Longmeadow

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DistrictLongmeadow
Shared Contract District
Org Code1590000
Type of DistrictMunicipal K12
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2015
Expired Status
Superintendency Union
Regional HS Members
Vocational HS Members
CountyHampden
ESE RegionPioneer Valley
Urban
Kind of Communityresidential suburbs
Number of Schools6
Enrollment3102
Percent Low Income Students3
Grade StartPK or K
Grade End12
download pdf version of this document view accessible version of this document Longmeadow

AGREEMENT

Between The

LONGMEADOW SCHOOL COMMITTEE

and

LONGMEADOW EDUCATION ASSOCIATION, UNIT A

MASSACHUSETTS TEACHERS ASSOCIATION

September 1, 2012 - August 31, 2015

(3-year contract)

LONGMEADOW PUBLIC SCHOOLS

Longmeadow, Massachusetts

ARTICLE I

6

PREAMBLE

6

ARTICLE II

7

RECOGNITION

7

ARTICLE III

8

REDUCTION IN FORCE OF TEACHERS WITH PROFESSIONAL TEACHER STATUS (P.T.S.)

8

A. Reduction of Teachers With P.T.S.

8

B. Definitions

8

C. Notice

10

D. Recall Rights

10

E. Seniority List

10

F. Non-P.T.S. Teachers

10

ARTICLE IV

10

SCHOOL COMMITTEE RESPONSIBILITIES

10

ARTICLE V

11

SALARIES

11

ARTICLE VI

11

APPOINTMENTS AND VACANCIES

11

A. Election and Contracts

11

B. Vacancies

11

C. Part-Time Positions

11

ARTICLE VII

13

CONSULTATION

13

ARTICLE VIII

13

ASSOCIATION PRIVILEGES

13

ARTICLE IX

14

TEACHING HOURS AND TEACHING LOAD

14

A. Length of Work Year

14

B. Length of School Day

16

C. Co-Curricular Activities

17

D. Teaching Assignments

17

E. Non-Teaching Duties

19

F. School Facilities

19

ARTICLE X

19

CLASS SIZE

19

ARTICLE XI

20

TEACHER ASSIGNMENT AND TRANSFERS

20

A. Assignment

20

B. Inter-School Travel

20

C. Transfer

20

ARTICLE XII

21

NON-P.T.S./P.T.S., EVALUATIONS AND PERSONNEL ACTIONS

21

A. Review of Personnel Files

22

B. Personnel Files - Contents

22

C. Notice of Complaint

22

D. Delinquency of Professional Performance

22

E. Discipline and Discharge

23

ARTICLE XIII

23

SUBSTITUTE TEACHERS

23

ARTICLE XIV

23

STRIKES

23

ARTICLE XV

23

PROFESSIONAL GROWTH

23

A. Advisory Committees

24

B. Required Courses

24

C. Advancement on Salary Schedule

25

D. Compensation

25

E. Curriculum Development

26

F. Educational Travel for Credit

26

G. School Councils

26

H. Reimbursement for Attendance at Professional Meetings

27

I. School Improvement Specialist

27

J. A Study Committee will be created to review existing committees and develop criteria for compensation/credit for participation thereon or on new committees to be formed in the future.

28

K. Teachers participating in the re-accreditation process (two (2) years) will be given credit therefore as follows:

28

ARTICLE XVI

29

SALARY CHECKS, DEDUCTIONS AND OTHER BENEFITS

29

A. Dues

29

B. Fair Share

30

C. Group Health and Accident Insurance

30

D. Group Life Insurance

30

E. Disability Insurance

30

F. Credit Unions

30

G. Tax Sheltered Annuities

31

H. United Way and/or Combined Health Appeal

31

I. Conditions of Deductions

31

J. Tuition Charge

31

K. The parties agree to explore during the term of this Agreement the desirability and feasibility of dental insurance being provided.

32

ARTICLE XVII

32

ABSENCES

32

A. Personal Illness

32

B. Family Illness

35

C. Bereavement

36

D. Jury Duty

36

E. Religious Observance

36

F. Personal Leave

37

G. Emergency Leave

37

H. Witness Leave

37

ARTICLE XVIII

37

LEAVES

37

A. Sabbatical Leave

38

B. Maternity Leave

39

C. Child Rearing Leave

39

D. Adoption Leave

41

E. Military Leave

.41

F. Reserve Duty

41

G. Health or Hardship Leaves

42

H. Communicable Tuberculosis

42

I. Other Unpaid Leave

42

J. Staff Development Leave

43

K. Family And Medical Leave Act of 1993

43

ARTICLE XIX

44

GRIEVANCE PROCEDURE

44

A. Definitions

44

B. Purpose

44

C. Rights of Teachers to Representation

44

D. General

44

E. Procedure

45

ARTICLE XX

47

AMENDMENT

47

ARTICLE XXI

47

PROTECTION

47

ARTICLE XXII

48

PHYSICAL EXAMINATION

48

ARTICLE XXIII

48

EXISTING CONDITIONS

48

ARTICLE XXIV

49

LONGEVITY BENEFIT

49

ARTICLE XXV

49

JOB SHARING

49

ARTICLE XXVI

52

DURATION OF AGREEMENT

52

ARTICLE XXVII

53

TOTALITY OF AGREEMENT

53

APPENDIX A

54

SALARY GUIDE

54

A. Teaching Staff

54

B. Schedules

54

APPENDIX A - OTHER SALARY GUIDES

55

PILOT

66

FOR SUPERVISION AND EVALUATION OF TEACHING

66

in the

66

INTRODUCTION

67

PROGRAM PHILOSOPHY

69

EVALUATION OF NON - PTS STAFF

70

Definition of Terms:

70

EVALUATION OF PTS STAFF

72

EVALUATION OF TEACHERS IN NEED OF ASSISTANCE

72

Planning and Preparation for Learning

74

II. Instruction

75

III. Classroom Environment

77

III. Classroom Environment, continued

78

IV. Professional Responsibilities

79

Mini Observation Record Sheet

80

OPTIONAL FORM for Evaluator Use ONLY (not for distribution or personnel file)

82

Evaluation COVER SHEET for PILOT Use

84

Teacher Evaluation Summary Report

85

Record of Full Observation Narrative

86

Teacher in Need of Assistance (TNA)

87

Record of Initial Planning Meeting

87

Teacher in Need of Assistance (TNA)

88

Teaching Standard(s) To Be Addressed

88

Teacher In Need of Assistance (TNA)

89

Goal and Performance Review Form

89

Teacher in Need of Assistance (TNA)

90

Record of Assistance Activities

90

Professional Development Plan

91

Initial Conference Form

91

Professional Development Report

92

Action Research

93

Action Research Project

95

Professional Development Report

95

LESSON STUDY

96

Procedure

96

Purpose of Lesson Study

97

(b) Description

97

Documentation of Lesson Study Observations

98

PEER COACHING

99

Procedure

99

Purpose of Peer Coaching

100

(c) Description

100

Documentation of Peer Coaching Activities

102

EXHIBIT #1

105

A. Letter from Physician to School Committee

105

This AGREEMENT is made and entered into by and between the Longmeadow School Committee (hereinafter referred to as the Committee) and the Longmeadow Education Association, Massachusetts Teachers ' Association, Unit A (hereinafter referred to as the Association).

ARTICLE I

PREAMBLE

It is the intent of the Association and the Committee to continue their harmonious relations and to promote mutual cooperation and understanding.

The Committee and the Association are committed to provide education of the highest quality possible for the children of the Longmeadow Public Schools. The Committee and the Association enter into the following agreements believing that positive professional conditions are an essential component in creating a productive learning and teaching environment. Good morale within the teaching staff and a collegial environment are critical to the achievement of that goal.

The Committee and the Association enter into the following agreements believing that they will help to provide the best attainable professional conditions for the staff of the Longmeadow Public Schools.

The Association and the Committee understand and agree that providing an education of the highest quality depends upon the free exchange of ideas. Teachers' opinions will be considered on matters that affect the system and its programs. The Association and Committee agree that they will work to create and preserve an atmosphere in which members of the staff can express their views freely. Neither the Committee, its agents, nor the Association shall take any adverse actions or make threats thereof against any staff member for expressing opinions.

The Committee and the Association affirm their belief that a complex and progressive school system should be guided by an informed Committee and an actively involved professional staff.

Fulfillment of these respective responsibilities can be facilitated and supported by consultation and free exchange of views and information among the Committee, the Superintendent, Principals, Administrators, and Teachers in the formulation and application of policies relating to wages, hours, and other conditions of employment for the Teachers; and so,

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

ARTICLE II

RECOGNITION

For purposes of collective bargaining, with respect to wages, hours, standards of productivity and performance, and other terms and conditions of employment, the Committee recognizes the Association as the exclusive representative of the professional employees of the Longmeadow Public Schools as listed below. Only those professional employees so listed, whether employed full time or part time, are covered by the terms of this agreement, excluding Administrators, Nurses, Educational Therapists, Educational Assistants, and all others.

1.   Classroom Teachers

2.   Department Chairpersons/Team Chairpersons

3.   Supervisors and Assistant Curriculum Coordinators

4.   Curriculum Coordinators/Mentor Coordinator

5.   Coordinator of School Libraries

6.   Librarian/Media Specialist

7.   Guidance Counselors

8.   Special Subject Teachers

9.   Reading Consultants/Curriculum Consultants

10. School Adjustment Counselors

11. Speech/Language Therapists

12. Athletic Director

13. Athletic Coaches and Co-Curricular Activity Sponsors (for salary schedule only)

14. School Psychologists

15. Dean of Students

16. Special Assistants for Special Education Services

17. Teacher Assistants to the Principal

18. Substance Abuse Response Coordinator

19. General Education/Special Education Resource Teachers

Unless otherwise indicated, the employees in the above unit will hereinafter be referred to as the "Teacher(s)".

ARTICLE III

REDUCTION IN FORCE OF TEACHERS WITH PROFESSIONAL TEACHER

STATUS (P.T.S.)

A.        Reduction of Teachers With P.T.S.

In the event it becomes necessary to reduce the number of Teachers with P.T.S. included in the bargaining unit defined in Article II, "Recognition," the Committee will take into consideration seniority, ability, and qualifications; and when all the factors that constitute ability and qualifications are relatively equal, seniority shall prevail. The laid-off Teacher, or the Teacher whose position is eliminated, shall first be transferred to an open position for which he/she is qualified or could become qualified by June 30 of the school year in which notice of the reduction is given, or if no open position is available, then replace a Teacher with the lowest seniority anywhere within the Longmeadow Public Schools in an area in which the laid-off Teacher is qualified.

Should a Teacher be transferred, under paragraph above, to an area where the Teacher has certification but no experience in the Longmeadow Public Schools, the Teacher agrees, if deemed necessary by the Superintendent, and as a condition of assuming such new position, to take up to nine (9) college credits in a related subject approved by the Superintendent of Schools. Unless the Superintendent deems otherwise, the Teacher must successfully complete three (3) of said college credits by February 1 of the initial school year in which such new position is assumed and successfully complete the remaining six (6) credits by September 1 of the following school year. The Teacher will be reimbursed for ½ of the cost of tuition for each course in which said Teacher obtains a grade of B or better. Travel will be reimbursed if such credit is available only at an institution beyond fifty (50) miles from Longmeadow.

B.  Definitions

1.   "Qualified" as used in the preceding paragraph, means that the Teacher has on file with the office of the Superintendent evidence that he/she possesses the necessary certification or can obtain said certification by June 30 and provides written notice of that fact to the Superintendent by the last day of the school year for students, but no later than June 30 of the school year in which the notice of reduction is given. Such notice shall include a statement from the Department of Education stating which course or courses are needed in order to become certifiable, and a statement from an accredited institution that the Teacher is taking such course(s) and anticipates completion of such course(s) by June 30 of that school year. In cases involving Teachers who have identical seniority, preference for retention or recall shall be given to the Teacher who has achieved the highest level of training.

2.   "Seniority" means a Teacher's continuous length of service in years, months, and days in the bargaining unit. However, the seniority of a Teacher, who in the past or the future leaves this unit for other employment within the system and returns to this unit, will be calculated by subtracting the time spent out of this unit from the total time in this system. Effective on and after September 1, 1983, seniority shall not include time spent on any approved, unpaid leave of absence provided in this Agreement, but no such leave shall constitute an interruption of continuous service for the calculation of seniority.

a.   Effective on and after September 1, 1982, seniority for part-time Teachers will be earned separately from, and maintained on a list separate from, seniority for full-time Teachers. Seniority earned as a result of part-time service as a Teacher prior to September 1, 1982, shall be preserved, and shall be maintained as earned full-time seniority. "Full-time Equivalent Seniority", or "F.T.E. Seniority", as used in this paragraph B, means the pro-rata equivalent of full-time seniority earned by a part-time Teacher, which is added to or considered to be full-time seniority.

b.   Reductions in Force in a particular classification will be made first among the part-time Teachers, before any full-time Teachers in that classification are affected. A part-time Teacher who has full-time seniority must accept a full-time position, if available, in order to receive the benefits of full-time seniority.

c.    If a full-time Teacher is transferred or otherwise assigned to a part-time position at other than his or her own choice, the Teacher will earn F.T.E. Seniority while serving in the part-time position, as long as a full-time position in the same subject area is not available. All part-time Teachers for the 1982-83 school year will be considered to be part-time not of their own choice. Each part-time Teacher will be sent posting notices of full-time positions available in the subject area in which he/she is teaching.

d.   If a Teacher transfers from full-time to part-time status by his or her own choice, the full-time seniority earned will be preserved, on the full-time seniority list, while the Teacher is earning part-time seniority on the part-time seniority list.

e.   If a Teacher is initially employed in a part-time position, the Teacher will earn F.T.E. Seniority. A part-time Teacher who is eligible to replace another Teacher pursuant to Article III, Section A, may replace another part-time Teacher accepts the FTE of the position for which he/she is eligible.

f.    Notwithstanding anything to the contrary contained in this agreement, when a vacancy occurs or a new position is created at any time prior to October 1 or after February 1 of any school year, the Committee shall not be required to change a part-time Teacher to full-time, and when a vacancy occurs or a new position is created at any time between October 1 and February 1 of any school year, the Committee shall not be required to transfer a qualified part-time Teacher to the vacant or newly created position but rather to only provide said part-time Teacher with some full-time employment.

C.        Notice

Teachers who may be laid-off as a consequence of a reduction in force must be so notified in writing no later than two (2) weeks after the approval of the School Department budget by the Town Meeting in the school year preceding the year in which the reduction will take effect. Teachers who will be laid-off will be notified of the layoff, in writing, not later than June 15 of the school year preceding the year in which the reduction will take effect. Said notice shall include the specific reasons for layoff.

D.        Recall Rights

Teachers who have been laid-off shall be entitled to recall rights for a period of time equal to their seniority on the effective date of their respective layoffs, but under no circumstances shall recall rights extend beyond the first day of school after the third summer following the lay-off. During the recall period, Teachers shall be notified by certified mail directed to their last address of record, and given preference for positions as they develop in the reverse order of their respective seniority. The recall rights pursuant to this paragraph shall expire and terminate if a Teacher does not accept a recall to a regular, full-time academic year teaching position for which the Teacher is qualified. If a Teacher does not notify the Superintendent in writing of the Teacher's acceptance of such a recall offer within seven (7) days after the mailing of the notice, the offer will be deemed declined. All benefits to which a Teacher was entitled at the time of layoff shall be restored in full upon re-employment within the recall period. Seniority shall continue to accrue during recall period. During the recall period, Teachers who have been laid-off shall be given every consideration for substitute work, if they so desire.

E.        Seniority List

A list specifying the seniority of each member of the bargaining unit shall be prepared by the Committee and forwarded as an electronic copy to the President of the Association by October 15 of each school year who will print one copy for each of the six schools. The Committee will email a non-printable copy of the seniority list to each bargaining unit member.

F.         Non-P.T.S. Teachers

Paragraphs B, C, and E of this Article shall also apply to non-P.T.S. Teachers.

ARTICLE IV

SCHOOL COMMITTEE RESPONSIBILITIES

The Committee is a public body established under and with powers provided by the statutes of the Commonwealth of Massachusetts, and nothing in this Agreement shall be deemed to derogate from or impair any power, right or duty conferred upon the Committee by statute or any rule or regulation of any agency of the Commonwealth. All of the rights, powers, and authority held by the Committee are retained by the Committee, except as provided for in this Agreement or any supplement thereto, and the exercise of said rights, powers and/or authority shall not be subject to the grievance procedure and/or arbitration.

ARTICLE V

SALARIES

The salary schedules for all Teachers covered by this Agreement are set forth in Appendix "A," which is attached hereto and made part hereof. Paychecks and/or direct deposit statements will be placed in envelopes. An employee may request in writing that his/her envelope be sealed.

ARTICLE VI

APPOINTMENTS AND VACANCIES

A.        Election and Contracts

As provided by law, the Superintendent, or where applicable the Principal, subject to the review and approval of the Superintendent, shall elect and contract with all Teachers. The Committee affirms its belief that high quality personnel are necessary for educational excellence. In order to attract and retain capable people, the Committee intends to provide the best teaching conditions possible.

B.        Vacancies

Whenever any vacancy in a professional area occurs during the school year, it will be adequately publicized by the Superintendent by means of a notice sent to each school. During the summer months, notice of any vacancy will be sent by email to the President of the Association. In all situations, the qualifications for the position, its duties and the rate of compensation will be set forth. Vacancies will be publicized at least two (2) weeks before the position is filled, except in the case of high needs replacements agreed upon by the Superintendent and the LEA President. In this case, an electronic posting will be sent to all members of Unit A a minimum of 24 hours prior to filling such positions. The method and time limit of making application will be specified in the notice. When people presently in the system apply for vacancies that occur, all other factors being equal, preference will be given to Teachers in the Longmeadow Public Schools.

C.        Part-Time Positions

Part-time Teachers may be hired to fill part-time positions. However, two or more part-time Teachers will not be hired to fill full-time positions except in unusual cases where unique qualifications are required and are unavailable in a full-time applicant.

ARTICLE VII

CONSULTATION

The Committee recognizes that the opinions of Teachers systematically expressed can be of significant value in improving the quality and efficiency of education in the Longmeadow Public Schools.  The Committee further recognizes that the Association can be of significant help in coordinating these opinions. Therefore, the Committee and the Association agree that:

1.   Four (4) members of the Association from the high school, two (2) members from each middle school, one (1) member from each elementary school and three (3) principals will meet periodically, with the Superintendent of Schools and a subcommittee of the Committee to discuss matters of common educational concern. An agenda will be prepared by the Superintendent's office from recommendations of the participants one week in advance of the meeting. Teachers will receive credits toward advancement on the salary schedule for the hours served on this committee outside the regular school day, provided that as part of these meetings they participate in training to improve the effectiveness of said meetings.

2.     This same group shall, whenever necessary, suggest and encourage personnel to serve on specific committees formed to act on their recommendations.

ARTICLE VIII

ASSOCIATION PRIVILEGES

1.   On the days of the March and October semi-annual Association business meetings, Teachers will be released as early as possible so that all Teachers may attend these meetings.

2.   Teachers designated by the Association shall be granted Association leave with pay to attend M.T.A. and N.E.A. meetings, subject to the following conditions;

a.   Such leave days shall not exceed an aggregate total of eight (8) days in any one year. A ninth day shall be available, but for such ninth day the Teacher's pay will be the regular pay less the amount paid for a substitute, if a substitute is hired.

b.   The Committee is not responsible for any expenses (e.g. travel or lodging) associated with leave.

c.   The Association designees shall notify their building principals of their intent to attend such meetings at least five (5) days prior to their absence whenever practicable.

3.   The Chair of the PR & R Committee will be permitted to attend all arbitrations, fact-finding proceedings, et.al. without loss of pay.

The Committee will grant no more than a total of five (5) scheduled school days off with pay, per school year, to be used for additional Teachers, designated in writing by the Association, to attend arbitrations, fact-finding proceedings, et.al, irrespective of the number of such proceedings. These days shall be non-cumulative and shall be subject to the following conditions and limitations:

a.      1.)    If the number of Teachers exceeds five (5) Teachers per day, the rate of pay for a substitute, if hired, will be deducted from the pay of each additional Teacher designee, except as provided in a.2. below.

2.)  Any Teacher designee in excess of nine (9) will receive no pay.

b.         1.)  Should additional days be necessary beyond five (5), the rate of pay of a substitute at the lowest Teacher substitute rate, if hired, will be deducted from each Teacher designee, except as provided in b.2. below.

2.) For any days in excess of ten (10), the Teacher designees will receive no pay.

4.   The President of the Association will:

a.   be relieved of all non-teaching duties,

b.   meet regularly with the Superintendent

c.   be an active member of the Strategic Planning Team.

5.   The President of the Association will be allowed to install, for Association use, a telephone line and facsimile line at the expense of the Association at a location agreed upon by the principal and/or Superintendent and the Association President. Use of the telephone line or facsimile shall not interfere with professional responsibilities.

ARTICLE IX

TEACHING HOURS AND TEACHING LOAD

A.       Length of Work Year

1.  The work year for Teachers covered by the salary schedules set forth in Article V, except as provided for in Sections 2 and 3 of this Article, will include any days when Teacher attendance is required, but in no event will it exceed the student attendance year by more than five (5) for a total of 185 days.

2.   a.        The work year for the following Teachers will be more than the work year as defined in Section 1, above. These additional days will be scheduled immediately preceding the opening of school and/or immediately following the close of school in June and, to the extent possible, at a mutually agreed upon time, with the exception of the Special Assistant for Special Education Services, Athletic Director, and the Coordinator of School Libraries, whose additional work days will be scheduled at a mutually agreed upon time.

Position

Additional Days

Guidance Counselors

4

Curriculum Coordinators/Mentor Coordinator

5

Except Coordinator of School Libraries

10

Lead Teachers

10

High School Librarian

10

Dean of Students

10

Special Assistant for Special Education Services

10

Teacher Assistant to Principal

15

Athletic Director

20

High School Guidance Department Chairperson

20

b.        Pay for these additional days in the work year of each Teacher named in paragraph 2.a. hereinabove, will be on a per diem basis of his/her annual salary using the salary schedule in effect at that time, and in accordance with the Memorandum of Understanding between the Parties regarding per diem rates dated July 9, 2007, in Appendix B.

3.   In recognition of increased professional duties and responsibilities, certain designated personnel covered by this Agreement, including, but not limited to Department Chairmen, will be compensated as specifically listed in Appendix A, Other Salary Guides. By mutual agreement these Teachers should be available, if necessary, in their administrative role beyond their work year.

4.   A joint committee of up to nine Teachers, representative of each school appointed by the Association, and up to nine administrators appointed by the Superintendent, will be established no later than January 7 each year, to develop by March 1 of that same year, a recommendation to the Superintendent for the school calendar for the subsequent year. This recommendation must be given to the Committee, but the Superintendent may make his/her own recommendation for the school calendar. To be included in the recommendation will be:

a.   The starting dates for students and Teachers

b.   The placement of negotiated professional development days

c.   The placement of parent conference days and nights

d.   The dates of the December vacation

5.   The Calendar will include winter and spring vacations of one (1) week duration.

a.   The winter vacation period will be scheduled for the week during which Washington's Birthday holiday is observed.

b.   The spring vacation period will be scheduled for the week during which Patriot's Day holiday is observed.

c.   If, during the term of this Agreement, the Committee proposes to schedule the winter and spring vacations other than as provided in subparagraphs (a) and (b), above, the Association agrees to discuss such a proposal with the committee's representatives. Except as may be mandated by law, no modification of subparagraphs (5a) and (5b) will be made without the prior written agreement of the Association and the Committee.

6.   Every effort will be made to avoid extending the work year into the fourth week of June. However, it is understood that the school year need not be shortened whether or not cancellations of an emergency nature occur.

B.       Length of School Day

1.   The Committee and the Association recognize that the Teacher work day is measured by the time required to perform professional duties properly. However:

a.         The normal hours of work for full-time Teachers will be as follows:

Elementary School                     6 hrs. 45 min.                8:30-3:15

Middle School                               7 hours                       8:20-3:20

High School                                 7 hours 15 min.             7:30-2:45*

*Three (3) days of each week, Teachers may leave at 2:30 p.m. as assigned by the Principal as equitably as possible.

b.         The Committee has the right to change the starting and ending times listed above, but in no event to increase the total hours per day of the Teachers.

All times and hours listed above will include a duty free lunch period for Teachers equal to the time the students have in their building for lunch.

2.   As part of the conditions of employment, Teachers will be required to attend a reasonable number of staff and curriculum meetings and workshops called by the Administration. The Committee and the Association agree that it is difficult to limit all staff meetings to a fixed length of time. However, the parties recommend that the length of staff meetings, immediately following the end of the regular teacher work day, should normally not exceed one hour.

3.   As part of the proper discharge of their professional duties, Teachers will be expected to attend those evening meetings and functions which by their nature demand Teacher presence. By way of illustration, such meetings shall include Open House (except, in elementary schools, there will be no required spring Open House), Back-to-School and Parents Nights, and specific subject area event nights for those Teachers involved.

4.   Parent/Teacher conferences will be scheduled as follows:

 

FALL

 

WINTER/SPRING

 

Grade

½ days

Nights

½ days

Nights

Elementary

2

1

2

1

Middle

1

1

1

1

High School

1

1

0

1

C.        Co-Curricular Activities

Employees appointed annually as advisors or coaches for co-curricular activities or athletics listed in Appendix A will receive stipends as set forth in said Appendix A.

D.        Teaching Assignments

1.     Teaching Periods. Academic subject area Teachers in Grades 9-12 will not be assigned more than thirty (30) teaching periods per eight (8) day cycle. Because of their unique laboratory responsibilities, up to, but not more than, one third of science Teachers at Longmeadow High School may be assigned to teach up to, but not more than, 32 periods per eight (8) day cycle in a semester. When the average number of teaching periods per year is more than 30 periods, the Teacher will be relieved of three duty periods per eight (8) day cycle in the semester in which the number of teaching periods exceeds thirty, but not more than 32.

Teachers in grades 7 & 8 in the middle school will not be assigned more than twenty-five (25) teaching periods per week.

2.     Teaching Assignment. Teachers in grades 7-12, except for those in the Special Education Department will not be required to teach within more than two departments, nor be scheduled to teach classes in more than a total of three different subject areas.

3.   Preparation Periods (Middle through High School). In addition to their lunch period, Teachers will have one preparation period each day which they will not be assigned any other responsibilities. Due to the unique nature of P.E. and health and science schedules at the high school, one (1) Teacher in the P.E. and health department and one (1) Teacher in the science department may be scheduled for not more than one (1) day in an 8 day cycle without a preparation period. Said Teachers will be relieved of two (2) duty periods per 8 day cycle.

4.   Preparation Time (Elementary Grades). Teachers in the elementary grades and elementary special subject Teachers will have 180 minutes per week for preparation. The Committee will provide some preparation time each day from this 180 minutes per week. It is understood that such prep time will be scheduled at the minimum of 30 consecutive minutes.

5.   Discussion of Modifications. If during the term of this Agreement, the School Committee proposes to structure the instructional time in Grades 7-12 in a manner other than the Teacher periods and blocks referenced in this paragraph D, the Association agrees to discuss such a proposal with the Committee's representatives. No modifications of the provisions of this paragraph D will be made without the prior written agreement of the Association and the Committee.

The parties agree to establish a Joint Committee on Middle School Teaching Assignments by June 30, 2007. The School Committee shall appoint a total of two (2) members to the Committee from the Administration (non-collective bargaining administrators), one of whom will be the Superintendent of Schools. The Longmeadow Education Association shall appoint a total of two (2) members to the Committee from the Unit A membership, one of whom will be the President of the LEA. The charge of the Committee is to review the teaching assignments of all pre-k through grade 12 staff and to consider and to make recommendations for adjustments at the middle school level, specifically the assignment of teaching periods for teachers in grades 7 and 8. Both the Longmeadow School Committee and the Longmeadow Education Association assign the Superintendent of Schools and the President of the Longmeadow Education Association as “co-chairpersons” to this Committee. The Committee will meet at least monthly, beginning in September 2007, unless a majority of the Committee members agree to meet prior to that date.

The intention of this Committee is to reach consensus and make a joint recommendation, which must be made by February 15, 2008. If this is not possible, the Longmeadow School Committee’s representatives and the Longmeadow Education Association’s representatives to this Committee will make a separate recommendation to their respective negotiations teams by February 15, 2008. In either event, the parties realize that this is a mandatory subject of bargaining. Therefore, it will be returned to the respective bargaining teams for negotiations to commence no later than June 30, 2008.

E.   Non-Teaching Duties

Non-teaching duties normally required of Teachers in the efficient operation of the school will be assigned by the Principal as equitably as possible. Whenever possible, Middle School teachers will be assigned an equal number of team meeting periods during each rotation.

F.   School Facilities

1.   The School Committee agrees with the Association that it is desirable to have every class held in a properly heated, lighted, ventilated and equipped classroom with a P.A. system.

2.   Every school building shall have at least one (1) furnished staff lounge/workroom which will be for the exclusive use of staff during scheduled lunch periods.

3.   Each Teacher shall be provided with a lockable desk, lockable file cabinet, a chair, and a space for his/her exclusive use and access to a closet in close proximity in which he/she may securely store his/her instructional materials and supplies.

4.   Duplicating machines, photocopying machines and computers in each school shall be available to Teachers to use in preparing instructional materials.

5.   There shall be a phone for use of Teachers in the staff lounge.

ARTICLE X

CLASS SIZE

The Committee and the Association recognize those class size and pupil-teacher ratios are important factors in determining quality education.

The Committee and the Association recognize the educational desirability of the recommendations of the Pupil-Teacher Ratio Advisory Committee of the State Board of Education concerning the establishment of pupil-teacher ratios for classes in public elementary and secondary schools. These recommendations are:

1.  Forty (40) classroom Teachers per one thousand (1000) pupils for Grades 1-6.

2.   Fifty (50) classroom Teachers per one thousand (1000) pupils for Grades 7 & 8.

3.   Sixty (60) classroom Teachers per one thousand (1000) pupils for Grades 9-12.

4.    The ratio of children with special needs to Teachers will conform to the statutory requirements of Chapter 71B of the Massachusetts General Laws.

5.   The foregoing ratios applicable to regular elementary and secondary classes are subject to modification for educational purposes such as specialized or experimental instruction (music, team teaching, typing classes, physical education, etc.,) and the avoidance of split-grade classes or half-classes.

6.   Educational Assistants shall perform their responsibilities as directed by the Teacher.

ARTICLE XI

TEACHER ASSIGNMENT AND TRANSFERS

A.        Assignment

In order to assure that pupils are taught by Teachers working within their areas of competence, Teachers will not be assigned, except temporarily and for good cause, outside the scope of their teaching certificates and/or their major or minor fields of study.

B.        Inter-School Travel

In arranging schedules for Teachers who are assigned to more than one school, an effort will be made to limit the amount of inter-school travel. Such Teachers will be notified of any changes in their schedules as soon as practical. Teachers who are regularly assigned to travel to more than one school each day or on a regular basis will be paid the same uniform rate per mile which shall be the rate as established by the Federal Tax Code. Vouchers must be submitted to the Principal or Supervisor involved on or before September 30 or within thirty (30) days after any schedule change for anticipated travel. As long as the travel continues on the same and regular basis, payments will be made twice during the school year, unless the total annual payment is expected to be less than $100.00, in which case the payment will be made at the conclusion of the year.

C.        Transfer

1.  When the reduction in the number of Teachers in a school is necessary, or when a transfer within a school is necessary, and when all factors that constitute ability and qualifications are relatively equal, then volunteers will be transferred first.

2.   When involuntary transfers from school to school are necessary, or when transfers within a school (i.e. grade-level transfer) are necessary, a Teacher's ability, seniority in the Longmeadow School System, and length of service in the specific grade level will be considered in determining which Teacher will be transferred. An involuntary transfer will be made only after a meeting between the Teacher involved and the Superintendent or his designee, at which time the Teacher will be notified of the reasons for the transfer. An involuntary transfer cannot be voided or changed by an arbitrator unless it is found to be arbitrary, capricious, or without a basis in fact.

3.   When a Teacher is notified of an involuntary transfer, the Teacher may submit to the Superintendent, within four (4) days of such notice, the Teacher's preferences for up to three (3) positions in the school system. When a Teacher is assigned through an involuntary transfer, the Teacher will be assigned first in the subject area for which he or she was initially employed, is employed at the time, or has taught in the system within the prior five (5) years, if there is an opening. When all factors that constitute ability and qualifications are relatively equal, assignments will be made in accordance with the Teacher's expressed preferences. When there is a conflict among the preferences of two or more Teachers whose qualifications and ability are relatively equal, such assignments will be made on the basis of seniority.

4.   Notice of transfer will be given as soon as possible, but under normal circumstances by June 1st of the preceding school year.

5.   A Teacher who desires a transfer may submit a written request to the Superintendent stating the assignment being requested. Such a request must be submitted between September 1st and February 1st of each school year to be considered for the following school year. Each request for transfer must be renewed during each school year.

ARTICLE XII

NON-P.T.S./P.T.S., EVALUATIONS AND PERSONNEL ACTIONS

Where as the Parties wish to document their agreement and understanding with respect to the implementation of the Pilot for Supervision and Evaluation Program.

1)   The parties agree to implement The Pilot for Supervision and Evaluation for the Longmeadow Public Schools for the 2009-2010 and the 2010-2011 school years (Appendix B).

2)   The Committee agrees to provide training on the implementation of the Pilot Program for evaluators prior to September, 2009.

3)   The Parties agree that there will be a presentation on the Pilot Program to employees represented by the LEA Unit A at a professional development day a the beginning of the 2009-2010 work year.

4)   The Parties agree to review the Pilot Program for effectiveness, improvement, and future viability at or after the end of the second year of the Pilot Program. Modifications to forms and procedures may occur during the two-year pilot period by joint agreement of the Parties.

5)   In order to minimize disruption and uncertainty during the review provided for in paragraph 4, the Parties agree that the Pilot Program shall remain in effect until the Parties have had an opportunity to assess the Pilot Program and have jointly agreed to modification of the Pilot Program, if any modification is determined to be necessary.

6)   The Parties recognize and agree that, by virtue of paragraph 5, the Pilot Program may be implemented in its current form beyond the 2010-2011 school year. The Parties understand and agree that the purpose of such a continuation is to prevent disruption and uncertainty that could accompany a sudden withdrawal of the Pilot Program while the Parties negotiate its future direction and evaluate data obtained from its original two-year implementation period.

A.        Review of Personnel Files

Teachers will have the right, upon request, to view the contents of their personnel files. A Teacher will be entitled to have a member of the Association accompany him/her during such a review.

B.        Personnel Files - Contents

No material originating after original hiring which is derogatory to a Teacher's conduct, service, character, or personality will be placed in his/her personnel file unless the Teacher has had the opportunity to review the material. The Teacher will also have the right to submit a written answer to such material and his/her answer will be reviewed by the Superintendent and attached to the file copy.

C.        Notice of Complaint

Any complaint affecting a Teacher's professional integrity made to any member of the Administration by any parent, student or other person will be called promptly to the attention of the Teacher when in the judgment of the Administration the complaint merits it. No complaint will be the basis for any action by the Committee or Administration unless such complaint has been brought to the attention of the Teacher.

D.        Delinquency of Professional Performance

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

E.       Discipline and Discharge

No Teacher will be discharged, disciplined, reprimanded, reduced in rank or compensation, or deprived of any professional advantage without just cause. The right to discharge a non-P.T.S. Teacher because of unsatisfactory work performance will be within the sole discretion of the Superintendent, or where applicable the Principal, subject to the review and approval of the Superintendent, as will the determination as to what constitutes unsatisfactory work performance. Any such actions by the Superintendent or Principal will be in accordance with applicable state law.

ARTICLE XIII

SUBSTITUTE TEACHERS

It shall be the policy of the Committee to avoid calling on Teachers to use their preparation time to substitute for other Teachers. The Committee will make every effort to provide substitutes. When substitutes are unavailable, assignments for class coverage in emergency situations will be shared as equitably as possible.

ARTICLE XIV

STRIKES

During the term of this Agreement, or any amendment thereto, the Association shall not cause or sponsor, and no Teacher shall cause or participate in, any strike or work stoppage. The Association will take all reasonable steps to end any violation of this Article by individual Association members. If the Association disclaims in writing to the Committee responsibility for any acts of individual Association members prohibited hereby, it shall not be liable in any way there for. Teachers who participate in any such acts may be disciplined or discharged without recourse to arbitration, except as provided by law, provided, however, that the question of their participation shall itself be subject to the grievance and arbitration procedure.

ARTICLE XV

PROFESSIONAL GROWTH

All Teachers shall be encouraged to participate beyond their regularly assigned duties in activities which increase professional competence.

A.        Advisory Committees

1.   The Association will designate Teachers from each school to serve on a Professional Growth Committee to advise the Superintendent on the needs of Teachers in the Longmeadow Public Schools for professional growth and on methods for meeting these needs. Teachers will receive credit towards advancement on the salary schedule (see par. C.) for the hours served on this committee outside the regular school day.

2.   In each school, the Association will appoint a representative group of Teachers to serve on a School Based Professional Growth Committee to advise the principal on the agendas for school-based professional development days. Teachers will receive credit towards advancement on the salary schedule (see par. C.) for the hours served on this committee outside the regular school day.

B.        Required Courses

Teachers are required within each three-year period to complete successfully an approved two credit hour in-service course or workshop, or, at their own expense, a two credit hour graduate or non-graduate course. If prior approval of the Superintendent is secured, a Teacher may meet this course requirement by:

1.   Successfully teaching a recognized college credit course or an approved in-service course or workshop; or

2.   Meeting approved equivalent educational travel requirements of Section F of this Article.

Courses or workshops required by the State or School Committee, exclusive of those required to gain or maintain professional certification, will either be offered by the School Committee at no cost to the individual, or, with approval of the Superintendent, may be taken elsewhere, with tuition reimbursement provided up to the credit hour rate in effect at the time at the University of Massachusetts.

Failure to meet the requirements above makes a Teacher ineligible for further salary increments until the requirements are successfully met. Teachers who have taken 30 credit hours of graduate level courses beyond the Master's Degree or have twenty-five (25) years of teaching experience, at least fifteen (15) of which are in the Longmeadow Public School System, are exempted from this requirement.

All Teachers, particularly those in secondary schools, are encouraged to take subject matter courses when available and appropriate to the teaching assignment.

C.        Advancement on Salary Schedule

Normally, only approved graduate courses or an approved in-service course or workshop will be recognized for advancement to the next higher salary schedule. Exceptions may be made, however, where an undergraduate course clearly will benefit the Teacher in his/her classroom work. In unusual circumstances, other specialized study may be given credit upon special approval in advance by the Committee. Changes in salaries due to advanced study will be made twice a year, each September and February, only as a result of Teacher claims substantiated by college records.

Every Teacher who may be eligible to advance on the salary schedule shall provide written or email notice to the Superintendent of such anticipated advancement on or before December 31st of the work year prior to the work year where such advancement may occur. Failure to provide such advance notice will result in the Teacher not advancing on the salary schedule.

Written approval of courses may be requested on forms to be available in each school or in the Superintendent's office.

When successfully completed college courses are to be used as the basis of movement from one salary schedule to the next, the Teacher must furnish the Superintendent's Office with an official transcript of the complete courses.

College credits obtained before receipt of a Master's Degree may not be counted for schedules beyond the Master's Degree.

D.        Compensation

Compensation for instructing a Professional Growth Course approved by the Superintendent for the Longmeadow Public Schools shall be paid in accordance with the stipend schedule below or two hours credit towards advancement on salary schedule for each hour taught. For courses of 15 hours or more, up to two (2) instructors may each be paid in accordance with the schedule below, provided the class enrollment is 20 or more participants.

Professional Growth Course                           Stipend

Taught

15-Hour Course                                                   $750

30-Hour Course                                                  $1,500

45-Hour Course                                                   $2,250

E.         Curriculum Development

A teacher who works outside normal work hours on a curriculum development project approved by the Superintendent will be compensated at the hourly rate of $25.00 per hour. The Teacher may request approval from the Superintendent to apply the hours worked on the project to advancement on the salary scale instead of receiving compensation.  (Hourly rate not to be increased by any general wage increase)

F.         Educational Travel for Credit

Duplicate, completed application forms must be submitted to and approved by the Principal of the school in which the applicant is currently teaching and by the Superintendent before the trip is undertaken. The application must be accompanied by evidence that the trip is equivalent to a course offered for college credit.

Two credits, for salary increment only, may be allowed for approved trips. Travel duration shall be for a minimum of four weeks.

Before credit is allowed, and before the November 1 following the trip, the applicant must submit the following items to the Superintendent:

1.   A short summary of the trip.

2.   A statement from the applicant's Principal that the trip has provided tangible evidence of potential benefit to the school system (e.g. in-service course for Teachers, assembly programs or unit of work available for other Teachers in the same grade or department).

When these conditions are met, any advancement on the salary schedule shall be retroactive to the start of the school year.

G.        School Councils

The Education Reform Act of 1993 requires that there be a school council at each public elementary, secondary, and independent vocational school in the Commonwealth. The Committee and the Association agree as follows:

1.  Effective September 1, 2012:

Teachers who agree to serve as Teacher representatives to the School Council in the school in which they work will be able to count their service towards salary advancement, with a minimum of two credits per year guaranteed; should a particular School Council's work load become excessive (more than forty-five hours per year), the Teachers on that School Council may request a review by the Superintendent of the number of credits and possible revision, up to a maximum of four credits per year.

Effective September 1, 2013:

Teacher who agree to serve as Teacher representatives to the School Council in the school in which they work will be able to count their service towards salary advancement, with a minimum of one credit per year guaranteed; should a particular School Council’s work load become excessive (more than forty-five hours per year), the Teachers on that School Council may request a review by the Superintendent of the number of credits and possible revision, up to a maximum of four credits per year.

2.   Teachers will receive the sum of up to $250 each year for the reimbursement of expenses associated with their service on the School Council. Expenses must be documented with the submission of original receipts to the Superintendent’s Office within thirty (30) days of the School Council meeting.

3.   The recommendations or decisions of School Councils cannot abrogate existing collective bargaining agreements or Committee policies, and Teachers expressing opinions and recommendations on School Councils do not speak officially for the Association.

4.   In order to assure full and open communication among all interested parties, the Association will be sent copies of School Council minutes in a timely manner.

H.       Reimbursement for Attendance at Professional Meetings

1.   Teachers will be reimbursed for the reasonable expenses (including fees, meals, lodging and transportation) incurred by them when they attend workshops, seminars, conferences, or other professional improvement sessions at the request and/or with the advance approval of their Principal and/or Superintendent.

2.   In granting absences under this section, special consideration will be given to the department and grade level representatives and Teachers who hold office in professional organizations.

I.        School Improvement Specialist

A 15 credit curriculum will be provided only to Teachers with a Masters degree or higher, with ongoing training in methods needed to improve instruction for students and foster a “learning organization” within the Longmeadow Public Schools. Teachers completing the curriculum will be titled “School Improvement Specialist” and will either use the credits earned toward advancement on the salary schedule or earn an additional annual stipend of $1,250.00 during the five years following completion. The additional stipend is renewable every five years by completion of the then current 15 credit curriculum in place, which will be developed through the District Professional Growth Committee. Credit will be allowed for Teachers who satisfactorily began and completed the following courses in the 1999-2000 school year: Mentoring, Peer Coaching, Learning And The Brain, Responsive Classroom, Standards Based Learning, Integrating Technology Into The Learning Process, and others as reviewed by the Professional Growth Committee and approved by the Superintendent.

The list of course offerings will be reviewed on an annual basis by the District Professional Growth Committee to assure that they meet changing environment and need, but a list of course offerings for the first round may include:

J.        A Study Committee will be created to review existing committees and develop criteria for compensation/credit for participation thereon or on new committees to be formed in the future.

K.       Teachers participating in the re-accreditation process (two (2) years) will be given credit therefore as follows:

1.   One (1) credit for Teacher

2.   One (1) additional credit for each Teacher participating on a steering committee or who is a standards chairperson.

3.   Two (2) additional credits for overall chairperson.

ARTICLE XVI

SALARY CHECKS, DEDUCTIONS AND OTHER BENEFITS

In cooperation with the Town Treasurer, salary checks will be issued bi-weekly. However, as soon after the last pay in June as possible, but in no event later than the first pay day in July, each Teacher will receive the balance of his/her annual salary. In individual cases, the Superintendent may, upon request, authorize exceptions to the procedure.

A.       Dues

The Association will certify to the Committee in writing the current rates of membership dues of the following associations:

Longmeadow Education Association

Massachusetts Teachers' Association

National Education Association

The Association will also certify in writing to the Committee any changes in the rates of membership dues of any of these associations thirty (30) days prior to the effective date of such change.

Since a by-law of the Association requires unified membership in the above associations, the Committee agrees to make one all inclusive dues deduction in equal installments from each pay check during the year for the above associations' dues as a Teacher individually and voluntarily authorizes the Committee through the Association to deduct. The Town Treasurer will be requested to transmit the monies deducted promptly to a bonded member of the Association.

When membership and/or dues changes in the above associations are desired by a Teacher, the Association will provide the Superintendent's Office with a deduction authorization form signed by the Teacher indicating said changes in membership and/or dues. Normally, these forms will be given to the Superintendent's Office two (2) weeks prior to the close of school in June preceding the school year when they become effective. No later than October 15th of each year, the Association will provide the Superintendent's Office with a list covering the deduction authorization forms (attached to this list) for those Teachers who have voluntarily authorized the Committee to deduct dues for the above associations.

B.        Fair Share

All members of the bargaining unit who are not members of the Association shall be required to pay the fair share fee. The Longmeadow Education Association recognizes the sole and exclusive remedy for non-payment of the fee shall be for the Association to proceed to court for collection of the fee from a non-paying employee member of the unit. The School Committee is not, and should not be, responsible for the implementation, collection, or enforcement of the fair share fee, except that it will supply any required documentation to establish that a person is a member of the bargaining unit subject to the fee.

The Association agrees that it will indemnify and hold the School Committee harmless for any action taken against an employee as a result of this fair share fee agreement, including but not limited to any legal expenses incurred. In the event of conscientious objection to payment of the fair share fee, a member of the bargaining unit may pay the amount of the fee to the scholarship fund of the Longmeadow Education Association for recent student graduates from Longmeadow High School.

C.        Group Health and Accident Insurance

All arrangements for a Teacher to participate in group hospital, surgical, and health plans through payroll deductions will be made by the Teacher through the Town Office. The Town of Longmeadow will pay one-half of the cost of the Municipal Employees' Massachusetts Blue Cross, Inc. - Massachusetts Medical Services policy. Deductions for Group Health and Accident Insurance will be made in equal installments from each pay check during the year.

D.        Group Life Insurance

All arrangements for a Teacher to participate through a payroll deductions in a $2,000 Group Life Insurance Policy will be made by the Teacher through the Town Office. The Town of Longmeadow will pay one-half the cost of this policy. Deductions for Group Life Insurance will be made in equal installments from each pay check during the year.

E.        Disability Insurance

All arrangements for a Teacher to participate in Disability Insurance through payroll deductions will be made by the Teacher through the Town Office. Deductions for Disability Insurance will be made in equal installments from each pay check during the year.

F.         Credit Unions

All arrangements for a Teacher to participate in a credit union through payroll deductions will be made by the Teacher through the credit union offices.

G.       Tax Sheltered Annuities

All arrangements for a Teacher to participate in Tax Sheltered Annuities through payroll deductions will be made by the Teacher. Deductions for Tax Sheltered Annuities will be made in equal installments from each paycheck during the year.

H.       United Way and/or Combined Health Appeal

All arrangements for a Teacher to participate in United Way and/or Combined Health Appeal contributions through payroll deductions will be made by the Teacher through the respective fund. Deductions for the United Way and/or Combined Health Appeal will be made in twenty-six (26) equal installments from each paycheck starting with the first pay period in January.

I.        Conditions of Deductions

1.   The Committee will not be required to make any deductions covered under Section B, C, D, and E, above, unless the Town Office furnishes written evidence of a Teacher's authorization for said deductions to the Superintendent's Office thirty (30) days prior to the issuance of paychecks.

2.   The Committee will not be required to make any deductions covered under Section F, above, unless the Credit Union offices furnish written authorization for said deductions to the Superintendent's Office thirty (30) days prior to the issuance of paychecks.

3.   The Committee will not be required to make any deductions covered under Section G, above, unless the Teacher submits a completed application form authorizing said deduction, to the Superintendent's Office. The same conditions will prevail if the Teacher wishes to increase or decrease the amount of his/her Tax Sheltered Annuity. A minimum of four (4) weeks' written notice must be given to the Superintendent's Office if the Teacher wishes to cancel his/her Tax Sheltered Annuity.

2.     The Committee will not be required to make any deductions covered under Section H, above, unless the Teacher submits written authorization for said deductions to the Superintendent's Office by October 15th of each year.

J.        Tuition Charge

The Longmeadow School Committee agrees to waive tuition for each child (natural, adopted, or step) residing in the household of a non-resident Teacher. This waiver is not to exceed the average per pupil cost per year in the system.

Prior to seeking initial admission of a non-resident child/children and annually thereafter, each non-resident Teacher shall apply for all available School Choice vacancies in the Longmeadow Public Schools. For the purpose of the prior sentence, non-resident Teacher shall include all Teachers residing in the Commonwealth of Massachusetts who do not reside in the Town of Longmeadow.

K.       The parties agree to explore during the term of this Agreement the desirability and feasibility of dental insurance being provided.

ARTICLE XVII

ABSENCES

Absences, unlike leaves, occur more or less unexpectedly and are usually for short periods of time, often only one day.

When a Teacher is able to anticipate an absence, he/she should discuss the situation in advance with his/her Principal and secure permission before taking such absence. Any request for the extension of absence beyond the time originally agreed to must be with the approval of the Superintendent.

Pay Deductions of Absences

For absences not specifically listed in Sections A through H of this Article, deductions will be made on a per diem basis of the annual salary using the work year scheduled at the start of the respective school year. For absences specifically listed in Sections A through H of this Article, no days will be deducted from the sick leave, except in accordance with the individual provisions listed.

A.       Personal Illness

In the event that it is necessary to be absent from duty because of personal illness, continuance of salary will be based upon a schedule determined by length of service.

Sick Leave

Sick leave is provided only for bona fide personal illness, injury or other medical disabilities. Reports and statements from the Teacher and a physician certifying the Teacher's inability to perform the duties of his or her position for the sick days claimed may be required for each absence for which sick pay is claimed, and will be required for each such absence of six (6) days or more. The School Committee reserves the right to request that a Teacher employee be examined by a physician of the Committee's choice at the Committee's expense as a condition of payment for or continuation of sick leave.

This schedule has been drawn up on the premise that there is a forty (40) week period in a school year, and continuance of salary during sickness shall be computed on a forty (40) week per year basis.

In administering this schedule, it shall be understood that any sickness or illness which has occurred beyond a five (5) year period prior to the commencement of any illness will be disregarded in applying the schedule. Any time lost because of illness during the five (5) year period just prior to an absence on account of illness will be deducted in determining the amount of time available with pay.

(i) The Schedule

Sickness After Service Of

Full Salary

One-Half Salary

Less than six (6) months

2 weeks

6 weeks

Six months to 1 year

3 weeks

8 weeks

1 year

4 weeks

10 weeks

2 years

5 weeks

12 weeks

3 years

6 weeks

14 weeks

4 years

8 weeks

15 weeks

5 years

10 weeks

16 weeks

6 years

12 weeks

17 weeks

7 years

14 weeks

18 weeks

8 years

16 weeks

19 weeks

9 years

18 weeks

20 weeks

10 years

20 weeks

20 weeks

11 years

22 weeks

18 weeks

12 years

24 weeks

16 weeks

13 years

26 weeks

14 weeks

14 years

28 weeks

12 weeks

15 years

30 weeks

10 weeks

16 years

32 weeks

8 weeks

17 years

34 weeks

6 weeks

18 years

36 weeks

4 weeks

19 years

38 weeks

2 weeks

20 years

40 weeks

0 weeks

Sick Leave Bank

A Sick Leave Bank Committee composed of two Teachers selected by the Association and two persons selected by the Committee, shall be established for the purposes of managing a sick leave bank.

Decisions of the Sick Leave Bank Committee shall not be subject to the grievance or arbitration procedures of the existing contract.

A member of the sick leave bank, who either has been absent from work for forty-five (45) consecutive work days by reason of certifiable accident or illness or who has depleted his/her accumulated and full-time annual sick leave, whichever is later, shall, in accordance with the restrictions and limitations contained in this Article, and upon approval of at least three (3) of the four (4) members of the Sick Leave Bank Committee, be entitled to up to twenty-five (25) additional sick leave days.

If a number of sick leave days in the bank are depleted below a number fixed by the Sick Leave Bank Committee, it may, in its sole judgment, assess one (1) additional day for the bank from each member. All acquisitions made by the bank must be by assessment. Any assessment by the bank must reflect an equal contribution by all members of the bank, except in instances where days granted are repaid. The sick leave bank is further limited to the number of days that are actually donated by assessment and that are on the sick leave bank ledger at the time of disbursement.

An employee covered by this contract may, upon application, become a member of the bank by donation of one sick leave day to the bank. Said donation shall come from the employee's annual accrual.  A non-member may become a member of the bank during the month of September by donation to the bank of the number of days that he would have donated to the bank had he become a member originally. In no instance will this initial donation exceed ten (10) days.

Each member of the sick leave bank, as a condition of membership, agrees to donate to the bank one (1) additional day at the beginning of each school year hereafter, plus additional days as assessed by the Sick Leave Bank Committee. If the number of days in the sick bank is, in the sole judgment of the Sick Leave Bank Committee, sufficient for its operation, the Committee may excuse all present members from their annual one day donation.

All days donated to the bank or assessed by the bank and contributed by the membership are the exclusive property of the sick leave bank.

Continued membership in the bank is contingent upon a member meeting all obligations to the bank. A member who for certifiable reason cannot meet annual and/or assessment requirements may be excused by a majority vote of the Sick Leave Bank Committee.

A member may withdraw from the bank for a subsequent school year by giving written notice to the Sick Leave Bank Committee and the Committee by September 15 of the school year preceding the year in which said member no longer desires membership.

On October 1 of each school year, the Sick Leave Bank Committee shall inform the Committee in writing of the membership of the bank, the number of days donated by each member and the number of days on the bank ledger. The Committee will advise the Sick Leave Bank Committee of the number of sick leave days accumulated and the number of days acquired by each member as of September 1 of the then current year.

The School Committee and the Association, upon a showing of need by the applicant, may mutually agree to allow additional benefits for a member of the sick leave bank without establishing any precedent.

Worker's Compensation

Upon those occasions when a Teacher receives a direct salary compensation check from the Worker's Compensation Insurance Policy as provided by the Town, for an injury sustained during his/her normal work day, the amount of that compensation check shall be deducted from the regular salary check (or sick leave compensation) the Teacher is entitled to under the above schedule.

Whenever a Teacher is absent from school as a result of injury caused by an assault arising out of and in the course of his/her employment, and in circumstances in which the Teacher is blameless, he/she shall be paid his/her full salary (less the amount of any Worker's Compensation payment) for the same period of such absence as is covered under Worker's Compensation up to a maximum of one year, without having such absence charged to the annual sick leave or accumulated sick leave.

B.       Family Illness

Up to a total of five days with pay during the school year shall be allowed for illness in the "immediate family" where it becomes necessary for the Teacher to assist in the care of those immediate family members who are ill. These five days shall be deducted from the accumulated total of "personal illness" days to which the Teacher has become eligible. If the Teacher is absent more than five days due to family illness, the pay of the substitute Teacher shall be deducted from the Teacher's salary, but the additional days beyond five shall not be deducted from the personal sick leave.

Not more than thirty (30) days total may be allowed under this policy during any one school year. Full pay shall be deducted from the absent Teacher's salary on a per diem basis computed as referred to in this article under Pay Deductions Of Absences for each day's absence after thirty (30) days.

Immediate Family

As used in this Article XVII(B), only, immediate family shall include a Teacher's spouse, children, or parents, wherever such relatives reside, and, in addition, a Teacher's brothers, sisters, grandparents, parents-in-law, and domestic partners, if such relatives reside in the Teacher's household. The Superintendent, in his/her sole discretion, on a case-by-case basis may waive the requirement that such relative or domestic partner be residing in the Teacher’s household. Such discretion shall not be subject to grievance and arbitration.

C.        Bereavement

Absence with pay up to a maximum of three (3) days for each bereavement shall be allowed on account of the death of a Teacher's spouse, child, parent, brother, sister, grandchild, grandparent, parent-in-law or domestic partner.

One (1) day, for each occurrence, will be granted and charged to sick leave for attending funerals of close friends, co-workers, or relatives not covered above.

D.        Jury Duty

1.   A Teacher actually serving on Jury Duty on a work day, or who actually reports to the Court for Jury service as required by said Court for any portion of work day, shall receive his/her regular rate of pay for each day served, reduced by the amount of Jury pay received from the Court. (Jury pay received for service on non-working days shall not be deducted from the Teacher's pay.) Jury pay, however, shall not include any meal or travel expense paid by the Court. The normal pay of a Teacher shall not be interrupted by Jury Duty; however, if the Teacher has not reimbursed the Committee for Jury pay within two weeks of receiving such pay, the Committee shall deduct said amount from the Teacher's pay. The Association shall hold the Committee harmless for said deductions, but reserves the right to process grievances as to the amount of said deduction.

2.   A Teacher serving on Jury Duty will furnish the Committee information with respect to days actually served on Jury Duty, days or any portion of a day the Teacher reported to the Court for service as required by the Court, and the amount of Jury pay (not including meals or travel expenses paid by the Court) received from the Court.

3.   A Teacher on call for Jury Duty shall notify the Superintendent or his/her designee as soon as possible if he/she is scheduled to serve on Jury Duty the next day.

E.        Religious Observance

Up to a total of three (3) days during the school year may be allowed for religious observance by a Teacher. These days shall not be deducted from sick leave. If the Teacher is absent more than three (3) days due to religious observance, the pay of the substitute teacher shall be deducted from the Teacher's salary. The additional days of absence beyond three (3) shall not be deducted from personal sick leave.

F.         Personal Leave

A Teacher covered by this Agreement shall be allowed two (2) days of absence during each school year without loss of pay and without regard to reason, provided that such personal days shall not be taken immediately before or after a school holiday or vacation period unless approved by the Superintendent. The words "vacation period" shall include the period between the school years, so that personal days shall not be taken on the first and/or last days of any work year for Teachers. Except in an emergency, the Teacher taking an absence hereunder shall notify, in writing, his/her principal at least twenty-four (24) hours before the commencement of such absence.

G.        Emergency Leave

In addition to the personal leave provided in Paragraph XVII(F), above, a Teacher covered by this Agreement shall be allowed up to one (1) day of absence, or portion thereof, with the recommendation of the Principal and approval of the Superintendent, for each occurrence of a personal emergency which cannot be dealt with outside the regular school day. Such approval shall not be unreasonably withheld.

H.       Witness Leave

A Teacher who is subpoenaed to testify at a court trial shall not suffer loss in compensation, provided said Teacher is not a party plaintiff in a non-criminal matter or a party defendant in a criminal matter, or who is requested by the Superintendent to testify in school related matters.

ARTICLE XVIII

LEAVES

A leave is any period of extended absence granted in writing by the Committee, on recommendation of the Superintendent.

Request for leave shall be submitted in writing to the Committee, with the approval of the Principal and Superintendent.

A.       Sabbatical Leave

1.   Sabbatical leave is a leave of absence during which the Teacher may receive salary payment from the Town of Longmeadow.

2.   Qualification. Any Teacher who has served satisfactorily and continuously in the Longmeadow Public Schools for a period of at least six years may, on the recommendation of the Principal and Superintendent, be considered for sabbatical leave, not to exceed one year, for the purpose of professional improvement. Teachers will be eligible for sabbatical leave no more than once every seventh year of service in the system.

3.   Number. Not more than two per cent (2%) of the Teachers from the system shall be approved for leave of absence for professional improvement during a given school year. The Association recognizes and accepts that class size and pupil-Teacher ratios may be temporarily affected within a department or school by sabbatical leaves and the resulting inability to hire qualified replacements for the sabbatical period.

4.   Compensation.  A Teacher on sabbatical leave for an entire school year shall receive from the Town 80% of his/her annual salary which he/she would have received had he/she remained active in the school system that year. If his/her sabbatical leave is for a period of time less than a full school year, the compensation will be prorated according to the formula:

Compensation =              # of days of leave      X 80% of the regular annual

 # of work days in year           salary

However, if the Teacher receives a grant, his/her salary will be reduced proportionately, so that the salary and the grant together will not exceed 100% of his/her salary.

5.     Requirement of Additional Service. Before beginning the sabbatical leave, the Teacher shall enter into a contract to return to active service in the Longmeadow Public Schools for a period of two times the length of time of the sabbatical leave, immediately following the completion of the sabbatical leave. In default of completing such service, the Teacher will refund to the Town an amount equal to such proportion of salary received by him/her while on leave as the amount of service not actually rendered bears to the whole amount of service to be rendered; provided, however, that the Teacher shall be released from such payment if his/her failure to render the agreed service as stipulated is due to his/her illness, disability, or death, or if he/she is discharged from his/her position by the Committee.

6.     Sabbatical Report. When the sabbatical leave has been completed, the sabbatical Teacher shall submit a written report of his/her leave to the Superintendent.

7.     Privileges. A Teacher returning from sabbatical leave shall be placed on the step of the salary schedule he/she would have attained had he/she remained in the school system and will be entitled to the same sick leave benefits he/she would have earned had he/she not gone on sabbatical, except that personnel on special schedules will not earn step credits for years on sabbatical.

8.     Application. Teachers who expect to apply for sabbatical leave should inform their Principal and Superintendent as early in the school year as possible. At this time, applicants should also submit a preliminary plan for the utilization of their sabbatical leave, if granted. Applications or requests for sabbatical leave shall be submitted on or before November 15 of each year. The Superintendent shall compile a list of all applicants for submission to the Committee at its first meeting in February of each school year. At that time, the Committee shall make provisional appointments and advise the applicants of their status. In making these provisional appointments, the Committee shall be guided by each candidate's plan with regard to its potential value to the Longmeadow Public Schools.

All final appointments for sabbatical leaves shall be made at one time by the Committee, no later than its first meeting in April. At this time, the Committee shall confirm its February provisional appointments provided that: (1) these candidates have completed all arrangements for their sabbatical leave in accordance with the plan submitted with their original applications, (2) arrangements can be made for the satisfactory replacement of the services of the successful applicants during the year of their sabbatical leave.

If a Teacher is granted a sabbatical leave and, for some unforeseen reason, he/she is unable to go on a sabbatical leave, nothing in this Article shall preclude the Committee from reconsidering any other candidates who have applied earlier in the school year for sabbatical leave.

B.        Maternity Leave

A female Teacher who has completed at least three (3) months of employment shall be granted a leave of absence for up to eight (8) weeks for the purpose of giving birth and the recovery therefrom, providing that such a Teacher gives at least two (2) weeks' written notice to the Superintendent or his designated representative of her anticipated date of departure and of her anticipated date of return within such eight (8) week period, utilizing exhibit number 1 (pg. 74).

C.        Child Rearing Leave

1.  A Teacher who has utilized the benefits of B above, or a Teacher whose spouse has given birth to a child, may request child rearing leave as specified herein. A request for such leave shall be made to the Superintendent in writing no later than either six (6) weeks after the commencement of the leave provided in B, above, or the termination of the period of actual disability on account of pregnancy-related conditions, whichever shall last occur, and shall specify the anticipated date of return to employment, which return date shall be either the 1st day of the school year next commencing, or the day one year from the first day of the school year next commencing. No such leave shall exceed the duration provided in this paragraph C(1). A non-birth parent who is on FMLA leave for the birth of his/her child shall be eligible to use up to five (5) of his/her accrued sick leave days to cover such leave under the FMLA. A Teacher may request that a leave granted under this paragraph C(1) be modified under the following circumstances:

a.   On or before April 1st, a Teacher may request in writing that she/he be permitted to return to work on the first day of the school year next following, and, subject to the other provisions of this Article, such a request shall be granted.

b.   On or before April 1st, a Teacher may request in writing that a leave under this paragraph, C(1), originally scheduled to terminate on the first day of the school year next commencing be extended to the day one year from the first day of the school year next commencing, and, subject to the other provisions of this article, such a request shall be granted.

c.   A request to reduce an approved child rearing leave, other than as provided in C(1)(a), above, may be made, at any time. Such a request shall not be granted, and the Teacher shall not be entitled to return to work, unless there is at the time of the request a position which has not been filled for the school year involved in the same subject matter area or in the same grade level as the Teacher was teaching at the commencement of her/his leave.

1)     The leave provided in paragraphs B and C (1), above, shall be without pay, except to the extent that a Teacher is disabled on account of pregnancy, childbirth, or related medical conditions at the commencement of such leave, and all or a portion of such period of actual disability is compensable for the Teacher under Article XVII (A) hereof (Personal Illness). During any such period of compensable Personal Illness leave, the Teacher shall enjoy the same rights and privileges as are provided generally for Teachers on Personal Illness leave. Any such period of compensable Personal Illness leave will be included in computing the time periods in this Article, and shall not be in addition thereto.

2.   Except as otherwise provided in this Article, at the expiration of a leave granted under paragraphs B or C(1), above, a Teacher will be returned to her/his previous position or a position similar thereto, except that the Committee shall not be required to return such a Teacher to her/his previous or a similar position if other Teachers of equal length of service and status in the same or similar positions have been laid off during the period of such leave. Such a Teacher will be accorded the recall rights provided in the Reduction in Staff article of this Agreement (Article III).

3.   A leave granted under paragraph B or C(1) shall not affect the Teacher's right to receive any benefits for which she/he was eligible at the date of her/his leave, and any other advantages or rights of her/his employment incident to her/his employment position. If a Teacher teaches at least ninety (90) days of a teaching year prior to the commencement or at the termination of a leave under this Article, she/he will be credited with a full year of service for the purpose of the step rate increment. The Committee need not provide for the cost of any benefits, plans, or programs during such leaves, except as provided for all other Teachers on the same or similar leaves.

D.        Adoption Leave

If the adoption agency requires and certifies that an adopting parent must stay home with the child, then the Teacher may be paid up to six weeks (30 school days), such time to be deducted from sick leave.

E.        Military Leave

The Committee and the Association will comply with the provisions of law relating to preservation of employment rights when employment is interrupted on account of active military service.

F.         Reserve Duty

While on required annual two weeks' training duty in the military reserves, Teachers will be paid their school pay for the two weeks, only to the extent it exceeds their military pay, including allowances, for those two weeks. No deductions will be made from the Teacher's school salary if a substitute is hired during his/her absence.

If a Teacher is required to be absent on military reserve duty for more than two weeks' time in any one school year, his/her school pay will cease until he/she returns to school work. Teachers should make every effort to discharge their required military reserve duty during the summer vacation period.

In all cases of required military duty, a request for such leave shall be filed by the Teacher with the Superintendent a reasonable length of time before the absence. This request must be accompanied by an affidavit from the Teacher's military commander indicating the dates and duration of the training duty.

G.       Health or Hardship Leaves

In cases not covered by Section A of Article XVII (Personal Illness), the Superintendent may permit a Teacher to take leave for a period not to exceed one year for restoration of health or the alleviation of hardship involving himself/herself or his/her immediate family.

In considering whether to permit leaves for personal health or family hardship reasons, the Superintendent shall take the following factors into account:

1.   Reasonableness of the request

2.   Length of time the Teacher has served in the Longmeadow Public Schools

3.   Expectation of the Teacher to return to the Longmeadow Public Schools

To be eligible for reinstatement following a health or hardship leave, the Teacher must file a physician's certificate acceptable to the School Physician that he/she is not disabled or incapacitated from performing his/her duties as a Teacher.

A Teacher granted such leave shall not be paid a salary during the period of his/her leave. The salary of a Teacher who is reinstated following such leave shall be based upon the salary schedules in effect at the time of his/her reinstatement; provided, however, that the salary shall include the accrued step-rate increment only if the leave had been for less than ninety (90) teaching days during the school year in which the leave occurred.

H.       Communicable Tuberculosis

Any Teacher, if excluded or removed from employment because of tuberculosis in a communicable form, shall be carried with pay for the length of time necessary to resume his/her teaching duties; but in no event to exceed one year.

I.        Other Unpaid Leave

The Superintendent may grant a one (1) year leave of absence without pay.

When such a leave is for an approved education purpose, the Teacher, upon satisfactory completion of such educational purpose, will receive his/her increment as if he/she had remained in the system. An approved educational purpose shall include, but shall not be limited to, a course of study at an accredited institution comprising at least eighteen (18) graduate credit hours per academic year, September - June. The Teacher upon return will be reinstated to his/her previous or similar position.

The Superintendent shall grant a one year leave of absence without pay to a Teacher who has completed seven years of continuous service in the Longmeadow School System. A request for such leave shall be filed with the Superintendent by May 1st of the preceding year. This leave shall be granted without loss of increment (salary step) or benefits. This leave can be granted after a second seven years of service.

The Superintendent may inquire from a Teacher on a leave granted pursuant to this section whether the Teacher will return from the leave for the subsequent school year. If such an inquiry is received prior to May 1, the Teacher must respond to the Superintendent prior to the following June 1, or the Teacher will lose his or her employment rights with the school system.

J.        Staff Development Leave

The Superintendent may, upon approval of the Association, grant up to three years of staff development leave, subject to yearly review, for the purpose of allowing a Teacher to gain experience in a different kind of educational position. The first year of this leave only, shall count towards seniority in Unit A. The Teacher upon return will receive his/her increment as if he/she had remained in the unit.

K.       Family And Medical Leave Act of 1993

Notwithstanding anything to the contrary in this Agreement, the Committee offers the benefits provided by The Family and Medical Leave Act of 1993. Eligible Teachers may receive up to 12 workweeks of unpaid leave during a 12 month period at the time of the birth or adoption of a child or at the time of a serious health condition affecting the employee or a family member. With certain exceptions, Teachers employed for at least 12 months who have worked at least 1250 hours during the 12 months immediately preceding the commencement of the leave are eligible, provided, in most cases, that 30 days' advance notification is given. Teachers will be entitled to any greater family or medical leave benefits provided in any other provision of this Agreement. Teachers desirous of obtaining such leave should contact the Superintendent and/or the Association for further information regarding rights and restrictions under that law.

ARTICLE XIX

GRIEVANCE PROCEDURE

A.        Definitions

1.   A "grievance" is a dispute based on an event or condition which involves the interpretation, meaning, or application of this Agreement or any amendment or supplement thereto.

2.   An "aggrieved person' is the person or persons making claim to the dispute.

3.   A "party in interest" is the person or persons making claim to the dispute and any person who might be required to take action or against whom action might be taken in order to resolve the dispute.

B.        Purpose

The purpose of this procedure is to secure, at the lowest possible administrative level, equitable solutions to grievances which may from time to time arise under this Agreement.

C.        Rights of Teachers to Representation

Any party in interest may be represented at all stages of the formal grievance procedure by a person of his/her own choosing, except that he/she may not be represented by a representative or an officer of any Teacher organization other than the Association. When a Teacher is not represented by the Association, the Association shall have the right to be represented and to state its views at all stages of the formal grievance procedure.

D.        General

1.   If, in the judgment of the Association's Committee on Professional Rights and Responsibilities (hereinafter referred to as the "PR&R Committee") a grievance affects a group or class of Teachers, the PR&R Committee may submit such grievance in writing to the Superintendent directly and the processing of such grievance will be commenced at Level Two. The PR&R Committee may process such a grievance through all levels of the formal grievance procedure even though the aggrieved person does not wish to do so.

2.   No reprisals of any kind will be taken by any party to this Agreement or by any member of the Administration against any party in interest, any school representative, any member of the PR&R Committee, or other participant in the grievance procedure by reason of such participation.

3.   Decisions rendered at Levels One, Two and Three of the formal grievance procedure will be in writing setting forth the decision and the reasons there for and will be transmitted promptly to all parties in interest, to the Committee, and to the Chairman of the PR&R Committee. Decisions rendered at Level Four will be in accordance with the procedures set forth in Section E, Paragraph 4(c).

4.   All documents, communications, and records dealing with the processing of a grievance will be filed separately from the personnel files of the participants.

5.   Forms for filing grievances, serving notices, taking appeals, making reports and recommendations, and other necessary documents will be jointly prepared by the Superintendent and the Association and given appropriate distribution so as to facilitate the operation of the grievance procedure.

E.       Procedure

1.   Since it is important that grievances be processed as rapidly as possible, the number of days indicated at each level will exclude weekends and holidays and should be considered as a maximum, and every effort should be made to expedite the process. If time limits are not complied with, the grievance shall be considered waived. The time limits specified, however, may be extended by mutual agreement.

2.   If a Teacher does not file a grievance in writing with the Chairman of the PR&R Committee and the written grievance is not forwarded to the Superintendent within thirty (30) days after the Teacher knew or should have known of the act or condition upon which the grievance is based, then the grievance will be considered as waived. A dispute as to whether a grievance has been waived under this paragraph will be subject to arbitration pursuant to Level Four, but only after the Association and the Committee have attempted to resolve the issue. In cases of disciplinary action or discharge, the grievance shall be forwarded to the Superintendent within seven (7) days.

a.   Level One

1)   A Teacher with a grievance will first discuss it with his/her superior who shall have the authority to resolve the grievance, whether directly or in cooperation with the Association's Representative, with the objective of resolving the matter.

2)   If the matter is not disposed of to the Teacher's satisfaction within eight (8) days after he/she has initiated the grievance, the grievance may proceed to the next level of the grievance procedure.

b.   Level Two

1)   If the aggrieved person is not satisfied with the disposition of his/her grievance at Level One, or if no decision has been rendered within eight (8) days after the presentation of the grievance, he/she may file the grievance in writing with the Chairman of the PR&R Committee within four (4) days after the decision at Level One or twelve (12) days after the grievance was presented, whichever is sooner. Within four (4) days after receiving the written grievance, the Chairman of the PR&R Committee may refer it to the Superintendent of Schools.

2)   The Superintendent will represent the Administration at this level of the grievance procedure. Within eight (8) days after receipt of the written grievance by the Superintendent, the Superintendent will meet with the aggrieved person and the Chairman of the PR&R Committee in an effort to resolve it.

c.   Level Three

1) If the aggrieved person is not satisfied with the disposition of his/her grievance at Level Two, or if no decision has been rendered within eight (8) days after he/she has first met with the Superintendent, he/she may file the grievance in writing with the Chairman of the PR&R Committee within four (4) days after a decision by the Superintendent, or twelve (12) days after he/she has first met with the Superintendent, whichever is sooner. Within four (4) days after receiving the written grievance, the Chairman of the PR&R Committee may refer it to the Committee. Within nine (9) days after receiving the written grievance, a subcommittee of the Committee (hereinafter referred to as the "Subcommittee") will meet with the aggrieved person and the Association for the purpose of resolving the grievance.

d.   Level Four

1) If the aggrieved person or the Association is not satisfied with the disposition of his/her grievance at Level Three, or if no decision has been rendered within ten (10) days after the meeting with the Subcommittee, he/she may within four (4) days after a decision by the Committee or twelve (12) days after the meeting with the Subcommittee, whichever is sooner, request in writing the Chairman of the PR&R Committee to submit his/her grievance to arbitration. The Association may submit the grievance to binding arbitration within fifteen (15) days after receipt of a request by the aggrieved person.

2)   Within eight (8) days after such written notice of submission to the arbitration, the Subcommittee and the PR&R Committee will agree upon a mutually acceptable arbitrator and will obtain a commitment from said arbitrator to serve. If the parties are unable to agree upon an arbitrator or to obtain such a commitment within the specified period, a request for a list of arbitrators may be made to the American Arbitration Association by either party. The parties will be bound by the rules and procedures of the American Arbitration Association.

3)   The arbitrator so selected will confer with representatives of the Committee and the PR&R Committee and hold hearings promptly and will issue his/her decision not later than thirty (30) days from the day of the close of the hearings, or, if oral hearings have been waived, then from the date the final statements and proofs are submitted to him/her. The arbitrator's decision will be in writing and will set forth his/her findings of fact, reasoning and conclusions on the issues submitted. The arbitrator will be without power or authority to make any decision which requires the commission of act prohibited by law; or to modify, alter, add to, or subtract from the provisions of this Agreement. The decision of the arbitrator will be submitted to the Committee and to the Association and will be final and binding on the parties of interest.

4)   The costs for the services of the arbitrator, including per diem expenses, travel and subsistence expenses, will be borne equally by the Committee and the Association.

ARTICLE XX

AMENDMENT

This Agreement may be amended at any time by mutual agreement of the Committee and the Association.

ARTICLE XXI

PROTECTION

A.        Teachers will immediately report in writing to the Principal and Superintendent all cases of assault suffered by them in connection with their employment.

B.        This report will be forwarded to the Committee, which will comply with any reasonable request from the Teacher for information in its possession relating to the incident or the persons involved, and will act in appropriate ways as liaison between the Teacher, the police, and the courts.

C.       The following applies to criminal offender record information ("CORI") checks pursuant to Chapter 385 of the Acts of 2002:

1.   CORI checks will be conducted once every three (3) years for employees covered by this Agreement or more often with reasonable cause.

2.   A copy of a CORI report will be available to the employee. If the CORI report shows any activity, a copy will be sent to the employee.

3.   All CORI reports will be maintained in the Superintendent's office in separate confidential files.

4.   The Superintendent or other administrator in his/her central office designated by the Superintendent will be the only person authorized to request CORI checks.

5.   Any disciplinary action taken as a result of CORI checks will be in accordance with the Agreement and/or law.

ARTICLE XXII

PHYSICAL EXAMINATION

As required by law, Teachers must show freedom from tuberculosis before and during employment by the Committee.

ARTICLE XXIII

EXISTING CONDITIONS

A.        Before the Committee adopts a change in policy which affects:

1.   Wages

2.   Hours, and other terms and conditions of employment not covered by this Agreement, the Committee will notify the President of the Association of such contemplated change. The method of notifying the Association President will be by sending him/her School Committee minutes.

The Association will have the right to negotiate with the Committee on the contemplated changes provided it files such a request with the Committee within five (5) days (excluding weekends and holidays) of receipt of such notice.

B.        For the purpose of dealing with negotiations during the life of the contract regarding new co-curricular and/or athletic positions that have been requested by the Principal and approved by the Superintendent, a joint committee comprised of up to three (3) designees appointed by the Superintendent and three (3) designees appointed by the LEA President will meet to negotiate the particulars of these positions. The Superintendent and the LEA President shall have the right to participate and/or to bring outside representation to such meeting, if they so desire. The committee shall make recommendations to the Superintendent, or School Committee if needed, and LEA Board of Directors for approval. This committee will consider requests four (4) times a year – on or about October 1, December 1, February 1, and April 1 – to accomplish this task.

It is understood that this committee will also deal with changing circumstances that might arise dealing with established co-curricular positions.

ARTICLE XXIV

LONGEVITY BENEFIT

Effective the school year 2003-2004, a Teacher with twenty (20) or more years of teaching experience in education and ten (10) years or more of employment with the Committee may elect to increase his/her pay for three (3) consecutive years by $3,000, in each of the three(3) years. After receiving these payments, the Teacher will not be eligible to reapply for this benefit at any time. A Teacher must apply for these payments in writing on or before January 1 preceding the school year in which (s)he wishes to begin collecting said benefit. If the Teacher does not receive all of the above $9,000 prior to separation from employment (s) he shall be entitled to a lump sum payment at the time of separation from employment equal to the unpaid balance payable no later than July 1 immediately following the separation. Participation in the longevity benefit is irrevocable after receipt by the Committee of the Teacher's application for said benefits. No teacher will be entitled to receive any payments hereunder after date of termination for just cause.

ARTICLE XXV

JOB SHARING

Effective school year 2003-2004 for job sharing arrangements to begin in school year 2004-2005.

Two (2) teachers with professional teacher status or will have professional teacher status in the year which they desire to participate in job sharing and both of whom are teaching in the same school may initiate a proposal for "job sharing" on a one (1) school year basis only by submitting said proposal in writing to the building principal, on or before April 1 of the school year preceding the start of the school year in which job sharing is to occur. The Association will receive a copy of all such proposals. As used herein, "job sharing" shall apply only to the sharing of all the duties of one (1) fulltime existing vacant position or one (1) fulltime position which is then occupied by one (1) of the two (2) teachers involved in the proposal such that the cost of the job sharing does not exceed the cost of one (1) fulltime teacher. Such a proposal must include the following: 1. a tentative work schedule for each job sharing teacher for instructional time, non-instructional duties, and preparation time; 2. a description of how necessary parental communication will be maintained; and 3. a description of how communication between the job sharing teachers will occur. Both job sharing teachers shall be required to:

1.   attend, without compensation in excess of that prorated to each job sharing teacher's part time status, all teacher work days, professional development days, faculty meetings, assigned committee meetings, Open Houses, Back-to-School Nights, Parents' Night, department meetings, and other such meetings as are assigned or expected of fulltime faculty members which are regularly scheduled or for which 24 hours' notice is given; and

2.   plan, publish, and maintain a schedule of office hours for student help that is approved by the principal, which schedule must provide opportunities for students to receive help both before and after school and may, with the approval of the principal, involve providing help to students of the other job sharing teacher, and accept the schedule of classes assigned by the principal.

All compensation, benefits, hours of work, and other working conditions, including duty load and preparation time, granted by this Agreement and by past practice shall be prorated to each job sharing teacher's percentage of fulltime employment, as currently calculated for less-than-fulltime employees, except that there shall be an overlap of fifteen (15) minutes between the tours of duty scheduled each workday for an orderly transfer and information sharing and except further that only (1) of the two (2) job sharing teachers (selection to be agreed by them in writing) will be eligible, as currently determined for less-than-fulltime employees, for district supported health insurance benefits.

Seniority during the period of job sharing will be computed as currently determined for part-time teachers under the provision of this Agreement.

The principal will review the proposal, with an immediate supervisor if appropriate, and discuss any concerns with the job sharing teachers. The proposal, including any changes agreed upon as a result of said discussions, will be forwarded to the Superintendent together with the written recommendation of the principal no later than April 15 of the school year preceding the start of the school year in which job sharing is to occur with a copy thereof being forwarded to the Association. The Superintendent will forward a decision on the proposal to the job sharing teachers and the Association no later than April 22.

The Superintendent may approve or deny the proposal, and may at any later time revoke or change any previously approved proposal, provided only that in the event the Superintendent denies or later revokes or changes the proposal the teachers who made the proposal will be entitled to reasons in writing along with the Association. The decision of the Superintendent and may revocation or change thereof, will be final and binding and not grievable or arbitrable by any teacher in the bargaining unit or by the Association. If approved by the Superintendent, the specifics of the job sharing assignment and any subsequent changes thereto, will be reduced to writing, incorporating the provisions herein, for acceptance by, and signatures of, the two (2) job sharing teachers involved and the Association and delivered to the Superintendent no later than April 29 for the initial proposal and no later than 10 days prior to the implementation of any subsequent changes.

In the event that one of the job sharing teachers is absent, the normal practice for covering teacher absences will be followed.

Job sharing teachers may be required to plan and/or teach together for the entire day up to the first five (5) teaching days of the school year. The job sharing teachers and their principal shall meet to discuss this issue in an attempt to arrive at a mutual agreement as to the amount of days. In the event they cannot so mutually agree, the final decision shall be up to the principal, which decision shall be final and binding and not grievable or arbitrable by the job sharing teachers or the Association. These days shall be included within the compensation received for the proportionate time worked (i.e. if a 60% teacher these days are included within the 60% compensation).

The job proposed to be shared will not be required to be posted for bidding as provided for in this Agreement unless it is a vacant position. Any such vacant position which is filled through job sharing shall be reposted for the following school year.

Upon approval of a job sharing proposal, neither of the two (2) job sharing teachers will thereafter displace or intrude upon the position of a less senior teacher to attain fulltime status. This would not preclude a job sharing teacher from applying for fulltime vacancies which arise to which no teacher on a recall list is entitled to be recalled. In the event that the job sharing arrangement is revoked or otherwise eliminated, the two (2) job sharing teachers will determine which one (1) of them will fill the position which was formerly shared if it still exists. In the absence of agreement, seniority shall prevail. The job sharing teacher not filling the formerly shared position, or both job sharing teachers if the formerly shared position is not in existence, will be given preference for any fulltime vacancies, if qualified. If there are no fulltime vacancies available then he/she/they will be placed on a leave of absence without pay for the reminder of the school year and then the placement of the job sharing teachers will be in accordance with Article XVIII, Section C.2.

In the event a resignation or leave of absence by one (1) of the job sharing teachers becomes necessary, the remaining job sharing teacher will be given the option to assume the fulltime position. In the event of the failure of the remaining job sharing teacher to assume the fulltime position, the Committee will attempt to fill the vacancy subject to the terms of the job sharing arrangement. In the event the Committee is unable to fill the vacancy subject to the terms of the job sharing arrangement, the remaining job sharing teacher will be placed on a leave of absence without pay for the remainder of the school year and then the placement of the job sharing teachers will be in accordance with Article XVIII, Section C. 2., and the fulltime position will be filled by the Committee.

Upon expiration of the job sharing arrangement, the placement of the job sharing teachers will be in accordance with Article XVIII, Section C.2.

The Committee and the Association shall have the right to modify the provisions of this Agreement, such as the providing of preparation time, to enable implementation of a job sharing proposal.

The provisions of Article III and Article VI, Section C., will not be applicable to this Article.

ARTICLE XXVI

DURATION OF AGREEMENT

A.        If any provision of this Agreement, as amended, is held to be contrary to law, then such provision will be deemed valid only to the extent permitted by law, but all other provisions of this agreement will continue in full force and effect. The parties will meet not later than 10 days after such holding for the purpose of re-negotiating the provision or provisions affected. This Collective Bargaining Agreement shall be effective September 1, 2012, and will remain in full force and effect until August 31, 2015. The parties agree that not later than October 1, 2014, they will enter into negotiations for a successor Agreement to become effective as of September 1, 2015.

B.        Should no Agreement be reached by September 1, 2015, this Agreement, will, nevertheless, remain in full force and effect until a successor Agreement is reached.

ARTICLE XXVII

TOTALITY OF AGREEMENT

This Agreement incorporates the entire understanding of the Association and Committee on all issues which were, or could have been, the subject of negotiation. One copy of this Agreement will be placed once in the staff lounge in each school. The President of the Association will also be provided with a hard copy of the Agreement.

IN WITNESS WHEREOF, the parties hereunto set their hands and seals this ______ day of ______, 2012.

LONGMEADOW SCHOOL COMMITTEE

By:_______________________________________

Chair

LONGMEADOW EDUCATION ASSOCIATION

By:_______________________________________

President

Dated:

APPENDIX A

SALARY GUIDE

A. Teaching Staff

The Teachers' salary schedules are intended to attract and retain staff members of unquestioned competence. The Schedules are intended not only to be attractive to newcomers but also to encourage the professional growth and loyalty of career Teachers.

B. Schedules

There are eight (8) salary schedules, all of which are based on college degrees and post-graduate credit hours, as follows:

Bachelor's Degree*

Bachelor's Degree plus 15 graduate level college hours*

Master's Degree

Master's Degree plus 15 graduate level college credit hours

Master's Degree plus 30 graduate level college credit hours

Master's Degree plus 45 graduate level college credit hours

Master's Degree plus 60 graduate level college credit hours

Doctor's Degree

Movement from one schedule to the next shall be based on additional earned degrees or on the accumulation of the required graduate college credit hours. Courses which are not part of a planned degree program must be approved in advance by the Superintendent. Credit will be allowed on the basis of one step for each year of teaching experience. A year's experience on the salary schedule shall be granted only when a Teacher has been salaried in a system for more than half a school year.

*For Teachers who begin teaching in Longmeadow Public Schools on and after September 1, 1980, the maximum step in Schedule II (Bachelor's Degree) shall be step 8 and the maximum step in Schedule III (Bachelor +15) shall be step 10.

APPENDIX A - OTHER SALARY GUIDES

I. DEPARTMENT CHAIRPERSONS

Department Chairpersons of the High School and Department Chairpersons and Team Chairperson of the Middle School are paid according to the number of teachers under their supervision. Those Chairpersons in the "A" Category supervise 7 or more Teachers; in the "B" Category, 6 or fewer Teachers.

2012-2015

Steps

Category A

Category B

 

Step 1

$2,544

$1,951

 

Step 2

$2,798

$2,122

 

Step 3

$3,053

$2,331

 

Step 4

$3,309

$2,544

 

Step 5

$3,559

$2,753

 

Step 6

$3,815

$2,967

 

Step 7

$4,240

$3,288

2012-2015

Steps

Category A

Category B

 

Step 1

$2,544

$1,951

 

Step 2

$2,798

$2,122

 

Step 3

$3,053

$2,331

 

Step 4

$3,309

$2,544

 

Step 5

$3,559

$2,753

 

Step 6

$3,815

$2,967

 

Step 7

$4,240

$3,288

Normally, Department Chairpersons and Team Chairpersons may expect to progress through their schedules with one (1) year's satisfactory service equivalent to each step. The Committee may, however, upon the recommendation of the Superintendent, withhold increments when service is deemed unsatisfactory or advance an individual Chairperson more than one (1) step in any given year for extraordinary performance. New Chairpersons will ordinarily begin at the starting step, but the Committee may, on the recommendation of the Superintendent, place a new Chairperson on a higher step according to experience or other unusual factors.

When the Middle School Department Chairperson or Team Chairpersons has responsibility for more than one academic department, e.g., Humanities, which includes English and Social Studies; or Math/Science, the Teacher will be credited on the Department Chairperson salary scale with one year of experience beyond that to which he/she is otherwise entitled by experience.

The Dean of Students, the Teacher Assistants to the Principal and the Special Assistants for Special Education Services shall receive the stipend of a Department Chairperson, Category A.

II.     COORDINATOR OF SCHOOL LIBRARIES AND COORDINATOR OF AUDIO VISUALS

Due to the unusual requirements of the positions, the Coordinator of School Libraries and the Coordinator of Audio Visuals will be paid at the rate of a Department Chairperson in the "A" Category.

III.     SUPERVISORS AND COORDINATORS

Teachers with duties in the categories of Supervisors and Coordinators (except as specified in II above) will be paid an annual stipend of:

2012-2015                                                       $1,272

in addition to their regular teaching salary.

Effective September 1, 2012: k-5 and 6-8 Curriculum Coordinators for ELA, Math, Science, and Social Studies are established. These Curriculum Coordinators will work an additional three (3) days per work year at the applicable per diem rate for each such coordinator. They will receive the annual stipend listed above in addition to their teaching salary.

IV. READING CONSULTANTS AND CURRICULUM CONSULTANTS

Reading Consultants and Curriculum Consultants in all schools will be paid an annual stipend in addition to their basic Teacher's salary. Normally, Consultants may expect to progress through the schedule listed below with one (1) year's satisfactory service equivalent to each step. The Committee reserves the right, however, to withhold increments when service is deemed unsatisfactory or to advance an individual Consultant more than one (1) step for extraordinary performance. New Reading and Curriculum Consultants will ordinarily begin at the starting step, but the Committee may place a new Consultant on a higher step according to experience or other unusual factors.

 

2012-2015

Start

$1,055

1

$1,270

2

$1,484

3

$1,696

V. MIDDLE SCHOOL LEAD TEACHERS, DISTRICT CURRICULUM & NEW TEACHER MENTORS

The 5th and 6th grade Lead Teacher positions will be combined into one 5/6 grade position at the middle schools. Below is a chart of the positions and compensation:

2012-2015

 

 

 

Lead Teacher Grade 5/6, District Curriculum Coordinator, and New Teacher Mentor Coordinator

$2,963

$3,388

3,814

 

 

2012-2015

New Teacher Mentor

$2,296

VI. ATHLETIC DIRECTOR’S STIPEND - is the sum of the highest stipend for a JV Coach in the fall, winter, and spring sports. (Football, basketball, lacrosse)

VII CONSULTANTS

 

 

 

2012-2015

Data Consultant

District or Local

 

 

 

Elementary

3

$2,449

 

Middle

2

$3,063

 

High School

1

$3,675

 

District

1

$3,675

Parent Education Consultant

District or Local

 

 

 

Elementary

1

$1,838

 

Middle

1

$1,838

 

High School

1

$1,838

 

District

1

$1,838

Survey Consultant

District or Local

 

 

 

Elementary

3

$1,838

 

Middle

2

$2,449

 

High School

1

$3,063

 

District

1

$1,838

Improvement Consultant

District or Local

 

 

 

Elementary

3

$3,063

 

Middle

2

$4,594

 

High School

1

$6,124

Individual School Webmaster

District or Local

 

 

 

Elementary

3

$2,755

 

Middle

2

$2,755

 

High School

1

$2,755

District Webmaster

District

1

$2,755

Website Manager

District and Local   (1   each school   and   1 district)

7

$1,545

VII. CO-CURRICULAR ACTIVITIES

ACTIVITY - High School

# of Positions

212-2015

Senior Class Advisor

2

$2,784

Junior Class Advisor

2

$2,227

Sophomore Class Advisor

2

$1,948

Freshman Class Advisor

2

$1,671

The Accidentals

1

$1,169

American Field Club

1

$418

Amnesty International

1

$418

Art Club

1

$279

As School Match Wits

1

$279

Bookstore Manager

1

$557

Business Club

1

$557

Debate Team

1

$668

Drama Club

1

$3,340

East Asia Club Advisor

1

$1,113

Environmental Club

1

$418

French Club

1

$557

I-Cantori

1

$1,204

Impressions

1

$1,044

Interact

1

$675

International Club

1

$1,113

Jazz Band

1

$1,671

Jet Jotter - Business

1

$279

Jet Jotter - Library

1

$1,671

Key Club

2

$5,567

Knitting Club

1

$832

Math Team

1

$279

Mock Trial Club

1

$557

National Honor Society

1

$1,671

R.E.A.L.I.T.Y.

1

$279

Rough Draft

1

$139

Spanish Club

1

$557

SADD

1

$279

Symphony Advisor

1

$418

Ultimate (Boy’s)

1

$668

Ultimate (Girl’s)

1

$668

Unity Club

1

$418

Yearbook

1

$3,340

Yoga

1

$279

Young Democrats Club

1

$279

Supply Closet Coordinator

1

$335

ACTIVITY - Middle Schools

 

 

Drama Club Advisor -GB only

1

$279

Field Day Coordinator

1

$1,163

Grade 8 Dinner Dance Coordinator

1

$322

Intramural - 2 each

2

$1,754

Magazine Drive Coordinator

1

$1,163

Mock Trial - 2 each

2

$557

Newspaper

1

$418

Stage Band Conductor -Wims Only

1

$1,838

Student Service - 2 each

2

$4,008

Yearbook - 2 each

2

$2,784

Master Schedule Builder

1

$2,004

Homework Room

1

$5,513

Tech Tools Advisor

1

$5,513

Math Counts

1

$488

Variety Show Coordinator

1

$1,163

ACTIVITY - Elem Schools

 

 

Literary Advisor

1

$418

Store Manager

1

$473

Because of the unusual amount of time and skill required of the Teacher to advise the co-curricular activities listed below, the stated stipends are authorized:

IX. SALARY DIFFERENTIALS

Salaries of Teachers of the same education may vary because of one or more of the following differentials:

1.  SCHEDULED INCREMENTS

Increments are not automatic, but are the reward for satisfactory teaching. Increments will be granted by the Committee only when a Teacher's service is deemed satisfactory.

2.  EXTRA RESPONSIBILITY

A teacher who has unusual authority and responsibility over an activity may receive additional compensation while carrying out that responsibility.

3.  CREDIT FOR TEACHING EXPERIENCE

Credit will be allowed on the basis of one step for each year of certified teaching experience.

4.  RETIREMENT PAY

A retiring Teacher who has been credited with a minimum of twenty (20) years of satisfactory service (at least ten (10) of which must have been in the Longmeadow Public Schools) will receive additional pay of $150, during the last year prior to retirement.

COACHES WILL REMAIN ON STEP 1 AND STEP 2 FOR TWO YEARS EACH.

Additional payment will be paid at a rate of 1/10th of a coach's salary for each week of post-season play, involvement in which is determined on the basis of competitive record or invitation.

* Stipend listed is for the coach of a boys or girls team. The stipend for the coach of a joint team is 20% higher than that listed.

Auxiliary coaches may be hired on recommendation of the Athletic Director with the approval of the Superintendent, and will be compensated at a rate agreed to, on a case by case basis, by the Committee and Association.

Athletics

 

2012-2015

 

 

Step 1

Step 2

Step 3

BASEBALL

 

 

 

Varsity

$3,032.52

$3,536.51

$4,045.88

J.V.

$1,821.02

$2,122.55

$2,425.16

Frosh

$1,667.03

$1,945.94

$2,239.93

BASKETBALL

 

 

 

Varsity

$3,735.73

$4,359.25

$4,988.16

J.V.

$2,246.39

$2,620.07

$2,988.37

Frosh

$2,056.86

$2,401.47

$2,755.76

CHEERLEADING (Full Year)

 

 

 

Varsity (with competition)

$4,052.34

$4,722.17

$5,404.91

Varsity (without competition)

$3,086.81

$3,696.78

$4,323.72

J.V.

$2,435.93

$2,836.53

$3,246.83

CROSS COUNTRY AND INDOOR TRACK

 

 

 

Varsity

$2,351.93

$2,747.15

$3,133.75

Assistant

$1,409.65

$1,647.64

$1,878.10

FACULTY MANAGER (Full Year)

$4,218.18

$4,616.63

$5,020.46

FIELD HOCKEY

 

 

 

Varsity

$2,566.23

$2,990.53

$3,421.28

J.V.

$1,537.80

$1,794.10

$2,052.55

Freshman

$1,370.88

$1,599.18

$1,826.41

FOOTBALL

 

 

 

Head

$4,434.64

$5,173.38

$5,907.82

Assistant

$2,656.69

$3,100.37

$3,547.28

J.V

$2,656.69

$3,100.37

$3,547.28

Assistant

$2,656.69

$3,100.37

$3,547.28

Frosh

$2,441.31

$2,848.38

$3,252.21

Assistant

$2,219.47

$2,591.00

$2,958.22

GOLF

$1,769.33

$2,057.94

$2,353.01

GYMNASTICS

 

 

 

Varsity

$3,000.22

$3,503.13

$4,003.88

J.V.

$1,807.02

$2,102.09

$2,401.47

HOCKEY

 

 

 

Varsity

$3,488.05

$4,069.57

$4,652.17

J.V.

$2,093.48

$2,443.46

$2,789.15

LACROSSE

 

 

 

Varsity

$3,584.97

$4,184.80

$4,788.93

Assistant

$2,155.94

$2,509.16

$2,874.22

J.V.

$2,155.94

$2,509.16

$2,874.22

Frosh

$1,971.79

$2,301.32

$2,634.07

SKIING

$2,412.24

$2,812.84

$3,219.90

SOCCER

$2,959.30

$3,452.51

$3,946.80

Varsity

$1,775.79

$2,070.86

$2,363.77

J.V.

$1,628.26

$1,900.71

$2,169.93

Frosh SOFTBALL

 

 

 

Varsity

$2,762.22

$3,228.52

$3,688.35

J.V.

$1,661.64

$1,938.40

$2,215.16

Frosh

$1,516.26

$1,776.87

$2,027.79

SWIMMING

 

 

 

Varsity

$2,884.99

$3,371.74

$3,852.04

Assistant

$1,730.56

$2,018.09

$2,307.78

TENNIS

 

 

 

Varsity

$2,220.55

$2,591.00

$2,959.30

J.V.

$1,331.04

$1,553.95

$1,775.79

TRACK

 

 

 

Varsity

$2,922.68

$3,407.28

$3,895.11

Assistant

$1,754.25

$2,043.94

$2,334.70

VOLLEYBALL

 

 

 

Varsity

$2,566.23

$2,990.53

$3,421.28

J.V.

$1,537.80

$1,794.10

$2,052.55

WRESTLING

 

 

 

Varsity

$3,068.06

$3,574.20

$4,083.57

J.V.

$1,838.25

$2,144.09

$2,449.93

UNIT A SALARY SCHEDULE

September 1, 2012 - August 31, 2013

STEP

Bachelor's

B + 15

Master's

M + 15

M + 30

M + 45

M + 60

Doctorate

1

$42,280

$43,308

$44,423

$45,431

$46,516

$47,600

$48,727

$49,892

2

$43,538

$44,571

$45,722

$46,726

$47,835

$48,939

$50,114

$51,325

3

$44,839

$45,870

$47,059

$48,054

$49,184

$50,316

$51,530

$52,794

4

$46,176

$47,210

$48,433

$49,425

$50,583

$51,724

$52,988

$54,306

5

$47,561

$48,589

$49,848

$50,829

$52,010

$53,183

$54,488

$55,860

6

 

$50,003

$51,303

$52,276

$53,481

$54,674

$56,028

$57,460

7

$50,684

$51,504

$52,802

$53,761

$54,994

$56,214

$57,615

$59,109

8

 

 

$54,348

$55,291

$56,546

$57,789

$59,246

$60,801

9

 

$54,853

$56,650

$56,865

$58,143

$59,415

$60,921

$62,543

10

 

 

$57,570

$58,483

$59,786

$61,086

$62,646

$64,335

11

 

 

$59,254

$60,146

$61,481

$62,805

$64,417

$66,178

12

 

$59,601

$60,911

$61,830

$63,201

$64,564

$66,221

$68,031

13

 

 

$62,618

$63,562

$64,971

$66,371

$68,075

$69,936

14

 

 

$64,371

$65,341

$66,790

$68,230

$69,982

$71,895

15

 

 

$69,590

$70,459

$71,978

$73,500

$75,451

$77,621

16

 

 

$70,828

$71,697

$73,217

$74,738

$76,690

$78,859

UNIT A SALARY SCHEDULE

September 1, 2013 - August 31, 2014

STEP

Bachelor's

B + 15

Master's

M + 15

M + 30

M + 45

M + 60

Doctorate

1

$43,126

$44,174

$45,311

$46,340

$47,446

$48,552

$49,702

$50,890

2

$44,409

$45,462

$46,636

$47,661

$48,792

$49,918

$51,116

$52,352

3

$45,736

$46,787

$48,000

$49,015

$50,168

$51,322

$52,561

$53,850

4

$47,100

$48,154

$49,402

$50,414

$51,595

$52,758

$54,048

$55,392

5

$48,513

$49,561

$50,845

$51,846

$53,050

$54,247

$55,578

$56,977

6

 

$51,003

$52,329

$53,322

$54,551

$55,767

$57,149

$58,609

7

$51,698

$52,534

$53,858

$54,836

$56,094

$57,338

$58,767

$60,291

8

 

 

$55,435

$56,397

$57,677

$58,945

$60,431

$62,017

9

 

$55,950

$57,783

$58,002

$59,306

$60,603

$62,139

$63,794

10

 

 

$58,721

$59,653

$60,982

$62,308

$63,899

$65,622

11

 

 

$60,439

$61,349

$62,711

$64,061

$65,705

$67,502

12

 

$60,793

$62,129

$63,067

$64,465

$65,855

$67,545

$69,392

13

 

 

$63,870

$64,833

$66,270

$67,698

$69,437

$71,335

14

 

 

$65,658

$66,648

$68,126

$69,595

$71,382

$73,333

15

 

 

$70,982

$71,868

$73,418

$74,970

$76,960

$79,173

16

 

 

$72,245

$73,131

$74,681

$76,233

$78,224

$80,436

UNIT A SALARY SCHEDULE

September 1, 2014 - August 31, 2015

STEP

Bachelor's

B + 15

Master's

M + 15

M + 30

M + 45

M + 60

Doctorate

1

$43,989

$45,057

$46,217

$47,267

$48,395

$49,523

$50,696

$51,908

2

$45,297

$46,372

$47,569

$48,614

$49,768

$50,916

$52,138

$53,399

3

$46,651

$47,723

$48,960

$49,995

$51,171

$52,348

$53,612

$54,927

4

$48,042

$49,117

$50,390

$51,422

$52,627

$53,813

$55,129

$56,500

5

$49,483

$50,552

$51,862

$53,883

$54,111

$55,332

$56,690

$58,117

6

 

$52,023

$53,376

$54,388

$55,642

$56,882

$58,292

$59,781

7

$52,732

$53,585

$54,935

$55,933

$57,216

$58,485

$59,942

$61,497

8

 

 

$56,544

$57,525

$58,831

$60,124

$61,640

$63,257

9

 

$57,069

$58,939

$59,162

$60,492

$61,815

$63,382

$65,070

10

 

 

$59,895

$60,846

$62,202

$63,554

$65,177

$66,934

11

 

 

$61,648

$62,576

$63,965

$65,342

$67,019

$68,852

12

 

$62,009

$63,372

$64,328

$65,754

$67,172

$68,896

$70,780

13

 

 

$65,147

$66,130

$67,595

$69,052

$70,826

$72,762

14

 

 

$66,971

$67,981

$69,489

$70,987

$72,810

$74,800

15

 

 

$72,402

$73,305

$71,886

$76,469

$78,499

$80,756

16

 

 

$73,690

$74,594

$76,175

$77,758

$79,788

$82,045

PILOT

FOR SUPERVISION AND EVALUATION OF

TEACHING

in the

LONGMEADOW PUBLIC SCHOOLS

Submitted by the Joint Committee on Evaluation

September 8, 2008

Revised December 9, 2008 Edited August 2009

For Implementation in the 2009 – 2010

and

2010 – 2011 School Years

INTRODUCTION

The Agreement Between the Longmeadow School Committee and Longmeadow Education Association, Unit A, Massachusetts Teachers Association September 1, 2006 - August 31, 2009 includes the following clause:

The parties agree to establish a Joint Committee on Evaluation by April 1, 2007. The School Committee shall appoint a total of three (3) members to the Committee from the Administration (non-collective bargaining administrators). The Longmeadow Education Association shall appoint a total of three (3) members to the Committee from the Unit A membership. The charge of the Committee is to restructure content, format and process of the evaluation of professional staff and to consider and to make recommendations for improvement. Both the Longmeadow School Committee and the Longmeadow Education Association will pick “co-chairpersons” to this Committee. The Committee will meet at least monthly, beginning in April, 2007, except for June, 2007, July, 2007, and August, 2007, unless a majority of the Committee members agree to meet during one or more of these latter three months.

The intention of this Committee is to reach consensus and make a joint recommendation, which must be made by December 31, 2007. If this is not possible, the Longmeadow School Committee’s representatives and the Longmeadow Education Association’s representatives to this Committee will make a separate recommendation to their respective negotiations teams by December 31, 2007. In either event, the parties realize that this is a mandatory subject of bargaining. Therefore, it will be returned to the respective bargaining teams for negotiations to commence no later than February 15, 2008.

The Joint Committee on Evaluation began meeting before the contract was ratified (in April 2007). They jointly agreed to extend the timeline for a joint recommendation to the end of the school year. The members of the Joint Committee on Evaluation were as follows:

Jahn Hart                       Superintendent

Marie Pratt                    Blueberry Hill Elementary School Principal

Karen Rafferty              Center Elementary School teacher

Carleen Rovelli             Williams Middle School teacher

Karen Shea                    Math Department Chair, Longmeadow High School

Michael Sullivan           Glenbrook Middle School Principal

The Joint Committee for Evaluation reviewed the research on teacher evaluation, including articles by Marzano, Stiggins, Marshall, and Saphier. Each member received and reviewed the book Enhancing Professional Practice: A Framework for Teaching, by Charlotte Danielson and the 2002 position paper by MassPartners for Public Schools entitled Teaching Matters. In addition, the Committee collected and reviewed teacher evaluation procedures from 7 other school districts.

On October 5, 2007, the Superintendent attended a workshop on evaluation and supervision by Kim Marshall. Present at the workshop was the teacher evaluation negotiating team from Agawam. The Superintendent shared the workshop power point presentation with the Joint Committee, and the group decided to invite the Agawam principal who chaired their teacher evaluation negotiating team and the Agawam union president to meet with our Joint Committee to discuss their pilot evaluation plans. The meeting with the Agawam evaluation team representatives occurred on February 26, 2008.

Meanwhile, the Joint Committee reviewed the current Longmeadow contract language on evaluation, including the “Learning Principles and Practices” and continued their research. They decided to have Kim Marshall do a half-day workshop in Longmeadow on Friday, March 7th.

Participating in the workshop were the following representatives:

8 administrators: The Superintendent, the Assistant Superintendent, and all 6 principals.

9 teachers: 3 department chairpersons from the high school and one teacher representative per building (including the union president)

See attachment A for the power point presentation of the March 7, 2008 Kim Marshall workshop, which includes the results of the interactive polling of participants on key strategies for improving teaching. Of special note are slides 82 - 84, 101, 126 - 129 regarding the use of mini-observations to give teachers feedback. The rubrics for teacher evaluation are also described in detail.

The Longmeadow Joint Committee on Evaluation decided to recommend that the district pilot a revised supervision and evaluation system during the 2008 – 2009 school year. On June 26, 2008, the Teacher Evaluation Committee of the Longmeadow Public Schools came to agreement regarding a proposal for a revised Teacher Supervision and Evaluation system. They agreed that documents would be assembled during the summer for joint presentation to the School Committee and the Longmeadow Education Association by September 8, 2008. They developed the following guidelines for the pilot:

•     A recommended cycle for evaluation for Teachers who are Non-PTS, Teachers who are PTS, and Teachers in Need of Assistance.

•     Professional Development options, plans and forms for PTS evaluation cycle, including options for Peer Coaching, Lesson Study, and Action Research

•     Protocols for mini-observations

•     Teacher evaluation criteria and two rubric formats for principals/supervisors to pilot (Format A and Format B)

•     Built in language about protections for staff regarding reversal to standard evaluation process

It is understood that this pilot implementation will be evaluated, modified as appropriate, and incorporated into a successor contract agreement. The bargaining team will be responsible for revising Article XII of the contract. Additional evaluation documents, such as evaluation rubrics for specialist teachers, will be developed during the revision process.

The School Committee approved the proposal on September 8, 2008. On October 27, 2008, the LEA approved the proposal. On November 18, 2008, the School Committee and LEA bargaining teams agreed to postpone implementation of the 2-year PILOT to the FY10 and FY11 school years.

PROGRAM PHILOSOPHY

The primary goal of the teacher supervision and evaluation program of the Longmeadow Public Schools is the continuous improvement of teaching and learning in our district. The teachers in Longmeadow are well-educated and dedicated professionals who are current with instructional practices. Therefore, the program designed for their supervision and evaluation needs to focus on their strengths, creating opportunities for reflection on practice, discussion with colleagues, constructive dialogue with evaluators, access to professional literature and training in and sharing of best practices.

Teaching and learning is an extremely complex process. The teacher’s skills and knowledge, the curriculum to be taught and tested, the physical circumstances of the classroom setting, and the students’ readiness and ability to learn all must be taken into account as teachers and students interact each day. We believe that good teaching, although both an art and a science, can be observed, described and studied. The Longmeadow Teacher Evaluation Rubrics have been developed to support teachers and evaluators as they work together for the benefit of students. Consequently, it is the primary responsibility of the teacher to continue to improve instruction and professional performance and it is the responsibility of the evaluator to assist in that effort.

Continuous improvement is a key component of the culture of the Longmeadow Public Schools. Processes are in place to promote professional growth, curriculum review and organizational development. Teaching, the core of our school system, is first among those activities that must be valued, supported and evaluated to ensure the best possible instructional program for students. However, while the main premises of the supervision and evaluation program are based on the successful performance of the vast majority of teachers in our district, it is also true that a small number of professional staff may need additional support and supervision. Special procedures have been designed in our supervision and evaluation program to respond to Teachers in Need of Assistance.

Moreover, the expectation for continuous improvement applies to those individuals who participate in this program as evaluators, as well as to the supervision and evaluation program itself. It is our intention that this pilot program will be evaluated, modified as deemed appropriate, incorporated into a successor contract agreement, and reviewed regularly so that appropriate changes and improvements can be made that best meet the needs of our students, teachers and leadership team.

EVALUATION OF NON-PTS STAFF

Non-PTS

Year 1 Non-PTS

Year 2 Non-PTS

Year 3 Non-PTS

 

A. By Sept 15: An introductory evaluation conference is held between teacher and evaluator to clarify and review evaluation process – will include discussing mini observations and formal evaluation protocols, e.g. should the Principal give a signal to teacher that their presence in the classroom constitutes a mini-observation? Option for teacher to choose announced or unannounced? (Announced = during the next 2 weeks)

Same as Year 1 with Sept 15th introductory evaluation conference to include collaborative goal setting

Same as Year 1 with Sept 15th introductory evaluation conference to include collaborative goal setting

 

B. Mini-Observations: 6 (minimum) to 12 per year with at least 3 completed by Nov 15th. Note: mini-observations to include a follow-up conversation as soon as possible, certainly within 3 school days; include language about sensitivity to timing of mini-observations, e.g. 1st period Monday, last period Friday, day before vacations (some observations will come at these times due to scheduling needs)

 

 

 

C. Fall Full Observation by Nov 15th.

 

 

 

D. Fall Evaluation Conference to discuss Teacher Evaluation Summary Report that includes documentation of both mini-observations and full observation. Report is due in Supt. Office by Dec. 1st

 

 

 

E. Spring Full Observation done by April 15th.

 

 

 

F. Mini-Observations and final Evaluation Conference by May 5th; Teacher Evaluation Summary Report due in Supt. office by May 15th

 

 

Definition of Terms:

Mini-Observation: classroom observation by evaluator of from 5 to 15 minutes, with a follow-up conversation.

Full Observation: pre-observation conference, planned full class period observation, and post-observation conference

In FY10 and FY11, all PTS teachers will participate in the Pilot Evaluation.

EVALUATION OF PTS STAFF

 

Evaluation Year PTS

Non-Evaluation Year PTS

Professional Development Evaluation Year PTS

PTS

A. By Sept 15th an introductory evaluation conference is held between teacher and evaluator to clarify and review evaluation process and to include collaborative goal setting. The evaluation conference will include discussion of mini observations and formal evaluation protocols, e.g. should the Principal give a signal to teacher that their presence in the classroom constitutes a mini-observation? Option for teacher to choose announced or unannounced? (Announced = during the next 2 weeks) PTS mini-observation protocols will also include the option of teacher prerogative to have up to 2 mini-observations excluded.

Personal Professional Growth (no formal documenta­tion needed)

During the Evaluation Pilot, teachers who are scheduled for evaluation and who had a formal traditional evaluation in the last evaluation cycle have the option to either participate in the mini-observations OR to participate in one of the Professional Development options.

 

B. Mini-Observations: 6 (minimum) to 12 per year with at least 3 completed by Dec. 1st Note: mini-observations to include a follow-up conversation as soon as possible, certainly within 3 school days; include language about sensitivity to timing of mini-observations, e.g. 1st period Monday, last period Friday, day before vacations (some observations will come at these times due to scheduling needs). Should the evaluator have concerns based upon the data collected in mini-observations, he/she will conduct a planned full-class period observation, including a pre-and post-conference.

 

By Sept 15th an introductory evaluation conference is held between teacher and evaluator to determine whether teacher will participate in the mini-observations OR in professional development evaluation

 

C. Final Evaluation Conference by May 15th; Teacher Evaluation Summary Report due in Supt. office by June 1st

 

In the Professional Development Evaluation Year, Teachers may choose from the following options for which they are eligible: Action Research, Lesson Study, Peer Coaching if already trained (new documentation procedures must be used). By October 15th the teacher will complete a Professional Development Plan, in consultation with the Evaluator

EVALUATION OF TEACHERS IN NEED OF ASSISTANCE

Teacher                   Teacher In Need of Assistance (Professional Status Teachers only)

In Need                   A.  Before a teacher can be identified as a teacher in need of assistance, the evaluator must inform the teacher of the need to perform at least one planned full period observation (including a pre and post conference)

B.  At the post observation conference the evaluator will inform the teacher whether or not s/he will be placed on a teacher support plan.

C.  A meeting will be set up within 10 school days of the post observation conference to write a support plan. The teacher is entitled to LEA representation at this meeting. The evaluator and teacher will draft this plan. The teacher is entitled to appeal this plan to the superintendent if they (the evaluator and teacher) are not in agreement. The plan will contain the following components:

1.    Specific improvement goals put in writing. These goals will refer to specific Longmeadow Teaching Standards needing improvement.

2.    Specific supports and resources provided, which may include a non-evaluative colleague.

3.    Specific dates established with improvement benchmarks

4.    Evaluator discretion in deciding what combination of mini observations and/or clinical model to use. (At least 2 formal observations)

D.  Final Evaluation Conference by May 15th; one final summative written evaluation report due in Supt. Office by June 1st

Planning and Preparation for Learning

The teacher:

4 - Distinguished

a.    Teacher's plans connect extensively to district curricula and state framework as well as support other relevant disciplines

b.    Teacher's plans display expert knowledge of the subject matter and its pedagogical approaches, including the ability to anticipate student thought processes and misconceptions.

c.    Lesson objectives are clearly defined in terms of student learning outcomes and specific formative and summative assessments are known in advance.

d.    Resources selected support the learning objectives and engage students in meaningful and memorable learning. Resources are frequently drawn from sources beyond textbook support, including the internet, professional organizations and the larger community.

3 - Proficient

a.    Teacher's plans are drawn from and connected to relevant district curricula and state framework.

b.    Teacher's plans display a solid knowledge of essential subject matter concepts and skills and reflect familiarity with effective pedagogical approaches of the discipline.

c.    Lesson objectives are clear and defined in terms of student learning outcomes. Specific assessments are planned in advance for major learning outcomes.

d.    The materials and resources selected support the learning objectives and engage students in meaningful learning. Resources are often drawn from sources beyond textbook publishers, including the internet and professional organizations.

2 – Needs Improvement

a.    Teacher's plans often do not follow district curricula or state framework

b.    Teacher is familiar with important subject matter understandings and has a limited range of pedagogical approaches of the discipline.

c.    Learning objectives are only moderately clear or consist of a combination of outcomes and activities. Some outcomes do not have viable methods of assessment.

d.    The materials and resources selected usually support the learning objectives and occupy students in learning. Resources are usually limited to textbook and supporting materials.

1 – Unsatisfactory

a.    Teacher's plans do not connect to relevant district curricula or state framework.

b.    Teacher's plans display subject matter errors or misconceptions and reflect ineffective pedagogical approaches to the discipline

c.    Learning objectives are either unclear or stated as activities, not learning outcomes. Outcomes do not have viable methods of assessment.

The materials and resources selected do not support the learning objectives and engage students in meaningful learning. Resources are limited to textbook and supporting materials.

Overall rating: ___ Comments:

a. Lesson Justification

b. Subject and Pedagogy Expertise

c. Learning Outcomes

d. Instructional Materials

II. Instruction

The teacher:

4 - Distinguished

a.    Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning. Teacher grabs students' interest and builds upon prior knowledge, experience, and reading.

b.    Teacher presents material clearly and explicitly, uses vivid and precise language, and finds opportunities to extend students' vocabulary.

c.    Teacher selects and executes instructional strategies which actively engage students, incorporates suitable materials, and groups students in a manner all expertly matched to the lesson's objectives.

d.    The lesson's structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students.

e.    All students are engaged in activities and assignments at a cognitively challenging level. Students initiate or adapt activities and projects to enhance their understanding.

f.    Teacher meets the learning needs and styles of almost all students by differentiating instruction and assessments.

Teacher relentlessly follows up with struggling students with time and support to reach proficiency.

g.    Teacher systematically elicits and monitors diagnostic information from individual students regarding their progress and routinely adjusts instruction based upon this information

Teacher uses authentic or performance based assessments which require students to demonstrate deep understanding of clear performance standards

3 – Proficient

a.    Teacher makes the purpose of the lesson clear. Teacher activates and builds upon students' prior knowledge.

b.    Teacher speaks and writes in clear and correct language, gives effective examples, and uses vocabulary which is appropriate to students' age.

c.    Teacher draws upon a range of instructional strategies, incorporates varied resources, and groups students in multiple arrangements to meet the lesson's objectives.

d.    The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is appropriate for most students most often.

e.    Most activities and assignments engage most students in some critical or higher level thinking.

f.    Teacher makes adjustments and accommodations to instruction and assessments to reach a range of student abilities. Teacher takes responsibility for students who are not succeeding and persists with extra help and support.

g.    Teacher regularly monitors the progress of students and often uses diagnostic information to adjust instruction. Summative assessments require students to demonstrate mastery of clear performance standards at a level calling for analysis, synthesis and evaluative thinking

2 – Needs Improvement

a.    Teacher attempts to explain the lesson's purpose, with limited success. Teacher tries to make the subject interesting and relate it to things students already know.

b.   Teacher's oral language is audible, written language is legible, and both conform to standard English. Sometimes uses language which is confusing, fuzzy, or inappropriate.

c.    Teacher incorporates a limited range of instructional strategies, materials, and student groupings, with limited success.

d.   The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent.

e.    Activities and assignments are appropriate to some students and engage them mentally, but others are not engaged.

f.    Teacher attempts to accommodate students with special needs, with limited success. Teacher offers students additional study time or re-takes for those who fail tests.

g.    Teacher monitors the progress of the class as a whole but does not use feedback to adjust instruction. Summative assessments lack rigor, higher level thinking, and application of learning in new situations

II. Instruction, continued

1 – Unsatisfactory

a.    Teacher gives instruction without giving students a sense of where instruction is headed. Teacher does not hook students' interest or make connections of subject matter to their experience.

b.   Teacher's oral language is inaudible or written language illegible. Spoken or written language contains errors. Vocab. is inappropriate, or material is presented in a confusing way.

c.    Teacher uses only one or two teaching strategies; often relying too heavily on lectures and/or plodding through textbooks and worksheets.

d.   The lesson has no clearly defined structure or the pace of the lesson is too slow or too rushed or both.

e.    Activities and assignments are inappropriate for students' age or background. Students are not mentally engaged.

f.    Teacher fails to provide accommodations for students with special needs. Teacher tells students that fail tests "that it is time to move on with the curriculum"

g.    Teacher does not monitor or formatively assess student learning.

Summative assessments are infrequent, draw only upon recall or recognition of factual information, and not teacher generated.

Overall rating: ___ Comments:

a. Lesson Objectives

b. Teacher Communication

c. Instructional Strategies

d. Structure and Pacing

e. Engagement and Rigor

f. Making Accommodations

g. Formative Assessment h. Summative Assessment

III. Classroom Environment

The teacher:

4 - Distinguished

a.    Teacher interactions with students reflect genuine caring for individuals and well as groups of students. Students trust the teacher with sensitive information.

b.   Student interactions demonstrate caring for one another and an understanding and valuing of the cultural and other forms of diversity among them.

c.    Teacher conveys enthusiasm for the content and students show they value its importance through ongoing active participation, curiosity, and initiative taking.

d.   Teacher challenges and motivates almost all students to do their personal best. Students show their commitment through perseverance, attention to detail, willingness to revise work.

e.    Small group work is well organized, students retain focus for the duration of the activity, and students work as a team to accomplish the task.

f.    Transitions are seamless, with students assuming responsibility for smooth operation

g.    Systems are well established, with students assuming considerable responsibility for efficient operation

h.   Monitoring by teacher is subtle and preventive. Students monitor their own and peers' behavior, correcting one another respectfully.

i.   Standards of conduct may have been developed with student input as part of the learning process. Teacher responses to misbehavior are highly effective and sensitive to individual student needs.

3 - Proficient

a.    Teacher-student interactions demonstrate general caring and respect. Interactions are appropriate to the age and culture of students. Students exhibit respect for the teacher.

b.   Student interactions are polite and respectful and demonstrate an understanding and tolerance of cultural and other forms of diversity.

c.    Teacher conveys enthusiasm for the content and students show their belief in its value through active participation and expressions of curiosity.

d.   Teacher consistently conveys high expectations of students and overtly demonstrates how strong effort leads to high achievement. Students demonstrate sustained effort and pride in their work and (?)

e.    Small group work is well organized and most students are productively engaged in learning even when teacher is not nearby while engaged in it

f.    Transitions occur smoothly, with little loss of instructional time

g.    Efficient systems are in place, resulting in minimal loss of instructional time h.   Teacher is alert to student behavior at all times.

i.   Standards of conduct are clear and consistent and responses to misbehavior are appropriate and respect students' dignity.

2 – Needs Improvement

a.    Interactions are generally appropriate but reflect occasional inconsistencies, favoritism, or disregard for students' cultures. Students show minimal respect for teacher.

b.    Students do not demonstrate disrespect towards one another.

c.    Teacher communicates importance of the work but with little conviction and with only minimal student buy-in.

d.    Teacher does not regularly convey high expectations or make the connection between effort and achievement. Students accept minimal responsibility do good work.

e.    Students in only some groups are productively engaged in learning for the duration of the activity or when the teacher is not nearby.

f.    Only some transitions are efficient, resulting in some loss of continuity and instructional time

g.    Systems are only fairly efficient, or not consistently used, resulting in some confusion or wasted time h.   Teacher is generally aware of student behavior but may miss the activities of some students.

i.   Teacher does not establish behavioral expectations and relies on situational responses only. Results are inconsistent and not always effective

1.   Unsatisfactory

a.    Teacher interactions with some students are negative, demeaning, sarcastic, or inappropriate to the students' age.

Students exhibit disrespect for the teacher.

b.   Student interactions are characterized by conflict, put-downs and sarcasm.

c.    Teacher conveys a negative attitude towards the content, suggesting its unimportance or unworthiness.

d.   Teacher does not communicate a level of expectations and/or the correlation between effort and achievement. Students are motivated to do tasks solely to avoid negative consequences.

e.    Students not working directly with the teacher are not engaged in productive learning.

f.    Transitions are chaotic, with much time lost between lesson segments

g.    Systems are not in place, resulting in significant loss of instructional time and negatively impacting student behavior

h.   Student behavior is not monitored and the teacher is unaware of what students are doing.

i.   Teacher does not respond to misbehaviors, responds inconsistently, or in overly repressive manner.

Overall rating: ___ Comments:

a. Teacher-Student Interactions

b. Student Interactions

c. Enthusiasm

d. Achievement and Effort

e.   Small Group Work

f. Transitions

g. Efficient Routines h. Student Behavior

i. Standards of Conduct

IV. Professional Responsibilities

The teacher:

4 - Distinguished

a.    Teacher provides frequent information about student progress, initiates parent contact, finds ways to involve families in learning, and responds to parental concerns in a timely manner.

b.    Teacher demonstrates leadership in facilitating collaboration, sharing professional ideas, and developing new approaches to the craft of teaching

c.    Teacher applies methodologies of lesson study, action research, peer coaching, or other approaches to inform instructional practice in a data driven manner.

d.   Teacher's character is an inspiration to others. Consistently acts upon needs of larger community.

3 - Proficient

a.    Teacher communicates with families on a regular basis about her/his instructional program and student progress, and is available as needed to respond to family concern.

b.   Teacher participates in school improvement initiatives including actively collaborating with colleagues to improve curriculum, instruction, and assessment

c.    Teacher effectively reflects upon practice and makes use of a variety of forms of feedback and data to adjust and improve instruction.

d.   Teacher displays high standards of honesty, integrity, and confidentiality, including completion of assigned duties in a professional manner.

2 – Needs Improvement

a.    Teacher adheres to required procedures for communicating with families

b.   Teacher joins in professional learning and collaboration activates as required but with little energy or initiative

c.    Teacher has limited or emerging ability to use feedback or data to reflect upon, inform, and adjust instruction.

d.   Teacher usually meets professional responsibilities. Occasional reminders may be needed to ensure their completion.

1 - Unsatisfactory

a.    Teacher fails to adhere to required procedures for communicating with families including failure to respond to parental inquires.

b.   Teacher resists or undermines improvement and collaboration efforts

c.    Teacher does not have ability or desire to use feedback or data to reflect upon practice and make adjustments.

d.   The teacher fails to act in a professional manner or complete duties as assigned.

Overall rating: ___ Comments:

a. Communication with Families

b. Collaborative Professional Learning

c. Professional Reflection

d. Professional Conduct

Mini Observation Record Sheet

OPTIONAL FORM for Evaluator Use ONLY (not for distribution or personnel file)

Teacher Name ____________________________________        Date ____________________________

Class Observed ___________________________________       Start Time ________________________

Observer Name ___________________________________       End Time _________________________

I.  Planning and Preparation                                                   Observer Comments

(Only for those standards that were observed)

a. Lesson Justification  __________________________________________________________________

b. Subject and Pedagogy Expertise_________________________________________________________

c. Learning Outcomes  _________________________________________________________________

d. Instructional Materials ________________________________________________________________

II.  Instruction        

a. Lesson Objectives    _________________________________________________________________

b. Teacher Communication______________________________________________________________

c. Instructional Strategies _________________________________________________________________

d. Structure and Pacing _________________________________________________________________

e. Engagement and Rigor _________________________________________________________________

f. Making Accommodations _______________________________________________________________

g. Formative Assessment     _______________________________________________________________

h. Summative Assessment  ________________________________________________________________

III. Classroom Environment                                                            Observer Comments

(Only for those standards that were observed)

a. Teacher-Student Interactions ____________________________________________________________

b. Student Interactions   _________________________________________________________________

c. Enthusiasm                 _________________________________________________________________

d. Achievement and Effort_________________________________________________________________

e.    Small Group Work _________________________________________________________________

f. Transitions                 _________________________________________________________________

g.    Efficient Routines   _________________________________________________________________

h. Student Behavior        _________________________________________________________________

i. Standards of Conduct _________________________________________________________________

Date(s) this feedback was shared with teacher:

OPTIONAL FORM for Evaluator Use ONLY (not for distribution or personnel file)

Teacher Name __________________________________________       Date ______________________

Class Observed ________________________________________        Start Time __________________

Observer Name _________________________________________      End Time __________________

I.  Planning and Preparation                                                             Observer Comments

(Only for those standards that were observed)

a. Lesson Justification  _________________________________________________________________

b. Subject and Pedagogy Expertise ________________________________________________________

c. Learning Outcomes         ______________________________________________________________

d. Instructional Materials  _________________________________________________________________

II.   Instruction

a. Lesson Objectives_____________________________________________________________________

b. Teacher Communication _______________________________________________________________

c. Instructional Strategies _________________________________________________________________

d. Structure and Pacing _________________________________________________________________

e. Engagement and Rigor ________________________________________________________________

f. Making Accommodations _______________________________________________________________

g. Formative Assessment    ________________________________________________________________

h. Summative Assessment ________________________________________________________________

III. Classroom Environment                                                                   Observer Comments

(Only for those standards that were observed)

a. Teacher-Student Interactions ____________________________________________________________

b. Student Interactions    _________________________________________________________________

c. Enthusiasm                _________________________________________________________________

d. Achievement and Effort _______________________________________________________________

e. Small Group Work  _________________________________________________________________

f. Transitions         ____________________________________________________________________

g. Efficient Routines       _________________________________________________________________

h. Student Behavior       _________________________________________________________________

i. Standards of Conduct  _________________________________________________________________

Date(s) this feedback was shared with teacher: ________________________________________________

Evaluation COVER SHEET for PILOT Use

During 2009 – 2010 (FY10) and 2010 – 2011 (FY11) School Years

TO:______________________________________________________________________________

FROM: _____________________________________________________________________________

DATE: _____________________________________________________________________________

RE: Evaluation Report

Attached are two (2) copies of your evaluation. Please read the entire report. The contents of this report should be identical to the verbal feedback you received during your post observation conference. Please see me at your convenience if you have any questions regarding the report.

After reading the report, please sign both copies in the space provided on the Teacher Evaluation Summary Report. Your signature only indicates that you have read the report. Your signature does not indicate total or even partial agreement with the judgments stated in the report. You have the right and are encouraged to attach any statement of agreement or disagreement. The contents of this report are confidential. Please return one signed copy of the attached report within six (6) days after receiving the report.

CONFIDENTIAL

Teacher Evaluation Summary Report

Period of Time Covered by this Summary ___________________________________________________

Teacher ________________________ School ____________________ Grade/Dept. _________________

Teacher Status:  ____ Non-PTS (Professional Teacher Status) ______ PTS (Professional Teacher Status)

# of Mini-Observations __________________       # of Full Observations _________________________

Evaluator _________________________________       Position _________________________________

Summary Performance Ratings

(Based upon attached scored rubrics for these four performance domains)

I.  Planning and Preparation:

Unsatisfactory Needs Improvement Proficient Distinguished

II. Instruction:

Unsatisfactory Needs Improvement Proficient Distinguished

III. Classroom Environment:

Unsatisfactory Needs Improvement Proficient Distinguished

IV. Professional Responsibilities:

Unsatisfactory Needs Improvement Proficient Distinguished

Overall Comments by Evaluator:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Overall Comments by Teacher:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Evaluator’s Signature ____________________________________ Date __________________________

Principal’s Signature (if not evaluator) _______________________ Date _________________________

Teacher’s Signature ______________________________________ Date _________________________

(Teacher signature signifies receipt of evaluation, not necessarily agreement with its content)

Record of Full Observation Narrative

Date of Pre-Observation Conference: ____________________________________________

Date of Full Observation: ___________________________________________

Period/Time of Full Observation: ___________________    Grade/Subject/Course: _______________

Date of Post-Observation Conference: __________________________________

Evaluator’s Narrative of Full Observation, including an objective description and recommendations:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Teacher in Need of Assistance (TNA)

Record of Initial Planning Meeting

Teacher Name:   _________________________________      Date:____________________________

Evaluator Name:_____________________________________________________________________

Evaluator’s Explanation of Concern(s):

___________________________________________________________________________________

___________________________________________________________________________________

List of Specific Goal Area(s) targeted for Improvement (Detailed in attached documents):

___________________________________________________________________________________

___________________________________________________________________________________

Description of Support Plan (Include milestone dates, detailed in attached documents):

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Teacher Comments:

___________________________________________________________________________________

___________________________________________________________________________________

Evaluator Signature ____________________________________________ Date __________________

Teacher Signature ____________________________________________ Date ___________________

Principal Signature (if evaluator is not principal) ________________________ Date ______________

Teacher in Need of Assistance (TNA)

Teaching Standard(s) To Be Addressed

__  a.

Lesson Justification

I. Planning

__ b.

Subject and Pedagogy Expertise

__c

Learning Outcomes

__ d.

 Instructional Materials

__ a.

Lesson Objectives

__ b.

Teacher Communication

__ c.

Instructional Strategies

II. Instruction

__ d.

Structure and Pacing

__ e.

Engagement and Rigor

__ f.

Making Accommodations

__ g.

Formative Assessment

__ h.

Summative Assessment

__ a.

Teacher-Student Interactions

__ b.

Student Interactions

__ c.

Enthusiasm

__ d.

Achievement and Effort

__ e.

Small Group Work

III. Classroom

__ f.

Transitions

Environment

__ g.

Efficient Routines

__ h.

Student behavior

__ i.

Standards of conduct

__ a.

Communication with Families

IV. Professional

__ b.

Collaborative Professional Learning

Responsibilities

__ c.

Professional Reflection

__ d.

Professional Conduct

Other

(Describe):

 

Teacher In Need of Assistance (TNA)

Goal and Performance Review Form

(Duplicate as Needed for Each Goal)

[   ]  The educator has met the above goal.

[   ]  The educator is making satisfactory progress toward achieving this goal.

[   ]  The educator is not making satisfactory progress toward achieving this goal.

[   ]  Other/comments:

___________________________________________________________________________________

___________________________________________________________________________________

Evaluator’s Signature*________________________Date_____________________________

Teacher’s Signature__________________________ Date_____________________________

* Principal’s Signature__________________________ Date__________________________

(if not primary evaluator)

[  ] The educator has met the above goal.

[  ] The educator is making satisfactory progress toward achieving this goal.

[  ] The educator is not making satisfactory progress toward achieving this goal.

[  ] Other/comments:

___________________________________________________________________________________

___________________________________________________________________________________

Evaluator’s Signature*__________________________ Date___________________________________

Teacher’s Signature__________________________ Date______________________________________

* Principal’s Signature__________________________ Date_______________(if not primary evaluator)

Teacher in Need of Assistance (TNA)

Record of Assistance Activities

Teacher ________________________               Grade(s)/Subject(s)________________________________

School_______________________________________________________________________________

Supervisor(s) _______________________________________________________________________

Assistance Activities

Date

Teacher’s Initials

Supervisor’s Initials

•    Initial conference to develop TNA plan

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

•    Beginning date for implementing plan

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

•    Interim review/conference

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

•    Ending date for implementing plan

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

•    Final review/conference

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Professional Development Plan

Initial Conference Form

School Year __________ ___________ _______________ ________________ ________________

Due Date: By October 15th of Evaluation Year. This Professional Development Plan is to be completed by the Teacher, in consultation with the Principal/Evaluator.

Name _________________________________             School ____________________________

1)  Professional Growth Activity: What methodology of professional growth or school improvement will be followed?

_____ Action Research

_____ Lesson Study

_____ Peer Coaching

_____ Other (be specific) with approval of Supt.

2)  Goal(s): How will this activity enhance student learning?

____________________________________________________________________________________

____________________________________________________________________________________

3)  Plan: What is the plan to accomplish these goals?

____________________________________________________________________________________

____________________________________________________________________________________

4)  Data: What data sources will be used to assess the Teacher’s progress on the goals and their impact on student learning?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________                 _______________________________________

Teacher’s signature                                                                Date

____________________________________                 ______________________________________

Principal/Evaluator’s signature                                                Date

Professional Development Report

School Year ___________________________________________________

Due Date: May 15th of Evaluation year

Name ______________________________________       School _______________________________

Professional Growth Activity:

_____ Action Research (attach “Action Research Project Professional Development Report”)

_____ Lesson Study      (attach “Documentation of Lesson Study Observations”)

_____ Peer Coaching     (attach “Documentation of Peer Coaching Activities”)

_____ Other (be specific) with approval of Supt. (attach results, documentation)

Goal(s): How has this activity enhanced student learning?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

These goals have been:              _________met or surpassed

_________ partially attained

_________ not attained

Summary on growth of each of these goals:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________                 _____________________________________

Teacher’s signature                                                                Date

Received by:

____________________________________                 ___________________________________

Principal/Evaluator’s signature                                                Date

Action Research

Teachers with professional status may request to substitute an action research project for their negotiated evaluation in a given year, but not in consecutive evaluation cycles. Action research is explained following the Procedure Section below:

Procedure

1.  By October 1, the teacher must make a written request to the principal to use this process.

2.  The request is subject to the approval of the principal. If the principal denies the request s/he must provide a reason, in writing to the teacher.

3.  By October 15, the teacher and principal must sign a Professional Development Plan – Initial Conference Form.

4.  By November 1, the principal shall inform the superintendent, who shall inform the LEA President, of which teachers are using the action research project as an alternative to the negotiated evaluation for that year.

5.  Each teacher using the action research process must complete an Action Research Professional Development Report as well as the summary Professional Development Report by May 15. The principal will send a copy of the report to the superintendent who will forward copies to the LEA President.

Description

Action Research is the formalized version of a process many teachers have always practiced informally, that is, applying the scientific method to the craft of teaching.  Its goal is to improve student learning by helping teachers develop the practice of examining and collaborating about their craft in a manner grounded in evidence and professional discourse.

Overview of the Process:

I. Conceptualization

A.  Select something you wish to improve: reading comprehension, vocabulary acquisition, solving quadratic equations, the quality of group work interactions, class participation, tardiness, homework completion, being organized, shooting free throws, parental involvement, memorizing the Gettysburg Address.

B.  Optional but recommended: Consult current educational research to refine your topic question and learn about promising interventions, actions, or strategies.

C. Select an intervention, action, or instructional strategy you wish to test to see if it improves performance outcomes in the desired area. Formulate the intervention in terms of question with a testable hypothesis.

•    Does checking assignment notebooks improve homework completion rates?

•    Does drawing new vocabulary terms help students remember their meaning?

•    Do visualization techniques help students memorize the Gettysburg Address?

•    Do student created math problems help them understand exponential growth and decay?

II.  Implementation

A.  Plan what data you will collect to test your hypothesis. Data that compares an experimental group against a control group or current performance data compared to historical performance data is most valuable.

B.  Execute the intervention/action/strategy and collect the relevant performance data.

III.  Interpretation

A.  Analyze the data. What can be learned from the data and the process? Did the action improve learning or the intended outcome?  What inferences might be made based upon your evidence?

B.  Share the results with colleagues; successes as well as failures. Refine your search question and try again. Or move on to your next project.

Action Research Project

Professional Development Report

Name: ____________________________________            School: ___________________________

Research Question:

____________________________________________________________________________________

____________________________________________________________________________________

Summary of Conceptualization Process:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Summary of Implementation Process:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Summary of Data Collected:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Analysis and Interpretation of Results:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Summary of Sharing Results with Colleagues:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Reflections on Lessons Learned from Project:

Teacher Signature: __________________________            Date:____________________________

Principal Signature: __________________________          Date: __________________________

LESSON STUDY

Teachers with professional Teacher Status may request to substitute Lesson Study for their negotiated evaluation in a given year, but not in consecutive evaluation cycles.

Procedure

1.         By October 1st a Teacher must make a request, in writing, of the Principal to use this Process. The teacher will have participated in training that is acceptable to the Superintendent and LEA Executive Committee and a Lesson Study Team for at least one cycle. The Teacher must use a subsequent lesson study cycle as part of his/her evaluation process

2.         The request is subject to the approval of the principal. If the Principal denies a request, he/she must provide a reason, in writing, to the Teacher.

3.         By October 15th, the Teacher and Principal must sign the Professional Development Plan – Initial Conference form.

4.         By November 1st the Principal shall inform the Superintendent, who shall inform the President of the LEA, of which teachers are using the Lesson Study Cycle as an alternative to the negotiated evaluation for that year.

5.         The Principal shall observe the Teacher at least three times during the Lesson Study Cycle. The components of the observation will be agreed upon by the teacher and principal.

6.         Each Teacher using the Lesson Study Cycle for evaluation must complete the Professional Development Report by May 15th. The Principal will send a copy of all reports to the Superintendent who will forward copies to the LEA President.

Purpose of Lesson Study Lesson Study will:

•    Help establish a line of communication between faculty members.

•    Provide Teachers a chance to think and talk about lessons, student learning, assessment techniques etc.

•    Help bring techniques Teachers may use instinctively to the conscious level, thus improving the chance they will be repeated.

•    Expand teaching skills by expanding observational skills.

•    Improve student learning by helping Teachers create lessons that are focused on learning objectives and outcomes.

•    Increase the amount of time Teachers spend on discussing instructional issues.

•    Provide technical feedback from respected peers.

•    Help professionalize teaching since it offers Teachers a chance to become involved in decisions that have an impact on them and their students (shared decision making).

•    Provide opportunities to work together for the common good of the school environment.

(b) Description

Lesson Study is designed to help Teachers benefit from expertise, research and reflection provided by peer collaboration. The Teacher and the Lesson study team will complete at least one and possibly two lesson study cycles during the school year.

The Lesson Study Cycle typically includes 5 – 6 meetings (after initial training and one lesson study cycle):

•    Lesson research

•    Lesson planning and preparation

•    Planning and preparation (if needed)

•    Teach lesson, post lesson discussion and reflection

•    Lesson revision and preparation

•    Re-teach lesson and reflection

Documentation of Lesson Study Observations

Teacher   ______________________________        Grade(s)/Subject(s)__________________________

School_______________________________________________________________________________

Supervisor(s) _________________________________________________________________________

Lesson Study Observation (Brief Description of Activity)

Date

Teacher’s Initials

Supervisor’s Initials

PEER COACHING

Teachers with professional Teacher Status may request to substitute a Peer Coaching process for their negotiated evaluation in a given year, but not in consecutive evaluation cycles.

Procedure

1.         By October 1st a Teacher must make a request, in writing, of the Principal to use this Process; he/she and his/her Peer Coaching Partner must have had at least fifteen (15) hours of training in Peer Coaching, or similar training acceptable to the Superintendent and LEA Executive Committee, prior to making the request.

2.         The request is subject to the approval of the principal. If the Principal denies a request, he/she must provide a reason, in writing, to the Teacher(s).

3.         By October 15th, the Teacher and Principal must sign the Professional Development Plan – Initial Conference form.

4.         By November 1st the Principal shall inform the Superintendent, who shall inform the President of the LEA, of which teachers are using the Peer Coaching Process as an alternative to the negotiated evaluation for that year.

5.         The conversations and interactions between and among the Teachers using the Peer Coaching Process will be confidential to them alone.

6.         Each Teacher using the Peer Coaching Process must complete the Professional Development Report by May 15th. The Principal will send a copy of all reports to the Superintendent who will forward copies to the LEA President.

7.         Each year, the Superintendent will offer training in Peer Coaching at no cost to the Teachers, and will run the course if a minimum of ten (10) Teachers request such training.

Purpose of Peer Coaching

Peer Coaching will:

•    Help establish a line of communication between faculty members.

•    Provide Teachers a chance to think and talk about what they are doing.

•    Help bring techniques Teachers may use instinctively to the conscious level, thus improving the chance they will be repeated.

•    Expand teaching skills by expanding coaching skills.

•    Increase the amount of time Teachers spend on discussing instructional issues.

•    Provide technical feedback from respected peers.

•    Help professionalize teaching since it offers Teachers a chance to become involved in decisions that have an impact on them and their students (shared decision making).

•    Provide opportunities to work together for the common good of the school environment.

(c) Description

The Peer Coaching Process is designed to help any PTS Teacher who wishes to benefit from expertise provided by his/her Coach. Each Teacher who is using Peer Coaching as a substitute for his/her negotiated evaluation, must participate in a three-phase cycle a minimum of four (4) times during the school year. The three-phase cycle consists of:

1)  A Pre-Conference. During the pre-conference the Coach helps the Teacher to determine the focus of the observation. The following four (4) questions are recommended as guides for the pre-conference.

•    What are your objectives?

•    How will you know when you’ve reached your objectives?

•    What is your plan?

•    On what other aspects of your teaching do you want information?

2)  The Observation. The Coach observes the Teacher in the classroom teaching the identified focus area for the lesson. The Coach is not involved in teaching the lesson, in interacting with the Teacher or the students in any way. The Coach only observes and records observable behaviors and actions.

3)   The Reflection Conference. The Coach helps the Teacher become more reflective about the learning that has happened by asking questions, providing data, and facilitating the Teacher’s own evaluation of the lesson. The Coach does not evaluate the lesson.

The Teacher and the Coach may decide to choose one or more of the following Peer Coaching techniques in order to collect data:

Selective Verbatim: The observer makes a written record of exactly what is said (within a certain category) in the classroom. The observer and the Teacher select beforehand certain kinds of verbal events (e.g., the Teacher’s questions) to be recorded.

Verbal Flow: The observer records who is talking to whom. Categories of verbal interaction can also be recorded: teacher question, student answer, teacher praise, student question. Verbal flow is similar to the technique of selective verbatim in that both techniques deal with classroom behavior. Selective verbatim is concerned with the content of the verbal communication, whereas verbal flow identifies the initiators and recipients of the verbal communication and the kind of communication they are engaged in.

At Task: The observer systematically notes the behavior of each student at regular intervals during the lesson. The behavior for each student is recorded in categories agreed on by the Teacher and the observer in the pre-conference. Categories might be “doing assigned work” or “talking to neighbors.”

Class Traffic: How Teaches move about the room can be an important instructional strategy. Class traffic charts the Teacher’s movement during a class period.

Interaction Analysis: Categories of verbal behavior (praise, directions, criticisms) are charted during the lesson. The observer and Teacher may also create or adapt other techniques based on the particular objectives of the lesson to be observed and the needs of the Teacher.

Global Scan: Techniques such as script taping, anecdotal audiotapes, and videotapes can capture many aspects of the lesson that could otherwise be missed. The global scan or “wide lens” technique help give the teacher a sense of the “big picture.”

Tally Sheets: A chart is used to collect data on specific areas such as: the ratio of calling on boys to girls, the number of students participating in a given class period, or types of questions asked by teachers/students.

Documentation of Peer Coaching Activities

Teacher: _____________________________         Grade(s)/Subject(s)________________________

School: _______________________

Peer Coach: _______________________

Each Teacher who is using Peer Coaching as a substitute for his/her negotiated evaluation, must participate in a three-phase cycle a minimum of four (4) times during the school year.

Peer Coaching Cycle #1

Date

Teacher’s Initials

Supervisor’s Initials

Pre-Conference

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Observation

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Reflection Conference

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Peer Coaching Cycle #2

Date

Teacher’s Initials

Supervisor’s Initials

Pre-Conference

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Observation

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Reflection Conference

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Peer Coaching Cycle #3

Date

Teacher’s Initials

Supervisor’s Initials

Pre-Conference

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Observation

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Reflection Conference

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Peer Coaching Cycle #4

Date

Teacher’s Initials

Supervisor’s Initials

Pre-Conference

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Observation

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

Reflection Conference

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

ACKNOWLEDGEMENTS

The Longmeadow Joint Committee on Evaluation acknowledges the following resources that informed their research and the development of these pilot procedures, documents, and forms:

Danielson, Charlotte. Enhancing Professional Practice : A Framework for Teaching. Alexandria:

Association for Supervision & Curriculum Development, 2007.

Marshall, Kim. "It's Time to Rethink Teacher Supervision and Evaluation." Phi Delta Kappan 86.10

(2005): 727-35.

Marshall, Kim. "The Why's and How's of Teacher Evaluation Rubrics." Sept.-Oct. 2006. Phi Delta Kappa

International. June 2007 <http://www.pdkintl.org/publications/edge.htm>.

Marzano, Robert J., Timothy Waters, and Brian A. McNulty. School Leadership That Works : From

Research to Results. Alexandria: Association for Supervision & Curriculum Development, 2005. 42-109.

Saphier, Jon. "Defining the Problem." How to Make Supervision and Evaluation Really Work :

Supervision and Evaluation in the Context of Strengthening School Culture. By Jon Saphier.

Detroit: Research for Better Teaching, Incorporated, 1993. 7-13.

Stiggins, Rick. "Assessment Through the Student's Eyes." Educational Leadership 64.8 (2007): 22-26.

Teaching Matters: Strengthening Teacher Evaluation in Massachusetts. Monson, MA: MassPartners for Public Schools, 2002.

Evaluation documents from Connecticut’s Common Core of Teaching

Evaluation Documents from the following school districts:

•    Agawam                                     •   Hudson                                    •   Ludlow

•   Marshfield                                    •   Monson                                   •    Webster

•   Beverly (special thanks for their Program Philosophy)

Each Peer Coaching partner must complete and submit the completed for to the principal at the end of the process, with copies to the Superintendent and LEA President.

EXHIBIT #1

LONGMEADOW PUBLIC SCHOOLS

Longmeadow, Massachusetts

LONGMEADOW EDUCATION ASSOCIATION

A.     Letter from Physician to School Committee

This is to certify that _____________  is presently under my care for pregnancy. It is my recommendation that she be relieved of all her duties on ___________ (date) as she will be physically disabled and unable to perform the duties of her position due to her pregnancy related disability.

This childbearing disability will end approximately on _______________ (date). If for any reason any changes occur I will inform you.

B.      Letter from Teacher to School Committee

According to my physician, I expect to be absent and unable to perform the duties of  my  position  for  a  period  of  time  commencing  ___________________  (date)  and  ending ________________ (date) due to temporary disability resulting from childbearing and recovery therefrom. I will expect to use my accumulated sick leave for the period of time my physician deems me physically disabled and unable to work. At the conclusion of my disability, I wish to take a maternity leave for the period __________________________ (dates).

My expected due date is _______________________________________________________________

_______________________________________                ___________________________________

_______________________________________                 ___________________________________

Date                                                                                        Physician's Signature

Longmeadow Public Schools

MEMORANDUM OF AGREEMENT

The undersigned parties hereby agree to the following clarification of language to the • Unit A collective bargaining agreement which expired August 31, 2006:

Relationship between Stipends and Per Diem Pay

Per the Agreement Between the-Longmeadow School Committee and the Longmeadow Education Association. Unit A, September 1, 2003-August 31, 2006. Article IX. Teaching Hours and Teaching Load, A Length of Work Yean

2.       a.         The work year for the following Teachers will be more than the work year as defined in Section I, above. These additional days will be scheduled immediately preceding the opening of school and/or immediately following the close of school in June-and, to the extent possible, at a mutually agreed upon time, with the exception of the Special Assistant for Insnuctional Services, Athletic Director, and the Coordinator of School Libraries,, whose additional work days will be scheduled at a mutually agreed upon time.

Position

Additional Days

Guidance Counselors

4

Curriculum Coordinators/Mentor Coordinator

5

Except Coordinator of School Libraries

10

Lead Teachers

10

High School Librarian

10

Dean of Students'

10

Special Assistant for Special Education Services

10

Teacher Assistant to Principal

15

Athletic Director

20

High School Guidance-Department Chairperson

20

b.         Pay for these additional days in the work year of each Teacher named in paragraph 2.a hereinabove, will be on a per diem basis of his/her annual salary using the salary schedule in effect at that time.

3.         In recognition of increased professional duties and responsibilities, certain designated personnel covered by this Agreement including, but not limited to Department Chairmen, will be compensated as specifically listed in Appendix A, Other Salary Guides. By mutual agreement these Teachers should be available. if necessary, in their administrative role beyond their "work year.

Definition of "per diem basis of his/her annual salary using the salary schedule in effect at that time": This means that each individual's per diem pay will be based on his/her base annual salary' (per the current salary schedule), net including any additional stipends or ether payments for extra services. Per tins agreement, the following exceptions will occur:

The per diem rate for the additional workdays for Teachers who receive a stipend, for the additional responsibilities listed below will be calculated by adding the stipend for those additional responsibilities to the Teachers base pay. No other stipend that the Teacher receives can be included in the calculation of the per diem rate. In other words, only the stipend that is directly related to the position for which the Teacher is working additional days may he included in the per diem, rate calculation.

Role

# of additional days

Payment for Additional Days

Guidance Counselor

4

@ per diem rate calculated on annual base salary

Curriculum. Coordinators/Mentor Coordinator

5

@ per diem rate calculated on annual base salary + Coordinator stipend

Coordinator of School Libraries

10

@ per diem rate calculated on. annual base salary + Coordinator stipend

Lead Teachers

10

@ per diem, rate calculated on annual base salary + Lead Teacher stipend

High School Librarian

10

@ per diem rate-calculated on annual base salary

Bean of Students

10

@ per diem rate calculated on annual base salary + Department Chairperson, Category A, stipend

Special Assistant for Special Education Services

10

@: per diem rate calculated on annual base salary + Department Chairperson. Category A, stipend

Teacher Assistant to Principal

15

@ per diem rate calculated on annual base salary + Department Chairperson. Category A.; stipend

Athletic Director

20

@ per diem rate calculated on annual base salary + Athletic Directors stipend (sum. of the highest, stipend for a JV coach in the fall, winter and spring sports)

High School Guidance Department Chairperson

20

@ per diem rate calculated on annual base salary + Department Chairperson stipend (Category' A or B as appropriate}

Thus, for example:

A Teacher with a Masters + 15 credits. who is on Step 10 of the salary scale, receives 2 stipends: one as a District Curriculum Coordinator and one as a New Teacher Mentor. Per the Contract the Teachers work year is extended by 5 days to perform work as the District Curriculum Coordinator.

The Teacher's 5 additional days to perform work as a District Curriculum Coordinator will be paid at a per diem rate that is calculated by adding the Curriculum Coordinators stipend to the Teacher's base pay, e.g.

Teachers base pay (per salary schedule, p. 66)

 +           Stipend as District Curriculum Coordinator (Appendix A

Salary Guide, p, 50)

Total Pay upon which per diem pay for additional days is calculated

(The stipend as New Teacher Mentor is not included in the calculation of the per diem rate since the teacher will not be working as a New Teacher Mentor during the additional 5 workdays.)

Example:

$52,440    Teachers base pay at MA

+ 15, Step 10 (per salary schedule, p. 66)

 +  3,488  Stipend as District Curriculum Coordinator at Step 3 (Appendix A

Salary Guide, p. 50)

$55,928   Total Pay upon which, per diem pay for additional, days is calculated

Per Diem Pay = S55,928/185 = $302.31 per additional day x 5 =$1511.55

This agreement shall take effect as of_______, 2007-and shall be retroactive to the start of the 2005-2006 academic year.

Signed this _____________ day of_________________, 2007.

Loagmeadow School Committee                                                  Longrmeadow Education. Association

By:_______________________________                                  By:_______________________________

Geoff Weigand, Its Chair                                                                          Marsha Haar, Its President

MEMORANDUM OF AGREEMENT

BETWEEN THE

LONGMEADOW SCHOOL COMMITTEE

AND

THE LONGMEADOW EDUCATION ASSOCIATION

OCTOBER 16, 2012

The Longmeadow School Committee ("Committee") and the Longmeadow Education Association ("LEA") collectively the "Parties", hereby agree as follows:

1.    The Parties agree to replace the "Pilot" performance evaluation system in place in the 2011-2012 school year and prior years with the new educator evaluation system appended to this Memorandum of Agreement ("MOA" ) as Exhibit 1.

2.    Article XII

Replace the section above section A (Non-P.T.S./P.T.S. Evaluations and Personnel Actions) with the following sentence:

Employees shall be evaluated in accordance with the new educator evaluation system (Exhibit 1 to this MOA).

3.    Timeline

In the 2012-2013 school year, the Parties agree that the timelines in the new Educator Evaluation system in Exhibit 1 shall not be controlling.

4.    Transition

a.    Exhibit 1, Section 10.A.

In the first year of implementation (2012-2013), the Educator whose overall ratings is proficient or exemplary must have at least 3 to 5, instead of 6, mini-observations .

b.    Exhibit 1, Section 20

(i)           PTS teachers shall submit proposed goals on or before December 21, 2012 instead of October 1st.

(ii)          PTS teachers shall submit evidence of progress on goals and selected standards by April 15th; however, the district recognizes that such submission may be limited because the later implementation.

5.   This Memorandum of Agreement is subject to ratification of the LEA membership and approval by the Superintendent.

Agreed to on this 16th day of October 2012 by the negotiating committees for:

Longmeadow School Committee                                Longmeadow Education Association

____________________________________             _____________________________________

____________________________________             _____________________________________

____________________________________             _____________________________________

____________________________________             _____________________________________

_____________________________________

_____________________________________

_____________________________________

Exhibit 1

Article___________________

Table of Contents

1

Purpose of Educator Evaluation

2

Definitions

3

Evidence Used in Evaluation

4

Rubric

5

Evaluation Cycle: Training

6

Evaluation Cycle: Annual Orientation

7

 valuation Cycle: Self-Assessment

8

Evaluation Cycle: Goal Setting and Educator Plan Development

9

Evaluation Cycle: Observation of Practice and Examination of Artifacts-Educators without PTS

10

Evaluation Cycle: Observation of Practice and Examination of Artifacts - Educators with PTS

11

Observations

12

 Evaluation Cycle: Formative Assessment

13

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

14

Evaluation Cycle: Summative Evaluation

15

Educator Plans: General

16

Educator Plans: Developing Educator Plan

17

Educator Plans: Self-Directed Growth Plan

18

Educator Plans: Directed Growth Plan

19

Educator Plans: Improvement Plan

20

Timelines

21

Career Advancement

22

Rating Impact on Student Learning Growth

23

Using Student feedback in Educator Evaluation

24

Using Staff feedback in Educator Evaluation

25

Transition from Existing Evaluation System

26

General Provisions

1. Purpose of Educator Evaluation

This contract language has been locally negotiated and based on M.G.L., c.71, § 38; M.G.L. C.150E; the Educator Evaluation regulations, 603 CMR 35.00 approved by the Board Of Elementary and Secondary Education on June 28, 2011, and the Model System for Educator Evaluation developed and updated from time to time by DESE. See 603 CMR 35.02 re: (definition of model system). In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail.

The regulatory purposes of evaluation are:

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

B.  To provide a record of facts and assessments for personnel decisions, 35.01(2)

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

D.    To assure effective teaching and administrative leadership.

2.   Definitions

A.  Administrator:: Any person employed in a school district in a position requiring a certificate or license as described in 603 CMR 7.09 (1) through (5) or has been approved as an administrator in the area of vocational education as provided in 603 CMR 4.00 et. seq. or educators like, for example, Department Heads with evaluation duties who is not employed under an individual employment contract. Administrator roles could include principal/vice principal, superintendent/assistant superintendent, district coordinators, or program directors. The parties may agree to identify other employees as administrators for purposes of the evaluation process.

B.  Artifacts of Professional Practice: Educator developed work products and student work samples that demonstrate knowledge and skills with respect to specific performance standards.

C.   Intentionally left blank.

D.   Caseload Educator: Educators who teach or counsel individual or small groups of students through consultation with the regular classroom teacher, for example, school nurses, special education teachers, guidance counselors, speech and language pathologists, occupational or physical therapists.

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

F.   Categories of Evidence: Multiple measures of student learning, growth, and achievement; judgments based on observations; artifacts of professional practice; and additional evidence relevant to one or more Standards of Effective Teaching per 603 CMR 35.03 and 603 CMR 35.07

G.   Descriptors: In the Educator rubric, they define the individual elements of each of the indicators under the standards.

H.      DESE: Department of Elementary and Secondary Education.

I.  District-determined Measures:

Measures of student learning, growth and achievement related to the Massachusetts Curriculum Frameworks, Massachusetts Vocational Technical Education Frameworks, or other relevant frameworks, that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. District determined measures will be bargained to the extent required by law.

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

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

1.   Developing Educator Plan shall mean a plan, developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS); or, at the discretion of an Evaluator, for an Educator with PTS in a new assignment. The Educator shall be evaluated at least annually 35.07 (8).

2.   Self-Directed Growth Plan shall mean a plan of one or two school years for educators with PTS who are rated proficient or exemplary.

3.   Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one year or less for Educators with PTS who are rated needs improvement.

4.   Improvement Plan shall mean a plan developed by the Educator and the Evaluator of at least 30 school days and no more than one school year for Educators with PTS who are rated unsatisfactory, developed by the Evaluator with goals specific to improving the Educator's unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the plan may include activities during the summer preceding the next school year.

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

M. Evaluator: Any person designated by a superintendent who has primary or supervisory responsibility for observation or evaluation. The superintendent is responsible for ensuring that all Evaluators have training in the principles of supervision and evaluation. Each Educator will have one primary Evaluator responsible for determining performance ratings. An educator may request a change in primary Evaluator by making a written request to the primary Evaluator's supervisor. The final decision rests with the supervisor.

1.   Primary Evaluator: shall be the person who determines the Educator's performance ratings. He/she may be delegated by the building principal to evaluate staff within a school. The following people may be primary evaluators:

a.    At the elementary and middle schools: the superintendent, assistant superintendent, principals, assistant principals, and special education supervisors.

b.   At the high school: the superintendent, assistant superintendent, principals, assistant principals, special education supervisors and department chairs.

2.  Supervising Evaluator shall be the person responsible for each educator's evaluation. This will be the school principal or assistant principal. The supervising Evaluator may be the primary Evaluator. The supervising Evaluator may delegate additional components of the evaluation process to the primary Evaluator.

3.  Teaching Staff Assigned to More Than One Building: Each Educator who is assigned to more than one building will be evaluated by the appropriate administrator where the individual is assigned the largest portion of his/her time. The principal of each building in which the Educator serves must review and sign the evaluation.  In cases where there is no predominate assignment, the superintendent will determine who the primary evaluator will be.

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

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

O.  Evaluation Rating: The overall performance rating is based on the Evaluator's judgment of the Educator's performance against the four Performance Standards and the Educator's attainment of goals set forth in the Educator Plan, as follows:

1.   Standard 1: Curriculum Planning and Assessment;

2.  Standard 2: Teaching All Students;

3.   Standard 3: Family and Community Engagement;

4.   Standard 4: Professional Culture.

5.  Attainment of Professional Practice Goal(s).

6.  Attainment of Student Learning Goal(s).

See Section AA for performance ratings.

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

Q.  Family: Includes parents, legal guardians, foster parents, or primary caregivers.

R.  Formative Assessment: The process used to assess progress towards attaining goals set forth in Educator plans, performance on standards, or both. This process may take place at any time(s) during the cycle of evaluation, but typically takes place at mid-cycle. 5.06(5)(a)

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

T.   Goal: A specific, actionable, and measurable area of improvement as set forth in an Educator's plan. A goal may pertain to any or all of the following: Educator practice in relation to performance standards, Educator practice in relation to indicators, or specified improvement in student learning, growth and achievement. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the same role.

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

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

W.   Observation: A data gathering process that includes notes and judgments made during one or more classroom or worksite visit(s), including team meetings, parent conferences, and/or field trips, of any duration by the Evaluator and may include examination of artifacts of practice including student work. Video observations may be used if they are mutually agreed upon between the evaluator and educator. All observations must be conducted openly and with the full knowledge of the educator. Classroom or worksite observations for purposes of compliance with this article must result in feedback to the educator using agreed-upon verbal or written protocols.

1. Announced observations: shall include a pre-observation conference, full period observation, a post-observation conference, and an evaluator's observation summary report.

2.  Unannounced "mini" observations: Shall have these characteristics and parameters:

a.   At the beginning of year planning meeting the evaluator and educator will discuss and decide upon mini-observation protocols such as whether or not the educator wishes to be signaled that the visit constitutes such an observation and whether or not the educator prefer not to be observed at specific times such as first period Monday or just prior to a school vacation.

b.   The evaluator will conduct a follow-up conversation with the educator as soon as possible after the mini-observation, certainly within three school days when both the Educator and Evaluator are present. Any written evidence the evaluator collects after the observation must be shared with the educator. The intent of the mini-observation follow up conversations is to provide an opportunity to discuss professional practice.

X.   Parties: The Longmeadow Education Association and the School Committee are the parties to this agreement.

Y.   Patterns in Student Learning Outcomes: To be bargained in 2012 -13

Z.   Performance Rating: Describes the Educator's performance on each performance standard and overall. There shall be four performance ratings:

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

2.   Proficient: the Educator's performance fully and consistently meets the requirements of a standard or overall. Proficient practice is understood to describe a fully effective Educator.

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

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

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

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

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

DD. Reflective Practice: The Educator gathers information, analyzes data, examines issues, and develops new approaches in order to improve teaching, learning and leadership.

EE.   Rubric: A scoring tool that describes characteristics of practice or artifacts at different levels of performance. The Rubrics for Standards and Indicators of Effective Teaching Practice are used to rate Educators on Performance Standards. The rubric consists of:

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

2.  Indicators: Describes aspects of each standard, including those required in 603 CMR 35.03

3.  Elements: Defines the individual components of each of the indicators

4.  Descriptors: Describes practice at four levels of performance for each element

Through negotiations, the parties may adapt elements or descriptors for different Educator roles, consistent with the regulations.

FF.   Self-Assessment: The evaluation cycle shall include self-assessment addressing Performance Standards established through collective bargaining. 603 CMR 35.603 (2) The Educator shall provide such information, in the form of self-assessment, in a timely manner to the evaluator at the point of goal setting and plan development. 35.03 (2)(b) Evaluators shall use evidence of educator performance and impact on student learning, growth, and achievement in goal setting with the Educator based on the Educator's self-assessment and other sources that the evaluator shares with the Educator. 35.06 (3) (a)

GG.   Summative Evaluation:

An evaluation used to arrive at a rating on each standard, an overall rating, and as a basis to make personnel decisions. The summative evaluation includes the evaluator's judgments of the Educator's performance against performance standards and the Educator's attainment of goals set forth in the Educator's plan.

HH.   Superintendent: The person employed by the School Committee pursuant to M.G.L c. 71, ,§59 and §59A. The superintendent is responsible for the implementation of 603 CMR 35.00.

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

JJ. Trends in student learning and outcomes: At least two consecutive years of data from the locally bargained district-determined measures and state assessments used in determining the Educator's rating on impact on student learning as high, moderate or low.

3.   Evidence Used In Evaluation

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

A.   Multiple measures of student learning, growth, and achievement, which shall include, but not be limited to:

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

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

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

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

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

1.   Unannounced observations of practice of any duration.

2.  Announced observations of practice.

3.   Examination of Educator work products.

4.   Examination of student work samples.

C.   Evidence compiled and presented by the Educator or the Evaluator, including, but not limited to:

1.   Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture;

2.   Evidence of active outreach to and engagement with families;

3.   Evidence of progress towards professional practice goal(s);

4.   Evidence of progress toward student learning outcomes goal(s).

5.  Student feedback starting in the 2013-2014 school year. The parties agree to bargain over the DESE model contract language regarding student feedback when such language is available.

D.  Any other relevant evidence from any credible source that the Evaluator shares with the Educator.

4.   Rubric

The rubrics are a scoring tool used for the Educator's self-assessment, the formative assessment, the formative evaluation and the summative evaluation. The parties agree that the rubrics attached in Appendix B shall be used.

5.  Evaluation Cycle: Training

A.   Prior to the implementation of the new evaluation process contained in this article, all Educators, Principals, and other Evaluators must complete a training workshop that outlines the components of the new evaluation process and provides an explanation of the evaluation cycle. The district through the superintendent shall determine the type and quality of training and may credit previously acquired training.

B.    By August 29, 2012, all Educators shall complete a professional learning activity about self-assessment and goal-setting.

6.   Evaluation Cycle: Orientation: Prior to the start of the evaluation process in August, 2012, the Superintendent or designee shall conduct a district-wide meeting, which will focus on educator evaluation. The Superintendent/designee shall:

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

B.   Provide all Educators with directions for obtaining a copy of the forms used by the district. These may be electronically provided.

C.  The faculty meeting may be digitally recorded to facilitate orientation of Educators hired after the beginning of the school year or in the following years.

D.  The participants will evaluate the effectiveness of this process as a means of providing the joint labor-management committee with actionable feedback.

7.  Evaluation Cycle: Self-Assessment

A.   Both the Self-Assessment and the Goal Setting submission should be completed within the first four weeks of school. It is understood that the Self-Assessment portion must be completed prior to the beginning of the Goal Setting process. A reasonable amount of time shall be given by the Educator to the Evaluator and the Evaluator to the Educator so that these two cycles can be completed in a timely manner. Teachers are encouraged to complete this process as soon as s/he is prepared.

B.   Completing the Self-Assessment

1. The evaluation cycle begins with the Educator completing and submitting to the Primary or Supervising Evaluator a self-assessment within four weeks of the start of their employment at the school or within four weeks of the employee's date of hire or return to work, if the employee was not present at the start of the school year.

2. The self-assessment includes:

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

b.   An assessment and rating of practice against each of the four Performance Standards of effective practice using the district's rubric.

c.   Proposed goals to pursue:

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

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

3.  Proposing the goals:

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

b.   Prior to the goal setting process, school and/or district leaders will provide Educators with copies of the school and/or district goals.

c.   For Educators in their first year of practice, the Evaluator will meet with each Educator by September 15th to assist the Educator in completing the Self-Assessment and drafting the professional practice and student learning goals which must be directly related to induction and mentoring activities.

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

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

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

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

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

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

C.  The Evaluator retains final authority over the goals to be included in the Educator's Plan.

1.   Educators in the first year of their employment will meet with their Evaluator within a reasonable amount of time from the Educator's first work day of that school year to review regulatory and contractual requirements for evaluation, including Goal Setting and the Educator Plan. Dependent of the Educator's date of hire, the Evaluator will make every effort to have this meeting so that the Educator can meet the four-week deadline for Self Assessment and Goal Setting to be completed. The meeting may involve more than one Educator. The Evaluator shall document the meeting.

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

3.   For those Educators new to the school, the meeting with the Evaluator to establish the Educator Plan must occur within a reasonable amount of time from the start of their assignment in that school, but in any case prior to the first observation.

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

9.   Evaluation Cycle: Observation of Practice and Examination of Artifacts - Educators without PTS

A.  In the first year of practice or first year assigned to a school: By September 15th an introductory evaluation conference is held between Educator and Evaluator to clarify and review evaluation process. This conference will include discussing mini-observations and formal evaluation protocols, e.g. should the Evaluator give a signal to the Educator that his/her presence in the classroom constitutes a mini-observation? The Educator may opt for an announced (as in "the next two weeks sometime") or unannounced mini-observations.

B.   Mini-Observations: A range of 6 to 12 per year with at least 3 completed by November 15th. Note: mini-observations are to include a follow-up conversation as soon as possible, and certainly within 3 school days. Evaluators will be sensitive to timing of mini-observations, e.g. 1st period Monday, last period Friday, and the day before vacations.  Evaluators will not write notes during the mini-observations.

C.   First announced observation cycle is to be done by November 15th.

D.   Formative assessment conferences to discuss formative assessment reports will occur by February 8th. Signed reports are due in the superintendent's office by February 15th.

E.   Spring announced observation will be done by April 15th.

F.   Mini-Observations and final evaluation conference will be done by May 5th; Educator summative evaluation report is due in the Superintendent's office by May 15th.

G.   For educators in their second and third years of practice or second and third years as a non-PTS Educator in the school: The same process will be followed as Year 1, with the September 15th introductory Evaluation Conference to include collaborative goal setting.

10.   Evaluation Cycle: Observation of Practice - Educators with PTS

A. The Educator whose overall rating is proficient or exemplary must have at least 3 to 6 mini-observations the first year and 5 to 10 mini observations the second year. If, however, the Educator chooses to utilize the process of Peer Coaching, Action Research or Lesson Study, in year one, then there will be only 1 mini-observation required during year one. (See Appendix A for details of these three processes.)

B.   The Educator whose overall rating is needs improvement must be placed upon a Directed Growth Plan and during the period of the Plan have at least two unannounced observations.

C.  The Educator whose overall rating is unsatisfactory must be placed upon an Improvement Plan during which there shall be no fewer than one announced and four unannounced observations.

11.   Observations

A.   Unannounced Observations:

1.   Unannounced observations may be in the form of partial or full-period classroom or worksite visitations.

2.  The Educator will be provided with verbal and any written feedback from the Evaluator within three school days of the observation when both the Educator and Evaluator are present.

3.   Any unannounced observation which may result in disciplinary action shall be brought to the attention of the Educator within three school days when both the Educator and the Evaluator are present in a post-observation conference. There shall be a written document that summarizes the issue, any remedial action to be taken, and a time frame for completion of such actions. This document shall be delivered by email or school mail box by the Evaluator to the Educator, if not already referenced in an Educator's plan.

4.  Any classroom or worksite observation resulting in feedback to the Educator that indicates the Educator's performance on one or more standards is judged to be unsatisfactory or needs improvement, may be followed by one or more observations of a length determined by the Evaluator.

B.   Announced Observations for Non-PTS Educators and PTS Educators on Directed Growth or Improvement Plans:

1.  All non-PTS Educators and PTS Educators on an Improvement Plan or a Directed Growth Plan shall have Announced Observations.

2. Before the Observation:

a.   The Evaluator shall select the date and time of the lesson to be observed and discuss with the Educator any specific goal(s) for the observation. The Evaluator may require the Educator to demonstrate specific knowledge, skills or practice related to the Educator Plan goals.

b.  The Evaluator and Educator shall meet on a mutually agreed upon day for a pre-observation conference. The Educator shall inform the Evaluator of the nature of the lesson, the student population served, and any other information that will enable the Evaluator to assess performance.

1) The Educator shall independently review the rubrics prior to the evaluation.

2) The Educator shall provide the Evaluator a draft of the lesson plan, student conference plan, or IEP meeting plan. If the actual plan is different, a copy will be provided on the morning of the observation.

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

3. Following the Observation:

a.     The Evaluator and Educator shall meet for a post-observation conference on a mutually agreed upon date.

b.   For each indicator where the Educator is rated unsatisfactory or needs improvement, the Evaluator must:

1) Identify the resources the Educator will use in his/her improvement.

2) Meet with the Educator to discuss and outline a remedial plan, the final requirements of which will be determined by the Evaluator. The Educator is responsible for addressing the remedial requirements.

c.  After the evaluation report is complete, the Educator shall sign the report indicating he/she has seen it, provided, however, that the signature does not indicate agreement or disagreement with the contents. The Educator shall have the right to make a written statement which shall become part of the observation report.

d.  There shall be no set minimum or maximum number of school days between observations. The Evaluator may identify a specific reason or reasons for a more frequent observation, of an Educator by an Evaluator or Evaluators. The Educator and Evaluator may mutually agree that a better understanding of the observed class may be achieved by an immediate follow-up observation, and such an observation may occur. Appropriate adjustments will be made for an Educator hired after September.

12. Evaluation Cycle: Formative Assessment—For all educators except PTS teachers on two year cycle.

A.    A specific purpose for evaluation is to promote student learning, growth and achievement by providing Educators with feedback for improvement.

B.   The evaluation cycle shall include a formative assessment for Educators which provides feedback to the Educator about his/her progress toward attaining the goals set forth in the Educator Plans, performance on the four standards of practice and overall, or both.

C.    Formative assessment may be ongoing throughout the evaluation cycle but typically takes place mid-cycle.

D.    Evaluators should provide feedback to Educators based on their observations of practice, examination of artifacts, and analysis of multiple measures of student learning, growth and achievement in relation to performance standards for curriculum, planning and assessment (Standard # 1) and the Educator's promotion of learning for all students based on high expectations for student performance, demonstrated cultural proficiency and the creation of a safe classroom environment (Standard # 2), and evidence of family engagement (Standard # 3) and contributions to professional culture (Standard # 4).

E. The Educator may provide the Evaluator with evidence of the Educator's performance as such relates to Performance Standards.

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

A.   In the spring of year one, each Educator shall receive one of four ratings on each performance standard and overall: exemplary, proficient, needs improvement, unsatisfactory.

B.   In rating Educators, the rubrics in this evaluation system shall be used.

C.   The Educator's formative evaluation rating for Year 1 of the two-year cycle shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance.  In this case the rating on the performance standards may change.

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

E.   By April 15th (or three weeks prior to the Formative Evaluation Report date established by the Evaluator), the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals.

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

G.  The Educator may reply in writing to the Formative Evaluation Report within 5 teacher work days of receiving the report.

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

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

14.   Evaluation Cycle: Summative Evaluation

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

B.   The Evaluator determines a rating on each standard and an overall rating based on the Evaluator's professional judgment, an examination of evidence against the performance standards and rubrics, and evidence of the attainment of the Educator Plan goals.

C.   The professional judgment of the Evaluator shall determine the overall summative rating that the Educator receives unless a different rating is set by the Supervisory Evaluator, if any, or the Superintendent.  In cases where the Superintendent serves as the primary evaluator, the superintendent's decision on the rating shall not be subject to review.

D.   In rating Educators, the rubrics in Appendix B of this document shall be used.

E.   The summative evaluation rating must be based on multiple measures of student learning, growth and achievement, the Evaluator's judgments and additional evidence relevant to one or more of the four performance standards.  MCAS growth scores shall not be the sole basis for a summative evaluation rating.

F.   To be rated proficient overall, the educator shall, at a minimum, have been rated proficient on the Curriculum, Planning and Assessment and the Teaching All Students standards for teachers.

G.   Four weeks prior to the Summative Evaluation Report date established by the Evaluator, the Educator shall provide the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibilities and growth, and progress on attaining professional practice and student learning goals. The Educator may also provide to the Evaluator additional evidence of the Educator's performance against the four Performance Standards.

H.   The Educator shall sign the final summative evaluation report within six days of its receipt. The signature indicates that the Educator received the summative evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with the contents.

I.   The Educator shall have the right to respond in writing to the summative evaluation which shall become part of the final Summative Evaluation report. The Educator being evaluated may gather and provide additional information on his/her performance and submit it to the Evaluator within 10 teacher workdays of the evaluation meeting.

J.   A copy of the final summative evaluation report shall be filed in the Educator's personnel file.

15.   Educator Plans - General

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

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

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

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

3.  An outline of actions the Educator must take to attain the goals and benchmarks to assess progress. Actions must include specified professional development and learning activities that the Educator will participate in as a means of obtaining the goals, as well as other support that may be suggested by the Evaluator or provided by the school or district. Examples may include but are not limited to coursework, self-study, curriculum development, study groups with peers, and implementing new programs.

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

16.   Educator Plans: The Developing Educator Plan

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

B.  The Educator shall be evaluated at least annually.

17.   Educator Plans: The Self-Directed Growth Plan

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

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

18.   Educator Plans: The Directed Growth Plan

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

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

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

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

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

19.   Educator Plans: The Improvement Plan

A.  An Improvement Plan is for those Educators with PTS whose overall rating is unsatisfactory.

B. The parties agree that in order to provide students with the best instruction, it may be necessary from time to time to place an Educator whose practice has been rated as unsatisfactory on an Improvement Plan of no fewer than 30 school days and no more than one school year. In the case of an Educator receiving a rating of unsatisfactory near the close of one school year, the Improvement Plan may include activities that occur during the summer before the next school year begins, such as self-directed study, training, workshop, and coursework.

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

D.  Within ten school days of notification to the Educator that the Educator is being placed on an improvement plan, the Evaluator shall schedule a meeting with the Educator to discuss the improvement plan. The Educator is entitled to LEA representation at this meeting. The Educator is entitled to appeal this plan to the Superintendent if the Educator and Evaluator are not in agreement. The Evaluator will draft this plan which will include the provision of specific assistance to the Educator.

The improvement plan shall:

1.   Define the improvement goals directly related to the Performance Standard(s) and/or student learning outcomes that must be improved; these goals will refer to Longmeadow Teaching Standards needing improvement.

2.   Describe the assistance that the District will make available to the Educator, which may include a non-evaluative colleague.

3.  Articulate the measureable outcomes that will be accepted as evidence of improvement.

4.   Detail the timeline for completion of each component of the plan, including improvement benchmarks.

5.  Allow Evaluator discretion in deciding what combination of announced and/or mini-observations to use (At least two formal observations.)

E.  Decision on the Educator's status at the conclusion of the Improvement Plan:

1.  All determinations below must be made no later than two weeks after the Spring Town Meeting. One of three decisions must be made at the conclusion of the Improvement Plan:

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

b.   In those cases where the Educator was placed on an Improvement Plan as a result of his/her summative rating at the end of his/her Directed Growth Plan, if the Evaluator determines that the Educator is making substantial progress toward proficiency, the Evaluator shall place the Educator on a Directed Growth Plan.

c.   In those cases where the Educator was placed on an Improvement Plan as a result of his/her Summative rating at the end of his/her Directed Growth Plan, if the Evaluator determines that the Educator is not making substantial progress toward proficiency, the Evaluator shall recommend to the superintendent that the Educator be dismissed.

d.   If the Evaluator determines that the Educator's practice remains at the level of unsatisfactory, the Evaluator shall recommend to the superintendent that the Educator be dismissed.

2.  The Association shall be informed if an Educator is being placed on an Improvement Plan.

20. Timeline

Longmeadow Public Schools Teacher Evaluation Timeline

Date done by

Event

September 15

Superintendent, principal, or designee meets with evaluators and educators to explain evaluation process.

September 15

Evaluator meets with first-year educators to assist in self-assessment and goal setting process. (Non PTS)

October 1

Educator submits self-assessment and proposed goals (PTS and Non PTS)

October 15

Evaluator meets with educators in teams or individually to establish educator plans. (PTS and Non PTS)

November 1

Evaluator completes educator plans. (PTS and Non PTS)

November 15

Evaluators shall have completed at least three mini-observations and one announced observation process. (Non PTS)

January 10

Educator submits evidence of progress on goals and selected standards.  (Non PTS)

February 8

Formative assessment meetings held if requested by either evaluator or educator (Non PTS)

February 15

Formative assessment report due in superintendent's office. (Non PTS)

April 15

Educator submits evidence of progress on goals and selected standards. (PTS and Non PTS)

April 15

Evaluators shall have completed a second announced observation process. (Non PTS)

May 5

Final evaluation conference is held. (Non PTS and PTS whose overall summative evaluation rating is needs improvement or unsatisfactory.)

May 15

Final evaluation reports due in superintendent's office. (Non PTS and PTS whose overall summative evaluation rating is needs improvement or unsatisfactory.)

May 15

Final evaluation conference is held. (PTS with proficient or exemplary rating)

June 1

Final evaluation report is due in superintendent's office. (PTS with proficient or exemplary rating)

June 1

PTS educator signs summative evaluation report (by June 1) and adds response, if any within 5 school days of receipt.

21.  Career Advancement

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

B.   Other issues relevant to Career Advancement are subject to and may be addressed in collective bargaining. Nothing in this Article shall diminish the rights of the principal or superintendent to non-renew or discharge a teacher without PTS.

22.   Rating Impact on Student Learning Growth

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

23.   Using Student feedback in Educator Evaluation

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

24.   Using Staff feedback in Educator Evaluation

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

25.  Transition from Existing Evaluation System

A. The parties agree that 50% or more of Educators in the district will be evaluated under the new procedures at the outset of this Agreement, and 50% or fewer will be evaluated under the former evaluation procedures for the first year of implementation of the new procedures in this Agreement. As of August, 2012, there may be an imbalance of Educators to be evaluated due to a variety of reasons. In order to obtain balance, the parties agree that the following steps will be taken:

1.  The Principals will ask for volunteers to be evaluated in 2012-2013.

2.  The list of PTS Educators will be literally or figuratively "put into a hat." After volunteers have come forward, should the 50% not be met, names will randomly be drawn until 50% is reached. This drawing of names will be done with both parties present.

3.  For the 2012-2013 school year, all Educators will complete the self-assessment and goal setting process even if they are not included in the new Evaluation System. Their self-assessment and goal setting documents will not be included in their end-of-year evaluations if they are not yet being evaluated under this new system.

B.    PTS Educators selected to begin the new evaluation system who received an overall rating of satisfactory for the previous school year will be placed on a two-year Self-Directed Growth Plan. PTS Educators who have received a rating of needs improvement for the previous school year will be placed on a Directed Growth Plan. PTS Educators who have received a rating of unsatisfactory will be placed on an Improvement Plan.

C.  The existing evaluation system will remain in effect until the provisions set forth in this Article are implemented. The relevant timeframe for adopting and implementing new systems is set forth in 603 CMR 35.11(1).

26. General Provisions

A.   Only Educators who are licensed may serve as primary Evaluators of Educators.

B.   Except when the safety of students or staff is an immediate concern and the Evaluator must immediately and directly intervene, Evaluators shall not make negative comments about the Educator's performance, or comments of a negative evaluative nature, in the presence of students, parents or other staff.

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

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

E.  The parties agree that there will be a continuous need to review and revise this Evaluation Procedure. To that end, the parties agree to the following:

1.  To jointly review the Evaluation Procedure no later than June 1st of each year.

2.   Said review shall include, but not be limited to, the parties amending by mutual consent, collectively bargaining issues, and adding any other aspect needed to implement and utilize the Evaluation Procedure.

3.  To open the Evaluation Procedure to collective bargaining whenever DESE makes regulator changes so that said changes can be implemented in a timely manner.

4. It is understood that other areas of the Collective Bargaining Agreement may be impacted by these discussion and/or regulatory changes and either party is free to open said areas for the purpose of collective bargaining.

Violations of this article are subject to the grievance and arbitration procedures. The arbitrator shall determine whether there was substantial compliance with the totality of the evaluation process. When the evaluation process results in the termination or non-renewal of an educator, then no financial remedy or reinstatement shall issue if there was substantial compliance.

Appendix A

Supplemental Professional Growth Plan: For PTS Educator—Year 1

Initial Conference Form

School Year_______________________       School(s) ________________________________________

Educator Name and Title_______________________________________________________________

By October 15th of Evaluation Year 1, this Professional Development Plan is to be completed by the educator, in consultation with the Principal/Evaluator.

1)  Professional Growth Activity: Which methodology of professional growth or school improvement will be followed?

__________Action Research       __________Lesson Study

_________Peer Coaching       _________Other (be specific) with approval of Supt.

2)  Goal(s): Include how will this activity enhance student learning?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3)  Plan: What is the plan to accomplish these goals?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

4)  Data: What data sources will be used to assess the Teacher's progress on the goals and their impact on student learning?

_______________________________                         _________________________________

Teacher's signature                                                                Date

_______________________________                         _________________________________

Principal/Evaluator's signature                                               Date

Supplemental Professional Growth Report: For PTS Educator—Year 1

School Year _________________           School(s) ____________________________________

Educator Name and Title ________________________________________________________

Professional Growth Activity:

_____Action Research (attach "Action Research Project Professional Development Report")

_____Lesson Study      (attach "Documentation of Lesson Study Observations")

_____Peer Coaching     (attach "Documentation of Peer Coaching Activities")

_____Other (be specific) with approval of Supt. {attach results, documentation)

What were the goals of this activity?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

These goals have been:   ___met or surpassed    __partially attained     ___not attained

Summary of outcome/growth on each of these goals:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_______________________________                         _________________________________

Teacher's signature                                                                                      Date

Received by:

_______________________________                         _________________________________

Principal/Evaluator's signature                                                                    Date

Action Research Project

Procedure

1.  By October 1, the teacher must make a written request to the principal to use this process.

2.  The request is subject to the approval of the principal. If the principal denies the request s/he must provide a reason, in writing to the teacher.

3.  By October 15, the teacher and principal must sign a Professional Development Plan -Initial Conference Form.

4.  Each teacher using the action research process must complete an Action Research Professional Development Report as well as the summary Professional Development

Report by May 15.   The principal will send a copy of the report to the superintendent who will forward copies to the LEA President.

Description

Action Research is the formalized version of a process many teachers have always practiced informally, that is, applying the scientific method to the craft of teaching.   Its goal is to improve student learning by helping teachers develop the practice of examining and collaborating about their craft in a manner grounded in evidence and professional discourse.

Overview of the Process:

I.  Conceptualization

A.  Select something you wish to improve: reading comprehension, vocabulary acquisition, solving quadratic equations, the quality of group work interactions, class participation, tardiness, homework completion, being organized, shooting free throws, parental involvement, memorizing the Gettysburg Address.

B.  Optional but recommended: Consult current educational research to refine your topic question and learn about promising interventions, actions, or strategies.

C.  Select an intervention, action, or instructional strategy you wish to test to see if it improves performance outcomes in the desired area. Formulate the intervention in terms of question with a testable hypothesis.

•    Does checking assignment notebooks improve homework completion rates?

•    Does drawing new vocabulary terms help students remember their meaning?

•    Do visualization techniques help students memorize the Gettysburg Address?

•    Do student created math problems help them understand exponential growth and decay?

II.    Implementation

A.  Plan what data you will collect to test your hypothesis. Data that compares an experimental group against a control group or current performance data compared to historical performance data is most valuable.

B.  Execute the intervention/action/strategy and collect the relevant performance data.

III.      Interpretation

A.  Analyze the data. What can be learned from the data and the process? Did the action improve learning or the intended outcome?   What inferences might be made based upon your evidence?

B.  Share the results with colleagues; successes as well as failures. Refine your search question and try again. Or move on to your next project.

Action Research Project

Professional Development Report

Name: _______________________________                School: _________________________

Research Question:

_____________________________________________________________________________________

_____________________________________________________________________________________

Summary of Conceptualization Process:

_____________________________________________________________________________________

_____________________________________________________________________________________

Summary of Implementation Process:

_____________________________________________________________________________________

_____________________________________________________________________________________

Summary of Data Collected:

_____________________________________________________________________________________

_____________________________________________________________________________________

Analysis and Interpretation of Results:

_____________________________________________________________________________________

_____________________________________________________________________________________

Summary of Sharing Results with Colleagues:

_____________________________________________________________________________________

_____________________________________________________________________________________

Reflections on Lessons Learned from Project:

_____________________________________________________________________________________

_____________________________________________________________________________________

Teacher Signature:  __________________________          Date: __________________________

Principal Signature: __________________________          Date: __________________________

LESSON STUDY

Procedure

1.         By October 1st a Teacher must make a request, in writing, of the Principal to use this Process. The teacher will have participated in training that is acceptable to the Superintendent and LEA Executive Committee and a Lesson Study Team for at least one cycle. The Teacher must use a subsequent lesson study cycle as part of his/her evaluation process

2.         The request is subject to the approval of the principal. If the Principal denies a request, he/she must provide a reason, in writing, to the Teacher.

3.         By October 15, the Teacher and Principal must sign the Professional Development Plan - Initial Conference form.

4.         The Principal shall observe the Teacher at least three times during the Lesson Study Cycle. The components of the observation will be agreed upon by the teacher and principal.

5.         Each Teacher using the Lesson Study Cycle for evaluation must complete the Professional Development Report by May 15th . The Principal will send a copy of all reports to the Superintendent who will forward copies to the LEA President.

Purpose of Lesson Study Lesson Study will:

•    Help establish a line of communication between faculty members.

•    Provide Teachers a chance to think and talk about lessons, student learning, assessment techniques etc.

•    Help bring techniques Teachers may use instinctively to the conscious level, thus improving the chance they will be repeated.

•    Expand teaching skills by expanding observational skills.

•    Improve student learning by helping Teachers create lessons that are focused on learning objectives and outcomes.

•    Increase the amount of time Teachers spend on discussing instructional issues.

•    Provide technical feedback from respected peers.

•    Help professionalize teaching since it offers Teachers a chance to become involved in decisions that have an impact on them and their students (shared decision making).

•    Provide opportunities to work together for the common good of the school environment.

Description

Lesson Study is designed to help Teachers benefit from expertise, research and reflection provided by peer collaboration. The Teacher and the Lesson study team will complete at least one and possibly two lesson study cycles during the school year.

The Lesson Study Cycle typically includes 5-6 meetings (after initial training and one lesson study cycle):

•    Lesson research

•    Lesson planning and preparation

•    Planning and preparation (if needed)

•    Teach lesson, post lesson discussion and reflection

•    Lesson revision and preparation

•    Re-teach lesson and reflection

Documentation of Lesson Study Observations

Teacher       _____________________ Grade(s)/Subject(s)  __________    Grade(s)/Subject(s) __________

School____________________________________________________________________________

Supervisor(s) _______________________________________________________________________

Lesson Study Observation

(Brief Description of Activity)

Date

Teacher's Initials

Supervisor's Initials

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

____ ____ ____ ___

PEER COACHING

Procedure

1.         By October 1st a Teacher must make a request, in writing, of the Principal to use this Process; he/she and his/her Peer Coaching Partner must have had at least fifteen (15) hours of training in Peer Coaching, or similar training acceptable to the Superintendent and LEA Executive Committee, prior to making the request.

2.         The request is subject to the approval of the principal. If the Principal denies a request, he/she must provide a reason, in writing, to the Teacher(s).

3.         By October 15th, the Teacher and Principal must sign the Professional Development Plan - Initial Conference form.

4.         The conversations and interactions between and among the Teachers using the Peer Coaching Process will be confidential to them alone.

5.         Each Teacher using the Peer Coaching Process must complete the Professional Development Report by May 15th. The Principal will send a copy of all reports to the Superintendent who will forward copies to the LEA President.

6.         Each year, the Superintendent will offer training in Peer Coaching at no cost to the Teachers, and will run the course if a minimum often (10) Teachers request such training.

Purpose of Peer Coaching: Peer coaching will:

•    Help establish a line of communication between faculty members.

•    Provide Teachers a chance to think and talk about what they are doing.

•    Help bring techniques Teachers may use instinctively to the conscious level, thus improving the chance they will be repeated.

•    Expand teaching skills by expanding coaching skills.

•    Increase the amount of time Teachers spend on discussing instructional issues.

•    Provide technical feedback from respected peers.

•    Help professionalize teaching since it offers Teachers a chance to become involved in decisions that have an impact on them and their students (shared decision making).

•    Provide opportunities to work together for the common good of the school environment.

Description

The Peer Coaching Process is designed to help any PTS Teacher who wishes to benefit from expertise provided by his/her Coach. Each Teacher who is using Peer Coaching as a substitute for his/her negotiated evaluation must participate in a three-phase cycle a minimum of twice during the school year. The three-phase cycle consists of:

1)    A Pre-Conference. During the pre-conference the Coach helps the Teacher to determine the focus of the observation. The following four (4) questions are recommended as guides for the pre-conference.

•    What are your objectives?

•    How will you know when you've reached your objectives?

•    What is your plan?

•    On what other aspects of your teaching do you want information?

2)   The Observation. The Coach observes the Teacher in the classroom teaching the identified focus area for the lesson. The Coach is not involved in teaching the lesson, in interacting with the Teacher or the students in any way. The Coach only observes and records observable behaviors and actions.

3)   The Reflection Conference. The Coach helps the Teacher become more reflective about the learning that has happened by asking questions, providing data, and facilitating the Teacher's own evaluation of the lesson. The Coach does not evaluate the lesson.

The Teacher and the Coach may decide to choose one or more of the following Peer Coaching techniques in order to collect data:

Selective Verbatim: The observer makes a written record of exactly what is said (within a certain category) in the classroom. The observer and the Teacher select beforehand certain kinds of verbal events (e.g., the Teacher's questions) to be recorded.

Verbal Flow: The observer records who is talking to whom. Categories of verbal interaction can also be recorded: teacher question, student answer, teacher praise, student question. Verbal flow is similar to the technique of selective verbatim in that both techniques deal with classroom behavior. Selective verbatim is concerned with the content of the verbal communication, whereas verbal flow identifies the initiators and recipients of the verbal communication and the kind of communication they are engaged in.

At Task: The observer systematically notes the behavior of each student at regular intervals during the lesson. The behavior for each student is recorded in categories agreed on by the Teacher and the observer in the pre-conference. Categories might be "doing assigned work" or "talking to neighbors."

Class Traffic: How Teaches move about the room can be an important instructional strategy. Class traffic charts the Teacher's movement during a class period.

Interaction Analysis: Categories of verbal behavior (praise, directions, criticisms) are charted during the lesson. The observer and Teacher may also create or adapt other techniques based on the particular objectives of the lesson to be observed and the needs of the Teacher.

Global Scan: Techniques such as script taping, anecdotal audiotapes, and videotapes can capture many aspects of the lesson that could otherwise be missed. The global scan or "wide lens" technique help give the teacher a sense of the "big picture."

Tally Sheets: A chart is used to collect data on specific areas such as: the ratio of calling on boys to girls, the number of students participating in a given class period, or types of questions asked by teachers/students.

Documentation of Peer Coaching Activities

Teacher:  _______________________________        Grade(s)/Subject(s) __________________________

School: _______________________________________________________________________________

Peer Coach: ____________________________________________________________________________

Each Teacher who is using Peer Coaching as a substitute for his/her negotiated evaluation must participate in a three-phase cycle a minimum of twice during the school year.

Peer Coaching Cycle #1

Date

Teacher's Initials

Supervisor's Initials

Pre-Conference

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

Observation

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

Reflection Conference

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

Peer Coaching Cycle #2

Date

Teacher's Initials

Supervisor's Initials

Pre-Conference

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

Observation

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

Reflection Conference

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

Peer Coaching Cycle #3

Date

Teacher's Initials

Supervisor's Initials

Pre-Conference

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

Observation

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

Reflection Conference

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

Standard 1: Curriculum, Planning, and Assessment

Indicator I-A

Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IA-1, Subject and Pedagogy Expertise

Teacher's plans display subject matter errors or misconceptions and reflect ineffective pedagogical approaches to the discipline

Teacher is familiar with important subject matter understandings and has a limited range of pedagogical approaches of the discipline

Teacher's plans display a solid knowledge of essential subject matter concepts and skills and reflect familiarity with effective pedagogical approaches of the discipline

Teacher's plans display expert knowledge of the subject matter and its pedagogical approaches, including the ability to anticipate student thought processes and misconceptions

IA-2. Lesson Justification

Teacher's plans do not connect' to relevant district curricula or state framework.

Teacher's plans often do not follow district curricula or state framework.

Teacher's plans are drawn from and connected to relevant district curriculum and state frameworks.

Teacher's plans connect extensively to district curricula and state framework as well as support other relevant disciplines

IA-3. Learning Outcomes

Learning objectives are either unclear or stated as activities. They lack measurable outcomes.

Learning objectives are moderately clear or consist of a combination of outcomes and activities. Outcomes are poorly defined.

Lesson objectives are clear and defined in terms of measurable student learning outcomes. Specific assessments are planned in advance for major learning outcomes

Lesson objectives are clearly defined in terms of measurable student learning outcomes and specific formative and summative assessments are known in advance

IA-4. Child and Adolescent Development

Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended outcomes.

Demonstrates knowledge of developmental levels of students this age, but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meeting intended outcomes.

Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn that enable all students to progress toward meeting intended outcomes.

Demonstrates expert knowledge of the developmental levels of the teacher's own students and students in this grade or subject more generally and uses this knowledge to expand learning experiences that enable all students to make significant progress toward meeting stated outcomes. Is able to model this element.

IA-5. Instructional Materials

Materials and resources selected do not support the learning objectives or engage students in meaningful learning. Materials are not well organized for the lesson.

Materials usually support the learning objectives. Resources are limited to textbook and supporting materials. Materials may not be organized for efficient use of time.

Materials selected support the learning objectives and engage students in meaningful learning, Resources are often drawn from sources beyond the textbook publisher's.. Materials are well organized for the lesson.

Resources support the learning objectives and engage students in meaningful and memorable learning. Resources are frequently drawn from sources beyond the textbook. Materials are well organized for efficient use of time.

Indicator 1-B

Assessment: Uses a variety of informal and formal methods of assessment to measure student learning, growth, and understanding, to develop differentiated and enhanced learning experiences and improve instruction.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IB-1. Formative Assessment

Teacher does not monitor or formatively assess student learning

Teacher monitors the progress of the class as a whole but does not use feedback to adjust instruction

Teacher regularly monitors the progress of students and often uses formative assessments as feedback to adjust instruction.

Teacher systematically elicits and monitors diagnostic information from individual students regarding their progress and routinely adjusts instruction based upon this information

IB-2. Summative Assessment

Summative assessments are infrequent, draw only upon recall or recognition of factual information, and not teacher generated

Summative assessments lack rigor, higher level thinking, and application of learning in new situations. Student feedback is not always timely.

Summative assessments require students to demonstrate mastery of clear performance standards at a level calling for analysis, synthesis and evaluative thinking. Student feedback is timely.

Teacher uses authentic or performance-based assessments which require students to demonstrate deep understanding of clear performance standards. Student feedback is specific and timely.

Indicator I-C

Analysis; Analyzes data from assessments, draws conclusions, and shares them appropriately.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IC-1. Analysis of Assessments

Performs little to no analysis of assessment data and draws no conclusions from it.

Draws conclusions from a limited analysis of student data to inform student grading decisions.

Individually, and with colleagues, draws appropriate conclusions from analysis of wide range of assessment data.

Individually, and with colleagues, thoroughly analyzes assessment data and draws actionable conclusions. Models this process for colleagues.

IC-2. Use of Assessment Results

Rarely shares student assessment data or engages with colleagues concerning student performance data.

Infrequently shares student assessment data with team and infrequently engages in collaboration about assessment results.

Seeks and uses individual and collaborative student assessment data as feedback to improve instructional practice for self and team.

Routinely shares and uses assessment data to improve instruction. Leads and supports one's team in doing this work collaboratively,

Standard II; Teaching All Students

 

 

 

 

Indicator II-A

Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IIA-1. Structure & Pacing

The lesson has no clearly defined structure or the pace of the lesson is too slow or too rushed or both

The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent

The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is appropriate for most students most often

The lesson's structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for ah students

IIA-2. Instructional Strategies

Teacher uses only one or two teaching strategies; often relying too heavily on lectures and/or plodding through textbooks and worksheets. Offers few supports for students to produce quality work or effort.

Teacher incorporates a limited range of instructional strategies, materials, and student groupings, with limited success.   Provides few exemplars or rubrics and limited guided practice.

Teacher draws upon a range of instructional strategies, incorporates varied resources, and groups students in multiple arrangements to meet the lesson's objectives. Often provides exemplars, rubrics, and guided practice.

Teacher selects and executes instructional strategies which actively engage students, incorporates suitable materials, and groups students in a manner all expertly matched to the lesson's objectives.

IIA-3. Small Group Work

Students not working directly with the teacher are not engaged in productive learning

Students in only some groups are productively engaged in learning for the duration of the activity or when the teacher is not nearby

Small group work is well organized and most students are productively engaged in learning even when teacher is not nearby

Small group work is well organized, students retain focus for the duration of the activity, and students work as a team to accomplish the task

IIA-4. Engagement & Rigor

Activities and assignments are inappropriate for students' age or background. Students are not mentally engaged. Tasks mostly rely on lower-level thinking.

Activities and assignments are appropriate to some students and engage them mentally, but not at high levels tasks rarely require higher-order thinking skills.

Activities and assignments frequently challenge and engage students in critical or higher level thinking (analysis, synthesis, evaluation).

Students are regularly engaged in activities and assignments at a cognitively challenging level (analysis, synthesis, evaluation). Students demonstrate learning through application of knowledge.

IIA-5. Accommodations, Differentiation, and Advocacy

Teacher doe not reteach or provide support when students fail or have not mastered the material.

Teacher does not adjust instruction for struggling students other than offering additional study time or re­takes for those who fail tests.

Teacher makes adjustments and accommodations to instruction and assessments to reach a range of student abilities. Teacher takes responsibility for students who are not succeeding and persists with extra help and support.

Teacher meets the learning needs and styles of students by differentiating instruction and assessments. Teacher relentlessly follows up with struggling students with time and support to reach proficiency

Indicator II-B

Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take Indicator II-B academic risks, challenge themselves, and claim ownership of their learning

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IIB-1. Enthusiasm

Teacher conveys a negative attitude towards the content, suggesting its unimportance or unworthiness

Teacher communicates importance of the work but with little conviction and with only minimal student buy-in

Teacher conveys enthusiasm for the content and students show their belief in its value through active participation and expressions of curiosity

Teacher conveys enthusiasm for the content and students show they value its importance through ongoing active participation, curiosity, and initiative-taking

IIB-2. Teacher-Student Relationships

Teacher interactions with some students are demeaning, sarcastic, or inappropriate. Teacher lacks appropriate boundaries. Students exhibit disrespect for the teacher.

Interactions are generally appropriate but reflect occasional inconsistencies, favoritism, or lack of appropriate boundaries. Students show insufficient respect for teacher

Teacher shows caring, fairness and respect for all students and builds relationships with most. Students exhibit respect for the teacher.

Teacher shows warmth, caring, fairness, and respect for all students and builds strong, relationships. Respected and seen as role model.

IIB-3. Student Social & Emotional Growth

Student interactions are characterized by conflict, put-downs and sarcasm

Teacher does not develop student social skills or foster positive interactions among them. Bullying behavior may be insufficiently addressed.

Teacher deliberately develops self-discipline, self-efficacy, responsibility, and respectfulness. Fosters pro-social group interactions and thwarts bullying.

Student demonstrate positive social skills and caring peer interactions. Students monitor own behavior and deal effectively with conflict.

IIB-4. Student Behavior Management

Teacher maintains an environment that is unsafe or does not support student learning. Student behavior is not well monitored and teacher does not respond to misbehaviors, responds inconsistently, or in overly repressive manner.

A safe physical and intellectual environment exists but teacher does not establish behavioral expectations and relies on situational responses only. Results are inconsistent and not always effective.

Teacher creates and maintains a safe physical and intellectual environment that encourages students to take academic risks. C Standards of conduct are clear and consistent and responses to misbehavior are appropriate and respect students' dignity.

Teacher creates and maintains a safe physical and intellectual environment. Standards of conduct may have been developed with student input as part of the learning process. Teacher responses to misbehavior are highly effective and sensitive to individual student needs.

IIB-5. Efficient Routines

Classroom routines are not in place. Transitions are chaotic. Significant wasted time and poor student behavior.

Classroom routines are not consistently followed and transitions waste some time.

Efficient classroom routines are in place and transitions occur smoothly, resulting in rninimal loss of instructional time

Systems for classroom routines are well established, transitions are seamless, and students assume considerable responsibility for efficient operation

 

Cultural Proficiency: Actively creates and maintains an environment in which students' diverse backgrounds, identities, Indicator II-C strengths and challenges are respected.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IIC-1. Cultural Responsiveness

Teacher makes no effort to honor different cultures, cultural identities, or different perspectives of students.

Diversity is embraced in token manner by teacher. Cultural minority students may not feel comfortable expressing then identity or views. Perspective taking skills are not taught.

Classroom is a "safe space" where students are comfortable expressing their own identity and views. Curricular materials reflect multicultural perspectives.

Teacher works to improve multicultural responsiveness in classroom and school. Classroom is a "safe space" and students respectfully express and consider opinions that may differ from teacher or other students.

Indicator II-D

Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IID-1. Lesson Accessibility

Teacher gives instruction without giving students a sense of where instruction is headed. Teacher does not hook students' interest or make connections of subject matter to their experience.

Teacher attempts to explain the lesson's purpose, with limited success. Teacher tries to make the subject interesting and relate it to things students already know.

Teacher makes the purpose of the lesson clear. Teacher activates and builds upon students' prior knowledge.

Teacher makes the purpose of the lesson or unit clear, including where it is situated within broader learning, Teacher grabs students' interest and builds upon prior knowledge, experience, and reading.

IIID-2. Achievement and Effort

Teacher does not communicate a level of expectations and/or the con-elation between effort and achievement. Students are motivated to do tasks solely to avoid negative consequences

Teacher does not regularly convey high expectations or make the connection between effort and achievement. Students accept indusial responsibility do good work

Teacher consistently conveys high expectations of students and overtly demonstrates how strong effort leads to high achievement. Students demonstrate sustained effort and pride in their work

Teacher challenges and motivates students to do their personal best. Students show their commitment through perseverance, attention to detail, willingness to revise work

IIID-3. Teacher Communication

Teacher's oral language is inaudible or written language illegible. Spoken or written language contains errors, Vocab. is inappropriate, or material is presented in a confusing way

Teacher's oral language is audible, written language is legible, and both conform to standard English. Sometimes uses language which is confusing, fuzzy, or inappropriate

Teacher speaks and writes in clear and correct language, gives effective examples, and uses vocabulary which is appropriate to students' age

Teacher presents material clearly and explicitly, uses vivid and precise language, and finds opportunities to extend students' vocabulary

IID-4. Access to Knowledge

Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students, including English language learners and students will disabilities.

Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students, including English language learners and students with disabilities.

Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities.

Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material available to all students, including English learners and students with disabilities. Is able to model this element.

Standard III: Family and Community Engagement

 

 

 

 

Indicator III-A

Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-A. Family Engagement

Does not welcome family participation in supporting their student or becoming involved in the school community.

Makes limited attempts to involve families in supporting their student or participating in the school community.

Encourages families to actively participate in supporting their student and in participating in the school community.

Successfully engages most families in actively supporting their student and in participating in the school community-

Indicator III-B

Collaboration: Collaborates with families to create and implement strategies for supporting student learning and life development, both at home and at school

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-B. Learning Expectations

Teacher rarely informs or involves parents or families in student learning.

Teacher occasionally sends information home on how parents can help student with school work. Contacts easy to reach and supportive parents only.

Teacher periodically updates parents about curriculum and student performance. Often finds ways to actively involve families in student learning.

Teacher often communicates with parents to engage them in then child's education.

Indicator III-C

Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IIIC - 1. Communication with Families

Teacher fails to adhere to procedures for communicating with families including failure to respond to parental inquires. Makes few attempts to respond to different family or cultural norms and/or responds inappropriately.

Teacher adheres to procedures for communicating with families. May communicate respectfully, taking into account different family or cultural norms, but does so inconsistently.

Teacher uses multiple means to communicate with families. Communicates in culturally responsive, professional, and timely manner.

Teacher effectively conveys desire to work in partnership with families and does so. Consistently demonstrates understanding of different family or cultural norms.

Standard IV: Professional Culture Responsibilities

 

 

 

 

Indicator IV-A

Reflection: Demonstrates the capacity to reflect upon and improve the educator's own practice, using informal means as well as meeting with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IVA-1. Professional Reflection

Teacher does not have ability or desire to use feedback or data to reflect upon practice and make adjustments

Teacher has limited or emerging ability to use feedback or data to reflect upon, inform, and adjust instruction

Teacher effectively reflects upon practice and makes use of a variety of forms of feedback and data to adjust and improve instruction

Teacher applies methodologies of lesson study, action research, peer coaching, or other approaches to inform instructional practice in a data driven manner

IVA-2. Goal Setting

Generally participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach.

Proposes goals that are sometimes vague or easy to achieve and/or bases goals on limited self-assessment and analysis of student-learning data.

Teacher proposes appropriate SMART goals relating to professional practice and student-learning.

Individually and with colleagues, proposes challenging SMART goals. Is able to model this element.

Indicator IV-B

Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build expertise and experience to assume different instructional and leadership roles.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IVB-1. Professional Growth

Participates only as required in professional development activities and lacks initiative to incorporate new learning/training practices.

Reluctant to seek out new ideas for improving practice. Inconsistent in application of new practices in classroom.

Consistently seeks out and applies ideas for improving practice from supervisors, colleagues, and professional development.

Consistently seeks out and applies ideas for improving practice for self and others. Demonstrates leadership in increasing school capacity to improve.

Indicator IV-C

Collaboration: Collaborates effectively with colleagues on a wide range of tasks.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IVC-1. Professional Collaboration

Teacher resists or undermines improvement and collaboration efforts, or rarely and/or ineffectively collaborates with colleagues.

Teacher joins in professional learning and collaboration activates as required but with little energy or initiative

Teacher participates in school improvement initiatives including actively collaborating with colleagues to improve cubiculum, instruction, and assessment

Teacher demonstrates leadership in facilitating collaboration, sharing professional ideas, and developing new approaches to the craft of teaching

Indicator IV-D        

Decision Making: Becomes involved in school-wide decision making and takes an active role in school improvement.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IVD-1. Decision Making

Only participates when required and rarely makes meaningful contributions.

May participate in planning and decision making efforts but not consistently or impactful.

Consistently contributes relevant ideas and expertise to planning and decision making at the grade level, department, or school.

Consistently contributes ideas, time, and energy to implement grade, department, school, or district improvement efforts.

Indicator IV-E

Shared Responsibility: Shares responsibility for performance of all students within the school.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IVE-1. Shared Responsibility

Rarely reinforces school-wide expectations for student learning and behavior. Detracts from efforts at fostering school community.

Inconsistently reinforces school-wide expectations for student learning and behavior. Takes limited responsibility for meeting these needs.

Consistently reinforces school-wide behavior and learning expectations beyond the classroom.

Helps lead efforts that contribute to the learning and community building goals of the school at large.

Indicator IV-F

Professional Responsibilities: Ts ethical reliable and consistently meets routine responsibilities.

 

 

 

 

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IVF-1. Professional Conduct

Teacher fails to act in a professional manner or complete duties as assigned, or demonstrates poor judgment or discloses confidential student information inappropriately.

Teacher usually meets professional responsibilities. Occasional reminders may be needed to ensure compliance with these. Sometimes demonstrates questionable judgment or inadvertently discloses confidential information.

Teacher displays high standards of honesty, integrity, and confidentiality, including completion of assigned duties in a professional manner

Teacher's character is an inspiration to others. Consistently acts upon needs of larger community

IVF-2. Substitute Preparation

Teacher does not leave adequate lesson plans for substitutes.

Teacher does not always leave clear and appropriate or sufficient lesson plans for substitutes.

Teacher leaves clear directions and appropriate lesson plans for substitutes.

Teacher leaves clear directions and effective lesson plans for substitutes.

MEMORANDUM OF AGREEMENT

BETWEEN THE

LONGMEADOW SCHOOL COMMITTEE

AND

THE LONGMEADOW EDUCATION ASSOCIATION

OCTOBER 16, 2012

The Longmeadow School Committee ("Committee") and the Longmeadow Education Association ("LEA") collectively the "Parties", hereby agree as follows:

1.    The Parties agree to replace the "Pilot" performance evaluation system in place in the 2011-2012 school year and prior years with the new educator evaluation system appended to this Memorandum of Agreement ("MOA") as Exhibit 1.

2.    Article XII

Replace the section above section A (Non-P.T.S./P.T.S. Evaluations and Personnel Actions) with the following sentence:

Employees shall be evaluated in accordance with the new educator evaluation system (Exhibit 1 to this MOA).

3.    Timeline

In the 2012-2013 school year, the Parties agree that the timelines in the new Educator Evaluation system in Exhibit 1 shall not be controlling.

4.    Transition

a.    Exhibit 1, Section 10.A.

In the first year of implementation (2012-2013), the Educator whose overall ratings is proficient or exemplary must have at least 3 to 5, instead of 6, mini-observations .

b.    Exhibit 1, Section 20

(i)           PTS teachers shall submit proposed goals on or before December 21, 2012 instead of October 1st. (ii)          PTS teachers shall submit evidence of progress on goals and selected standards by April 15th; however, the district recognizes that such submission may be limited because the later implementation.

5.   This Memorandum of Agreement is subject to ratification of the LEA membership and approval by the Superintendent.

Agreed to on this 16th day of October 2012 by the negotiating committees for:

Longmeadow School Committee                                           Longmeadow Education Association

___________________________________                         __________________________________

___________________________________                         __________________________________

___________________________________                         __________________________________

___________________________________                         __________________________________

           __________________________________

           __________________________________

           __________________________________

            __________________________________

Exhibit 1

Article________________

Table of Contents

1.  Purpose of Educator Evaluation

2.  Definitions

3.  Evidence Used in Evaluation

4.  Rubric

5.  Evaluation Cycle: Training

6.  Evaluation Cycle: Annual Orientation

7.  Evaluation Cycle: Self-Assessment

8.  Evaluation Cycle: Goal Setting and Educator Plan Development

9.  Evaluation Cycle: Observation of Practice and Examination of Artifacts-Educators without PTS

10.  Evaluation Cycle: Observation of Practice and Examination of Artifacts - Educators with PTS

11. Observations

12.  Evaluation Cycle: Formative Assessment

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

14.  Evaluation Cycle: Summative Evaluation

15.  Educator Plans: General

16.  Educator Plans: Developing Educator Plan

17.  Educator Plans: Self-Directed Growth Plan

18.  Educator Plans: Directed Growth Plan

19.  Educator Plans: Improvement Plan

20. Timelines

21.  Career Advancement

22.  Rating Impact on Student Learning Growth

23.  Using Student feedback in Educator Evaluation

24.  Using Staff feedback in Educator Evaluation

25. Transition from Existing Evaluation System

26. General Provisions

1. Purpose of Educator Evaluation

This contract language has been locally negotiated and based on M.G.L., c.71, § 38; M.G.L. C.150E; the Educator Evaluation regulations, 603 CMR 35.00 approved by the Board Of Elementary and Secondary Education on June 28, 2011, and the Model System for Educator Evaluation developed and updated from time to time by DESE. See 603 CMR 35.02 re: (definition of model system). In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail.

The regulatory purposes of evaluation are:

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

B.  To provide a record of facts and assessments for personnel decisions, 35.01(2)

C.  To ensure that every school committee has a system to enhance the professionalism and accountability of teachers and administrators that will enable them to assist all students to perform at high levels 35.01(3), and D. To assure effective teaching and administrative leadership.

2. Definitions

A.  Administrator:: Any person employed in a school district in a position requiring a certificate or license as described in 603 CMR 7.09 (1) through (5) or has been approved as an administrator in the area of vocational education as provided in 603 CMR 4.00 et. seq. or educators like, for example, Department Heads with evaluation duties who is not employed under an individual employment contract. Administrator roles could include principal/vice principal, superintendent/assistant superintendent, district coordinators, or program directors. The parties may agree to identify other employees as administrators for purposes of the evaluation process.

B.  Artifacts of Professional Practice: Educator developed work products and student work samples that demonstrate knowledge and skills with respect to specific performance standards.

C.   Intentionally left blank.

D.   Caseload Educator: Educators who teach or counsel individual or small groups of students through consultation with the regular classroom teacher, for example, school nurses, special education teachers, guidance counselors, speech and language pathologists, occupational or physical therapists.

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

F.   Categories of Evidence: Multiple measures of student learning, growth, and achievement; judgments based on observations; artifacts of professional practice; and additional evidence relevant to one or more Standards of Effective Teaching per 603 CMR 35.03 and 603 CMR 35.07

G.   Descriptors: In the Educator rubric, they define the individual elements of each of the indicators under the standards.

H. DESE: Department of Elementary and Secondary Education.

I.  District-determined Measures:

Measures of student learning, growth and achievement related to the Massachusetts Curriculum Frameworks, Massachusetts Vocational Technical Education Frameworks, or other relevant frameworks, that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. District determined measures will be bargained to the extent required by law.

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

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

1.   Developing Educator Plan shall mean a plan, developed by the Educator and the Evaluator for one school year or less for an Educator without Professional Teacher Status (PTS); or, at the discretion of an Evaluator, for an Educator with PTS in a new assignment. The Educator shall be evaluated at least annually 35.07 (8).

2.   Self-Directed Growth Plan shall mean a plan of one or two school years for educators with PTS who are rated proficient or exemplary.

3.   Directed Growth Plan shall mean a plan developed by the Educator and the Evaluator of one year or less for Educators with PTS who are rated needs improvement.

4.   Improvement Plan shall mean a plan developed by the Educator and the Evaluator of at least 30 school days and no more than one school year for Educators with PTS who are rated unsatisfactory, developed by the Evaluator with goals specific to improving the Educator's unsatisfactory performance. In those cases where an Educator is rated unsatisfactory near the close of a school year, the plan may include activities during the summer proceeding the next school year.

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

M. Evaluator: Any person designated by a superintendent who has primary or supervisory responsibility for observation or evaluation. The superintendent is responsible for ensuring that all Evaluators have training in the principles of supervision and evaluation. Each Educator will have one primary Evaluator responsible for determining performance ratings. An educator may request a change in primary Evaluator by making a written request to the primary Evaluator's supervisor. The final decision rests with the supervisor.

1.   Primary Evaluator: shall be the person who determines the Educator's performance ratings. He/she may be delegated by the building principal to evaluate staff within a school. The following people may be primary evaluators:

a.  At the elementary and middle schools: the superintendent, assistant superintendent, principals, assistant principals, and special education supervisors.

b.  At the high school: the superintendent, assistant superintendent, principals, assistant principals, special education supervisors and department chairs.

2.  Supervising Evaluator shall be the person responsible for each educator's evaluation. This will be the school principal or assistant principal. The supervising Evaluator may be the primary Evaluator. The supervising Evaluator may delegate additional components of the evaluation process to the primary Evaluator.

3.  Teaching Staff Assigned to More Than One Building: Each Educator who is assigned to more than one building will be evaluated by the appropriate administrator where the individual is assigned the largest portion of his/her time. The principal of each building in which the Educator serves must review and sign the evaluation.  In cases where there is no predominate assignment, the superintendent will determine who the primary evaluator will be.

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

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

O.  Evaluation Rating: The overall performance rating is based on the Evaluator's judgment of the Educator's performance against the four Performance Standards and the Educator's attainment of goals set forth in the Educator Plan, as follows:

1.   Standard 1: Curriculum Planning and Assessment;

2.  Standard 2: Teaching All Students;

3.   Standard 3: Family and Community Engagement;

4.   Standard 4: Professional Culture.

5.  Attainment of Professional Practice Goal(s).

6.  Attainment of Student Learning Goal(s).

See Section AA for performance ratings.

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

Q.  Family: Includes parents, legal guardians, foster parents, or primary caregivers.

R.  Formative Assessment: The process used to assess progress towards attaining goals set forth in Educator plans, performance on standards, or both. This process may take place at any time(s) during the cycle of evaluation, but typically takes place at mid-cycle. 5.06(5)(a)

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

T. Goal: A specific, actionable, and measurable area of improvement as set forth in an Educator's plan. A goal may pertain to any or all of the following: Educator practice in relation to performance standards, Educator practice in relation to indicators, or specified improvement in student learning, growth and achievement. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the same role.

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

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

W. Observation: A data gathering process that includes notes and judgments made during one or more classroom or worksite visit(s), including team meetings, parent conferences, and/or field trips, of any duration by the Evaluator and may include examination of artifacts of practice including student work. Video observations may be used if they are mutually agreed upon between the evaluator and educator. All observations must be conducted openly and with the full knowledge of the educator. Classroom or worksite observations for purposes of compliance with this article must result in feedback to the educator using agreed-upon verbal or written protocols.

1.   Announced observations: shall include a pre-observation conference, full period observation, a post-observation conference, and an evaluator's observation summary report.

2.   Unannounced "mini" observations: Shall have these characteristics and parameters:

a.  At the beginning of year planning meeting the evaluator and educator will discuss and decide upon mini-observation protocols such as whether or not the educator wishes to be signaled that the visit constitutes such an observation and whether or not the educator prefer not to be observed at specific times such as first period Monday or just prior to a school vacation.

b.  The evaluator will conduct a follow-up conversation with the educator as soon as possible after the mini-observation, certainly within three school days when both the Educator and Evaluator are present. Any written evidence the evaluator collects after the observation must be shared with the educator. The intent of the mini-observation follow up conversations is to provide an opportunity to discuss professional practice.

X.   Parties: The Longmeadow Education Association and the School Committee are the parties to this agreement.

Y.   Patterns in Student Learning Outcomes: To be bargained in 2012 -13

Z.   Performance Rating: Describes the Educator's performance on each performance standard and overall. There shall be four performance ratings:

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

2.   Proficient: the Educator's performance fully and consistently meets the requirements of a standard or overall. Proficient practice is understood to describe a fully effective Educator.

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

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

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

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

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

DD. Reflective Practice: The Educator gathers information, analyzes data, examines issues, and develops new approaches in order to improve teaching, learning and leadership.

EE.  Rubric: A scoring tool that describes characteristics of practice or artifacts at different levels of performance. The Rubrics for Standards and Indicators of Effective Teaching Practice are used to rate Educators on Performance Standards. The rubric consists of:

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

2.  Indicators: Describes aspects of each standard, including those required in 603 CMR 35.03

3.  Elements: Defines the individual components of each of the indicators

4.  Descriptors: Describes practice at four levels of performance for each element

Through negotiations, the parties may adapt elements or descriptors for different Educator roles, consistent with the regulations.

FF. Self-Assessment: The evaluation cycle shall include self-assessment addressing Performance Standards established through collective bargaining. 603 CMR 35.603 (2) The Educator shall provide such information, in the form of self-assessment, in a timely manner to the evaluator at the point of goal setting and plan development. 35.03 (2)(b) Evaluators shall use evidence of educator performance and impact on student learning, growth, and achievement in goal setting with the Educator based on the Educator's self-assessment and other sources that the evaluator shares with the Educator. 35.06 (3) (a)

GG. Summative Evaluation:

An evaluation used to arrive at a rating on each standard, an overall rating, and as a basis to make personnel decisions. The summative evaluation includes the evaluator's judgments of the Educator's performance against performance standards and the Educator's attainment of goals set forth in the Educator's plan.

HH. Superintendent: The person employed by the School Committee pursuant to M.G.L c. 71, ,§59 and §59A. The superintendent is responsible for the implementation of 603 CMR 35.00.

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

JJ. Trends in student learning and outcomes: At least two consecutive years of data from the locally bargained district-determined measures and state assessments used in determining the Educator's rating on impact on student learning as high, moderate or low.

3. Evidence Used In Evaluation

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

A.   Multiple measures of student learning, growth, and achievement, which shall include, but not be limited to:

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

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

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

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

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

1.   Unannounced observations of practice of any duration.

2.  Announced observations of practice.

3.   Examination of Educator work products.

4.   Examination of student work samples.

C.   Evidence compiled and presented by the Educator or the Evaluator, including, but not limited to:

1.   Evidence of fulfillment of professional responsibilities and growth such as self-assessments, peer collaboration, professional development linked to goals in the Educator plans, contributions to the school community and professional culture;

2.   Evidence of active outreach to and engagement with families;

3.   Evidence of progress towards professional practice goal(s);

4.   Evidence of progress toward student learning outcomes goal(s).

5.  Student feedback starting in the 2013-2014 school year. The parties agree to bargain over the DESE model contract language regarding student feedback when such language is available.

D.  Any other relevant evidence from any credible source that the Evaluator shares with the Educator.

4.   Rubric

The rubrics are a scoring tool used for the Educator's self-assessment, the formative assessment, the formative evaluation and the summative evaluation. The parties agree that the rubrics attached in Appendix B shall be used.

5.  Evaluation Cycle: Training

A.   Prior to the implementation of the new evaluation process contained in this article, all Educators, Principals, and other Evaluators must complete a training workshop that outlines the components of the new evaluation process and provides an explanation of the evaluation cycle. The district through the superintendent shall determine the type and quality of training and may credit previously acquired training.

B.    By August 29, 2012, all Educators shall complete a professional learning activity about self-assessment and goal-setting.

6.   Evaluation Cycle: Orientation: Prior to the start of the evaluation process in August, 2012, the Superintendent or designee shall conduct a district-wide meeting, which will focus on educator evaluation. The Superintendent/designee shall:

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

B.   Provide all Educators with directions for obtaining a copy of the forms used by the district. These may be electronically provided.

C.  The faculty meeting may be digitally recorded to facilitate orientation of Educators hired after the beginning of the school year or in the following years.

D.  The participants will evaluate the effectiveness of this process as a means of providing the joint labor-management committee with actionable feedback.

7.  Evaluation Cycle: Self-Assessment

A.   Both the Self-Assessment and the Goal Setting submission should be completed within the first four weeks of school. It is understood that the Self-Assessment portion must be completed prior to the beginning of the Goal Setting process. A reasonable amount of time shall be given by the Educator to the Evaluator and the Evaluator to the Educator so that these two cycles can be completed in a timely manner. Teachers are encouraged to complete this process as soon as s/he is prepared.

B.   Completing the Self-Assessment

1. The evaluation cycle begins with the Educator completing and submitting to the Primary or Supervising Evaluator a self-assessment within four weeks of the start of their employment at the school or within four weeks of the employee's date of hire or return to work, if the employee was not present at the start of the school year.

2. The self-assessment includes:

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

b.  An assessment and rating of practice against each of the four Performance Standards of effective practice using the district's rubric.

c.   Proposed goals to pursue:

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

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

3.  Proposing the goals:

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

b.   Prior to the goal setting process, school and/or district leaders will provide Educators with copies of the school and/or district goals.

c.   For Educators in their first year of practice, the Evaluator will meet with each Educator by September 15th to assist the Educator in completing the Self-Assessment and drafting the professional practice and student learning goals which must be directly related to induction and mentoring activities.

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

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

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

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

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

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

C.  The Evaluator retains final authority over the goals to be included in the Educator's Plan.

1.   Educators in the first year of their employment will meet with their Evaluator within a reasonable amount of time from the Educator's first work day of that school year to review regulatory and contractual requirements for evaluation, including Goal Setting and the Educator Plan. Dependent of the Educator's date of hire, the Evaluator will make every effort to have this meeting so that the Educator can meet the four-week deadline for Self Assessment and Goal Setting to be completed. The meeting may involve more than one Educator. The Evaluator shall document the meeting.

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

3.   For those Educators new to the school, the meeting with the Evaluator to establish the Educator Plan must occur within a reasonable amount of time from the start of their assignment in that school, but in any case prior to the first observation.

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

9.   Evaluation Cycle: Observation of Practice and Examination of Artifacts - Educators without PTS

A.  In the first year of practice or first year assigned to a school: By September 15th an introductory evaluation conference is held between Educator and Evaluator to clarify and review evaluation process. This conference will include discussing mini-observations and formal evaluation protocols, e.g. should the Evaluator give a signal to the Educator that his/her presence in the classroom constitutes a mini-observation? The Educator may opt for an announced (as in "the next two weeks sometime") or unannounced mini-observations.

B.   Mini-Observations: A range of 6 to 12 per year with at least 3 completed by November 15th. Note: mini-observations are to include a follow-up conversation as soon as possible, and certainly within 3 school days. Evaluators will be sensitive to timing of mini-observations, e.g. 1st period Monday, last period Friday, and the day before vacations.  Evaluators will not write notes during the mini-observations.

C.   First announced observation cycle is to be done by November 15th.

D.   Formative assessment conferences to discuss formative assessment reports will occur by February 8th. Signed reports are due in the superintendent's office by February 15th.

E.   Spring announced observation will be done by April 15th.

F.   Mini-Observations and final evaluation conference will be done by May 5th; Educator summative evaluation report is due in the Superintendent's office by May 15th.

G.   For educators in their second and third years of practice or second and third years as a non-PTS Educator in the school: The same process will be followed as Year 1, with the September 15th introductory Evaluation Conference to include collaborative goal setting.

10.   Evaluation Cycle: Observation of Practice - Educators with PTS

A. The Educator whose overall rating is proficient or exemplary must have at least 3 to 6 mini-observations the first year and 5 to 10 mini observations the second year. If, however, the Educator chooses to utilize the process of Peer Coaching, Action Research or Lesson Study, in year one, then there will be only 1 mini-observation required during year one. (See Appendix A for details of these three processes.)

B.   The Educator whose overall rating is needs improvement must be placed upon a Directed Growth Plan and during the period of the Plan have at least two unannounced observations.

C.  The Educator whose overall rating is unsatisfactory must be placed upon an Improvement Plan during which there shall be no fewer than one announced and four unannounced observations.

11. Observations

A.   Unannounced Observations:

1.   Unannounced observations may be in the form of partial or full-period classroom or worksite visitations.

2.  The Educator will be provided with verbal and any written feedback from the Evaluator within three school days of the observation when both the Educator and Evaluator are present.

3.   Any unannounced observation which may result in disciplinary action shall be brought to the attention of the Educator within three school days when both the Educator and the Evaluator are present in a post-observation conference. There shall be a written document that summarizes the issue, any remedial action to be taken, and a time frame for completion of such actions. This document shall be delivered by email or school mail box by the Evaluator to the Educator, if not already referenced in an Educator's plan.

4.  Any classroom or worksite observation resulting in feedback to the Educator that indicates the Educator's performance on one or more standards is judged to be unsatisfactory or needs improvement, may be followed by one or more observations of a length determined by the Evaluator.

B.   Announced Observations for Non-PTS Educators and PTS Educators on Directed Growth or Improvement Plans:

1.  All non-PTS Educators and PTS Educators on an Improvement Plan or a Directed Growth Plan shall have Announced Observations.

2.    Before the Observation:

a.   The Evaluator shall select the date and time of the lesson to be observed and discuss with the Educator any specific goal(s) for the observation. The Evaluator may require the Educator to demonstrate specific knowledge, skills or practice related to the Educator Plan goals.

b.   The Evaluator and Educator shall meet on a mutually agreed upon day for a pre-observation conference. The Educator shall inform the Evaluator of the nature of the lesson, the student population served, and any other information that will enable the Evaluator to assess performance.

1) The Educator shall independently review the rubrics prior to the evaluation.

2) The Educator shall provide the Evaluator a draft of the lesson plan, student conference plan, or IEP meeting plan. If the actual plan is different, a copy will be provided on the morning of the observation.

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

3. Following the Observation:

a.   The Evaluator and Educator shall meet for a post-observation conference on a mutually agreed upon date.

b.   For each indicator where the Educator is rated unsatisfactory or needs improvement, the Evaluator must:

1) Identify the resources the Educator will use in his/her improvement.

2) Meet with the Educator to discuss and outline a remedial plan, the final requirements of which will be determined by the Evaluator. The Educator is responsible for addressing the remedial requirements.

c.  After the evaluation report is complete, the Educator shall sign the report indicating he/she has seen it, provided, however, that the signature does not indicate agreement or disagreement with the contents. The Educator shall have the right to make a written statement which shall become part of the observation report.

d.  There shall be no set minimum or maximum number of school days between observations. The Evaluator may identify a specific reason or reasons for a more frequent observation, of an Educator by an Evaluator or Evaluators. The Educator and Evaluator may mutually agree that a better understanding of the observed class may be achieved by an immediate follow-up observation, and such an observation may occur. Appropriate adjustments will be made for an Educator hired after September.

12.   Evaluation Cycle: Formative Assessment—For all educators except PTS teachers on two year cycle.

A.    A specific purpose for evaluation is to promote student learning, growth and achievement by providing Educators with feedback for improvement.

B.   The evaluation cycle shall include a formative assessment for Educators which provides feedback to the Educator about his/her progress toward attaining the goals set forth in the Educator Plans, performance on the four standards of practice and overall, or both.

C.    Formative assessment may be ongoing throughout the evaluation cycle but typically takes place mid-cycle.

D.    Evaluators should provide feedback to Educators based on their observations of practice, examination of artifacts, and analysis of multiple measures of student learning, growth and achievement in relation to performance standards for curriculum, planning and assessment (Standard # 1) and the Educator's promotion of learning for all students based on high expectations for student performance, demonstrated cultural proficiency and the creation of a safe classroom environment (Standard # 2), and evidence of family engagement (Standard # 3) and contributions to professional culture (Standard # 4).

E.   The Educator may provide the Evaluator with evidence of the Educator's performance as such relates to Performance Standards.

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

A.   In the spring of year one, each Educator shall receive one of four ratings on each performance standard and overall: exemplary, proficient, needs improvement, unsatisfactory.

B.   In rating Educators, the rubrics in this evaluation system shall be used.

C.   The Educator's formative evaluation rating for Year 1 of the two-year cycle shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance.  In this case the rating on the performance standards may change.

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

E.   By April 15th (or three weeks prior to the Formative Evaluation Report date established by the Evaluator), the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals.

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

G.  The Educator may reply in writing to the Formative Evaluation Report within 5 teacher work days of receiving the report.

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

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

14.   Evaluation Cycle: Summative Evaluation

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

B.   The Evaluator determines a rating on each standard and an overall rating based on the Evaluator's professional judgment, an examination of evidence against the performance standards and rubrics, and evidence of the attainment of the Educator Plan goals.

C.   The professional judgment of the Evaluator shall determine the overall summative rating that the Educator receives unless a different rating is set by the Supervisory Evaluator, if any, or the Superintendent.  In cases where the Superintendent serves as the primary evaluator, the superintendent's decision on the rating shall not be subject to review.

D.   In rating Educators, the rubrics in Appendix B of this document shall be used.

E.   The summative evaluation rating must be based on multiple measures of student learning, growth and achievement, the Evaluator's judgments and additional evidence relevant to one or more of the four performance standards.  MCAS growth scores shall not be the sole basis for a summative evaluation rating.

F.   To be rated proficient overall, the educator shall, at a minimum, have been rated proficient on the Curriculum, Planning and Assessment and the Teaching All Students standards for teachers.

G.   Four weeks prior to the Summative Evaluation Report date established by the Evaluator, the Educator shall provide the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibilities and growth, and progress on attaining professional practice and student learning goals. The Educator may also provide to the Evaluator additional evidence of the Educator's performance against the four Performance Standards.

H.  The Educator shall sign the final summative evaluation report within six days of its receipt. The signature indicates that the Educator received the summative evaluation report in a timely fashion. The signature does not indicate agreement or disagreement with the contents.

I.   The Educator shall have the right to respond in writing to the summative evaluation which shall become part of the final Summative Evaluation report. The Educator being evaluated may gather and provide additional information on his/her performance and submit it to the Evaluator within 10 teacher workdays of the evaluation meeting.

J.   A copy of the final summative evaluation report shall be filed in the Educator's personnel file.

15. Educator Plans - General

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

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

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

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

3.  An outline of actions the Educator must take to attain the goals and benchmarks to assess progress. Actions must include specified professional development and learning activities that the Educator will participate in as a means of obtaining the goals, as well as other support that may be suggested by the Evaluator or provided by the school or district. Examples may include but are not limited to coursework, self-study, curriculum development, study groups with peers, and implementing new programs.

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

16.   Educator Plans: The Developing Educator Plan

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

B.  The Educator shall be evaluated at least annually.

17.   Educator Plans: The Self-Directed Growth Plan

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

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

18.   Educator Plans: The Directed Growth Plan

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

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

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

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

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

19. Educator Plans: The Improvement Plan

A.  An Improvement Plan is for those Educators with PTS whose overall rating is unsatisfactory.

B. The parties agree that in order to provide students with the best instruction, it may be necessary from time to time to place an Educator whose practice has been rated as unsatisfactory on an Improvement Plan of no fewer than 30 school days and no more than one school year. In the case of an Educator receiving a rating of unsatisfactory near the close of one school year, the Improvement Plan may include activities that occur during the summer before the next school year begins, such as self-directed study, training, workshop, and coursework.

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

D.  Within ten school days of notification to the Educator that the Educator is being placed on an improvement plan, the Evaluator shall schedule a meeting with the Educator to discuss the improvement plan. The Educator is entitled to LEA representation at this meeting. The Educator is entitled to appeal this plan to the Superintendent if the Educator and Evaluator are not in agreement. The Evaluator will draft this plan which will include the provision of specific assistance to the Educator.

The improvement plan shall:

1.   Define the improvement goals directly related to the Performance Standard(s) and/or student learning outcomes that must be improved; these goals will refer to Longmeadow Teaching Standards needing improvement.

2.   Describe the assistance that the District will make available to the Educator, which may include a non-evaluative colleague.

3.  Articulate the measureable outcomes that will be accepted as evidence of improvement.

4.   Detail the timeline for completion of each component of the plan, including improvement benchmarks.

5.  Allow Evaluator discretion in deciding what combination of announced and/or mini-observations to use (At least two formal observations.)

E.   Decision on the Educator's status at the conclusion of the Improvement Plan:

1.  All determinations below must be made no later than two weeks after the Spring Town Meeting. One of three decisions must be made at the conclusion of the Improvement Plan:

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

b.   In those cases where the Educator was placed on an Improvement Plan as a result of his/her summative rating at the end of his/her Directed Growth Plan, if the Evaluator determines that the Educator is making substantial progress toward proficiency, the Evaluator shall place the Educator on a Directed Growth Plan.

c.   In those cases where the Educator was placed on an Improvement Plan as a result of his/her Summative rating at the end of his/her Directed Growth Plan, if the Evaluator determines that the Educator is not making substantial progress toward proficiency, the Evaluator shall recommend to the superintendent that the Educator be dismissed.

d.   If the Evaluator determines that the Educator's practice remains at the level of unsatisfactory, the Evaluator shall recommend to the superintendent that the Educator be dismissed.

2.  The Association shall be informed if an Educator is being placed on an Improvement Plan.

20. Timeline

Longmeadow Public Schools Teacher Evaluation Timeline

Date done by                                                       Event

September 15       Superintendent, principal, or designee meets with evaluators and educators to explain evaluation process.

September 15       Evaluator meets with first-year educators to assist in self-assessment and goal setting process. (Non PTS)

October 1              Educator submits self-assessment and proposed goals (PTS and Non PTS)

October 15            Evaluator meets with educators in teams or individually to establish educator plans. (PTS and Non PTS)

November 1          Evaluator completes educator plans. (PTS and Non PTS)

November 15        Evaluators shall have completed at least three mini-observations and one announced observation process. (Non PTS)

January 10             Educator submits evidence of progress on goals and selected standards.  (Non PTS)

February 8             Formative assessment meetings held if requested by either evaluator or educator (Non PTS)

February 15           Formative assessment report due in superintendent's office. (Non PTS)

April 15                 Educator submits evidence of progress on goals and selected standards. (PTS and Non PTS)

April 15                 Evaluators shall have completed a second announced observation process. (Non PTS)

May 5                   Final evaluation conference is held. (Non PTS and PTS whose overall summative evaluation rating is needs improvement or unsatisfactory)

May 15                  Final evaluation reports due in superintendent's office. (Non PTS and PTS whose overall summative evaluation rating is needs improvement or unsatisfactory)

May 15                  Final evaluation conference is held. (PTS with proficient or exemplary rating)

June 1                   Final evaluation report is due in superintendent's office. (PTS with proficient or exemplary rating)

June 1                   PTS educator signs summative evaluation report (by June 1) and adds response, if any within 5 school days of receipt.

21.      Career Advancement

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

B.   Other issues relevant to Career Advancement are subject to and may be addressed in collective bargaining. Nothing in this Article shall diminish the rights of the principal or superintendent to non-renew or discharge a teacher without PTS.

22.   Rating Impact on Student Learning Growth

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

23.   Using Student feedback in Educator Evaluation

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

24.   Using Staff feedback in Educator Evaluation

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

25.  Transition from Existing Evaluation System

A. The parties agree that 50% or more of Educators in the district will be evaluated under the new procedures at the outset of this Agreement, and 50% or fewer will be evaluated under the former evaluation procedures for the first year of implementation of the new procedures in this Agreement. As of August, 2012, there may be an imbalance of Educators to be evaluated due to a variety of reasons. In order to obtain balance, the parties agree that the following steps will be taken:

1.  The Principals will ask for volunteers to be evaluated in 2012-2013.

2.  The list of PTS Educators will be literally or figuratively "put into a hat." After volunteers have come forward, should the 50% not be met, names will randomly be drawn until 50% is reached. This drawing of names will be done with both parties present.

3. For the 2012-2013 school year, all Educators will complete the self-assessment and goal setting process even if they are not included in the new Evaluation System. Their self-assessment and goal setting documents will not be included in their end-of-year evaluations if they are not yet being evaluated under this new system.

B.    PTS Educators selected to begin the new evaluation system who received an overall rating of satisfactory for the previous school year will be placed on a two-year Self-Directed Growth Plan. PTS Educators who have received a rating of needs improvement for the previous school year will be placed on a Directed Growth Plan. PTS Educators who have received a rating of unsatisfactory will be placed on an Improvement Plan.

C.  The existing evaluation system will remain in effect until the provisions set forth in this Article are implemented. The relevant timeframe for adopting and implementing new systems is set forth in 603 CMR 35.11(1).

26. General Provisions

A.   Only Educators who are licensed may serve as primary Evaluators of Educators.

B.   Except when the safety of students or staff is an immediate concern and the Evaluator must immediately and directly intervene, Evaluators shall not make negative comments about the Educator's performance, or comments of a negative evaluative nature, in the presence of students, parents or other staff.

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

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

E.  The parties agree that there will be a continuous need to review and revise this Evaluation Procedure. To that end, the parties agree to the following:

1.   To jointly review the Evaluation Procedure no later than June 1st of each year.

2.   Said review shall include, but not be limited to, the parties amending by mutual consent, collectively bargaining issues, and adding any other aspect needed to implement and utilize the Evaluation Procedure.

3.  To open the Evaluation Procedure to collective bargaining whenever DESE makes regulator changes so that said changes can be implemented in a timely manner.

4.  It is understood that other areas of the Collective Bargaining Agreement may be impacted by these discussion and/or regulatory changes and either party is free to open said areas for the purpose of collective bargaining.

Violations of this article are subject to the grievance and arbitration procedures. The arbitrator shall determine whether there was substantial compliance with the totality of the evaluation process. When the evaluation process results in the termination or non-renewal of an educator, then no financial remedy or reinstatement shall issue if there was substantial compliance.

Appendix A

Supplemental Professional Growth Plan: For PTS Educator—Year 1

Initial Conference Form

School Year_______________________       School(s)______________________________________

Educator Name and Title______________________________________________________________

By October 15th of Evaluation Year 1, this Professional Development Plan is to be completed by the educator, in consultation with the Principal/Evaluator.

1)  Professional Growth Activity: Which methodology of professional growth or school improvement will be followed?

_____Action Research       _____Lesson Study

_____Peer Coaching       _______Other (be specific) with approval of Supt.

2)  Goal(s): Include how will this activity enhance student learning?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3)  Plan: What is the plan to accomplish these goals?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

4)  Data: What data sources will be used to assess the Teacher's progress on the goals and their impact on student learning?

__________________________________________________________________________________

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__________________________________________________________________________________

__________________________________________________________________________________

____________________________________                                _____________________________

Teacher's signature                                                                            Date

____________________________________                                _____________________________

Principal/Evaluator's signature                                                         Date

Supplemental Professional Growth Report: For PTS Educator—Year 1

School Year ____________________________           School(s) _________________________

Educator Name and Title ________________________________________________________

Professional Growth Activity:

_____Action Research (attach "Action Research Project Professional Development Report")

_____Lesson Study      (attach "Documentation of Lesson Study Observations")

_____Peer Coaching     (attach "Documentation of Peer Coaching Activities")

_____Other (be specific) with approval of Supt. {attach results, documentation)

What were the goals of this activity?

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

These goals have been:   ___met or surpassed    __partially attained     ___not attained

Summary of outcome/growth on each of these goals:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________                         __________________________________

Teacher's signature                                                                      Date

Received by:

______________________________________                         __________________________________

Principal/Evaluator's signature                                                    Date

Action Research Project

Procedure

1.  By October 1, the teacher must make a written request to the principal to use this process.

2.  The request is subject to the approval of the principal. If the principal denies the request s/he must provide a reason, in writing to the teacher.

3.  By October 15, the teacher and principal must sign a Professional Development Plan -Initial Conference Form.

4.  Each teacher using the action research process must complete an Action Research Professional Development Report as well as the summary Professional Development

Report by May 15.   The principal will send a copy of the report to the superintendent who will forward copies to the LEA President.

Description

Action Research is the formalized version of a process many teachers have always practiced informally, that is, applying the scientific method to the craft of teaching.   Its goal is to improve student learning by helping teachers develop the practice of examining and collaborating about their craft in a manner grounded in evidence and professional discourse.

Overview of the Process:

I.  Conceptualization

A.  Select something you wish to improve: reading comprehension, vocabulary acquisition, solving quadratic equations, the quality of group work interactions, class participation, tardiness, homework completion, being organized, shooting free throws, parental involvement, memorizing the Gettysburg Address.

B.  Optional but recommended: Consult current educational research to refine your topic question and learn about promising interventions, actions, or strategies.

C.  Select an intervention, action, or instructional strategy you wish to test to see if it improves performance outcomes in the desired area. Formulate the intervention in terms of question with a testable hypothesis.

•    Does checking assignment notebooks improve homework completion rates?

•    Does drawing new vocabulary terms help students remember their meaning?

•    Do visualization techniques help students memorize the Gettysburg Address?

•    Do student created math problems help them understand exponential growth and decay?

II.  Implementation

A.  Plan what data you will collect to test your hypothesis. Data that compares an experimental group against a control group or current performance data compared to historical performance data is most valuable.

B.  Execute the intervention/action/strategy and collect the relevant performance data.

III. Interpretation

A.  Analyze the data. What can be learned from the data and the process? Did the action improve learning or the intended outcome?   What inferences might be made based upon your evidence?

B.  Share the results with colleagues; successes as well as failures. Refine your search question and try again. Or move on to your next project.

Action Research Project

Professional Development Report

Name: __________________________________               School: ________________________

Research Question:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Summary of Conceptualization Process: Summary of Implementation Process: Summary of Data Collected:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Analysis and Interpretation of Results:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Summary of Sharing Results with Colleagues:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Reflections on Lessons Learned from Project:

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Teacher Signature: ________________________    Date: ________________________

Principal Signature: ________________________     Date: ________________________

LESSON STUDY

Procedure

1.         By October 1st a Teacher must make a request, in writing, of the Principal to use this Process. The teacher will have participated in training that is acceptable to the Superintendent and LEA Executive Committee and a Lesson Study Team for at least one cycle. The Teacher must use a subsequent lesson study cycle as part of his/her evaluation process

2.         The request is subject to the approval of the principal. If the Principal denies a request, he/she must provide a reason, in writing, to the Teacher.

3.         By October 15, the Teacher and Principal must sign the Professional Development Plan - Initial Conference form.

4.         The Principal shall observe the Teacher at least three times during the Lesson Study Cycle. The components of the observation will be agreed upon by the teacher and principal.

5.         Each Teacher using the Lesson Study Cycle for evaluation must complete the Professional Development Report by May 15th. The Principal will send a copy of all reports to the Superintendent who will forward copies to the LEA President.

Purpose of Lesson Study Lesson Study will:

•    Help establish a line of communication between faculty members.

•    Provide Teachers a chance to think and talk about lessons, student learning, assessment techniques etc.

•    Help bring techniques Teachers may use instinctively to the conscious level, thus improving the chance they will be repeated.

•    Expand teaching skills by expanding observational skills.

•    Improve student learning by helping Teachers create lessons that are focused on learning objectives and outcomes.

•    Increase the amount of time Teachers spend on discussing instructional issues.

•    Provide technical feedback from respected peers.

•    Help professionalize teaching since it offers Teachers a chance to become involved in decisions that have an impact on them and their students (shared decision making).

•    Provide opportunities to work together for the common good of the school environment.

Description

Lesson Study is designed to help Teachers benefit from expertise, research and reflection provided by peer collaboration. The Teacher and the Lesson study team will complete at least one and possibly two lesson study cycles during the school year.

The Lesson Study Cycle typically includes 5-6 meetings (after initial training and one lesson study cycle):

•    Lesson research

•    Lesson planning and preparation

•    Planning and preparation (if needed)

•    Teach lesson, post lesson discussion and reflection

•    Lesson revision and preparation

•    Re-teach lesson and reflection

Documentation of Lesson Study Observations

Teacher ______________________Grade(s)/Subject(s)   _________ Grade(s)/Subject(s) _________

School___________________________________________________________________________

Supervisor(s) __________________________________________________________________

Lesson Study Observation

 (Brief Description of Activity)

Date

Teacher's Initials

Supervisor's Initials

___ ____ ____ ____ ____

___ ____ ____ ____ ____

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PEER COACHING

Procedure

1.         By October 1st a Teacher must make a request, in writing, of the Principal to use this Process; he/she and his/her Peer Coaching Partner must have had at least fifteen (15) hours of training in Peer Coaching, or similar training acceptable to the Superintendent and LEA Executive Committee, prior to making the request.

2.         The request is subject to the approval of the principal. If the Principal denies a request, he/she must provide a reason, in writing, to the Teacher(s).

3.         By October 15th, the Teacher and Principal must sign the Professional Development Plan - Initial Conference form.

4.         The conversations and interactions between and among the Teachers using the Peer Coaching Process will be confidential to them alone.

5.         Each Teacher using the Peer Coaching Process must complete the Professional Development Report by May 15th. The Principal will send a copy of all reports to the Superintendent who will forward copies to the LEA President.

6.         Each year, the Superintendent will offer training in Peer Coaching at no cost to the Teachers, and will run the course if a minimum often (10) Teachers request such training.

Purpose of Peer Coaching: Peer coaching will:

•    Help establish a line of communication between faculty members.

•    Provide Teachers a chance to think and talk about what they are doing.

•    Help bring techniques Teachers may use instinctively to the conscious level, thus improving the chance they will be repeated.

•    Expand teaching skills by expanding coaching skills.

•    Increase the amount of time Teachers spend on discussing instructional issues.

•    Provide technical feedback from respected peers.

•    Help professionalize teaching since it offers Teachers a chance to become involved in decisions that have an impact on them and their students (shared decision making).

•    Provide opportunities to work together for the common good of the school environment.

Description

The Peer Coaching Process is designed to help any PTS Teacher who wishes to benefit from expertise provided by his/her Coach. Each Teacher who is using Peer Coaching as a substitute for his/her negotiated evaluation must participate in a three-phase cycle a minimum of twice during the school year. The three-phase cycle consists of:

1)    A Pre-Conference. During the pre-conference the Coach helps the Teacher to determine the focus of the observation. The following four (4) questions are recommended as guides for the pre-conference.

•    What are your objectives?

•    How will you know when you've reached your objectives?

•    What is your plan?

•    On what other aspects of your teaching do you want information?

2)   The Observation. The Coach observes the Teacher in the classroom teaching the identified focus area for the lesson. The Coach is not involved in teaching the lesson, in interacting with the Teacher or the students in any way. The Coach only observes and records observable behaviors and actions.

3)   The Reflection Conference. The Coach helps the Teacher become more reflective about the learning that has happened by asking questions, providing data, and facilitating the Teacher's own evaluation of the lesson. The Coach does not evaluate the lesson.

The Teacher and the Coach may decide to choose one or more of the following Peer Coaching techniques in order to collect data:

Selective Verbatim: The observer makes a written record of exactly what is said (within a certain category) in the classroom. The observer and the Teacher select beforehand certain kinds of verbal events (e.g., the Teacher's questions) to be recorded.

Verbal Flow: The observer records who is talking to whom. Categories of verbal interaction can also be recorded: teacher question, student answer, teacher praise, student question. Verbal flow is similar to the technique of selective verbatim in that both techniques deal with classroom behavior. Selective verbatim is concerned with the content of the verbal communication, whereas verbal flow identifies the initiators and recipients of the verbal communication and the kind of communication they are engaged in.

At Task: The observer systematically notes the behavior of each student at regular intervals during the lesson. The behavior for each student is recorded in categories agreed on by the Teacher and the observer in the pre-conference. Categories might be "doing assigned work" or "talking to neighbors."

Class Traffic: How Teaches move about the room can be an important instructional strategy. Class traffic charts the Teacher's movement during a class period.

Interaction Analysis: Categories of verbal behavior (praise, directions, criticisms) are charted during the lesson. The observer and Teacher may also create or adapt other techniques based on the particular objectives of the lesson to be observed and the needs of the Teacher.

Global Scan: Techniques such as script taping, anecdotal audiotapes, and videotapes can capture many aspects of the lesson that could otherwise be missed. The global scan or "wide lens" technique help give the teacher a sense of the "big picture."

Tally Sheets: A chart is used to collect data on specific areas such as: the ratio of calling on boys to girls, the number of students participating in a given class period, or types of questions asked by teachers/students.

Documentation of Peer Coaching Activities

Teacher: __________________________________ Grade(s)/Subject(s)____________________________

School: ______________________________________________________________________________

Peer Coach: ___________________________________________________________________________

Each Teacher who is using Peer Coaching as a substitute for his/her negotiated evaluation, must participate in a three-phase cycle a minimum of twice during the school year.

Peer Coaching Cycle #1

Date