

Teachers who are awarded tenure appointments shall receive a base salary not less than the amount applicable in accord with the basic salary schedule as outlined, except as noted in Section E above.

H.  PROFESSIONAL GROWTH PRACTICES

All teachers shall continue to keep abreast of and alert to new developments in their special fields through course work, workshops, lectures and other special study.

Tuition Reimbursement. The School committee shall allow for the payment for approved, successfully completed courses towards professional development at 100% of the total cost, said payment not to exceed $2000 per professional staff member per year. Application for tuition assistance must be made in writing on forms which shall be provided by the Central Office. All requests are subject to the approval of the Superintendent of Schools, in his sole discretion. Payment for tuition assistance may, at the request of the staff member, be made in advance. If payment is made in advance and the course is not successfully completed, the advance payment shall be deducted from the teacher’s salary. Also tuition assistance is limited to the cost of tuition, workshop, seminar etc. only. Additional cost such as textbooks, registration fees, and similar expenses are not payable under this policy.

Other Professional Development. There shall be a Professional Development Committee (PDC) consisting of sixteen (16) members, 12 teachers and 4 administrators appointed by the Superintendent. The PDC will be responsible for bringing quality district wide professional development opportunities to Littleton teachers. The PDC shall make recommendations for funding district-wide professional development activities and funding for such activities to the Superintendent. All recommendations are subject to the approval of the Superintendent of Schools in his sole discretion.

Each school shall also have a school-based professional development committee (SBPDC) consisting of two teachers and a school-based administrator. One of the teacher representatives shall also serve on the PDC. The SBPDC shall be responsible for making recommendations for building level programs, reviewing professional development proposals from individual teachers, and for making recommendations for funding both school based professional development and individual teacher activities. One thousand dollars ($1000) of the tuition reimbursement will be available for other forms of professional development, e.g. workshops, seminars, on-campus professional development and conferences, subject to the recommendation of the SBPDC to the Superintendent and approval of the Superintendent, in his sole discretion. Total reimbursement for tuition and other professional development activities shall not exceed $2000 per fiscal year.

I.    SALARIES FOR PART TIME TEACHERS

Teachers who for whatever reason are employed less than full-time will be paid that fraction of the appropriate full-time salary which is equal to the amount of time they are employed to work. For example, a half-time teacher would be paid 50 percent (50%) of the appropriate step of the salary schedule set forth in Appendix A. The Committee agrees not to split full-time teaching positions into two or more part-time positions.

J. Any position that requires certification from the Department of Education and which involves the performance of work that has traditionally been performed by members of the bargaining unit represented by the Association whether a ten, eleven or twelve month position, unless otherwise excluded by the language of the recognition clause, will be included in the bargaining unit represented by the Association.

K. A substitute teacher who works in the same position for more than ten (10) consecutive days will be paid at the rate of 1/181 of Bachelor, Step 1 per day from the eleventh (11th) to the sixtieth (60th) school day. After the sixtieth (60th) day in the same assignment, she/he will be placed on the salary schedule for teachers and entitled to all benefits provided in the collective bargaining agreement between the Association and the Committee.

ARTICLE IV TEACHING HOURS AND TEACHING LOAD

A.   At any time in this agreement, unless specified, when grade levels are discussed, the term Elementary will apply to the Middle School and Elementary Schools, Pre K-8. The term High School will apply to grades 9-12. Under normal circumstances, regular starting and dismissal times shall not be changed during the term of this agreement. If the superintendent believes a change is necessary, he will make a written recommendation to the School Committee and furnish the LEA with a copy. If the Committee believes that any change is advisable, it shall:

1. Notify the Association in writing of any intended change, and if requested by the LEA within 10 school days of such notice.

2. Meet with the LEA to discuss any change before it is implemented, unless emergency circumstances otherwise require.

3. If the LEA doesn't request a meeting within 10 school days of any implemented change or such notice, whichever comes first, then the LEA shall be deemed to have waived the right to grieve such change; otherwise, any change made without good cause, is subject to grievance beginning at the School Committee level.

B.   RELEASE TIME

1. The superintendent and the School Committee have decided that the release time for the duration of the contract shall be as follows:

2. Elementary and Middle Schools: The schools will have 12 three-hour early release days, subject to compliance with state department of education regulation on school day/school year. The Parties agree to pilot a new parent conference plan in lieu of the plan, currently described by Article IV(B)(2). The pilot conference plan will consist of three (3) early release days and one (1) night conference per semester at Shaker Lane and Russell Street Schools. During the 2013-2014 school year, the School Committee will undertake a survey of teachers and parents to assess the pilot program.

3 High School: the total number of release days at the High School shall be 12 three-hour early release days, subject to compliance with state department of education regulation on school day/school year.

4. Half-day is not to be construed as setting an exact hour for student dismissal or termination of a teacher's duty.

5. The superintendent shall meet with the Association president each year, when the school calendar is being set, to discuss the schedule of release days for the upcoming year.

6. If the School Committee believes that during the course of the contract period a change may be advisable, it shall:

a. Notify the Association in writing of the intended changes and if requested,

b. Set a date and place for an open meeting to discuss these changes.

C.   TEACHER WORK LOAD It is agreed by the parties that:

1. A teacher's workload is affected by the:

a) number of teaching hours,

b) number of preparations,

c)  number of pupils being taught,

d)  number of supervisory duties,

e)  nature of the subject matter to be taught,

f)   extra-curricular activities in which a teacher voluntarily participates, and

g)  class size.

2.  That quality education demands that there be innovations and change which makes it impossible and undesirable to establish precise formulas which attempt to exactly equalize the workload of teachers.

3.  That the quality of education shall suffer if unreasonable demands are made which result in a particular teacher carrying an excessive workload or being expected to teach with inadequate or insufficient facilities.

4.  That the additional physical facilities cannot be created without town meeting vote, but imaginative use of existing facilities and changes in scheduling shall be employed to minimize overcrowding and inequities in the workload.

5.  That the provisions shall be made for additional teachers or para-professionals, or both, to relieve situations where the workload of a particular teacher is substantially excessive and unequal in relation to that presently existing in the school in which he is teaching.

6.  DUTY FREE TIME

At the High School and the Middle School, each teacher shall be given a minimum of one duty free period a day in addition to a duty free lunch equal to that of the students. There shall be provided, at a minimum, 180 minutes per week of duty free time in a teacher’s workweek at the elementary schools (Grades Pre K-5) exclusive of release time on Wednesday afternoons. Through careful and effective scheduling prior to the academic year, reasonable efforts will be made to provide elementary teachers a minimum of one (30 minute) duty free period a day (as a part of the 180 minutes per week.)

7.  PUPIL TEACHER RATIOS

a) The term pupil-teacher ratio encompasses the comparison between the total number of classroom teachers in a building and the total number of students in the same building. It does not govern the maximum number of pupils in an individual classroom teacher's class. The term classroom teacher as used in the article includes not only regular academic teachers but also teachers of physical education, art, music, and industrial arts.

b) The following ratios of pupils to classroom teachers shall be maintained:

(1)   Elementary and Middle Schools - In grades Pre K-8 there will be one classroom teacher for each 20 pupils enrolled as of the first day of classes each school year. An additional classroom teacher will be added when the ratio exceeds 20.5 pupils on the first day of classes. Kindergarten students count as .5 FTE for purposes of this section as long as the kindergarten program is a .5 day program. The Administration will assign students to classes with a goal of a spread of no more than three (3) students from the smallest to the largest class size at any grade level. In no event will the spread be more than four (4) students.

(2)   High School - 1 classroom teacher for each 16 pupils enrolled as of the first day of classes each school year.

Classroom teachers shall be added at the High School when said ratio exceeds 16.5 pupils to 1 classroom teacher as of the first day of classes.

8.   Teachers are expected to be available to perform extra help and related educational and supervisory functions for 15 minutes a day before the official school starting time and for a total of 150 minutes per week at the secondary level, and 110 minutes per week at the elementary level, as designated by the principal, after the official school dismissal time. Exceptions may be made to the above upon the mutual consent of the principal and teacher. In weeks of less than five days the after school obligation shall be proportionately less.

9.   The teachers are expected to contribute as their fair share, reasonable amounts of time for intermittent activities, as in the past, beyond the regular school day, including but not limited to: supervising dances, project fairs, field days and evening activities connected with American Education Week programs. Teachers who sponsor and supervise approved co-curricular activities or clubs shall receive stipends from $200 to $500 in $50 multiples. Such stipend to be based on the nature, scope and time commitment of the activity or club as determined by the School Committee.

Supervision of dances will be voluntary with the teacher.

10. Teachers have the right to volunteer to perform work on other activities beyond the minimum set forth in this collective bargaining agreement.

D.   WORK YEAR

1.   The work year of teachers (Unit A) shall normally begin no earlier than September 1 and terminate no later than June 30; but shall in no event be longer than one day more than the number of days pupils are required to be in attendance as regulated by the State Board of Education.

2.   The Committee agrees to consult with the Association before establishing the school calendar.

3.   In the event that the amount of school days is increased by state law, the teachers' salaries shall then be adjusted on a pro rata basis.

4.   In the event that the School Committee deems it necessary to make up a school day(s) that has been canceled for emergency reasons, and that are necessary to meet the Commonwealth minimum requirements, then the School Committee agrees to consult with the LEA before making a decision as to when the day(s) shall be made up.

5.   Each teacher will be present at one Curriculum Night/Back to School Night and two Parent Conference evenings (not to exceed two hours in length) scheduled by the principal. Teachers will be notified at least 30 days in advance of the date for the evenings.

E.   GENERAL

1.  The schedule of compensation for stipend positions is set forth in Appendices B and C.

2.   The administration shall continue its policy of using machine scoring for standardized tests at all schools and data processing for term and grade reports at the Middle School and High School.

3.   All teachers shall have a duty-free lunch period at least equal to that of one sitting of the students.

4.   The School Committee's guidelines for tuition assistance are attached as Appendix D.

ARTICLE V. TEACHER ASSIGNMENT

A.   Teachers shall not be assigned outside the scope of their teaching certificate and/or their major or minor fields of study, except by the mutual consent of the teacher, principal and the superintendent.

B.   In arranging schedules for teachers assigned to more than one school, every effort shall be made to limit the amount of driving. Such teachers shall be notified of schedule changes as soon as practicable.

Teachers who use their automobiles for travel on school business which has been approved in advance by their principal will be reimbursed at the rate set by the Board of Selectmen, but in no event less than 20 cents per mile.

C.   Teachers shall be notified in writing of their tentative assignments for the coming school year, including the school, grade(s) and/or subjects, and level they shall teach no later than June 1 and for the high school, no later than July 15.

D.   The President of the LEA shall be provided with a copy of the Master Schedule for each school building by September 15 of each school year.

E.   It is expected that teachers shall continue to exercise care in the preparation and recording of marks. If the administration changes a grade(s), then the teacher’s name shall be replaced by a notation that clearly indicates the grade was administratively assigned.

ARTICLE VI VACANCIES AND TRANSFERS

A.   The Committee reserves the right to determine when a vacancy has occurred and to determine whether it shall be filled. Vacancy includes openings in existing positions, new positions and promotions.

B.   Notice of vacancy shall include the duties of the position, the required qualifications, its duties, and the proposed compensation.

C.   By May 15, a list of all known vacancies which the Committee has determined are to be filled for the following September, shall be furnished to the LEA. During the months of July and August, written notice of a new position or promotion shall be mailed to the Association President. All qualified teachers shall be given a reasonable opportunity to make application for such positions.

D.   Preference shall be given to qualified applicants already serving in the Littleton school system if in the judgment of the superintendent the qualifications of applicants are essentially equal.

E.   When a reduction of the number of teachers in a school is necessary, volunteers shall be considered for transfer first.

F.   Written notices of transfer shall be given to teachers as soon as possible.

G.   The superintendent shall circulate a request for transfer sheet to all the teachers no later than March 1. Requests for transfers must be submitted to the superintendent on or before March 15 of each school year to be considered for the next school year.

H. Appointment and transfers shall be made without regard to race, creed, color, religion, nationality, and (except as otherwise required by law or regulation) sex or marital status.

I. When the superintendent determines that a transfer is necessary, qualified volunteers from within the bargaining unit will be solicited first. If after consideration of the volunteers, the principal determines that someone else should be transferred, the teacher to-be-transferred will be notified in writing as to the reasons for the transfer. If requested, the teacher notified of the transfer will also be given an opportunity to meet with the principal of each school (current and prospective) and/or the superintendent to discuss the matter before a final decision is made. The teacher may have a representative of the Association present.

When the principal/superintendent determines that an involuntary transfer of a particular teacher may occur, the teacher will be notified in writing. First, the teacher will be given an opportunity to meet with the principal of his/her school before the principal’s recommendation is forwarded to the superintendent. Secondly, before the superintendent makes a final decision, the affected teacher will have the opportunity to meet with the superintendent to discuss the principal’s recommendation of transfer. The teacher may have a representative of the Association present. The teacher will be notified of the superintendent’s decision in writing within 14 calendar days thereafter.

J. During the time that school is in session no vacancy shall be filled until 30 days after posting of said vacancy except in the case of emergency.

K. Professional personnel covered by this agreement shall give thirty (30) days notice prior to resignation, except in cases of demonstrable emergency.

L. Vacancies result from the resignation, retirement, dismissal or death of the incumbent employee. If there is no current employee on a leave of absence or otherwise entitled to fill the vacancy at the time the vacancy occurs the vacancy shall be filled in accordance with these terms:

1.   In the event of a vacancy in a position included in the collective bargaining agreement with seventy-five (75) or more school days remaining in the school year, a replacement teacher will be appointed.

2.   In the event of a vacancy in a position included in the bargaining unit which is for less than seventy-five days, a long-term substitute will be appointed.

3.   Long term substitutes in vacant positions will be paid pursuant to the collective bargaining agreement from the first day in an assignment.

ARTICLE VII SUMMER SCHOOL AND FEDERAL PROGRAMS

A list of openings or vacancies in any summer school or federal program(s) which the Committee has determined are to be filled shall be furnished to the LEA as soon as possible after they occur. If in the judgment of the superintendent the qualifications of the applicants are substantially equal, he shall recommend that a teacher employed in the Littleton system be given preference.

ARTICLE VIII USE OF SCHOOL FACILITIES

A.   The School Committee shall continue its policy concerning the use of school facilities as set forth in policy EBH dated May 17, 1990, and amended, October 9, 2003.

B.   Subject to the procedures described in Section A above, the LEA may use school facilities after school hours. No building fee shall be charged. The LEA agrees to pay required custodial charges and police charges.

ARTICLE IX LEAVE

A.   Teachers shall be credited with fifteen (15) leave days each school year as of the first official day of school. Leave days may be accumulated up to a maximum of 300 days. Leave days may only be used for illness and to conduct personal business which cannot be scheduled on a non-school day or after school hours. Teachers are not entitled to use leave days while on extended unpaid leave of absence. The superintendent may require a physician’s certificate of illness for absences of more than five workdays in a row.

B.   By October 1 of each year, the superintendent shall issue a statement of the number of unused leave days a teacher has remaining.

C.   A Sick Leave Bank shall be established. Teachers may deposit one day of the leave to which they are entitled each year. Teachers who have prolonged illness and who have used up the sick leave to which they are entitled may apply to draw on the bank as provided in written regulations adopted by the LEA.   The operation of the bank and withdrawals there from shall be carried out by the Executive Board of the LEA, which shall furnish written records of deposits and withdrawals to the superintendent, together with a copy of the regulations and any amendments thereto.

Teachers are not eligible to participate in the sick leave bank until they have completed one year of service in Littleton. Teachers with fewer than four (4) years of service may not draw more than forty-five (45) sick days from the Sick Leave Bank for prolonged illnesses or injuries. The Sick Leave Bank may not be used for injuries which are compensable under Worker's Compensation except to the extent that days from the Bank may be used to supplement Worker's Compensation and/or other disability insurance benefits provided that the total compensation received does not exceed 100 percent (100%) of the teacher's regular per diem rate.

D.   Qualified (see number 1 of this section) members of this unit may buy back up to a total of 200 unused leave days over the final three years of employment at a rate of $ 30.00 per unused day, a maximum of 66.6 days may be bought back each school year for a total of $ 2000, which amount will be added to the compensation for that school year. Qualified members, who retire during a school year and meet the eligibility requirements, numbers 1 and 2 below, will be compensated for the maximum number of unused leave days for that year (66.6 days for a total of $ 2000). Above compensation to be paid at the time of the member’s last pay check. Eligibility for this benefit is limited to:

1.   Teachers who have taught for the last twenty (20) years in the Littleton school system, or those with thirty (30) years of total teaching, the last fifteen (15) of which have been in Littleton, and

2.   Have notified the superintendent in writing of their intended date of retirement by November 1 of the fiscal years preceding the school years in which they wish to access this benefit. Once made the decision to retire is binding. However, in certain situations the Superintendent may grant a reversal of the decision to the intended retiree in order to meet the unforeseen needs of that teacher. In addition, the teacher may reverse the decision to retire due to the following catastrophic circumstances:

a. Death of spouse or domestic partner

b. Divorce

c. Illness or injury to spouse/domestic partner or unit member which is debilitating in nature.

Within thirty (30) days, which must be before April 1, of notification/verification of an above mentioned catastrophic circumstance the qualified unit member will pay back to the Town of Littleton Public Schools any and all compensation received for unused leave buy-back. The unused leave days will then be returned to the member’s leave account.

E.   When a unit member has accumulated 300 leave days they may begin to use leave days earned beyond the 300 days during the school year in which they earned them.

ARTICLE X TEMPORARY LEAVE

A.   PROFESSIONAL LEAVE

The superintendent may grant staff members leaves of absence with pay for the purpose of attending educational conventions, professional meetings, training institutes, and other activities which have a demonstrable relationship to the improvement of professional skills.

1.   With pay shall include transportation, meals and lodging when they apply.

2.   The day(s) used in this manner shall not be subtracted from the leave days of the individual.

3.   The superintendent may direct staff members to take such leaves for the purposes and on the conditions outlined under A. Directed leaves shall be at the expense of the School Department, but members shall submit detailed expense vouchers to the superintendent at the conclusion of such leave.

4.   Staff members on professional leave shall file a written report with the superintendent upon request.

Teachers shall be entitled to an additional five (5) days bereavement leave, two with pay and three to be charged against their leave, in any one year in the event of the death of the teacher's spouse, child, domestic partner, grandparents, son-in-law, daughter-in-law, parents, father-in-law, mother-in-law, sibling or other member of the immediate household who is a relative by blood or marriage.

C.  JURY DUTY SERVICE

In the event that any employee covered by this agreement is required to perform and does perform jury service, the employee shall be compensated his regular salary less the compensation received from performance of jury duty service provided the employee furnished appropriate evidence from the court of such service (copy of juror service certificate).

ARTICLE XI SABBATICAL LEAVE

A.   The Littleton School Committee upon the recommendation of the superintendent may grant a sabbatical leave for approved study, research, or travel to a teacher who has completed at least six (6) consecutive years of experience in the Littleton Public Schools (service as a full time substitute in the Littleton Public Schools shall be considered as inservice toward six years). All such sabbatical leave shall be governed by the General Laws of the Commonwealth of Massachusetts, Chapter 71, Section 41A, which provides as follows:

"School Committees may grant a leave of absence for study or research to any teacher, principal or supervisor serving at discretion which would increase his professional ability, such leave to be for a period not exceeding one year at full or partial pay; provided that prior to the granting of such leave said teacher, principal or supervisor shall enter into a written agreement with the School Committee that upon termination of such leave he will return to service (such service to include the full prior assignments, i.e., extra-curricular activities, coaching, department coordinator, etc.) in the public schools of such town or city for a period equal to twice the length of such leave and that in default of completing such service, he will refund to the city or town an amount equal to such proportion of salary received by him while on leave as the amount of service not actually rendered as agreed bears to the whole amount of service agreed to be rendered."

B.   Applications for sabbatical leave shall be submitted to the superintendent on forms provided by the central office.

C.   All applicants shall file a statement of intention with the superintendent before November 1 of the year prior to the school year for which the sabbatical leave is requested.

D.   Final application shall be filed by March 15.

E.   The applicant shall be notified on/or before April 15 as to the disposition of his request, with reasons stated for disapproval or approval.

F.   No more than two (2) sabbatical leaves may be granted in any given school year.

G.   The recommendation of the superintendent shall be made on the basis of:

1.   The value of the proposed leave to the educational system of Littleton,

2.   Length of service in Littleton,

3.   Recognition of professional performance,

4.   Encouragement of professional growth,

5.   Persons with prior sabbatical leave must serve in Littleton at least six years beyond such leave before another sabbatical leave can be granted.

H. The period of time associated with the sabbatical leave shall be considered an equivalent period of regular professional service in the Littleton public schools for the purpose of salary determination.

I. Recipients of sabbatical leave shall retain tenure status and all other prescribed rights or benefits which would otherwise be theirs if they were actively teaching in the Littleton public schools during the period of leave.

J. Sabbatical leave may be combined with programs of study, research, writing or travel which are financed by outside noncommercial agencies or organizations such as colleges, universities or foundations.

K. Sabbatical leave shall not be granted of less than one full semester nor more than one full school year, a full school year being defined as beginning the day classes begin and ending the following year at the beginning of classes.

L. Recipients shall be entitled to receive as compensation their entire salary for the full year. Persons on sabbatical leave for one-half year shall receive their normal salary for the period of their absence.

M. Teachers salary shall include longevity, increments, existing merit pay and credit for military service, and proportional payment for a partially completed special assignment. Blue Cross-Blue Shield and retirement shall remain unaffected.

N. On return from sabbatical leave the successful applicant shall submit a written report to the superintendent summarizing the experience gained and outlining ways in which these experiences can contribute to the Littleton public schools.

ARTICLE XII SPECIAL LEAVE

A.   1.  Up to two teachers designated by the Association shall, upon request, be granted special leaves of

absence of up to one school year without pay or increment for the purpose of engaging in the activities of an officer of the National Education Association or any of its national or state affiliates; and may, upon request, be granted such special leave for activities as an officer of a local affiliate.

2. Any teacher desiring such leave shall apply to the superintendent by February 1 of the year prior to the school year for which leave is sought. No leave under this section shall be granted after the start of the school year. The applicant shall be notified of the disposition of his application on/or before April 15.

B.   MATERNITY CHILDREARING LEAVE

A maternity leave of absence without pay of up to two (2) years shall be granted to a pregnant teacher. A teacher who is pregnant may remain in active service until the termination of her pregnancy, provided that, at the end of the seventh month of pregnancy the teacher must submit to the superintendent a written statement from her physician indicating how long she may safely continue her active employment prior to the expected date of confinement together with the date upon which she intends to go on leave. The teacher may only continue employment as long as her physician states that she may do so without endangering her own health or that of her child.

The teacher may not begin her leave after the date requested for commencement of the leave except by mutual consent. A physician's certificate of fitness may be required before a teacher may return to her position.

A teacher who is on maternity leave shall be entitled to all benefits granted to employees on other types of leave from the Littleton public schools except that there shall be no additional accumulation of sick leave to the Littleton public schools, all previously accumulated unused leave shall be restored to the teacher. In determining the placement on the salary schedule of a teacher who returns from a maternity leave of absence, credit for a full year of teaching shall be given on the schedule for the school year during which the leave began if the teacher completed at least ninety-one (91) school days of teaching during said school year; otherwise, the teacher shall return to the step on the salary schedule which she held prior to the commencement of such leave.

By February 1, the superintendent shall notify the teacher by certified mail that: 1) The teacher must indicate in writing to his office by March 1, the teacher 's intent to return to service the following September; 2) Failure to notify the superintendent by March 1 shall be deemed a resignation by the teacher. Upon return the teacher shall be restored to the position she held when her leave began, if available, or to a substantially equivalent position.

The administration will notify teachers currently filling positions previously occupied by teachers who are on leave of the intentions of the teacher who is on leave within seven (7) calendar days of the receipt of said information from the teacher who is on leave.

In the event of miscarriage, death of the child, or other good reason resulting in a teacher desiring to return to work prior to the termination of her leave, she and the superintendent may mutually agree to such an early return. Except for teachers who complete their maternity leave within eight (8) weeks as provided by law (Ch. 149, Section 105D), teachers who request return from leave at a time other than a September 1, may be required to return from such leave on the September 1 following their time of requested return. Since sick pay is not normally paid a pregnant teacher shall be entitled to use sick leave for those workdays that the teacher is unable to work due to illness or disability relating to pregnancy. This eligibility shall apply even if the pregnant teacher commences a leave prior to the actual period of disability.

A pregnant teacher will be granted a childrearing leave up to two years upon receipt of a written request. This leave shall be for the caring of a newborn child or an adopted child. The request for such a leave shall, under normal circumstances, be made at least sixty (60) calendar days in advance of the anticipated delivery date or at first knowledge that the teacher will receive a child for adoption.

C.   Military leave shall be granted as provided in Chapter 33, Section 59, of the General Laws of the Commonwealth of Massachusetts.

D.   After five (5) years continuous service in the Littleton school system, a teacher may, upon recommendation of the superintendent, be granted a leave of absence for health reasons. Requests for such leave shall be supported by appropriate medical evidence. The teacher shall not be employed in any other full time position.

E.   Other leaves of absence without pay may be granted by the Committee, upon recommendation of the superintendent.

F.   An unpaid leave of absence of up to one year shall, upon request, be granted to a teacher for the purpose of caring for a newly adopted child. A teacher who requests return from such a leave on a date other than September 1, may be required to return on the September 1 following the date of requested return.

G.   Except as otherwise provided all benefits to which a teacher was entitled at the time his absence commenced, including unused accumulated sick leave, shall be restored to him upon his return and every effort shall be made to assign him to the same position which he held at the time such leave commenced, if available, or if not, to a substantially equivalent position, if available.

ARTICLE XIII PROTECTION

Teachers shall immediately report all cases of assault suffered by them in connection with their employment to the superintendent in writing. This report shall be forwarded to the Committee which shall comply with any reasonable request from the teacher for information in its possession relating to the incident or the persons involved. The Committee shall reimburse teachers for any of his clothing or other personal property damaged or destroyed in the course of his employment due to assault and battery which he did not provoke.

ARTICLE XIV INSURANCE AND ANNUITY PLAN

Teachers shall be eligible to participate in a tax-sheltered annuity plan, 403b established pursuant to United States Public Law and a Flexible Benefits (Section 125) Plan if offered by the town.

ARTICLE XV CONDITIONS RELATING TO SALARY

A. Salaries shall be paid in weekly payments commencing the first Wednesday of the school year. Teachers shall indicate their choice of one of the two payment plans listed in this section by June 15 of the previous school year or upon initial employment:

1.   Have annual salary divided equally by a number equal to the number of Wednesdays during the school year plus the last day of school.

2.   Have annual salary divided equally by a number equal to the number of Wednesdays from the first Wednesday of the school year and the last Wednesday before the next school year.

3. Teachers on 52 week pay schedule may take balance of summer money in lump sum on the last pay check of regular school year with thirty (30) days notice.

This choice, once made, will not be changed for that school year. (Note: Arrangements will be made for a unit member on a 52 week pay arrangement who decides to retire to collect all of their salary for their final year by June 30).

Compensation for the coaching positions set forth in Appendix C shall be paid at the conclusion of the entire sports schedule for the regular season in which the coaching occurs. Moreover, the stipends for the positions which listed in Appendix B shall be paid at the completion of the activity supervised, as in the past.

B.   In the event that pay for all teachers is altered due to a fluctuation in taxes or insurance deductions, an explanatory written notice shall be posted on the Association bulletin board in every school before the time of such change.

C.   1. The Committee hereby accepts the provision of Section 17C of Chapter 180 of the General Laws of Massachusetts, and in accordance therewith, shall certify to the Treasurer of Littleton all payroll deductions for the payment of dues duly authorized by each individual covered by this contract.

All money deducted shall be transmitted promptly to the LEA Treasurer by check.

2.   Deductions shall be made in equal amounts from the number of paychecks determined by the pay option chosen by the teacher. LEA-MTA-NEA dues however shall be deducted during a period from the first paycheck in September to the last paycheck in June.

3.   It shall be the responsibility of the Littleton Educators' Association to provide to the Committee a document authorizing the above deductions and signed by the teachers who wish to take part in this program.

4.   The Committee agrees to certify to the Treasurer of Littleton all Massachusetts Teachers Association Credit Union deductions authorized by individuals covered by this contract.

ARTICLE XVI TEACHER FACILITIES

A.   The School Committee shall continue its policy of providing adequate teacher facilities and equipment and expects to continue to receive and consider suggestions for changes and improvements from the teachers through existing channels, which may be implemented subject to budgetary allowances.

B.   All facilities shall be kept in working order. Whenever possible, repairs shall be made within a week of notification.

ARTICLE XVII GENERAL

A.   There shall be no reprisals of any kind taken against any teacher by reason of his membership in the Association or lawful participation in its activities.

B.   Negotiations, grievances, and arbitrations shall take place after school hours. No grievance or arbitrations shall take place during school hours except by mutual consent. If a grievance or arbitration takes place at an earlier hour, the expenses for any required substitute teachers shall be shared equally by the parties.

C.   Teachers shall be entitled to full rights of citizenship and no religious or political activities of any teacher or the lack thereof shall be grounds for any discipline or discrimination with respect to the professional employment of such teacher.

D.   The Committee and the Association shall, upon request, and within a reasonable time, provide each other with any available documents in their possession or control which shall be of assistance in developing intelligent, accurate, informed and constructive education programs, on behalf of the teachers and their students, excluding privileged and confidential documents.

E.   The Committee and the Association shall equally share responsibility for reproducing 500 copies of this agreement within thirty (30) days of the final signing of the agreement.

F.   Teachers recognize public concern and interest in the school system and are expected to continue to welcome visitors on a prearranged schedule. No person shall enter a teacher's classroom without notice to the teacher and permission from the principal. If visitation by a particular person becomes unreasonable, the principal shall deny permission for such visitation.

G.   Time permitting, the principal of each school shall endeavor to provide each teacher in his school an agenda of the upcoming faculty meeting at least twenty-four (24) hours in advance of said meeting.

H.  The Committee shall provide the Association with an advance copy of the agenda for each Committee meeting. Five copies of the official minutes of open School Committee meetings shall be sent to the LEA President.

I. When prepared, an updated copy of Committee policies shall be furnished to the Association and shall be revised as changes are made during the school year.

J. A committee or committees selected from the teaching staff by the School Committee shall participate in interviewing all prospective applicants for principal ships and superintendence’s in the Littleton public schools and shall be expected to make recommendations to the School Committee.

K.  The Association agrees that during the term of this agreement it shall not encourage, induce, or engage in any strike, work stoppage, slow down, or withholding of services. In the event that Association members participate in such activities in violation of this provision, the Association shall notify those members so engaged to cease and desist from such activities and shall instruct members to return to their normal activities.

L. In the event of a reduction in the number of tenured teachers, seniority, defined as length of service in the Littleton Public School system, will determine who among tenured teachers remains employed by the system, provided that the qualifications and performance relevant to the remaining position(s) are substantially equal. This provision creates only rights to employment, not rights to any particular position. A lay-off shall be effective on the last day of the work year in which the teacher is notified of the lay-off.

1.   Teachers shall be recalled subject to the conditions of this section in the reverse order of the lay-off. Teachers recall rights shall terminate on the third August 31, after the effective date of the lay-off.

2.   During the recall period, the teacher shall have the opportunity to continue group medical and life insurance coverage to the extent permitted by the respective policies, on the condition that the teacher pay 100 percent (100%) of the premiums. Upon recall, any accumulated leave benefits and seniority which the teacher had accrued at the effective date of the lay-off shall be restored. During the recall period, the superintendent shall notify the teacher, by certified mail, of all subsequent vacancies in the system. The purpose of this notification is to keep the teacher in lay-off apprised of all openings and does not constitute a job offer. If the teacher believes that he/she is qualified or qualifiable for any vacancy in the notification, then he/she should contact the superintendent to make known this belief within five (5) days following receipt of the notification.

3.   During the recall period, if a subsequent vacancy occurs in a department which the teacher in lay-off served, as a member of the bargaining unit, the laid off teacher shall be offered the position before other applicants are considered.

4.   During the recall period, if a vacancy occurs in a department which the laid off teacher is qualified or qualifiable to fill, then the laid off teacher shall be offered the position before other applicants shall be considered. For the purpose of this paragraph qualifiable shall mean capable of undergoing a training program approved by and determined with the superintendent. The superintendent's determination of whether the laid off teacher is qualified or qualifiable to fill the vacancy pursuant to this paragraph, shall be final and binding unless found to be arbitrary, irrational, or unreasonable.

5.   It shall be the responsibility of the laid off teacher to keep the superintendent's office informed of the teacher's current mailing address.

6.   The superintendent shall send by registered mail, return receipt requested, notice of any vacancy to which the laid off teacher has recall rights. If the teacher refuses the recall or fails to respond within fifteen (15) calendar days of the first attempt to deliver the notice, all recall rights shall terminate for the vacancy.

7.   For the purpose of recall separate departments shall exist at the elementary level and at the middle and high school levels. With the middle and high school levels, departments shall be defined as: Mathematics, Social Studies, Science, Physical Education, Art, Music, Guidance, Technology Education, Business/Computer Education, Foreign Languages, English, Reading, Special Needs and Library. If a new department(s) is created during the term of this agreement, the name of the new department(s) shall be included in this section.

8.   Teachers eligible for recall pursuant to this section shall include tenure teachers and teachers who have completed their third year of consecutive service without being not renewed for performance or related reasons pursuant to Article XVIII, Section G.

M.  Teachers who supervise mentor teachers-in-training in the Littleton Public Schools will be given the first opportunity to use any course vouchers from the college or university of the teacher-in-training.

N.  Early intervention representative to be selected by LEA.

O. In the event of any changes in the duties of a position included in the bargaining unit represented by the Association, the president will be notified in writing and, if the Association so request, the Association and the Committee will enter into negotiations over the wages, hours and other terms and conditions of employment pursuant to Massachusetts General Laws, Chapter 150E.

ARTICLE XVIII EVALUATION

A.   PURPOSE

The purpose of evaluation is to provide unit members and administrators with a review of the unit member's strengths and to identify an area(s), if any, where a unit member's performance can improve. The goal is to improve instruction and to provide the unit member and the administration with an accurate and fair assessment of the unit member's performance.

B.   DEFINITIONS

1.   Teacher - anyone employed in a position included in the Bargaining Unit.

2.   Administrator - Superintendent, Principal, Assistant Principal

3.   Evaluator - Principal, Assistant Principal, Superintendent. The superintendent may be an evaluator of non-tenured unit members and unit members with an improvement plan. The Administrator of Special Education may provide written input to the principal for possible inclusion in the principal's evaluation of unit members in the Department of Pupil Services, provided the Administrator of Special Education gives a written copy of the information to the unit member. The athletic director may evaluate interscholastic athletic coaches at the end of each athletic season.

4.   Evaluation Period - the evaluation period for non-tenured unit members shall be September through June. Tenured unit members shall be evaluated between October 1 and May 31. Tenured unit members may be evaluated in September and June as part of an improvement plan.

5.   Observation - a classroom visitation by an evaluator, for the purposes of gathering data to be used in preparing an observation report.

6.   Observation Report - a written report provided to the unit member within five (5) workdays of an observation.

7.   Evaluation Report - a written report prepared by the evaluator on the approved evaluation form. This report shall be based upon written observation reports and other written information documented by the evaluator. The report shall be given in writing to the unit member within five (5) workdays of its completion but in any event, no later than June 5 of the work year.

8. Improvement Plan - a written plan prepared by the evaluator consistent with the procedures of this article and given to any unit member when the evaluator determines that there is a serious problem indicated in an evaluation. The plan shall be formulated after the evaluator has discussed areas of concern with the unit member and shall be given to the unit member no later than ten (10) workdays after said discussion, but if such notice of a serious problem is given in writing during the observation phase, it shall not be deemed a personnel action as used in XVIII C 13 and such written notice itself shall not be subject to just cause. The plan must include the evaluator's specific expectations, how the evaluator will assist, where applicable, the unit member in meeting these expectations, the time which will be allowed for improvement, the date by which another evaluation report, if any, will be completed and the number and dates of observations which will be performed prior to any follow-up evaluation report.

C.  PROCEDURES

1.   The standards for evaluation are set forth below and on the evaluation form. All evaluations shall be conducted with full knowledge of the unit member involved and shall be conducted consistent with the conditions of this contract.

2.   All evaluations shall be based upon a minimum of one (1) and a maximum of three (3) classroom observations. Should the observation indicate a serious problem, then the evaluator shall notify the unit member in writing that the three observations will be used. Evaluation and observation will be done on forms as they appear in Appendix G. No negative assessments, negative comments, stated areas of needs improvement, or superior ratings shall be included in the evaluation report unless first documented on an observation report. Should something occur that the evaluator wants to include in the categories of evaluation that does not deal with classroom performance that fact must be documented in writing to the unit member within five (5) workdays after the evaluator has learned or should have learned of its occurrence. An improvement plan may include additional observations and evaluations.

3.   Before observations begin, the evaluator shall meet with each unit member to discuss observations and evaluations for the year. The superintendent shall not be required to hold these meetings but must notify the unit member he intends to evaluate.

4.   All observations shall last a minimum of 20 minutes and may last for an entire instructional period not to exceed 50 minutes. The evaluator shall not observe the same class or same type of lesson on two (2) consecutive observations. Unit members must be observed in their primary assignments (i.e. area or department). If there are three (3) observations then at least two (2) must be in the unit member's primary assignment.

5.  The unit member must be informed prior to (anytime up to the beginning of an instructional period) the observation that the evaluator will be in the class to conduct an observation. No two (2) observations shall be conducted within the same 15 consecutive workdays unless called for in an improvement plan. The plan shall not schedule additional observations that do not allow sufficient time to implement plan recommendations.

6.   Any negative comments, ratings of needs improvement or superior shall be documented in writing and shall include the specific observations or events that led to the conclusion. Serious problems shall require an improvement plan worked out after unit member input stating what is needed for improvement and how the evaluator shall assist the unit member in solving the stated problem.

7.   Should the evaluator suggest courses as part of the remediation process, the School Department shall pay for the tuition, registration fee and books.

8.   A unit member who has received an improvement plan may elect to have the superintendent serve as a second evaluator. The second evaluator shall not be required to perform three (3) observations.

9.   Teachers without professional status shall receive one evaluation report each year unless they have been given an improvement plan in which case they may be evaluated more frequently. Teachers with professional status shall be evaluated every other year unless they have been given an improvement plan.

10. The superintendent may observe and prepare observation and/or evaluation reports on unit members without professional status and on unit members with professional status who are on an improvement plan. This does not prohibit the superintendent from visiting classrooms for purposes other than evaluating the unit members.

11. The observation of the work performance of a unit member shall continue to be done openly. Monitoring such performance by eavesdropping, closed circuit television, public address or audio systems, or similar surveillance devices without prior knowledge and consent is prohibited. If observation has occurred under circumstances where the unit member may not have a contemporaneous knowledge of it and the evaluator makes a written record of it, the unit member shall be given a copy within five (5) calendar days of the observation. Nothing in this Agreement shall prevent an administrator from visiting any classroom for purposes other than to gather data for an observation report.

12. Conferences to discuss any written evaluation or observation report shall be an integral part of the evaluation process and shall be scheduled at reasonable times at the request of either the unit member or the evaluator(s). Every effort shall be made to schedule the discussions within two (2) school days of the request.

13. No personnel action regarding performance or matters that are covered in evaluation shall be taken until the evaluation process is completed but if such notice of a serious problem is given in writing during the observation phase it shall not be deemed a personnel action as used in XVIII, C, 13 and such written notice itself shall not be subject to just cause.

D. EVALUATION CRITERIA – PRINCIPLES OF EFFECTIVE TEACHING AND EXAMPLES OF DESCRIPTIONS

PRINCIPLES

EXAMPLES OF DESCRIPTORS

I. CURRENCY IN THE CURRICULUM

1. Demonstrates a working knowledge of the core curriculum of the teacher’s assignment.

The teacher is up to date regarding curriculum content

2. Frames curriculum around essential questions in the discipline that provide opportunities for reasoning, logic, analysis and synthesis when planning units, lessons, and assessments.

 

3. Keeps current in the field and applies knowledge to the instructional program.

 

4. Contributes to the ongoing evaluation of the curriculum.

II. EFFECTIVE PLANNING AND ASSESSMENT OF CURRICULUM AND INSTRUCTION

 

A. The teacher plans instruction effectively.

1. Has a personal vision of committed, confident learners and uses that vision to guide learning goals, expectations, and standards for student work.

 

2. Sets short-term and year-long goals for curricular units which derive from unifying themes of fundamental importance to students’ present or future lives.

 

3. Identifies individual and group needs and plans appropriate strategies, including those that involve the use of up-to-date technologies, to meet those needs.

 

4. Uses materials and resources, including technologies that are appropriately matched to curricular goals and to students’ needs and learning styles.

 

5. Frames curriculum around students’ own prior knowledge and experience and identifies prerequisite skills, concepts, and vocabulary that are important for students to know in order to be successful at a task.

 

6. Seeks out and collaborates with school-based specialists, resource personnel, including technology specialists, and administrators to better design curricula or instructional modifications to meet the special learning needs of students and support all students to learn and apply a challenging core curriculum.

 

7. Plans engaging ways to introduce each unit of study.

 

8. Plans frequent instructional opportunities where students are interfacing with ideas, materials, teachers and one another.

 

9. Designs curriculum experiences in which students take increasing responsibility for their own learning.

 

10. Integrates the teaching of reading, listening, writing, speaking, viewing and the use of appropriate learning tools (e.g. calculators, computers, etc.) within the discipline.

B. The teacher plans assessment of student learning effectively.

1. Determines specific and challenging standards for student learning.

 

2. Develops and uses authentic assessment which describes a student’s learning process as well as his/her learning achievements.

 

3. Incorporates time for individual and interactive reflection including response journals, debriefings and group discussions.

C. The teacher monitors students’ understanding of the curriculum effectively and adjusts instruction, materials, or assessments when appropriate.

1. Regularly uses a variety of formal and informal authentic assessments of students’ achievement and progress for instructional revisions and decision-making.

 

2. Implements evaluation procedures which appropriately assess the objectives taught.

 

3. Communicates student progress to parents, students and staff members in a timely fashion using a range of information including portfolios, anecdotal records and other artifacts.

 

4. Prepares and maintains accurate and efficient record-keeping systems of the quality and quantity of student work.

II. EFFECTIVE MANAGEMENT OF CLASSROOM ENVIRONMENT

5. Uses individual and group data appropriately; maintains confidentiality concerning individual student data and achievement.

A.         The teacher creates an environment that is positive for student learning and involvement.

1. Implements instructional opportunities where students are interacting with ideas, materials, teachers and one another.

 

2. Implements curriculum experiences in which students take increasing responsibility for their own learning.

 

3. Demonstrates openness to student challenges about information and ideas.

 

4. Uses classroom time and classroom space to promote optimal learning.

 

5. Understands principles and patterns of child growth and development and uses this knowledge in working with students.

 

6. Establishes classroom procedures that maintain a high level of students’ time-on-task and that ensure smooth transitions from one activity to another.

B. The teacher maintains appropriate standards of behavior, mutual respect and safety.

1. Maintains systematic approach to discipline by establishing and administering a consistent and fair set of rules supporting appropriate expectations.

 

2. Manages routines effectively.

 

3. Maintains appropriate professional boundaries with students.

 

4. Serves as a positive role model for students.

IV.        EFFECTIVE INSTRUCTION

 

A. The teacher makes learning goals clear to students.

1. Makes connections between concepts taught and students’ prior knowledge and experiences.

 

2. Regularly checks for students’ understanding of content and concepts and progress on skills.

 

3. Identifies confusions and misconceptions as indicated by student responses and regular assessment strategies. Remedies, re-teaches, or extends teaching to meet individual and/or group need.

 

4. Communicates clearly in writing and speaking, using precise language.

 

5. Understands and shows students the relevance of the subject to life-long learning.

B. The teacher uses appropriate instructional techniques.

1. Uses a variety of teaching strategies, including cooperative, peer and project-based learning; audio­visual presentations, lecture, discussions and inquiry, practice and application; and teaching of others.

 

2. Provides options for students to demonstrate competency and mastery of new material, including written work, plays, art work, oratory, visual presentations, exhibitions and portfolios.

 

3. Uses a variety of appropriate materials in order to reinforce and extend skills, accommodate learning styles and match instructional objectives.

 

4. Causes students to become cognitively active in summarizing important learning’s and integrating them with prior knowledge.

 

5. Demonstrates working knowledge of current research on optimum means for learning a particular discipline.

C. The teacher uses appropriate questioning techniques.

1. Uses a variety of questioning techniques, including those which encourage and guide critical and independent thinking and the development of ideas.

 

2. Presents information recognizing multiple points of view; encourages students to assess the accuracy of information presented.

D. The teacher evaluates, tries innovative approaches, and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence to learn.

1. Regularly tries innovative approaches to improve instructional practices.

V. PROMOTION OF HIGH STANDARDS AND EXPECTATIONS FOR STUDENT ACHIEVEMENT

2. Continually evaluates, tries innovative approaches and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence about learning.

 

3. Assesses instructional strategies in authentic ways by comparing intended and actual learning outcomes.

A. The teacher communicates learning goals and high standards and expectations to students.

1. Regularly communicates objectives or learning outcomes to students.

 

2. Regularly provides feedback to students on their progress on goals and objectives,

 

3. Communicates standards, expectations and guidelines regarding quality and quantity of students’ work, work procedures and interpersonal behavior to students and parents

 

4. Responds to students’ answers and work so as to keep students open, thinking, and willing to take risks and to persevere with challenging tasks.

B. The teacher promotes confidence and perseverance in the student that stimulate increased personal student responsibility for achieving the goals of the curriculum.

5. Models the skills, attitudes, values and processes central to the subject being taught.

 

1. Uses prompt feedback and student goal setting in order to increase student motivation and ownership of learning.

 

2. Develops and supports students’ awareness of themselves as learners and their ability to overcome self-doubts associated with learning and take risks.

 

3. Nurtures students’ eagerness to do challenging work and provides incentive, interest and support for students to take responsibility to complete such tasks successfully.

 

4. Acts on the belief that all students can learn and that virtually all can master a challenging core curriculum with appropriate modifications of instruction.

 

5. Encourages and supports students to believe that effort is a key to high achievement and acknowledges and values work, study and inquiry.

 

6. Regularly identifies students needing extra help and secures student cooperation and participation in extra help sessions.

 

7. Identifies students who are not meeting expectations and develops a plan that designates the teacher’s and the student’s responsibilities regarding learning.

 

8. Demonstrates attitudes of fairness, courtesy and respect that encourages students’ active participation and commitment to learning.

 

9. Builds positive relationships with students and parents to enhance students’ abilities to learn effectively.

 

10. Recognizes and responds appropriately when an individual student is having social and/or emotional difficulties which interfere with learning and/or participation in class.

VI.PROMOTION OF EQUITY AND APPRECIATION OF DIVERSITY

1. Provides opportunities to include all students in the full range of academic programs and activities and extra-curricular activities.

A. The teacher strives to ensure equitable opportunities for student learning.

2. Address the needs of diverse student populations by applying and adapting constitutional and statutory laws, state regulations and Board of Education policies and guidelines.

 

3. Functions effectively in a multi-lingual, multi-cultural and economically diverse society.

 

1. Keeps parents informed of students progress and works with them, in culturally appropriate ways, to aid in the total development of the student.

 

2. Maintains professional boundaries with parents.

 

3. Works collaboratively with other staff in planning and implementing interdisciplinary curriculum, instruction and other school programs and shares expertise and new ideas with colleagues.

VII. FULFILLMENT OF PROFESSIONAL RESPONSIBILITIES

4. Participates in student or school activities.

A. The teacher is constructive and cooperative in interactions with parents and receptive to their contributions.

5. Cooperates with other teachers about students’ overall work load

B. The teacher shares responsibility for accomplishing the goals and priorities of his/her grade/team/department, building and school district.

1. Reflects about and acts on what students need to know and be able to do and about what the teacher can do to foster learning.

C. The teacher is a reflective and continuous learner.

2. Uses available resources to analyze, expand and refine professional knowledge and skills; resources can include professional organizations, academic course work, school based staff, administrative and community resources, and other colleagues.

 

3. Participates in activities that demonstrate a commitment to the teaching profession.

 

4. Seeks out information in order to grow and improve as a professional.

 

5. Is receptive to suggestions for growth and improvement.

E.   EMPLOYEE DISCIPLINE AND JUST CAUSE

1.    The evaluation procedures do not preclude an administrator from using employee discipline to deal with a situation in which the superintendent determines that a unit member's actions are unacceptable. Progressive discipline will be followed (i.e. oral reprimand, written reprimand, suspension without pay, dismissal), unless the superintendent determines that the seriousness of the unit member's actions warrants initiating discipline beyond an oral reprimand.

2.    No unit member will be reprimanded, suspended, terminated or otherwise disciplined without just cause. Suspensions pursuant to Massachusetts General Laws, Chapter 268A, Section 25 shall not be subject to the grievance and arbitration procedure. The failure to renew the contract of a teacher without professional status or failure to renew appointment of stipendiary position is not subject to grievance or arbitration except as provided in Section 5.3.

Evaluation shall be subject to just cause, but the opinions/assessments of the evaluator are not subject to just cause review. The facts, procedures, the appropriateness of personnel actions taken as a result of the evaluation and the improvement plan are subject to review by the arbitrator.

Any serious and/or recurring complaints regarding the performance of a unit member made to any member of the administration by any parent, student, or other persons shall be promptly called to the attention of the unit member.

F.   CRITERIA FOR JUST CAUSE

The criterion for determining whether there was just cause for employee discipline is as follows:

1.   Did the Committee or its designee give the unit member forewarning or foreknowledge of the possible or probable disciplinary consequences of the unit member's conduct?

2.   Was the Committee or its designee's rule or managerial order reasonable related to (a) the orderly, efficient, and safe operation of the schools and (b) the performance that the Committee might properly expect of the unit member?

3.   Did the Committee or its designees, before administering discipline to a unit member, make an effort to discover whether the unit member did in fact violate or disobey a rule or order?

4.   Was the Committee's or its designee's investigation conducted fairly and objectively?

5.   At the investigation did the Committee's representatives obtain substantial evidence or proof that the unit member was guilty as charged?

6.   Has the Committee or its designee applied its rules, orders and penalties evenhandedly and without discrimination to all unit members?

7.   Was the degree of discipline administered by the administration in a particular case reasonably related to (a) the seriousness of the unit member's proven offense and (b) the record of the unit member in his service with the school system?

A more detailed explanation of these criteria are attached as Appendix E.

(It is understood that some conduct, e.g. striking a student, does not require forewarning or a detailing of the possible or probable consequences in advance of imposing discipline.)

G.   A teacher without professional status or a teacher holding a stipendiary position as to whom a recommendation has been made that his contract is not to be renewed shall be so notified in writing of the reasons for that recommendation.

If such unit member makes written request within 14 calendar days of receipt of such notice, he shall be granted an informal hearing by the School Committee before it acts on the recommendation.   The unit member shall have the right to be present, to be represented by any person of his choice, at his own expense, and to present evidence on his own behalf. Such presentation shall not include the right to involuntarily call as witnesses the authors of the written material pertaining to the recommendation. Such presentation shall include the right to question any person presenting verbal information at such hearing. Any evaluation or reprimand made or done after the effective date of the contract shall not be considered by the Committee if it violates any of the provisions of this Article. It is agreed that the failure to renew the contract of a teacher without professional status or for a stipendiary position is not arbitrable. If, however, it is determined upon grievance or arbitration that such failure to renew such a contract was caused or contributed to by a failure to adhere to the evaluation process or disciplinary procedures the arbitrator may remedy this failure.

H.  If a unit member is to be reprimanded verbally; said unit member shall be entitled to the presence of a representative of the Association before the reprimand continues beyond the point at which the unit member requests such presence.

I. If a unit member elects to have an Association representative present, the party making the reprimand may also have another person present.

J. Any grievance related to this Article which is not initiated as specified in Article XX, Part A, of this agreement, within 30 calendar days of the occurrence of the grievance or within 30 calendar days of the time at which it could reasonably be expected that the unit member should have known of said occurrence, whichever date is later, shall be considered waived.

K.  PERSONNEL FILES

1.   A unit member shall have the right, upon request, to review the contents of his personnel file. A representative of the Association may accompany the unit member during the review. A unit member shall be entitled to one copy of the material therein.

2.   A copy of any written material addressed to or concerning a unit member which relates to his conduct, service, character, performance or personality and which is placed in his personnel file shall be delivered or mailed to the unit member and bear the notation "Copy to Personnel File" or words of like import. This shall

A more detailed explanation of these criteria are attached as Appendix E.

(It is understood that some conduct, e.g. striking a student, does not require forewarning or a detailing of the possible or probable consequences in advance of imposing discipline.)

3.   Unit members may submit a written reply to the superintendent who shall cause said reply to be attached to the personnel file copy. If a unit member elects to grieve the placement of said material in this personnel file, the material shall be removed pending a resolution of the grievance.

ARTICLE XIX SALARY

The salaries effective under this Agreement are set forth in Appendices A, B, and C attached hereto and made a part hereof.

ARTICLE XX GRIEVANCE PROCEDURE

A grievance shall mean a dispute concerning the meaning, application or interpretation of this agreement.

The purpose of the procedure set forth hereinafter is to produce prompt and equitable solutions to those problems which from time to time may arise and affect the conditions of employment of teachers covered by this contract.

The Committee and the Association agree that such procedure shall always be as informal and confidential as may be appropriate for the grievance involved at the procedural level involved:

A. The aggrieved teacher shall discuss the matter with his immediate supervisor who shall render a decision within five (5) calendar days.

1.   The teacher(s) shall have the option of LEA representation at this level.

2.   If a teacher(s) is not represented by the LEA, the LEA shall have the right to be present and to state its views at all levels of the grievance procedure.

3.   A grievance must be filed within twenty (20) school days of when it could reasonably be expected the teacher(s) was aware of the problem.

B.   If the decision is not acceptable, or rendered within the required time, the aggrieved teacher shall discuss the grievance with the PR&R. The PR&R will decide if it believes there has been a violation of this agreement. The PR&R or the aggrieved teacher shall prepare an appeal in writing. If the PR&R determines that the grievance affects teachers similarly situated to the aggrieved teacher, it shall so state in the appeal, identify the teacher(s) by name and position, and forward a copy of the appeal to said teachers. The teachers so notified shall have the right to join in the grievance as parties by submitting a statement of their intention to do so to the PR&R within three (3) school days of receipt of such notice. Any or all aggrieved teachers may, at this level, designate the PR&R as their official representative.

The PR&R may not pursue a grievance without said designation. If the PR&R determines the complaint is frivolous, they shall so advise the teacher; however, this shall in no way prevent an individual teacher from pursuing a grievance if he/she desires.

C.   After the said three (3) school days, the PR&R and/or aggrieved teachers shall forthwith furnish a copy of the appeal to the immediate supervisor and the superintendent. Said appeal shall include a short description of the events involved and the provisions of this Agreement that are alleged to have been violated.

D.   Within five (5) school days of the receipt of the appeal, the superintendent shall review the appeal, discuss the matter with the teacher, the PR&R and the supervisor and render a written decision to all parties within three (3) school days of said discussion.

E.   If the superintendent’s decision is unacceptable to the teacher, within fourteen (14) calendar days, exclusive of school vacations, during the school year of such a decision the superintendent and the School Committee shall be notified in writing as to its unacceptability, and the intention to appeal.

F.   With respect to grievances which relate to suspension and dismissal subject to Chapter 71 sections 41, 42, or 42 D of the Massachusetts General laws the grievant and the Association may elect to proceed under this agreement or the procedure set forth in the statute but not both.

G.   The School committee shall hear the case at the next scheduled committee meeting and all parties may attend. A decision shall be rendered in writing and shall be forwarded to all parties within eight (8) calendar days of such hearing.

H.  Any time interval specified herein may be extended by mutual agreement.

ARTICLE XXI ARBITRATION

A grievance or dispute concerning the meaning, interpretation or application of this agreement which is unresolved after the procedures provided for in the grievance procedure may be submitted to final and binding arbitration as follows:

A.   Within five (5) school days following receipt of the decision of the School Committee, the teachers aggrieved by the decision shall notify the superintendent in writing that the matter is to be arbitrated.

B.   With respect to grievances which relate to suspension and dismissal subject to Chapter 71 sections 41, 42, or 42 D of the Massachusetts General Laws, the grievant and the Association may elect to proceed under this agreement or the procedure set forth in the statute but not both.

C.   The Committee and the PR&R shall thereupon submit the grievance to the American Arbitration Association for disposition in accordance with the applicable rules of the American Arbitration Association.

D.   Subject to approval of the LEA, the School Committee and the Association shall share equally the expenses of the A.A.A. If the LEA fails to grant such approval, such expenses shall be borne by the aggrieved teacher. The provisions of Article XVII, Part B, of this agreement shall apply to any additional expenses related to arbitrations.

E.   The arbitrator shall have no power to add to, subtract from, modify, to expand any term or condition of this agreement.

F.   The award of the arbitrator shall be final and binding, and judgment thereon may be entered by any court of competent jurisdiction.

G.   In addition to any other remedies which the School Committee may have for a failure to observe the terms and conditions of this agreement it may, after thirty (30) days written notice to the LEA of an alleged violation which has not, within such thirty (30) days been resolved to the satisfaction of the School Committee, thereupon submit the dispute to arbitration in the manner provided below.

H. Except as specifically hereinbefore provided in Article XVIII, Part K, no written communication, other document, or record relating to any grievance shall be filed in the personnel file maintained by the School Department of the Town of Littleton for any teacher involved in presenting such a grievance.

ARTICLE XXII AGENCY FEE

Effective September 1, 2006 any teacher employed by the Littleton School Committee shall be subject to an agency service fee unless said teacher is or becomes a member of the Littleton Education Association. Pursuant to MGL Chapter 150E, Sections 12, it shall be a condition of employment in the bargaining unit or the effective date of this Agreement, whichever is later, each and every member of the bargaining unit shall pay to the Association an agency fee, which shall be proportionally commensurate with the costs defined by law and by the Massachusetts Labor Relations Commission’s regulations contained in 456 CMR 17:00: Agency Service Fee. The Agency Service Fee shall be deducted from each paycheck pursuant to payroll authorization.

Collection of agency service fees, including the collection of delinquent fees shall be the responsibility of the Association, and the Committee shall not be obligated to take any action in regard to the employment of such employees. Teachers who fail to pay the fee shall not be subject to dismissal or suspension, but the Association shall have standing to pursue any and all remedies it may have at law or in equity to collect such fees.

The Association agrees that it will indemnify and save the Town, including the School Committee, harmless from any and all claims, costs, expenses, attorney fees, demands, liability damages suits, or causes of action, which relate to or may arise out of any action taken by the Town and/or School Committee in the implementation of the provisions in this Article.

ARTICLE XXIII COMPLETENESS OF AGREEMENT

This contract incorporates the entire understanding of the parties on all issues which were or could have been subject to negotiations. During the term of this agreement neither party shall be required to negotiate with respect to any such matter whether or not covered by this agreement and whether or not within the contemplation of either or both of the parties at the time they negotiated or signed this agreement.

ARTICLE XXIV DURATION

This agreement shall be effective upon date of execution for the period ending August 31, 2011. This agreement shall continue from year to year thereafter unless either party shall give written notice to the other on/or before September 15, 2010 or September 15 of any subsequent year that it desires to renegotiate the agreement in which event negotiations shall commence no later than the first Tuesday of October next following.

The parties execute this agreement by affixing the signature(s) of the duly authorized representative(s) of each.

LITTLETON EDUCATORS' ASSOCIATION

MARK LEVINE, President

MARLEE ROBERTS, Vice President

MARGIE PACKER, Treasurer

JOHN HENSHAW, Co-Treasurer

JULIE ELMORE, Secretary

LITTLETON SCHOOL COMMITTEE

Paul J. Avella, Chairperson

CHUCK DECOSTE

DARYL BAKER

MICHAEL FONTANELLA

TYLER GRAY

Kelly R. Clenchy, Superintendent

_______________________________________                _______________________________________

School Committee Chair                                                        Littleton Educators’ Association President

_______________________________________                 _____________________________________

Date                                                                                           Date

APPENDIX A

 

 

 

 

11-12 Base Salary

12-13 Salary

13-14 Salary

 

 

 

Salary TBD

Bach.

 

 

 

1

39,187

39,187

 

2

40,535

40,535

 

3

42,830

42,830

 

4

45,130

45,130

 

5

47,430

47,430

 

6

49,731

49,731

 

7

52,024

52,024

 

8

54,326

54,326

 

9

56,621

56,621

 

10

58,925

58,925

 

11

62,586

62,586

 

Masters

 

 

 

1

44,270

44,270

 

2

46,521

46,521

 

3

49,001

49,001

 

4

51,484

51,484

 

5

53,957

53,957

 

6

56,439

56,439

 

7

58,912

58,912

 

8

61,398

61,398

 

9

63,883

63,883

 

10

66,358

66,358

 

11

68,835

68,835

 

12

71,118

71,118

 

13

71,818

71,818

 

Masters 15

 

 

 

1

45,180

45,180

 

2

47,425

47,425

 

3

49,900

49,900

 

4

52,387

52,387

 

5

54,856

54,856

 

6

57,341

57,341

 

7

59,825

59,825

 

8

62,300

62,300

 

9

64,790

64,790

 

10

67,265

67,265

 

11

69,755

69,755

 

12

72,108

72,108

 

13

74,108

74,108

 

Masters 30

 

 

 

1

46,089

46,089

 

2

48,333

48,333

 

3

50,816

50,816

 

4

53,291

53,291

 

5

55,774

55,774

 

6

58,252

58,252

 

7

60,740

60,740

 

8

63,221

63,221

 

9

65,706

65,706

 

10

68,206

68,206

 

11

70,670

70,670

 

12

72,482

72,482

 

13

75,910

75,910

 

14

76,581

76,581

 

Masters 45

 

 

 

1

46,998

46,998

 

2

49,242

49,242

 

3

51,720

51,720

 

4

54,199

54,199

 

5

56,685

56,685

 

6

59,173

59,173

 

7

61,658

61,658

 

8

64,142

64,142

 

9

66,626

66,626

 

10

69,111

69,111

 

11

71,590

71,590

 

12

73,400

73,400

 

13

77,231

77,231

 

14

77,903

77,903

 

15

79,247

79,247

 

Masters 60

 

 

 

1

48,562

48,562

 

2

50,586

50,586

 

3

53,066

53,066

 

4

55,544

55,544

 

5

58,030

58,030

 

6

60,517

60,517

 

7

63,002

63,002

 

8

65,485

65,485

 

9

67,970

67,970

 

10

70,455

70,455

 

11

72,935

72,935

 

12

74,746

74,746

 

13

78,575

78,575

 

14

79,247

79,247

 

15

80,593

80,593

 

16

81,937

81,937

 

PhD.

 

 

 

1

49,688

49,688

 

2

51,931

51,931

 

3

54,410

54,410

 

4

56,888

56,888

 

5

59,376

59,376

 

6

61,861

61,861

 

7

64,347

64,347

 

8

66,830

66,830

 

9

69,314

69,314

 

10

71,801

71,801

 

11

74,279

74,279

 

12

76,089

76,089

 

13

79,920

79,920

 

14

80,593

80,593

 

15

81,937

81,937

 

16

83,281

83,281

 

17

84,625

84,625

 

* Salaries for unit members will increase in the aggregate by the amount equivalent to the savings that resulted from the SY 12-13 step freeze. For information purposes only, this amount is approximately $182,090.00 based on current projections. One half of this aggregate amount will be available on the 1st day of the teacher work year. The second half of the aggregate amount will be available on the 90th day of the teacher work year. Representatives from the Association, working with the Superintendent, will make recommendations for the structure of the salary schedule and distribution of the aggregate amount among the steps consistent with this provision. The recommended changes to the salary schedule will be subject to ratification by the Parties.

**Credits after 45 must be graduate school credits approved by the superintendent and earned after June 17, 1992.

NURSES SALARY

Effective September 1, 2012, nurses will be placed on the new salary schedule and will advance on the basis of service in Littleton thereafter.

NURSES

 

 

 

 

11-12 Base Salary

12-13Base Salary

13-14 Salary Salary TBD

 

(with 1% increase

(with 1% increase

 

 

from Aug.31,2011)

from Aug.31,2011)

 

1

39,187

39,187

 

3

42,830

42,830

 

5

47,430

47,430

 

LONGEVITY

 

 

 

 

11-12 Base Longevity

11-12 Base Longevity

 

 

(with 1% increase

(with 1% increase

 

 

from Aug.31,2011)

from Aug.31,2011)

 

15 yrs

714

714

 

20 yrs

816

816

 

30 yrs

918

918

 

35 yrs

1,020

1,020

 

TEACHER INSERVICE AGREEMENT All teachers who have been teaching in the Littleton Public Schools for a period of fifteen (15) years or more shall be granted an additional increment listed above. All teachers who have been in the profession for a period of twenty (20) years or more shall be granted the increment listed above. Credit shall be calculated on the basis of step placement.

APPENDIX B

 

 

 

 

 

 

11-12 Base Salary

12-13 Base Salary

13-14 Base Salary

Position

Step

 

 

 

HIGH SCHOOL

 

 

 

 

HS Yearbook

1

2,597

2,597

2,597

HS Yearbook

2

2,752

2,752

2,752

HS Yearbook

3

2,910

2,910

2,910

HS Yearbook Business

1

2,597

2,597

2,597

HS Yearbook Business

2

2,752

2,752

2,752

HS Yearbook Business

3

2,910

2,910

2,910

HS Student Council

1

1,758

1,758

1,758

HS Student Council

2

1,913

1,913

1,913

HS Student Council

3

2,065

2,065

2,065

HS National Honor Society

 

2,065

2,065

2,065

HS Senior Class

 

2,065

2,065

2,065

HS Junior Class

 

1,303

1,303

1,303

HS Sophomore Class

 

983

983

983

HS Freshmen Class

 

983

983

983

HS Band Director

1

3,308

3,308

3,308

HS Band Director

2

3,619

3,619

3,619

HS Band Director

3

3,929

3,929

3,929

HS News Paper

1

1,641

1,641

1,641

HS News Paper

2

1,779

1,779

1,779

HS News Paper

3

2,065

2,065

2,065

HS Literary Magazine

1

792

792

792

HS Literary Magazine

2

853

853

853

HS Literary Magazine

3

914

914

914

HS Peer Leadership

 

2,065

2,065

2,065

HS Drama Production

1

2,144

2,144

2,144

HS Drama Production

2

2,300

2,300

2,300

HS Drama Production

3

2,459

2,459

2,459

HS Musical Director

1

2,310

2,310

2,310

HS Musical Director

2

2,466

2,466

2,466

HS Musical Director

3

2,626

2,626

2,626

HS Musical Conductor

1

2,310

2,310

2,310

HS Musical Conductor

2

2,466

2,466

2,466

HS Musical Conductor

3

2,626

2,626

2,626

HS Science Fair/Olympiad

1

2,144

2,144

2,144

HS Science Fair/Olympiad

2

2,300

2,300

2,300

HS Science Fair/Olympiad

3

2,459

2,459

2,459

HS Math League

1

2,144

2,144

2,144

HS Math League

2

2,300

2,300

2,300

HS Math League

3

2,459

2,459

2,459

HS Academic Decathalon

1

2,144

2,144

2,144

HS Academic Decathalon

2

2,300

2,300

2,300

HS Academic Decathalon

3

2,459

2,459

2,459

HS Saturday School

 

35

35

35

MIDDLE SCHOOL

 

 

 

 

MS Yearbook

1

2,597

2,597

2,597

MS Yearbook

2

2,752

2,752

2,752

MS Yearbook

3

2,910

2,910

2,910

MS Student Council

1

1,758

1,758

1,758

MS Student Council

2

1,913

1,913

1,913

MS Student Council

3

2,065

2,065

2,065

MS Musical Director

1

2,310

2,310

2,310

MS Musical Director

2

2,466

2,466

2,466

MS Musical Director

3

2,626

2,626

2,626

MS Science Fair/Olympiad

1

2,144

2,144

2,144

MS Science Fair/Olympiad

2

2,300

2,300

2,300

MS Science Fair/Olympiad

3

2,459

2,459

2,459

MS Newspaper

1

1,641

1,641

1,641

MS Newspaper

2

1,779

1,779

1,779

MS Newspaper

3

2,065

2,065

2,065

MS Saturday School

 

35

35

35

RUSSELL STREET

 

 

 

 

RS Student Council

1

1,758

1,758

1,758

RS Student Council

2

1,913

1,913

1,913

RS Student Council

3

2,065

2,065

2,065

RS Newspaper

1

1,641

1,641

1,641

RS Newspaper

2

1,779

1,779

1,779

RS Newspaper

3

2,065

2,065

2,065

RS Drama Production

1

1,641

1,641

1,641

RS Drama Production

2

1,779

1,779

1,779

RS Drama Production

3

2,065

2,065

2,065

SYSTEMWIDE

 

 

 

 

SW Curric Advisor (PK-5)

1

1,827

1,827

1,827

SW Curric Advisor (PK-5)

2

2,436

2,436

2,436

SW Curric Advisor (PK-5)

3

3,046

3,046

3,046

SW Aft Sch Tutoring (6-12)

 

36

36

36

SW Aft Sch Tutoring (PK-5)

 

28

28

28

SW Curriculum Work

 

42

42

42

SW Mentor Teacher

 

727

727

727

*The purpose of Dept. Head (DH) positions is to assist teachers, specifically non-professional status teachers, with curriculum development and instructional delivery. The DH position will not replace the Evaluator as defined under Article XVIII,B,3. Because this is a new position, the LEA and the School Committee will work collaboratively to determine the criteria/qualifications for such a position. These positions will only be added to the school budget or implemented if:

a.    the school budget is increased from one year to the next

b.    regular academic teacher positions are not cut.

Both the LEA and the School Committee recognize that it is desirable to maintain small class sizes. **Department Heads in Grades 6-12 will be scheduled for three (3) classes whenever possible. When this is not possible $1,000 will be added to the appropriate Step for a year or $500 will be added for a semester.

APPENDIX C

 

 

 

 

 

 

11-12 Base Salary

12-13 Base Salary

13-14 Base Salary

Position

Step

 

 

 

ATHLETICS

 

 

 

 

Athletic Director

1

6,145

6,145

6,145

Athletic Director

2

6,460

6,460

6,460

Athletic Director

3

6,779

6,779

6,779

Athletic Director

4

7,079

7,079

7,079

Asst. Athletic Director

 

2,999

2,999

2,999

HEAD COACHES

 

 

 

 

Fall

 

 

 

 

Fall Head Boys Football Coach

1

5,357

5,357

5,357

Fall Head Boys Football Coach

2

5,673

5,673

5,673

Fall Head Boys Football Coach

3

5,989

5,989

5,989

Fall Head Boys Football Coach

4

6,308

6,308

6,308

Fall Head Boys Soccer Coach

1

2,894

2,894

2,894

Fall Head Boys Soccer Coach

2

3,210

3,210

3,210

Fall Head Boys Soccer Coach

3

3,524

3,524

3,524

Fall Head Boys Soccer Coach

4

3,842

3,842

3,842

Fall Head Girls Soccer Coach

1

2,894

2,894

2,894

Fall Head Girls Soccer Coach

2

3,210

3,210

3,210

Fall Head Girls Soccer Coach

3

3,524

3,524

3,524

Fall Head Girls Soccer Coach

4

3,842

3,842

3,842

Fall Head Girls Field Hockey Coach

1

2,894

2,894

2,894

Fall Head Girls Field Hockey Coach

2

3,210

3,210

3,210

Fall Head Girls Field Hockey Coach

3

3,524

3,524

3,524

Fall Head Girls Field Hockey Coach

4

3,842

3,842

3,842

Fall Head Cheerleading Coach (B&G)

1

2,274

2,274

2,274

Fall Head Cheerleading Coach (B&G)

2

2,428

2,428

2,428

Fall Head Cheerleading Coach (B&G)

3

2,583

2,583

2,583

Fall Head Cheerleading Coach (B&G)

4

2,802

2,802

2,802

Fall Head Cross Country Coach (B&G)

1

2,579

2,579

2,579

Fall Head Cross Country Coach (B&G)

2

2,894

2,894

2,894

Fall Head Cross Country Coach (B&G)

3

3,210

3,210

3,210

Fall Head Cross Country Coach (B&G)

4

3,524

3,524

3,524

Fall Head Golf Coach (B&G)

1

2,579

2,579

2,579

Fall Head Golf Coach (B&G)

2

2,894

2,894

2,894

Fall Head Golf Coach (B&G)

3

3,210

3,210

3,210

Fall Head Golf Coach (B&G)

4

3,524

3,524

3,524

Winter

 

 

 

 

Winter Head Boys Basketball Coach

1

3,999

3,999

3,999

Winter Head Boys Basketball Coach

2

4,315

4,315

4,315

Winter Head Boys Basketball Coach

3

4,635

4,635

4,635

Winter Head Boys Basketball Coach

4

4,950

4,950

4,950

Winter Head Girls Basketball Coach

1

3,999

3,999

3,999

Winter Head Girls Basketball Coach

2

4,315

4,315

4,315

Winter Head Girls Basketball Coach

3

4,635

4,635

4,635

Winter Head Girls Basketball Coach

4

4,950

4,950

4,950

Winter Head Cheerleading Coach (B&G)

1

2,274

2,274

2,274

Winter Head Cheerleading Coach (B&G)

2

2,428

2,428

2,428

Winter Head Cheerleading Coach (B&G)

3

2,583

2,583

2,583

Winter Head Cheerleading Coach (B&G)

4

2,802

2,802

2,802

Winter Head Hockey Coach (B&G)

1

3,999

3,999

3,999

Winter Head Hockey Coach (B&G)

2

4,315

4,315

4,315

Winter Head Hockey Coach (B&G)

3

4,635

4,635

4,635

Winter Head Hockey Coach (B&G)

4

4,950

4,950

4,950

Winter Head Wrestling Coach (B&G)

1

2,894

2,894

2,894

Winter Head Wrestling Coach (B&G)

2

3,210

3,210

3,210

Winter Head Wrestling Coach (B&G)

3

3,524

3,524

3,524

Winter Head Wrestling Coach (B&G)

4

3,842

3,842

3,842

Winter Head Track Coach (B&G)

1

2,894

2,894

2,894

Winter Head Track Coach (B&G)

2

3,210

3,210

3,210

Winter Head Track Coach (B&G)

3

3,524

3,524

3,524

Winter Head Track Coach (B&G)

4

3,842

3,842

3,842

Spring

 

 

 

 

Spring Head Boys Baseball Coach

1

2,894

2,894

2,894

Spring Head Boys Baseball Coach

2

3,210

3,210

3,210

Spring Head Boys Baseball Coach

3

3,524

3,524

3,524

Spring Head Boys Baseball Coach

4

3,842

3,842

3,842

Spring Head Girls Softball Coach

1

2,894

2,894

2,894

Spring Head Girls Softball Coach

2

3,210

3,210

3,210

Spring Head Girls Softball Coach

3

3,524

3,524

3,524

Spring Head Girls Softball Coach

4

3,842

3,842

3,842

Spring Head Tennis Coach (B&G)

1

2,579

2,579

2,579

Spring Head Tennis Coach (B&G)

2

2,894

2,894

2,894

Spring Head Tennis Coach (B&G)

3

3,210

3,210

3,210

Spring Head Tennis Coach (B&G)

4

3,524

3,524

3,524

Spring Head Track Coach (B&G)

1

2,894

2,894

2,894

Spring Head Track Coach (B&G)

2

3,210

3,210

3,210

Spring Head Track Coach (B&G)

3

3,524

3,524

3,524

Spring Head Track Coach (B&G)

4

3,842

3,842

3,842

Spring Head Lacrosse Coach

1

2,894

2,894

2,894

Spring Head Lacrosse Coach

2

3,210

3,210

3,210

Spring Head Lacrosse Coach

3

3,524

3,524

3,524

Spring Head Lacrosse Coach

4

3,842

3,842

3,842

ASSISTANT COACHES - JV/MS

 

 

 

 

Fall

 

 

 

 

Fall Asst. Boys Football Coach J.V/M.S.

1

2,894

2,894

2,894

Fall Asst. Boys Football Coach J.V/M.S.

2

3,210

3,210

3,210

Fall Asst. Boys Football Coach J.V/M.S.

3

3,524

3,524

3,524

Fall Asst. Boys Football Coach J.V/M.S.

4

3,788

3,788

3,788

Fall Asst. Boys Soccer Coach J.V./M.S.

1

2,173

2,173

2,173

Fall Asst. Boys Soccer Coach J.V./M.S.

2

2,488

2,488

2,488

Fall Asst. Boys Soccer Coach J.V./M.S.

3

2,805

2,805

2,805

Fall Asst. Boys Soccer Coach J.V./M.S.

4

3,118

3,118

3,118

Fall Asst. Girls Soccer Coach J.V./M.S.

1

2,173

2,173

2,173

Fall Asst. Girls Soccer Coach J.V./M.S.

2

2,488

2,488

2,488

Fall Asst. Girls Soccer Coach J.V./M.S.

3

2,805

2,805

2,805

Fall Asst. Girls Soccer Coach J.V./M.S.

4

3,118

3,118

3,118

Fall Asst. Girls Field Hockey Coach J.V./M.S.

1

2,173

2,173

2,173

Fall Asst. Girls Field Hockey Coach J.V./M.S.

2

2,488

2,488

2,488

Fall Asst. Girls Field Hockey Coach J.V./M.S.

3

2,805

2,805

2,805

Fall Asst. Girls Field Hockey Coach J.V./M.S.

4

3,118

3,118

3,118

Fall Asst. Cheerleading Coach (B&G) M.S.

1

2,274

2,274

2,274

Fall Asst. Cheerleading Coach (B&G) M.S.

2

2,428

2,428

2,428

Fall Asst. Cheerleading Coach (B&G) M.S.

3

2,583

2,583

2,583

Fall Asst. Cheerleading Coach (B&G) M.S.

4

2,802

2,802

2,802

Fall Asst. Cross Country Coach (B&G) M.S.

1

2,173

2,173

2,173

Fall Asst. Cross Country Coach (B&G) M.S.

2

2,488

2,488

2,488

Fall Asst. Cross Country Coach (B&G) M.S.

3

2,805

2,805

2,805

Fall Asst. Cross Country Coach (B&G) M.S.

4

3,118

3,118

3,118

Winter

 

 

 

 

Winter Asst. Boys Basketball Coach J.V./M.S.

1

2,173

2,173

2,173

Winter Asst. Boys Basketball Coach J.V./M.S.

2

2,488

2,488

2,488

Winter Asst. Boys Basketball Coach J.V./M.S.

3

2,805

2,805

2,805

Winter Asst. Boys Basketball Coach J.V./M.S.

4

3,118

3,118

3,118

Winter Asst. Girls Basketball Coach J.V./M.S.

1

2,173

2,173

2,173

Winter Asst. Girls Basketball Coach J.V./M.S.

2

2,488

2,488

2,488

Winter Asst. Girls Basketball Coach J.V./M.S.

3

2,805

2,805

2,805

Winter Asst. Girls Basketball Coach J.V./M.S.

4

3,118

3,118

3,118

Winter Asst. Hockey Coach (B&G) J.V./M.S.

1

2,173

2,173

2,173

Winter Asst. Hockey Coach (B&G) J.V./M.S.

2

2,488

2,488

2,488

Winter Asst. Hockey Coach (B&G) J.V./M.S.

3

2,805

2,805

2,805

Winter Asst. Hockey Coach (B&G) J.V./M.S.

4

3,118

3,118

3,118

Spring

 

 

 

 

Spring Asst. Boys Baseball Coach J.V./M.S.

1

2,173

2,173

2,173

Spring Asst. Boys Baseball Coach J.V./M.S.

2

2,488

2,488

2,488

Spring Asst. Boys Baseball Coach J.V./M.S.

3

2,805

2,805

2,805

Spring Asst. Boys Baseball Coach J.V./M.S.

4

3,118

3,118

3,118

Spring Asst. Girls Softball Coach J.V./M.S.

1

2,173

2,173

2,173

Spring Asst. Girls Softball Coach J.V./M.S.

2

2,488

2,488

2,488

Spring Asst. Girls Softball Coach J.V./M.S.

3

2,805

2,805

2,805

Spring Asst. Girls Softball Coach J.V./M.S.

4

3,118

3,118

3,118

Spring Asst. Track Coach (B&G) J.V./M.S.

1

2,173

2,173

2,173

Spring Asst. Track Coach (B&G) J.V./M.S.

2

2,488

2,488

2,488

Spring Asst. Track Coach (B&G) J.V./M.S.

3

2,805

2,805

2,805

Spring Asst. Track Coach (B&G) J.V./M.S.

4

3,118

3,118

3,118

 

 

11-12 Base Salary

12-13 Base Salary

13-14 Base Salary

HIGH SCHOOL ACTIVITIES

 

 

 

 

Up to a maximum of 12 High School clubs;

 

606

606

606

dependent on staff and student interest

 

 

 

 

 

 

11-12 Base Salary

12-13 Base Salary

13-14 Base Salary

MIDDLE SCHOOL ACTIVITIES

 

 

 

 

Up to a maximum of 9 Middle School clubs;

 

606

606

606

dependent on staff and student interest

 

 

 

 

 

 

11-12 Base Salary

12-13 Base Salary

13-14 Base Salary

RUSSELL STREET SCHOOL ACTIVITIES

 

 

 

 

Up to a maximum of 4 Russell Street School clubs;

 

606

606

606

dependent on staff and student interest

 

 

 

 

APPENDIX D

TUITION ASSISTANCE (Adopted by School Committee as Policy - June 12, 1969)

The School Committee shall allow payment for approved, successfully completed courses toward professional improvement at 100 percent (100%) of the total cost, said payment not to exceed $2,000 per professional staff member per year.

Application for tuition assistance must be made in writing on forms which shall be provided by the Central Office. All requests are subject to the approval of the superintendent of schools.

Payment for tuition assistance may, at the request of the staff member, be made in advance.

If payment is made in advance and the course is not successfully completed, the advance payment shall be deducted from the teacher's salary.

NOTE: Tuition assistance is limited to the cost of tuition only.   Additional cost such as textbooks, registration fees, and similar expenses are not payable under this policy.

STAFF DEVELOPMENT PROGRAM

Guidelines for applying staff development activities to graduate credit requirements of teacher's salary schedule.

1.   Twelve hours of approved staff development hours will equal one graduate credit. Effective 9/1/06, these hours must be within a specific Mass. Dept. of Ed. curriculum framework area.

2.   Staff development activities must generally be of five (5) hours duration to be considered applicable toward credit. Effective 9/1/06, these hours must be within a specific Mass. Dept. of Ed. curriculum framework area.

3.   A written course description must be available for a staff development activity to be considered eligible for credit.

4.   Staff development activities should be on a level with activities, training, research, and learning which usually characterize a graduate level college course.

5.   Eligible activities must be related to professional growth or increased expertise of an individual staff member in the performance of his/her duties within the Littleton Public Schools.

6.   Staff development activities must be approved in advance by the superintendent.

7.   Training programs sponsored by the Littleton Public Schools will be eligible for credit, provided that all other requirements are met.

8.   This program is meant to include only those meetings, etc., that increase a teacher’s expertise in the classroom as opposed to data dissemination workshops.

9.   Determination of staff development activities in question must be by mutual consent of the superintendent and the LEA president.

10. Verification of attendance at in-service courses sponsored by the Littleton Public Schools will be sent to staff members by the Central Office after completion of in-service training.

APPENDIX   E

WHAT IS JUST CAUSE?

Definitions of just cause do not generally appear in collective bargaining agreements. Faced with specific cause, arbitrators have developed a number of criteria regarding the meaning of just cause. Even though arbitrators are not bound by other arbitrators' decisions, they are influenced by one another.

The following criteria are frequently used to determine if management's actions meet a just cause standard: (1) Was the employee informed of management's rules and expectations? (2) Were management's rules and expectations reasonable? (3) Was adverse action necessary to maintain orderly, efficient procedures in the organization? (4) Was the employee's infractions investigated and were the procedures used fair? (5) Has management administered it's rules equitably? (6) Was the employee given an opportunity to improve his or her conduct? (7) Was the imposed penalty reasonable?

A “no” answer to one or more of these questions would indicate that just cause might be lacking. The criteria are illustrated in the following examples.

WAS THE EMPLOYEE INFORMED OF MANAGEMENT’S

RULES AND EXPECTATIONS?

Cases involving failure to inform employees of expectations are of three types. In the first type of case, failure to inform has been traced to the lack of a written policy. In the second type, management knew that the employee's behavior or performance was deficient but did not warn him or her before taking disciplinary action. The third type of case involves situations where management's expectations were unclear, ambiguous, or inconsistent.

Lack of written policy. Two teachers had initiated for high school seniors an elective class which covered contemporary issues. The selected issues, though controversial, were identified through consultation with community citizens, school administrators, and students. The topics included censorship, drugs, and crime. During a trip to a nearby prison, the topic of “victimless” crime was raised. Following through on the topic, the teachers invited a prostitute to talk to the class. The appearance of the prostitute caused concern on the part of parents of one of the students in the class. The complaining parents called on school officials for an explanation and informed the local media of the incident. When the incident came to the attention of school authorities, the teachers were reprimanded.

The arbitration hearing revealed that on earlier occasions the class had talked to drug addicts in a local rehabilitation program, and a few students had seen an X-rated movie as part of a project on censorship. The arbitrator's opinion was that, in keeping with the nature of the class, authorities in the school had given the reprimanded teachers wide latitude in the selection of topics and speakers. Thus, the arbitrator concluded that the reprimand was not made for just cause, because no written statement of policy had been given to the teachers, and their experience previous to the appearance of the prostitute would not have caused them to think that they were acting contrary to the wishes of their superiors.

In another situation, the lack of a written policy prompted an arbitrator to call for withdrawal of a reprimand after it had been issued by a teacher's principal. The teacher, who believed her room to be overcrowded, sent letters to the parents of her pupils, inviting them to visit her classroom to see the overcrowded conditions. Her principal issued her a letter of reprimand for interfering with the efficiency of the organization. Even though temporary overcrowding was not unusual and such situations were normally corrected within two weeks, the arbitrator ruled that the teacher could not be disciplined for sending the letter unless the rule was made known to her in a definite, precise, publishable form beforehand, and there was evidence that she knowingly or carelessly violated the rule.

In the above cases, each arbitrator held that discipline could not be administered unless specific expectations had been made clear to the employee. However, in some instances arbitrators have held that teachers, as professional employees, could be expected to use sound judgment in applying general rules to their specific classroom situations. Thus, in two separate cases the disciplining of teachers who had used poor judgment in punishing students was upheld. In both cases, the teachers had been given general guidelines by their respective school boards. In a different case, an arbitrator upheld discipline imposed on a teacher when it was shown that the teacher had failed to use his professional skill to analyze his students' learning problems and find means to correct their problems.

Lack of prior warning. In a case involving the non-renewal of a probationary teacher, deficiencies in employee behavior were not communicated to the employee prior to disciplinary action, even though the deficiencies were known beforehand. The arbitrator who heard the evidence did not uphold the school board. Instead, he determined that the teacher had been given "inadequate" warning prior to dismissal.

Lack of clarity. Failure to inform was traced to unclear statements of expectation in a case in which a school board docked certain teachers a day's pay for not calling in to the answering service the night before their absences. The school board claimed that it was necessary for teachers to call in so that time was available to secure substitutes. A check of the faculty hand book revealed that specific expectations with regard to using the answering service the night before an unexpected absence had not been included. The arbitrator ruled in favor of the grievants, even though the school board claimed that detailed expectations had been given orally.

In another situation, a teacher who advised the student newspaper was reprimanded by the principal for permitting certain articles to appear in the paper. The principal claimed that the appearance of the articles was in violation of written policy. Upon investigation, however, it was found that the written statements of policy referred to by the principal were both unclear and unknown to the grievant. The letter of reprimand was directed to be withdrawn from the teacher's file.

WERE MANAGEMENT'S RULES AND EXPECTATIONS REASONABLE?

Assessment of the reasonableness of a rule is probably more subjective than objective in nature. Therefore, most arbitrators' assessments of the reasonableness of a given rule have taken into consideration all of the factors that impinge upon the rule and its implementation in a given situation. Thus, failure on the part of an employee to follow a rule may not always result in denial of a grievance. If factors present in the situation would prompt others in the same situation to ignore the rule, then an arbitrator may uphold a grievance regarding the rule. However, an employee's refusal to follow rules is not taken lightly by arbitrators. Arbitrators understand that it may be onerous for an employee to follow a rule, but the burdensome nature of a rule is not in itself sufficient reason to disobey it.

The following examples illustrate the principle that employees are expected to follow a rule even though they may object to it on some grounds. Later, after compliance, they can seek redress through the grievance procedure.

In a first case, bad weather had caused a school to be closed, but the Assistant Superintendent for Curriculum requested that a clerical employee appear for work. The employee refused to appear, stating that her supervisor was the Assistant Superintendent for Personnel and only he could request her to show up for work when school was closed due to inclement weather. The arbitrator failed to support the grievant in her insistence that only her supervisor could give her a legal order to show up for work. Discipline of the grievant was justified, since she should not have sought her own remedy by refusing to appear for work.

In the second case, a principal had told a teacher not to leave the school building at lunch time during examination days. The grievant teacher believed that the principal had exceeded his authority in setting this rule. When the teacher ignored the principal's rule, he was given a letter of reprimand for insubordination. The arbitrator upheld the principal's action, pointing out that the grievant had the obligation of first obeying and later filing a grievance on the issue.

WAS ADVERSE ACTION NECESSARY TO MAINTAIN ORDERLY, EFFICIENT ROCEDURES IN THE ORGANIZATION?

An adverse action may be considered just if an employee was knowingly unresponsive to management's legitimate interest in maintaining an orderly and efficient organization. In the next two examples, management was unable to sustain the burden of proof that its legitimate interests were disregarded by the grievant. In the third case, management's interests were recognized and upheld by the arbitrator.

A principal placed a written reprimand in a teacher's personnel file because the teacher refused to supervise the first lunch period during a supposed emergency situation. The existence of an emergency situation was crucial to proving that a vital management interest was at stake. The principal was unable to convince the arbitrator that a true emergency actually existed, since a qualified substitute teacher was available and would have been assigned to the lunchroom.

In another case, a grievant's principal had filed a letter of reprimand because she was late to work. The principal contended that the safety of children in the school was in jeopardy when the teacher was late. The arbitrator did not believe that the facts sustained the principal's contention. In addition, the arbitrator was impressed by the fact that the grievant had only been late once and otherwise had an above average teaching record.

The third example involves a situation in which a principal was refused information on students who had been failed by a teacher. The teacher claimed that the information could not be given in the time available and that the permission of the students' parents would be required before the information could be released to the principal. The arbitrator found the teacher's reply to be unresponsive to the principal's legitimate request and upheld the disciplinary measures imposed by the principal.

WAS THE EMPLOYEE'S INFRACTION INVESTIGATED AND WERE THE PROCEDURES USED FAIR?

Notions about procedural fairness are in part derived from the concept of due process found in courts of law. In addition, elements of procedural fairness may be defined by the parties in their collective bargaining agreement. A fundamental concept of procedural fairness includes adequate warning. The importance of stating rules and expectations has been covered in the preceding portions of this section.

Procedural fairness also includes the granting of hearing to the individual adversely affected. One arbitrator upheld a grievance because the school board had not held a fair hearing as required by the grievance procedure, before acting in support of a superintendent who had imposed a five-day suspension.

Granting a hearing is not necessarily sufficient, however. For example, a counselor was given an immediate investigation of a parental complaint, as called for by the agreement, but was not given the opportunity to rebut the complaint. The parent's letter of complaint thus could not be placed in the teacher's personnel file or be considered as the basis for further disciplinary action against the counselor.

During a fair hearing, it is the weight of evidence presented at the time of the hearing that contributes to the fairness of the proceeding. Where the evidence does not sustain the allegations against an employee, it would be unfair to discipline the employee. Not infrequently, the amount of evidence management had at the time disciplinary action was taken is assessed during the arbitration hearing. Should the arbitrator find that insufficient evidence was used by management to sustain the allegations against the teacher, the arbitrator may reverse management's actions.

Arbitrators have given attention to other aspects of fair procedures. One aspect is the extent to which disciplinary procedures called for in the collective bargaining agreement were actually followed by management in imposing an adverse action on an employee. For example, in a situation where the agreement stated that disciplinary action must be preceded by written notification, the school board was held to be in violation of the agreement when notice was not given prior to withholding paychecks from the grievants. Some collective bargaining agreements recognize that the union has certain rights in grievance proceedings. One commonly accepted provision is the right to be informed whenever disciplinary action is taken against a union member. When that is provided for in the agreement, failure to notify the union representative will weigh against management when the arbitrator makes his or her award.

HAS MANAGEMENT ADMINISTERED ITS RULES EQUITABLY?

Arbitrator George T. Roumell, Jr., has pointed out that an employer need not penalize all employees guilty of a common offense in the same manner. However, the employer has the burden of explaining his or her reasons for penalizing some employees and not others.

In a school district where some teachers had taken part in a parent picket line that sought the removal of the vice-principal, the school board took disciplinary action against the union building representative. Although she had not come in to work, she had neither encouraged nor discouraged the teachers and had not herself participated in the picket line. The school board justified its action by claiming that the building representative had greater knowledge of the contract and its no-strike provision. In addition, the school board believed the building representative was obligated to set an example for other teachers by returning to work. The arbitrator believed the discipline to be excessive. He faulted the reasoning of the school board on the grounds that the union president had been present in the picket line supporting the parents, and it would have been just as logical to expect him to set an example for other teachers.   No action had been taken against the union president.

In another case, while school secretaries were on strike, some teachers had remained away from work in sympathy for the secretaries. The arbitrator felt that although management had the right to withhold pay from all teachers, it did not have the right to suspend some teachers who remained away and not others.

Elsewhere, a principal had devised a rule that the teacher involved must report, in writing, all incidents involving student discipline. The principal was found in error when he disciplined one teacher for not writing the required reports but failed to enforce the same rule on other teachers who did not comply with it.

WAS THE EMPLOYEE GIVEN AN OPPORTUNITY TO IMPROVE HIS OR HER CONTRACT?

It is expected that employees will be given an opportunity to correct any deficiencies in work habits and skills that are remediable in nature. When management can show there was opportunity to correct behavior, subsequent disciplinary actions are likely to be upheld. For example, two teachers had each established a record of excessive tardiness. Each was given a written warning that continued tardiness would lead to disciplinary action. When the pattern of tardiness did not improve, the teachers lost a day's work and pay. After noting that no evidence was presented to show that the tardiness was beyond the control of the teachers, the arbitrator upheld the disciplinary action.

In a different case, upon return from a ten-day disciplinary suspension, an employee refused to accompany his supervisor to the supervisor's office to discuss the reasons for the disciplinary action and the supervisor's expectations of the employee for the future. The employee's refusal led to his discharge. Since the employee could not improve if he refused to know what was expected of him, and since he already had had a series of disciplinary actions taken against him, the discharge was upheld in arbitration.

Another case involved an employee whose unscheduled absences usually preceded or followed scheduled days off. After repeated warnings for excessive absences, the employee was required to submit a medical certificate following each absence for claimed illness. When the pattern of repeated unauthorized absences continued, the employee was given one-day disciplinary layoff. Since the employee was given ample opportunity to improve, the arbitrator upheld the disciplinary action.

WAS THE IMPOSED PENALTY REASONABLE?

The following are situations in which arbitrators have been sensitive to excessive disciplinary penalties being imposed on the employee:

1.   In situations where management has failed to establish just cause, arbitrators are likely to determine that such a failure should mitigate or eliminate the disciplinary penalty that was imposed.

2.   Where management has failed to follow the procedural features of the collective bargaining agreement, any penalties may be lessened or removed.

3.   Where the employee has a favorable past record, the arbitrator may give the record enough weight to deem the imposed penalty excessive.

4.   Where it becomes apparent during an arbitration hearing that the grievant's supervisors widely differ in their assessment of the disciplinary action to impose, the arbitrator may question the appropriateness of the penalty.

5.   Where disciplinary action was taken for a single instance of poor judgment in the use of indecent language not associated with insubordination or racial slurs, the infrequency of the violation may cause the arbitrator to reassess the appropriateness of the penalty imposed.

6.   Where an employee has been disciplined for an interaction of rules that have been broken by other employees under similar circumstances, the arbitrator may consider the penalties imposed in previous situations in order to determine the appropriateness of the penalty in the case under consideration.

What constitutes discipline may sometimes in and of itself be subject to dispute. Arbitrator Arnold Zack has ruled that an unsatisfactory evaluation report is discipline. As such, it is subject to the above-mentioned standards for just cause. If an evaluation report does not meet these criteria, an arbitrator may order its modification or removal from a teacher's personnel file.

Source: Ostrander, Kenneth, A Grievance Arbitration Guide for Educators,

Boston, Allyn and Bacon, Inc., 1981

APPENDIX F

TEACHER PROFESSIONAL DEVELOPMENT/ EVALUATION PROCESS

Professional Growth Philosophy

47

Labor/Management Committee

47

Professional Development Plan Summaries

47

Non-Professional Status Teachers Year Two and Three Observation Model Options

48

Professional Status Teachers Two Year Cycle Option

49

Teacher Improvement Plan for Teachers with Professional Status

50

Teacher Evaluation Process – Formal Observations and Evaluations

52

Growth System Definitions

52

Observation Report

54

Evaluation Report

55

PROFESSIONAL GROWTH PHILOSOPHY

The Littleton Public Schools are committed to the continuous improvement of student achievement. The purpose of the professional development system in the Littleton Public Schools is to improve student performance and learning. An important factor affecting student learning is teacher quality. Formative and summative evaluations are designed to be collaborative and continuous and to foster professional growth and effective teaching in a collegial atmosphere. This process provides frequent, systematic feedback to the teacher and fosters effective teaching through the following process:

·      Collaboration

·      Goal Setting

·      Identification and pursuit of strategies for professional development

·      Comprehensive evaluation.

Data gathered throughout the process will validate effective practices, encourage further growth, expand repertoires, and improve student achievement.

LABOR/MANAGEMENT COMMITTEE

A joint labor/ management committee, consisting of four (4) people appointed by the Superintendent and four (4) appointed by the LEA will propose revisions to the evaluation instrument for nurses, school psychologist and counselors. The joint labor/ management committee shall also account for the Department of Elementary And Secondary Education regulations adopted June 30, 2011 relative to evaluations for all unit employees in its proposals to the LEA and School Committee. Any recommendations from the joint committee will be advisory in nature and will not be binding on the parties.

LITTLETON PUBLIC SCHOOLS

PROFESSIONAL DEVELOPMENT PLAN

NON-PROFESSIONAL STATUS TEACHERS

Teachers without professional status shall be observed in the Traditional Observation model during their first year. In the second and third years, they may choose either the Traditional Observation model or the Five-Minute Visit model.

PROFESSIONAL STATUS TEACHERS

During the two year cycle, he/she may choose to be observed in the Five Minute Visit Model or the Traditional Observation Model. This option makes no further changes to the current contract language (Article XVIII section C).

LITTLETON PUBLIC SCHOOLS

NON-PROFESSIONAL STATUS TEACHERS

LITTLETON PUBLIC SCHOOLS PROFESSIONAL DEVELOPMENT PLAN

YEAR TWO AND THREE OBSERVATION MODEL OPTIONS

NAME: ___________________________________ SCHOOL: __________________________________

SCHOOL YEAR: ___________________________ POSITIONS: ________________________________

_____ Formal Observation Year - I choose to be observed…

_____   Traditional Observation Model (per Contract Article XVIII section C)

_____   Five Minute Visit Model

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Unit Member                                                                             Evaluator

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Date                                                                                           Date

LITTLETON PUBLIC SCHOOLS

PROFESSIONAL STATUS TEACHERS

LITTLETON PUBLIC SCHOOLS PROFESSIONAL DEVELOPMENT PLAN

TWO YEAR CYCLE OPTION

NAME: ___________________________________ SCHOOL: __________________________________

SCHOOL YEAR: ___________________________ POSITIONS: ________________________________

_____ Formal Observation Year - I choose to be observe.

_____   Traditional Observation Model (per Contract Article XVIII section C)

_____   Five Minute Visit Model

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Unit Member                                                                        Evaluator

_________________________________                           _____________________________________

Date                                                                                         Date

LITTLETON PUBLIC SCHOOLS

TEACHER IMPROVEMENT PLAN  FOR

TEACHERS WITH PROFESSIONAL STATUS

A comprehensive evaluation will be conducted at a minimum of every four years when a Teacher with Professional Status demonstrates satisfactory performance.

Improvement Plan – a written plan prepared by the evaluator consistent with the procedures of this article and given to any unit member when the evaluator determines that there is a serious problem indicated in an evaluation. The plan shall be formulated after the evaluator has discussed areas of concern with the unit member and shall be given to the unit member no later than five (5) workdays after said discussion, but if such notice of a serious problem is given in writing during the observation phase, it shall not be deemed a personnel action as used in XVIII C 13 and such written notice itself shall not be subject to just cause. The plan must include the evaluator’s specific expectations, how the evaluator will assist, where applicable, the unit member in meeting these expectations, the time which will be allowed for improvement, the date by which another evaluation report, if any, will be completed and the number and dates of observations which will be performed prior to any follow-up evaluation report.

A unit member who has received an improvement plan may elect to have the superintendent serve as a second evaluator. The second evaluator shall not be required to perform three (3) observations.

The superintendent may observe and prepare observation and/or evaluation reports on unit members without professional status and on unit members with professional status who are on an improvement plan. This does not prohibit the superintendent from visiting classrooms for purposes other than evaluating the unit members.

LITTLETON PUBLIC SCHOOLS

TEACHER IMPROVEMENT PLAN FOR

TEACHERS WITH PROFESSIONAL STATUS

NAME: _______________________________ YEAR OF APPOINTMENT: _______________________

SCHOOL: ____________________________ POSITION: _____________________________________

I.           Performance responsibilities to be addressed

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II.          Goals and objective to be met:

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III.         Actions to be taken by teacher:

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IV.         Support to be provided by primary evaluator:

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Length of Assessment Period: ________________________ Start Date: ____________________________

Teacher’s Signature: ________________________________ Date: _______________________________

Evaluator’s Signature: _______________________________ Date: _______________________________

TEACHER EVALUATION PROCESS

FORMAL OBSERVATIONS AND EVALUATIONS

Formal observations and evaluations are to take place once during every two year cycle..

Teachers who have not achieved professional status are to be observed and evaluated every year. During year one, the Traditional Observation Model (see below) will be used. During years two and three, teachers may choose one of the following two observation models.

Traditional Observation Model

-            As stated in the Littleton Educator’s Association and Littleton School Committee Contract (September 1, 2009 - August 31, 2011), pages 17-18.

Five-Minute Visit Model

-            Based on a minimum of ten (10) unannounced five-minute classroom visits with follow-up conversation within twenty-four (24) hours.

-            The aggregate of the five-minute unannounced visits would be the basis of a mid-year formative evaluation (observation report) and an end-of-year summative evaluation (evaluation report).

-            Minimum of five (5) unannounced classroom visits spread over the first semester (September-January) will be included in formative evaluation (observation report). This report will be written in a narrative format and will be co-signed by the evaluator and the teacher.

-            Minimum of ten (10) unannounced classroom visits spread over the full year (September-May) will be included in summative evaluation (evaluation report – see contract, pages 28-35). The report will be given to the teacher no later than June 5.

GROWTH SYSTEM DEFINITIONS

Action Research - Research designed to support school-wide, department or grade level efforts to improve instruction. The process includes the collection and analyzing of data, reporting results and the design of an implementation plan.

Administrator – Superintendent, Principal, Assistant Principal

Curriculum Piloting - Participation by a teacher or group of teachers in the selecting and trying out of new curriculum materials.

District Committee - A group convened for the purpose of serving a need identified by the school district.

Evaluator – Principal, Assistant Principal, Superintendent.

Evaluation Period – The evaluation period for non-tenured unit members shall be September through June. Tenured unit members shall be evaluated between October 1 and May 31. Tenured unit members may be evaluated in September and June as part of an improvement plan.

Evaluation Report – A written report prepared by the evaluator on the approved evaluation form. This report shall be based upon written observation reports and other written information documented by the evaluator. The report shall be given in writing to the unit member within five (5) workdays of its completion but in any event, no later than June 5 of the work year.

Formative Evaluation – An ongoing process of defining goals and identifying, gathering and using information to improve professional performance.

Improvement Plan – A written plan prepared by the evaluator consistent with the procedures of this article and given to any unit member when the evaluator determines that there is a serious problem indicated in an evaluation. The plan shall be formulated after the evaluator has discussed areas of concern with the unit member and shall be given to the unit member no later than ten (10) workdays after said discussion, but if such notice of a serious problem is given in writing during the observation phase, it shall not be deemed a personnel action as used in XVIII C 13 and such written notice itself shall not be subject to just cause. The plan must include the evaluator’s specific expectations, how the evaluator will assist, where applicable, the unit member in meeting these expectations, the time which will be allowed for improvement, the date by which another evaluation report, if any, will be completed and the number and dates of observations which will be performed prior to any follow-up evaluation report.

Mentor - In mentoring, beginning teachers, or teachers new to the district, are paired with more experienced teachers for guidance and support. Mentors are available to answer questions, observe classes and be observed, attend weekly meetings, problem solve, and talk confidentially about problems new teachers may face in the classroom.

National Certification - Completion of the necessary steps, including the application, for National Certification.

Observation – A classroom visitation by an evaluator, for the purposes of gathering data to be used in preparing an observation report.

Observation Report – A written report provided to the unit member within five (5) workdays of an observation.

Peer Coaching - An ongoing process in which a pair of teachers share their expertise and provide one another with feedback, support and assistance with the goal of examining and defining classroom practices.

Peer Collaboration - A formalized arrangement between two or more teachers working together focused on either content knowledge or pedagogical skills with the goal of improving student instruction.

Peer Observation – A collaborative arrangement between teachers to observe instruction for the purpose of strengthening teaching practices. Models include observer as coach and instructor as coach.

Professional Portfolio - Portfolios are collections of work compiled by teachers that highlights their knowledge and skills and reflects on their teaching and learning.

Reflections on Professional Literature – A written response to a professional journal, article, book, or periodical on a relevant educational topic

Self Assessment – A structured process through which a teacher focuses on problem identification/delineation, information gathering, reflection/decision making and finally application/refinement of teaching practices.

Study Group – Two or more teachers who meet to reflect on and discuss professional readings, curriculum, or pedagogy over a defined period of time to explore ways to improve student success.

Summative Evaluation – The summative evaluation is a comprehensive assessment of a teacher’s performance by the primary evaluator, culminating in an evaluation report which becomes part of the teacher’s permanent file.

Teacher – Anyone employed in a position included in the Bargaining Unit.

LITTLETON PUBLIC SCHOOLS

Littleton, Massachusetts

OBSERVATION REPORT

Unit Member’s Name: ____________________________ Assignment: ____________________________

Evaluator’s Name: ______________________________ Evaluator’s Title: _________________________

Date of Observation: ____________________________ Time of Observation: ______________________

The performance standards on pages 28 through 35 are the basis for observation:

Observations and comments:

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Continued on _________ page(s)      Yes ________    No ________

Evaluator’s Signature: __________________________ Date ___________________________________

Unit Member’s Signature: _________________________ Date ___________________________________

Note: Unit member’s signature indicates having received the document and does not necessarily mean agreement with its contents. The unit member may submit a written statement within 30 calendar days which will be attached to this observation report.

Attachments: Yes ________    No ________

LITTLETON PUBLIC SCHOOLS

Littleton, Massachusetts

SUMMATIVE EVALUATION REPORT

NAME: __________________________________   SCHOOL YEAR: ____________________________

POSITION: _________________________    DATES OF OBSERVATIONS: ______________________

I.  CURRENCY IN THE CURRICULUM

The teacher is up to date regarding curriculum content.

1.   Demonstrates a working knowledge of the core curriculum of the teacher’s assignment

2.   Keeps current in the field and applies knowledge to the instructional program.

II.    EFFECTIVE PLANNING AND ASSESSMENT OF CURRICULUM AND INSTRUCTION

A.   The teacher plans instruction effectively.

1.    Identifies individual and group needs and plans appropriate strategies, including those that involve the use of up-to-date technologies, to meet those needs.

2.   Uses materials and resources, including technologies, the are appropriately matched to curriculum goals and to students’ needs and learning styles.

B.   The teacher plans assessment of student learning effectively.

1.   Develops and uses authentic assessment which describes a student’s learning process as well as his/her learning achievements.

C.   The   teacher   monitors   students’ understanding of the curriculum effectively and  adjusts instruction, materials, or assessments when appropriate.

1.   Communicates student progress to parents, students and staff members in a timely fashion using a range of measures, e.g. portfolios, anecdotal records and other artifacts.

III.   EFFECTIVE MANAGEMENT OF CLASSROOM ENVIRONMENT

A.  The teacher creates an environment that is positive for student learning and involvement.

1.    Implements instructional opportunities where students are interacting with ideas, materials, teachers and one another.

2.    Establishes classroom procedures that maintain a high level of students’ time-on-task and that ensure smooth transitions from one activity to another.

B.  The teacher maintains appropriate standards of behavior, mutual respect and safety.

1.   Maintains systematic approach to discipline by establishing and administering a consistent and fair set of rules supporting appropriate expectations.

IV. EFFECTIVE INSTRUCTION

A.  The teacher makes learning goals clear to students.

1.   Identifies confusions and misconceptions as indicated by student responses and regular assessment strategies. Remedies, re-teaches, or extends teaching to meet individual and/or group need.

B.  The teacher uses appropriate instructional techniques.

1.    Uses a variety of teaching strategies, including cooperative, peer and project-based learning; audio­visual presentations, lecture, discussions and inquiry, practice and application; and teaching of others.

2.    Provides options for students to demonstrate competency and mastery of new material, including written work, plays, art work, oratory, visual presentations, exhibitions and portfolios.

3.    Demonstrates working knowledge of current research on optimum means for learning a particular discipline.

C.  The teacher uses appropriate questioning techniques.

1. Uses a variety of questioning techniques, including those which encourage and guide critical and independent thinking and the development of ideas.

D. The teacher evaluates, tries innovative approaches, and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence to learn.

1. Continually evaluates, tries innovative approaches and refines instructional strategies, including the effective use of technologies, to increase student learning and confidence about learning.

V.   PROMOTION OF HIGH STANDARDS AND EXPECTATIONS FOR STUDENT ACHIEVEMENT

A.  The teacher communicates learning goals and high standards and expectations to students.

1. Responds to students’ answers and work so as to keep students open, thinking, and willing to take risks and to persevere with challenging tasks.

B.  The teacher promotes confidence and perseverance in the student that stimulate increased personal student responsibility for achieving the goals of the curriculum.

1.   Acts on the belief that all students can learn and that virtually all can master a challenging core curriculum with appropriate modifications of instruction.

2.    Encourages and supports students to believe that effort is a key to high achievement.

VI. PROMOTION OF EQUITY AND APPRECIATION OF DIVERSITY

A.  The teacher strives to ensure equitable opportunities for student learning.

B.  The teacher demonstrates appreciation for and sensitivity to the diversity among individuals.

VII. FULFILLMENT OF PROFESSIONAL RESPONSIBILITIES

A.  The teacher is constructive and cooperative in interactions with parents and receptive to their contributions.

1.   Keeps parents informed of student’s progress and works with them.

B.  The   teacher   shares   responsibility   for   accomplishing   the   goals   and   priorities   of   his/her grade/team/department, building and school district.

1.    Works collaboratively with other staff in planning and implementing interdisciplinary curriculum, instruction and other school programs and shares expertise and new ideas with colleagues.

2.    Participates in student or school activities.

C.  The teacher is a reflective and continuous learner.

1.  Uses available resources to analyze, expand and refine professional knowledge and skills; resources can include professional organizations, academic course work, school-based staff, administrative and community resources, and other colleagues.

Evaluator’s Signature: ______________________________ Date: _______________________________

Unit Member’s Signature: __________________________   Date: _______________________________

Note: Unit member’s signature indicates having received the document and does not necessarily mean agreement with its contents. The unit member may submit a written statement within 30 calendar days which will be attached to this evaluation report.

Attachments: Yes ________    No __________