Mansfield

Show detailed information about district and contract

DistrictMansfield
Shared Contract District
Org Code1670000
Type of DistrictMunicipal K12
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2017
Expired Status
Superintendency Union
Regional HS Members
Vocational HS MembersSoutheastern RVTSD
CountyBristol
ESE RegionSoutheast
Urban
Kind of Communityeconomically developed suburbs
Number of Schools5
Enrollment4888
Percent Low Income Students10
Grade StartPK or K
Grade End12
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MANSFIELD PUBLIC SCHOOLS

 

Mansfield, Massachusetts

 

 

Agreement

 

Between

 

School Committee of the Town of Mansfield

 

And the

 

Mansfield Educators Association

 

 

 

 

 

 

School Years:

 

2014-2015

2015-2016

2016-2017

 

 

 

 

AGREEMENT

 

Pursuant to the provision of Chapter 150E of the General Laws of the Commonwealth of Massachusetts, this contract is made this 1st day of September, 2014 by the School Committee of the Town of Mansfield (hereinafter sometimes referred to as the Committee), and the Mansfield Educators Association (hereinafter sometimes referred to as the Association).


PREAMBLE

 

 

 

Recognizing that our prime purpose is to provide education of the highest possible quality for the children of Mansfield as economically and efficiently as is possible, and that good morale within the teaching staff of the Mansfield schools and group and individual contact with the citizens of Mansfield are essential to achievement of that purpose, we, the undersigned parties to this Contract, declare that:

 

a.             Under the law of Massachusetts, the Committee, elected by the citizens of Mansfield, has final responsibility for establishing the educational policies of the public schools of Mansfield.  The Committee is a public body established under and with powers provided by the statutes of the Commonwealth of Massachusetts and nothing in this Contract 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.

 

b.             The Superintendent of Schools of Mansfield (hereinafter referred to as the Superintendent) has responsibility for carrying out the policies so established.  The Superintendent is charged with the management of the schools under the provisions of Massachusetts General Laws Chapter 71 and nothing in this contract shall derogate from or impair any power, right or duty conferred upon the Superintendent by law.

 

c.             The teaching staff of the public schools of Mansfield has responsibility for providing in the classrooms of the schools education of the highest possible quality.

 

 

 

 

ARTICLE I

RECOGNITION

 

Section l.  For the purposes of collective bargaining with respect to wages, hours of work, standards of productivity and performance, and other conditions of employment and the negotiation of collective bargaining agreements and any questions arising there under, the Committee recognizes the Association as the exclusive bargaining agent and representative for all Professional Employees, including nurses, employed by the Committee, except the Superintendent of Schools, Director of Curriculum and Instruction, Director of Finance and Operations, Principals, Assistant Principals, Director of Buildings and Grounds, Director of Technology, Athletic Director, Food Service Director, and Directors and Supervisors to the extent of their Director or Supervisor responsibilities.

 

Section 2.  Whenever used in this Agreement, the words "Professional Employee", "teacher", "nurse", and "employee" shall have the same meaning, unless a different meaning is plainly required by the context.  Such terms shall mean member of the bargaining unit.

 

Section 3.  Nothing in this Agreement shall be deemed to limit any of the rights offered employees and their exclusive representative under the provisions of Chapter 150E of the General Laws of Massachusetts.

 

Section 4.  Any teacher who is a part-time employee shall be entitled to all the benefits of the contract on a pro-rated basis.

 

 

ARTICLE II

MANAGEMENT RIGHTS

 

Section 1.  The Committee is a public body established under and with powers provided by the laws 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 law or any rule or regulation of any agency of the Commonwealth.  The Committee retains all the powers, rights and duties that it has by law and may, subject to this Agreement, exercise the same at its discretion.

 

The Superintendent of Schools is vested with authority and powers provided by the laws 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 him/her by law.  The Superintendent retains all the powers, rights and duties that he/she has by law and may subject to this Agreement exercise the same at his/her discretion.



 

ARTICLE III

NO STRIKES

 

Section l.  The Association shall not engage in a strike, and no said Professional Employee or the Association shall induce, encourage, or condone any strike, work stoppage, slowdown or withholding of services by said Professional Employees.

 

Section 2.  Any Professional Employee who engages in a strike shall be subject to discipline and discharge proceedings by the Committee.

 

 

ARTICLE IV

GRIEVANCE PROCEDURE

 

Section l.  The purpose of the procedure set forth in this Article is to produce prompt and equitable solutions to those problems which from time to time may arise and affect the conditions of employment of the Professional Employees covered by this Agreement.  The Committee and the Association desire that such procedure shall always be as informal and confidential as possible.

 

Section 2.  Nothing contained in this Article shall be construed as limiting the right of any aggrieved employee from discussing his grievance informally under the grievance procedure and from having his grievance adjusted, without the intervention of the Association, provided any such adjustment is not inconsistent with the terms of this Agreement and provided that the Association has been given the opportunity to be present at such adjustment to state its views.

 

Section 3.  A grievance is defined as a question, complaint or dispute involving the meaning, application or interpretation of or compliance with the terms and provisions of this Agreement.  Any matter which is not specifically covered by the provisions of this Agreement or which is reserved to the discretion of the Committee by the terms of this Agreement shall not be the subject of a grievance.

 

Section 4.  Grievances, except as is otherwise provided for herein, shall be processed in accordance with the following procedure:

 


a.  Level One.  The aggrieved employee shall first present his grievance orally or in writing to his immediate supervisor.  If the grievance is presented in writing, it shall give a summary of the facts involved, the provision or provisions of this Agreement allegedly violated and the relief desired.  The immediate supervisor shall advise the aggrieved employee in writing of the decision made with respect to the grievance within five (5) school days after the grievance is presented.

 

b.  Level Two.  If at the end of the five (5) school days next following the presentation of the grievance at Level One

the grievance shall not have been disposed of to the employee's satisfaction, the aggrieved employee or the Association may within five (5) school days thereafter submit his grievance in writing to the Superintendent.  The written grievance shall give a summary of the facts involved, the provision or provisions of this Agreement allegedly violated and the relief  desired.  Within ten (10) school days after receipt of the written grievance the Superintendent shall meet with the aggrieved employee and a representative or representatives of the Association in an effort to settle the grievance.  In the event of the absence or disability of the Superintendent, his designated representative shall act on his behalf.  Within ten (10) school days after the conclusion of said meeting, the Superintendent or his representative, as the case may be, shall advise the aggrieved employee and the Association in writing of his decision concerning the grievance.

 

c.  Level Three.  If at the end of the twenty (20) school days next following the presentation of the grievance at Level Two the grievance shall not have been disposed of to the employee's satisfaction, the aggrieved employee or the Association may within five (5) school days thereafter submit his grievance in writing to the Committee.  In the event that the School Committee notifies the Association that a grievance is not within its jurisdiction, the Association shall be entitled to proceed to arbitration pursuant to the provisions of Level IV below.  Within ten (10) school days after receipt of the written grievance, the Committee shall meet with the aggrieved employee and a representative or representatives of the Association in an effort to settle the grievance.  The Committee shall, within ten (10) school days after the conclusion of said meeting advise the aggrieved employee and the Association in writing of its decision with respect to the grievance.

 

d.  Level Four.  If the Association is not satisfied with the disposition of the grievance at Level Three or if no decision has been rendered within ten (10) school days after said meeting of the Committee, the Association and the aggrieved employee, the Association may, by giving written notice to the Committee within ten (10) school days after the date of the Committee's decision in Level Three or within twenty (20) school days after said meeting with the Committee if no decision has been rendered, present the grievance for arbitration.  In such case the following procedure will be followed:

 


l.                 The Association shall forthwith submit the grievance to the American Arbitration Association, Boston, Massachusetts, for disposition in accordance with the applicable rules of said American Arbitration Association.

 

2.                The arbitrator selected shall hold hearings promptly and, unless the time shall be extended by mutual agreement, shall issue his decision not later than thirty (30) days from the date of the close of the hearings or, if oral hearings have been waived, from the date established for the final submission of evidence and briefs.

 

3.                The arbitrator's decision shall be in writing and shall set forth his findings of fact, reasoning, and conclusions.  The authority of the arbitrator shall be limited to the terms and provisions of this Agreement and to the question or questions which are submitted.  The arbitrator shall have only the power to interpret what the parties to this Agreement intended by the specific clause in the Agreement which is at issue.  The arbitrator shall be bound by the provisions of this Agreement, and he shall not have any authority to establish salaries or other compensation, nor to add to, subtract from, modify or otherwise change any of the terms or provisions of this Agreement.  The arbitrator shall not award back pay or any other form of compensation beginning earlier than the start of the school year during which the grievance was filed.

 

4.                The decision of the arbitrator shall be final and binding upon the Committee, the Association and the aggrieved employee, to the extent permitted by law.

 

5.                The fee and expenses of the arbitrator and the expense directly related to the arbitration hearing shall be shared equally by the Committee and the Association.

 

Section 5.  If at the end of the thirty (30) school days next following the occurrence of any grievance or the date of the first knowledge of its occurrence by any employee affected by it, the grievance shall not have been presented at Level Two of the procedure set forth above, the grievance shall be deemed to have been waived.  Any grievance in course under such provision shall also be deemed to have been waived if the action required to present it to the next level in the procedure shall not have been taken within the time specified in the procedure.

 

Section 6.  If, in the judgment of the Association, a grievance affects a group or class of employees, the aggrieved employee or the Association may submit such grievance in writing directly to the Superintendent and the processing of such grievance will begin at Level Two as set forth above.  The Association may process such a grievance through all levels of the grievance procedure even though the aggrieved employee does not wish to do so.

 

Among the factors which may be considered by the Association in making a judgment regarding a group or class grievance are:

 

1.             a group or class grievance should contain a common issue and arise in a similar setting,

 

2.             if a grievance affects the employees in one building, it should be initiated at Level I and,

 

3.             if a grievance affects employees in more than one building it may be initiated at Level II.

 

Section 7.  The time limits herein above specified for the bringing and processing of a grievance may be extended by mutual agreement of the Association and the Committee.  All such agreements to extension must be in writing.

 

Section 8.  No written communication, other document, or record relating to any grievance shall be filed in the personnel file of any employee involved in presenting such grievance.

 

 

ARTICLE V

WORK YEAR, WORK DAY, WORK LOAD, AND JOB SHARING

 

Section l.  Effective beginning with the 2012-2013 school year, the work year of all said Professional Employees, except the High School Guidance Department Head, shall begin not earlier than September 1st, and shall terminate no later than June 30th in the following calendar year and shall consist of one hundred eighty-two (182) work days. The Friday before Labor Day shall not be a workday.  Effective September 1, 1998, the work year for School Nurses shall consist of 184 days.  A work day is defined as a day when the attendance of all Professional Employees is required.  All said Professional Employees shall be required to attend the orientation day held on the first day of the work year, the one hundred eighty (180) days that students are required by the Committee to be in attendance at school, and one professional development day. In addition to said work days new teachers in the Mansfield School System shall attend one (1) additional orientation day during the week prior to the beginning of the school year and work seven (7) hours at the discretion of the building principal.  Such additional orientation days shall not be included in the said work year. These meetings are to be contiguous to the school day and in hourly increments.  Work days on which school is cancelled for any reason shall be made up on days determined by the Committee.  The Committee, at its option, may schedule contiguous to the contractual work year, two (2) professional development days or parent conference days for all staff with compensation at the applicable per diem rate.  Any additional student days added to the school year shall be compensated at the per diem rate.


 

Section 2.  The normal work day of all Professional Employees shall be comprised of seven (7) hours, including a duty-free lunch period of at least twenty (20) minutes per day.  Building Principals retain the right to establish starting and ending times consistent with the unique needs of the building and/or program.

 

Section 3.

The work year of the High School Guidance Department Head shall consist of two hundred (200) work days.  Said work year shall include the one hundred eighty‑two (182) days that all other Professional Employees are required to be in attendance at school, no more than ten (10) work days immediately prior to the beginning of the said work year of all other Professional Employees and no more than ten (10) days immediately after the end of the said work year of all other Professional Employees.  Said work days shall not include Sundays, Saturdays, or legal holidays.

The workday and work year of the Guidance Department Head shall be the same as for all other Department Heads.  The Guidance Department Head shall be paid at the same rate as other Department Heads.  The Guidance Department Head may be required to work up to an additional eighteen (18) days per year, which days shall be compensated at the rate of 1/182 of the annual salary of the Guidance Department Head for each day.

 

Section 4.

a.     Professional employees shall not be required to attend more than twelve (12) afternoon meetings of a maximum length of one (1) hour called by any administrator(s) beyond the contractual school day per school year, except for meetings with individual students and/or individual parents.  Except in case of emergency, at least three (3) school days' notice shall be provided for such meetings.

b.  Professional Employees shall be required to attend not more than three (3) evening meetings.

 

Section 5.  All Professional Employees shall have a duty‑free lunch period of at least twenty (20) minutes in each day.

 

Section 6.  Secondary teachers, grades 6 through 12, to the extent possible will not be required to teach more than two (2) subjects nor have more than a total of three (3) different teaching preparations.

 

Section 7.  Teachers in the High School, Middle School, and departmentalized Elementary Schools shall have at least five (5) preparation periods during each school week.  Elementary teachers shall have five (5) preparation periods during the course of a week when special subject teachers are instructing their classes, provided, however, that said elementary teachers shall assume the responsibility for acquainting themselves with the objectives of the lessons taught and with the activities planned by said special subject teachers in order that they may effectively follow up said lesson objectives and planned activities.  At the Elementary Level Grades l‑5, teachers shall have no less than five (5) preparation periods per week.  A preparation period shall be scheduled for each day, provided that in unusual circumstances where a teacher does not get a daily preparation period, he or she shall be assigned at least five preparation periods during the week.  Preparation periods shall not be scheduled outside of the student day.  Specialists shall receive the same amount of preparation time as is provided to regular classroom teachers in the grade level to which they are assigned.  The  term "specialists" shall include special education staff and teachers of art, music, health teachers and physical education.

 

Section 8.  Based upon a seven (7) period day, Teachers of English, Social Studies, Mathematics, Science and Foreign Language shall be assigned a maximum of five (5) teaching periods daily unless a situation arises whereby it would be in the best educational interests of the students to do otherwise.  In that instance the assigning of a sixth teaching period would not occur until the teacher and the Mansfield Educators Association had been consulted and the teacher had agreed to the extra teaching period.  It is understood that such agreement by the teacher would be for one year only and would have to be renewed yearly, if continuation appeared warranted.

 

It is expressly understood that Science teachers may be assigned six (6) teaching periods on certain days because of scheduling problems, but that unless otherwise noted, their total

number of teaching periods per week will not exceed twenty-five (25).

 

Based upon a four (4) block day consisting of 84 minute blocks, teachers at the high school shall be assigned a maximum of three teaching blocks daily.  Each teacher shall be provided one (1) preparation period of eighty-four (84) minutes on a daily basis.  Teachers at the high school shall not be assigned supervisory duties except one (1) ten minute homeroom period per week.  Such homeroom period will not increase the teacher work day.

 

Based upon a trimester schedule, consisting of sixty-seven (67) minute periods, teachers at the high school shall be assigned a maximum of four (4) teaching periods daily.  Each teacher shall be provided one (1) preparation period of sixty-seven (67) minutes daily, or its equivalent on shortened days.  Teachers at the high school may be assigned one (1) ten-minute homeroom period per week.  Such homeroom periods shall not increase the teacher workday.  While the high school will make every effort to provide one teacher for the duration of classes spanning more than one trimester, it may be necessary to assign more than one teacher to fulfill the teaching assignment for those classes meeting more than one (1) trimester.  Department Chairs and Directors of Guidance who supervise grades 6-12 shall not be required to teach or counsel, respectively, more than two (2) teaching periods per day.

 

 

Section 9.  In the case of Business (typing classes only) Home Economics, Industrial Arts, Art, Music, Special Education Physical Education, and Health, the Committee shall strive to assign a maximum of five (5) teaching periods daily or a maximum of twenty-five (25) teaching periods per week.  However, such teachers may be assigned six (6) teaching periods in a day or up to thirty (30) teaching periods per week, in case of scheduling problems.  It is understood that the sixth teaching period would be in lieu of other duties normally assigned by the Principal during that teaching period.

Section 10.  Department Heads shall be given adequate time during their work day to perform their supervisory and administrative duties.  Such time shall be in addition to the preparation periods provided for in Section 7 above.  Middle School House Masters shall be required to teach no more than two (2) periods or the equivalent thereof per day.  Department Chairs and the Director of Guidance who supervise Grades 7-12 shall not be required to teach or counsel, respectively, more than one block or two (2) teaching periods per day.

 

Section 11.  The Committee will make every effort to replace absent teachers with a substitute in all subjects.  No teacher may be required to assume the assignment of an absent teacher in lieu of his or her preparation period on more than five (5) occasions in any one school year.  Teachers may volunteer to teach in lieu of their preparation periods.  A list of volunteers will be maintained except that it is understood that such list will not be the exclusive source of volunteers.  In the event that a teacher is so required or when a teacher so volunteers, he/she shall be paid $20.00 per coverage.  In each such case the teacher shall use his/her best efforts to teach the class or otherwise fulfill the assignment of the teacher being replaced.  Non‑voluntary assignment from a preparation period shall be the last option used by the Administration.

 

Section 12.   Any teacher who teaches both sections of an A/B Block shall be paid a $500 stipend per semester.    No teacher in the English, Math, Science, Social Studies or World Language departments will be required to teach both sections of the A/B Block.  Any teacher from the English, Math, Science, Social Studies or World Language department who volunteers to teach both sections of the A/B block shall be paid the stipend of $500 per semester.

 

Section 13. The School Committee agrees to provide professional employees with a copy of the school calendar for the next school year no later than May 15th of the preceding year.

 

JOB SHARING

Section 14.   A.   A teacher who is employed on a full-time basis and who desire to participate in a job sharing position, shall inform the Superintendent in writing by April 1st of the preceding year that he or she is willing to accept a reduction from a full-time to a part-time position.   Such teacher shall also indicate in writing that he or she understand that, once such reduction to a part-time position is made, the teacher cannot thereafter change his or her mind and displace or intrude upon the recall of a less senior teacher to attain full-time status, without permission from the Superintendent of Schools.

 

B.      It is clearly understood:

·         The Administration reserves the right to approve or reject any request to job share.

·         While assigned to a part-time (job sharing) position, the Bargaining Unit member relinquishes his or her rights to displace a full time member of the Bargaining Unit.

·         The Town will be responsible to contribute to one health care plan for each job-share position.

·         The part-time position will be prorated for the purposes of seniority.

·         The salaries of the two individuals will be cost neutral to the School Committee.

·         Nothing in this Article shall preclude the appointment by the Committee of a teacher assigned to a job sharing position to a full-time teaching position.

 

C.      Job sharing shall mean the sharing of the performance of the duties and responsibilities of the position.   The commitment of a teacher to a job sharing position shall be for one year.

 

D.     The following working conditions shall apply to teachers participating in job sharing:

 

1.       The regular work week for such teacher shall be one-half the regular work week for full time teachers, 18 and 17.

2.       Both teachers will work the entire work day for the first five (5) days of school and for the last five (5) days of school.

3.       Half-days and in-service times shall be shared with the two teachers taking turns at coverage and reporting to each other.

4.       Both teachers will be present for parent conferences and curriculum nights.

5.       Both teachers will arrange meeting times to evaluate students and mark report cards.

6.       If there is a temporary staffing interruption due to illness or other reasons, the teacher who is available for work will cover the absent teacher whenever possible, thereby eliminating the need for a substitute.

7.       The preparation time provided for teachers in Article XII of the Agreement shall be shared by each teacher.

8.       Each teacher’s salary will be prorated according to the full time equivalency pursuant to the terms of this Agreement.

 

E.                   A teacher working in a job sharing position who chooses to work in a full-time position the following school year shall be eligible for any vacant position for which they are certified. However, they shall not have the right to displace a full-time teacher.

 

Section 15.  The X2 program shall be implemented at the high school and middle school as follows:

a.       All high school and middle school teachers shall post a brief description of upcoming course content on the school department’s secure website using the X2 software program.  The information that should be posted on the website includes upcoming course content, lessons and unit topics.

b.       Teachers shall identify upcoming assessments, whether tests or major assignments/projects and the projected deadline and/or test date in the information that they post on line.  This information shall be updated at the start of each unit or every three (3) weeks, whichever comes first.

c.        At the high school and middle school, teachers will provide progress reports for each student for each marking period, as well as term grades, mid-term grades and final exams using the X2 system.

 

ARTICLE VI

SALARIES

 

Section l.  Subject to the provisions of this Agreement, the compensation of each Professional Employee for his work year shall be determined in accordance with and shall conform to the salary schedules, other rates of compensation and the schedule of supplementary compensation set forth in the salary schedule, which is attached hereto and made a part hereof.

 

Section 2.  The Superintendent of Schools shall determine in accordance with the provisions of this Article and the salary schedules other rates of compensation for each Professional Employee.

 

Section 3.  Each Professional Employee employed as a teacher shall be placed on the Salary Schedule in accordance with his training and experience.

 

Section 4.  Each such Professional Employee shall, as of the beginning of each work year in September, receive step increments successively to the next higher rate within his salary schedule, subject to the following conditions:

a.             That he/she has worked at least one hundred (100) days during the preceding school year with the Mansfield School System or in another school system.  Days worked for purposes of this article shall mean all days on which the Professional Employee was present and worked or days on which the Professional Employee used his/her accrued sick days.  Days received from the Sick Leave Bank shall not be considered days worked for purposes of this article.

 

b.             That his/her work performance for the preceding school year shall have been evaluated as being satisfactory.

 

c.             Teachers are expected to meet all minimum requirements established by the Department of Education, effective July 1, 2004, for recertification and licensure for movement on the salary scale. Seminars, workshops or in-service programs must reflect fifteen (15) hours of course work for each credit awarded.  Courses or workshops to be creditable must be approved in advance.

Section 5.  Each Professional Employee who completes education beyond the Bachelor's Degree so as to become eligible for placement on one of the salary schedules established for teachers with education beyond the Bachelor Degree shall be placed on the corresponding step of the salary schedule for which he becomes eligible at the beginning of the first pay period in September or the beginning of the first pay period in March, whichever first occurs after the completion of such education. In order to be eligible for movement from one lane to another, a professional employee must notify the Superintendent in writing by no later than March 1st of the preceding school year of his/her anticipated eligibility for a lane movement. Satisfactory evidence of the completion of such education must be presented by the employee to the Superintendent of Schools before he is placed on the new salary schedule.  In-service credits approved in advanced by the Superintendent may be credited for such advancement with such notice. In lieu of attaining three (3) semester hours credit as herein provided, a professional employee may satisfy the requirements set forth below:

 

a. Conduct a course, seminar, or program which has been approved in advance by the Superintendent of Schools and which is of benefit to the school system.  The time allotment for such a course, seminar or program shall be not less than thirty (30) hours.

 

 

b. Teachers may submit to the Superintendent for

prior approval, a proposal for a project that is of special interest to the teacher and the Mansfield School System.  This project is separate from any course work being pursued at a university and separate from any of their prescribed assignments within the school system.

 

c.        This project can be of a research nature or the

trial of an innovative idea within the classroom.  Evidence must be presented that a minimum of 30 hours of work outside the classroom activity have been invested in the project.  Three (3) credit hours will be given for completion of the project and these credits will be applicable to advancement on the Teachers' Salary Scale.  Final approval of the project is by the Superintendent of Schools.

 

Section 6.  A Professional Employee assigned to perform the duties of a position or positions described in the Schedule of Supplementary Compensation set forth in the salary schedule shall be paid the compensation provided for such position or positions in said schedule in addition to his regular teacher's salary.

Teachers serving in the capacity of mentors, curriculum associates, team liaisons, team leaders or curriculum specialists have the option of receiving either a stipend or (3) credits for movement on the salary scale.

Assignments of Professional Employees to any such position or positions shall be for one school year only and shall not be construed as creating any kind of tenure in such positions.

 

Section 7.  The compensation of all Professional Employees shall be paid beginning with the second Friday after the beginning of the school year.  Compensation shall be paid in either twenty‑six (26) or twenty‑one (21) equal bi‑weekly installments at the option of the employee.  A Professional  Employee on the twenty‑six (26) payment plan, who decides to receive the balance of the compensation due him/her for the current school year, in his/her salary check covering the pay period in which the school year ends, shall so notify the Superintendent, in writing, no later than June 30th of the previous fiscal year which pay option he/she wishes to use.  Professional Employees who wish to be paid in twenty‑one (21) payments for the school year or change to twenty‑six payments or vice versa shall so notify the Superintendent, in writing, no later than June 30th of the previous fiscal year.  The compensation for all Professional Employees for all supplementary duties (see supplementary compensation schedule) will be as follows: each Professional Employee will be allowed to select from one of the following two methods of payment:

 

1.             The compensation for supplementary duties will be divided into equal payments covering the time period for said duty and paid as part of each paycheck during that period.

 

2.             The compensation for supplementary duties will be paid in full at the end of the time period for said duty.  The method of payment shall be selected upon acceptance of such supplementary duties.

 

Section 8.  The daily rate of compensation for each Professional Employee for the purpose of determining the deduction to be made in his compensation for each day he is in on a non‑pay status and for determining the amount of compensation to be paid to a Professional Employee who leaves the employ of the Committee prior to the end of his work year  shall be equal to his annual rate of compensation divided by the number of work days in his work year.  A Professional Employee who leaves the employ of the Committee prior to the end of his work year shall be entitled to receive as his total compensation for such year the amount of such daily rate of compensation multiplied by the number of days he has been in a pay status in such year.

 

 

ARTICLE VII

PAID ABSENCE BECAUSE OF ILLNESS

 

Section 1.  Absence Because of Illness with pay shall be granted in the manner and to the extent provided in this Article to each Professional Employee who is incapacitated for the performance of his duties by illness or injury or who is required to be absent because of a serious illness in his immediate household.

 

Section 2.  Each Professional Employee who has completed one school year of employment by the Committee shall be entitled to fifteen (15) days of Paid Absence Because of Illness as of the first day of his work year.  Each Professional Employee who has not completed one school year of employment by the Committee shall accrue Paid Absence Because of Illness days at the rate of one and one‑half (1 ½) days of each month of the work year provided, however, that each such teacher shall at the commencement of employment be permitted to use up to five (5) sick days which will be charged against days subsequently accrued.  The maximum number of days to be accrued shall be 180.  Each Professional Employee shall be informed by the Superintendent of Schools by October 1st of each school year of the number of Paid Absence Because of Illness days he has accumulated.

 

Section 3.  Professional Employees may be required to submit medical certificates in support of requests for Paid Absence Because of Illness.  The Superintendent may request a medical certificate after five (5) consecutive days of absence.  The Superintendent will then decide whether or not (s)he will be required to continue presenting a medical certificate in support of his/her Paid Absence Because of Illness request.

 

The Committee shall reimburse employees for any fee charged, which is an added cost to the teacher, in obtaining a medical certificate which is required by the Superintendent.

 

Section 4.  A Professional Employee may utilize Paid Absence Because of Illness days up to a maximum of five (5) days in each work year in the event of serious illness requiring bedside or household attention by the Professional Employee of his spouse, child, parent or other member of the Professional Employee's immediate household.

 

Section 5.  A Professional Employee who is unable to work because of an occupational injury, which is incurred in the course of his employment by the Committee and which is compensable under the provisions of the Massachusetts Workmen's Compensation Act, shall upon his written request to the Committee, receive as a charge against his accrued Paid Absence Because of Illness the difference between his current salary and the amount he receives as Workmen's Compensation.

 

Section 6.  Professional Employees who have a serious illness and have exhausted their own paid absence because of illness may make application to receive additional paid leave to the Paid Absence Because of Illness Bank.  Employees who wish to receive additional paid leave from the Sick Bank must first submit a note from a licensed health care provider documenting that the employee is disabled from work and the expected duration of the disability.

 

The Bank shall be maintained at a minimum of one (1) day per Professional Employee and a maximum of two (2) days per Professional Employee each year.

 

The Paid Absence Because of Illness Bank shall be administered by a Committee consisting of four members, two designated by each of the Committee and the Association.  The Committee shall determine the eligibility for use of the Bank and the amount of leave to be granted.

 

If the Paid Absence Because of Illness Bank is exhausted, it shall be renewed by the contribution of one (l) additional day of Paid Absence Because of Illness by each Professional Employee covered by this Agreement.  Such additional day will be deducted from the Teacher's annual fifteen (15) days of Paid Absence Because of Illness.  The Paid Absence Because of Illness Bank Committee shall determine the time when it becomes necessary to replenish the Bank.

 

Section 7.  A Professional Employee who leaves the employ of the Committee shall not be paid for any unused Paid Absence Because of Illness days which he has accumulated.

 

Section 8.  Professional Employees who leave the school during the school day will be charged a full Paid Absence Because of Illness day if they leave prior to completing a half day and one‑half day Paid Absence Because of Illness Day if they leave after completing a half day but prior to completion of that full day.

ARTICLE VIII

LEAVES OF ABSENCE WITH PAY

 

Section la.  Personal Days.  Professional Employees may be granted up to two (2) days off per year without loss of pay, (l) on days when they are unable to report for work because of emergency and unavoidable conditions, and (2) to attend to urgent personal matters that cannot be reasonably attended to outside of the normal work day.  Such days shall not be granted on the day before or the day after a holiday, or a vacation period, except in the case of absences caused by emergency and unavoidable conditions as stated above.  One of the two days shall be granted at the discretion of the Superintendent, and one shall be granted as an entitlement in accordance with the above standards.  Except in cases of emergency, application for such leave shall be processed through the employee's immediate supervisor with three (3) days' advance notice, and the employee shall be notified whether the request has been granted at least twenty-four hours prior to the date of the leave.

 

Section 1b.   Bargaining unit members may accumulate up to five (5) paid personal days, the two noted in Section 1A, and an additional three (3) unused days.

The carried over personal days can be used exclusively for religious observances, commencement exercises, and weddings for members of the immediate family.

The Superintendent, at his sole discretion, reserves the right to grant the use of accumulated personal days for reasons not identified above.

 

Section 2.  Professional Employees shall be granted, without loss of pay, leaves of absence for periods not in excess of five (5) days in the event of death of the employee's spouse, child, grandchild, parent, grandparent, parent‑in‑law, brother, sister, brother‑in‑law, sister‑in‑law, aunt, uncle, person living in the same household as the employee or a member of the immediate family of such person in the same household for the purposes of bereavement and attendance at funeral services.  The notice of leave under this section and the anticipated length of such leave shall be provided to the principal as soon as possible.  Leave without loss of pay in the event of the death of a relative other than listed above, or close friend shall be at the discretion of the Superintendent.

 

Section 3.  Professional Employees may be excused, without loss of pay, by the Superintendent for the purpose of attending educational conferences.

 

Section 4.  Time necessary for a required appearance in any legal proceeding which results from a Professional Employee's activities in furtherance of School Committee business shall be granted upon notification to the Superintendent.  Leave under this Section shall not be granted relative to any legal proceeding which the employee has initiated against the Mansfield School System or in which the Professional Employee is appearing for or on behalf of an individual who has commenced proceedings against the School Committee.

 

Section 5.  Employees shall be granted a leave of absence, without loss of pay, for the observance of religious holidays up to a maximum of three (3) days in a school year subject to the condition that the employee is required to observe the day as a holiday as a tenet of his/her religion.

 

Section 6.   The Mansfield Educators Association in its entirety shall be granted eight (8) days paid leave to attend conferences or conventions sponsored by the National Educators Association and/or the Massachusetts Teachers Association.  Such leave will not be deducted from either personal or sick leave.

 

 

ARTICLE IX

LEAVES OF ABSENCE WITHOUT PAY

 

Section l.  A Leave of Absence Without Pay not to exceed two (2) years may be granted to any Professional Employee with professional status who joins the Peace Corps or serves as an exchange teacher and is a full‑time participant in either of such programs.  Upon return from such leave, the Professional Employee will be placed on the salary schedule at the level he would have achieved if he had not been absent on such leave.

 

Section 2.  Military leave without pay will be granted to any Professional Employee who is inducted or enlists in any branch of the Armed Forces of the United States.  Such leave of absence shall not exceed the period of the employee's initial induction or enlistment, as the case may be.  Upon return from such leave, the Professional Employee will be placed on the salary schedule at the level which he would have achieved if he had not been absent on such leave.

 

Section 3.  A Professional Employee may be granted a leave of absence without pay or increment for a period not to exceed one (l) year for the purpose of caring for a sick member of the employee's immediate family.

 

Section 4.  A Professional Employee with professional status, whose personal illness extends beyond the period of time for which he is entitled to receive sick leave, may be granted a leave of absence without pay or increment for such time as is necessary for his recovery from such illness, subject, however, to a maximum period of one (l) year.  Requests for such leave will be supported by appropriate medical evidence.

 

Section 5.  An employee may apply for a leave of absence for a period of one (l) school year to engage in alternate career exploration.  The request, along with the reasons therefore must be submitted in writing to the Superintendent no later than March 1st preceding the year in which the leave is to be taken.  The Superintendent may grant or deny such requests at his/her discretion, and such decision shall not be subject to grievance or arbitration.  An employee granted such leave must, in order to return, indicate in writing his intention to do so no later than March 1st of the school year, prior to the date of return.

 

Section 6.  Leaves of Absence without Pay or increment may be granted by the Superintendent to Professional Employees for purposes other than those set forth above.

 

Section 7.  The Leave of Absence provided for under this Article may be extended by the Superintendent.  Requests for the leaves or extension of Leaves of Absence without Pay provided for in this Article shall be submitted in writing to the Superintendent and shall contain the reasons for the request.  The Superintendent shall respond in writing.

 

Section 8.  All benefits to which a Professional

Employee was entitled at the time his leave of absence without pay commenced, including unused accumulated sick leave, will be restored to him upon his return and he will be assigned to the same teaching position which he held at the time said leave commenced, if such position is available, or if it is not available, to a substantially equivalent teaching position.

A Professional Employee who, at the time said leave commenced

was assigned to perform the additional duties of a position described in the Schedule of Supplementary Compensation

shall have no right to return to such position upon his return from leave.  The determination as to what constitutes

a substantially equivalent position shall be made by the Superintendent in each case.

 

 

ARTICLE X

MATERNITY LEAVE

 

Section l.  A leave of absence shall be granted for maternity purposes, to female Professional Employees on the terms and conditions set forth in this Article.

 

Section 2. The employee shall notify the Superintendent in writing sixty (60) days prior to her intended departure of the date she wishes to commence her leave of absence.   Such notice shall include a written statement from her licensed health care provider attesting to the nature of her condition.  She shall be permitted to continue on active duty until such date, provided she does perform the full duties and responsibilities of her position and furnishes additional statements from her physician upon the reasonable request of the Superintendent or his/her designee.

 

Section 3.  The employee may elect to utilize her accumulated Paid Absence Because of Illness during her period of physical disability.  Paid Absence Because of Illness shall be paid only during the time period in which a physician certifies the employee to be physically disabled and only to the extent of the number of Paid Absence Because of Illness days the employee has accumulated.

 

Section 4. Maternity shall commence on the first day of absence for members of the bargaining unit.   Normal maternity leave shall be considered to include up to twelve (12) weeks for a regular delivery and up to fourteen (14) for a Caesarian delivery.  Members of the bargaining unit are entitled to receive up to forty (40) accumulated paid sick days during a normal maternity leave.  If a teacher elects to take a twelve (12) week leave, the twelve (12) week period shall commence with the teacher's absence to give birth and conclude twelve (12) weeks thereafter.  If the teacher elects to take a leave for longer than  twelve (12) weeks, the teacher may return either at the opening of school in September next following the commencement of the leave, or at the opening of school on the September next following the September following the birth of the child.

 

A teacher who elects a leave for more than twelve (12) weeks must notify the Superintendent, in writing, no later than April l, as to whether or not she intends to return the following school year.  If the teacher fails to so notify the Superintendent by the April l next prior to the September of her intended return, of her intention to return to the school system, she shall be deemed to have resigned and the obligation of the Committee to provide her a position shall cease.  At least one month prior to her return from leave, a teacher may be required to furnish the Superintendent with a statement from her physician attesting to her ability to resume the full performance of the duties and responsibilities of her position.

 

In cases of exceptional circumstances, a teacher may request, through the Superintendent, to return to her position earlier than her intended September return date.

 

Section 5.  All benefits to which the employee was entitled at the time her leave of absence commenced, including any unused accumulated Paid Absence Because of Illness, shall, except as is otherwise provided herein, be restored to her upon her return and she shall, except as otherwise provided herein, be assigned to the same teaching position which she held at the time such leave commenced, if such position is available, or, if it is not available, to a substantially equivalent teaching position.  An employee, who at the time said leave commenced was assigned to perform the additional duties of a position described in the Schedule of Supplementary Compensation set forth in said Appendix A, shall have no right to return to such position upon her return from leave.  The determination as to what constitutes a substantially equivalent position shall be made by the Superintendent in each case.  Upon her return, the employee shall not advance in increment unless she shall have worked at least one hundred (100) days in the school year in which her leave commenced in the Mansfield Public School System.  The Superintendent shall not be required to restore an employee on maternity leave to her previous or similar position if other employees of equal length of service credit and status in the same or similar position have been laid off due to economic conditions or other changes in operating conditions affecting employment during the period of her maternity leave; provided, however, that the employee on maternity leave shall retain any preferential consideration for any other position to which she may be entitled as of the date of her leave commenced.

 


 

ARTICLE XI

SABBATICAL LEAVE

 

Section l.  A Professional Employee who has completed six (6) consecutive full school years of employment by the Superintendent shall be eligible for a sabbatical leave for a period not to exceed one (l) year for the purpose of engaging in study or research.  Not more than two (2) Professional Employees in the bargaining unit shall be granted sabbatical leave at any one time.

 

Section 2.  The Superintendent shall be notified in writing of the Professional Employee's intent to apply for a sabbatical leave no later than December 1st.  The application shall be presented to the Superintendent not later than March 15th of the school year next prior for which the sabbatical leave is desired.

The Superintendent shall decide which applicant if any shall be granted sabbatical leave and shall notify each applicant of his decision no later than April 15th of the same year.  The disposition by the Committee of an application for sabbatical leave shall not be subject to the Grievance Procedure set forth in Article IV of this Agreement.

 

Section 3.  A Professional Employee on sabbatical leave shall be paid fifty percent (50%) of the salary which he would have received if he had remained on active duty with the  Superintendent, exclusive of any supplementary compensation which he may have been receiving in addition to his regular teacher's salary under the provisions of Article VI, Section 6 of this Agreement, provided, however, that in the event the Professional Employee receives a grant or fellowship, the compensation to be paid by the Committee when added to the amount of the grant or fellowship shall not exceed the salary the employee would have received had he remained on active duty with the Committee.

 

Paid sabbatical leaves are limited to one (1) year.  Employees may request a second year of unpaid leave.

 

Section 4.  Each Professional Employee granted a sabbatical leave for the purpose of engaging in research shall submit, at the end of his sabbatical leave, a written report to the Superintendent of the research program he has completed.

 

Section 5.  Each Professional Employee granted a sabbatical leave for the purpose of engaging in study shall submit, at the end of his sabbatical leave, to the Superintendent an official transcript of courses pursued and grades received, said transcript to become a part of his permanent record.

Section 6.  The Superintendent may, at his/her discretion, terminate for just cause any sabbatical leave he/she has granted.

 

Section 7.  Prior to the granting of sabbatical leave, a Professional Employee shall enter into a written agreement with the Superintendent that upon termination of such leave, he will return to service in the Mansfield Public Schools for a period equal to twice the length of such leave and that in default of completing such service, he will refund to the Town of Mansfield an amount equal to such proportion of salary received by him while on leave as the amount of service not actually rendered as agreed bears to the whole amount of service agreed to be rendered.

 

 

ARTICLE XII

CLASS SIZE

 

Section l.  The Committee and the Association recognize that class size is an important factor in rendering meaningful education.  Therefore, the Committee will, if when possible to do so, strive to reach the following goals:

 

a.                Elementary Schools:

 

Kindergarten and first grade                                                                            25

Second grade through fifth grade                                                                    25

 

b.                Middle and High Schools       30

 

c.                Laboratories, shop, home economics,

art, music, business and physical

education classes not to exceed

the capacity of the available space.

 

d.                No special needs class shall have

more pupils than is provided by the

regulations of the Massachusetts

Department of Education.

 

 

Section 2.  It is understood that the exercise of discretion necessary in reaching said goals lies solely with the Committee.

 

Section 3.  Sixty (60) days after the execution of the collective bargaining agreement, the Association and School Committee agree to establish a Class Size Study Committee composed of three (3) School Committee representatives, one of whom will be a School Committee member, and three (3) Association members.  The Study Committee shall establish its rules of procedure.  The Study Committee shall review the issue of class sizes throughout the Mansfield School System and issue a report of its findings to the School Committee and Association for use in negotiations to the successor bargaining agreement.  The report shall not be binding or require action on the part of either party but they may use the report in negotiations for a successor agreement.

 

ARTICLE XIII

NON‑TEACHING DUTIES

 

Section l.  The Committee and the Association acknowledge that a teacher's primary responsibility is to teach and that his energies should, to the extent possible, be utilized to this end.

 

Section 2.  Professional Employees other than health services personnel shall not be required to administer eye and ear examinations, administer medications or weigh and measure students.

 

Section 3.  Assignments of Professional Employees to non‑teaching duties will be made on a reasonable basis.  Every effort will be made to achieve an equitable distribution of duties within each building.  It is understood that exceptions may be made in order to facilitate the scheduling of preparation time, lunch time, or the delivery of direct services to students. Teachers at the elementary level will be assigned one (1) lunch or recess duty per week exclusive of bus duty.

 

Section 4.  The Committee will endeavor, when possible, to require contractors to assume the responsibility for collecting sums for various purposes, in lieu of having the Professional Employee perform this task, providing the added cost of collection is not so prohibitive as to discourage the sale of the particular item involved.

 

Section 5.  Extra-curricular duties shall be voluntary.  The Committee expressly reserves the right to hire personnel outside the bargaining unit to perform compensatory extracurricular duties, if no Professional Employee in the bargaining unit is available or qualified to perform said duties.

 

 

ARTICLE XIV

TRANSFERS, ASSIGNMENTS, VACANCIES AND PROMOTIONS

 

Section l.  Whenever a new position is established or any vacancy in an existing position occurs during the months of September through April, it will be adequately publicized by the Superintendent of Schools by means of a notice posted in each school as far in advance of the appointment as possible.  For the months of May through August, the following procedure shall be the exclusive procedure for posting vacancies: the school department will post on the school’s Web site in anticipation all teaching positions presently listed in the contract by no later than March 15th of each school year.  Bargaining unit members interested in a position posted by March 15th must submit a letter of intent to the Superintendent of Schools requesting a voluntary transfer by no later than March 30th of the same school year.  As positions become vacant, the Administration will refer to the voluntary transfer file and contact those staff members who have submitted a letter of intent for an interview.

 

Section 2.  All qualified Professional Employees will be given five (5) school days after posting of the notice to make application for such position, and the Superintendent agrees to give due weight to the professional background and attainments of all applicants, the length of time each has been in the employ of the Committee, and other relevant factors.  Preferential consideration will be given to qualified Professional Employees already employed by the Committee.  Employee applicants shall be given an interview if the employee so requests, in writing.

 

Section 3.  Appointments made by the Superintendent will be made without regard to race, creed, color, religion, national origin, sex or marital status.

 


Section 4.  Transfers and assignments shall be made on a voluntary basis whenever possible.  The Superintendent shall, however, when it considers it necessary or desirable make involuntary transfers or assignments on the basis of inverse seniority by grade or discipline.  An involuntary transfer or assignment will be made only after a meeting between the Professional Employee and the Superintendent of Schools, or his designee, at which time the employee will be notified in writing of the reasons for the transfer or assignment.  In making transfers and assignments the Superintendent will give consideration to the length of time the employees involved have been in the employ of the Superintendent.  Notice of transfers and changes in assignments shall be given by the Superintendent to the Professional Employees involved as soon as reasonably possible.

 

Section 5.  All professional employees shall be given whenever possible their teaching assignment for the upcoming school year by the end of the previous school year.

 

Section 6.  All professional employees shall be given whenever possible their room assignment for the upcoming school year by the end of the previous school year but no later than August 1st.

 

 

ARTICLE XV

ADVERSE ACTIONS

 

Section l.  No adverse action as hereinafter defined shall be taken against any Professional Employee for disciplinary or other reasons without good cause.  For the purposes of the Agreement the term "adverse action" shall mean only the following types of action:

 

a.             Admonishment.  An admonishment is a disciplinary action taken against a Professional Employee by the appropriate supervisory official for some infraction which is not of a serious nature.  An admonishment may be oral or in writing.

 

b.             Reprimand.  A reprimand is a statement of official censure in a formal letter to the Professional Employee from the Superintendent or his designee for a serious violation.

 

 

c.             Suspension.  Suspension is an enforced temporary non‑pay status and absence from duty of a Professional Employee for disciplinary reasons.  The Professional Employee will be given written notice of his suspension and the reasons therefore.

 

d.             Demotion.  Demotion, except as is otherwise provided herein, is a change from one position to another position lower in rank or compensation, imposed for disciplinary reasons or reasons of inefficiency.  The term "demotion" as used herein shall not include any action taken by the Superintendent in not reappointing a Professional Employee to a position or positions described in the Schedule of Supplementary Compensation set forth in Appendix A attached hereto, assignments to such positions being made for one school year only.  The Professional Employee will be given written notice of his demotion and the reasons therefore.

 

e.             Dismissal.  Dismissal, except as is otherwise provided herein, is the dismissal of a Professional  Employee from the employ of the Committee for disciplinary reasons, for reasons of inefficiency or incapacity, or for any other good cause.  The term "dismissal" as used herein shall not include the dismissal of a   Professional Employee without professional status who has been teaching in the Mansfield Public Schools for less than ninety (90) days and shall not include the action of the Superintendent in not renewing the contract of a  Professional Employee without professional status.  This shall not be considered as "adverse action" as defined herein.


 

 

ARTICLE XVI

SUMMER SCHOOL AND FEDERAL PROGRAMS

 

Section l.  The Committee will, as soon as practicable, give notice to its Professional Employees of opportunities for employment in the Summer School and in Federal Programs conducted by the Committee.

 

Section 2.  A Professional Employee who desires to apply for any such position vacancy shall submit his/her application in writing to the Superintendent within the time limit specified in the notice announcing the vacancy.

 

Section 3.  In filling vacant positions in the summer school and in Federal Programs, the Committee will take into consideration each applicant's professional competence and attainment.  Where the qualifications of applicants, in the opinion of the Committee, are substantially equal, preference will be given to employees of the Committee on the basis of their seniority as such employees.

 

 

ARTICLE XVII

TEACHER EVALUATION AND FILES

 

The primary purpose of evaluation is the improvement of individual professional performance, reflecting an acceptable system‑wide philosophy, and serving as a guide for constructive supervision.

 

Section l.  All monitoring or observation of the work performance of a teacher will be conducted openly and with the full knowledge of the teacher.  The use of eavesdropping, public address or audio systems, and similar surveillance devices shall be strictly prohibited, unless specifically agreed upon in writing.

 

Section 2.  Professional Employees shall be permitted to inspect the contents of their personnel folder, files, cards, and records therein, and upon request, will be provided copies of such contents and records.  Professional Employees will be entitled to have a representative of the Association accompany them during such review.

Section 3.  No material which is in any way derogatory to the Professional Employee, except any confidential material which may be received prior to his/her employment, shall be placed in his/her personnel file before (s)he has had the opportunity to review such material and reply thereto, and unless the material has been substantiated in fact.  The Professional Employee shall acknowledge that (s)he has reviewed such material by signing his/her name to the copy to be filed in his/her personnel file.  The Professional Employee's signature shall, in no way, mean that (s)he agrees with the contents of any such material.  The Professional Employee shall also have the right to answer any such material in writing.  His/Her answer shall be submitted to the Superintendent for review and shall be attached to the material to which it is in answer, and filed in his/her personnel file.

Section 4.  Any report, communication or memorandum made by any administrator regarding a Professional Employee which is derogatory shall be brought to the attention of the employee and further, must be reasonably investigated before any adverse action is taken against such employee or any material regarding such matter is placed in the personnel file of the teacher.

 

Section 5.  Any complaint by a parent, student, or other person directed toward a Professional Employee deemed serious enough to be included within the personnel file of the teacher, shall be promptly called to the attention of the employee.  The identity of the complainant shall be known, and the employee shall be afforded the opportunity to refute such complaint in writing.

 

Section 6.  If a teacher is to be disciplined or reprimanded by a member of the administration, (s)he will be entitled to have a representative of the Association present.

 

Section 7.  All new employees will be given copies of the evaluation procedure within two (2) weeks of their entrance into the bargaining unit.  The Superintendent shall be responsible for setting proper yearly dates and the notification to Professional Employees of such dates.

 


Section 8.  It is agreed that a Study Committee will be established composed of four (4) persons appointed by the Association and four (4) persons appointed by the Committee.  Such Study Committee shall be established by October l, each year for the purpose of on‑going review of the evaluation procedure.  Proposed changes to the evaluation procedure must be reviewed and recommended by the joint committee.

 

 

ARTICLE XVIII

LEARNING MATERIALS

 

The Committee recognizes the professional competence and skills of its Professional Employees in relation to the selection of learning materials for use in the schools and agrees to solicit their advice and assistance in the selection of such learning materials.

 

 

 

 

ARTICLE XIX

FACILITIES FOR PROFESSIONAL EMPLOYEES

 

Section l.  The following facilities will be provided for Professional Employees in the schools whenever it is feasible and possible to do so:

 

a.             Space in each classroom in which teachers may safely store instructional material and supplies.

 

b.             A teacher work area containing adequate equipment and supplies to aid in the preparation of instructional materials.

 

c.             An appropriately furnished room to be reserved for the exclusive use of Professional Employees as a faculty lounge.  Said room will be in addition to the aforementioned teacher work area.

d.             serviceable desk and chair for each teacher.

 

e.             A communication system so that teachers can communicate with the main building office from their classrooms.

 

f.             A well‑lighted, clean restroom for women and a well‑lighted, clean restroom for men.

 

g.             A separate, private dining area for the use of Professional Employees.

 

h.             An adequate portion of the parking lot at each school reserved for the parking of cars of Professional Employees.

 


Section 2.  It is understood and agreed that because of physical and financial limitations the Committee will not in all instances be able to provide the facilities set forth above in Section l.  Its failure to do so shall not be subject to the Grievance Procedure set forth in Article IV of the Agreement.

 

 

ARTICLE XX

USE OF SCHOOL FACILITIES

 

Section l.  The Association may have the right to use school buildings without cost at reasonable times for meetings.  Arrangements for the use of any school building shall be made through the Superintendent of Schools.

Section 2.  Use of school facilities and equipment by the Association may be permitted within reasonable limits.  Arrangements for the use of any school buildings shall be made through the Superintendent of Schools.  Any costs incurred in the use of any such facilities or equipment will be paid by the Association.

 

Section 3.  There will be one (l) bulletin board in each school building for teacher association use.  It will be placed in an appropriate place for the purpose of displaying Administrative notices and Association material.

 

Section 4.  Teacher mail boxes may be used by the Association to distribute Association literature.

 

Section 5.  The Association President will be sent a copy of the official agenda of the School Committee meetings prior to each meeting and a copy of the minutes of said meeting after their approval by the Committee.

 

Section 6.  The teaching faculty of each building shall be represented in the decision‑making process at the building level in an advisory capacity as members of a Faculty Advisory Council.  The faculty and/or their self‑appointed committees in each building shall meet to discuss educational issues independently of the Administration.  While the decision‑making responsibility in the building remains with the Principal, the Superintendent of Schools shall review issues which are not resolved at the building level upon request of the Faculty Advisory Council.  All members shall be present.

Section 7.

 

a.  The President of the Teachers' Association shall be exempt from all non‑teaching duties.

 

b.  The President will have the right to move within the school district during the school day, provided that his/her immediate supervisor knows his/her approximate location.

 

c.  The President of the Teachers Association shall be granted a fifty percent (50%) release of teaching time without loss of seniority provided the Mansfield Educators Association reimburses the Mansfield School Department the fifty percent (50%) prorated portion of the President’s salary.

 

d.  The President of the Teachers Association shall have his/her own classroom available for prep periods.


 

 

ARTICLE XXI

PROTECTION OF PROFESSIONAL EMPLOYEES

 

The Committee will provide indemnification for Professional Employees

provided by Section 100C of Chapter 41 and Chapter 258 of the Massachusetts General Laws under the conditions set forth in such section.

 

 

ARTICLE XXII

GROUP HEALTH AND LIFE INSURANCE

 

The group health insurance and the group life insurance provided by the Town of Mansfield for its employees shall be available to Professional Employees who advise the Superintendent of Schools in writing that they desire to participate in such insurance programs.  Deductions for the Professional Employee's share of the cost of such insurance shall be made twice each month.

Effective September 1, 2004, the Town’s contribution will be seventy percent (70%) and the employees contribution will be thirty percent (30%).  All future increased costs to health care costs will be distributed using the seventy percent (70%) town and thirty percent (30%) employee ratio.

 

The School Committee will implement a dental health plan with the Town of Mansfield contributing fifty percent (50%) and the employee contributing fifty percent (50%).

Effective September 1, 2004 the Town of Mansfield agrees to set up a Flexible

Spending Account for members of the Bargaining Unit to include medical and

dependent care components. Any third party processing fee associated with the

creation of the Flexible Spending Account will be borne exclusively by

participating members of the Bargaining Unit.

 

Effective September 1, 2007 employees purchasing long term disability

insurance through MTA benefits may have their premium payments made by

payroll deductions.

 

 

ARTICLE XXIII

INVESTMENTS

 

Section l.  The Committee shall allow Professional Employees to purchase tax sheltered investments, the premium payments for which will be deducted from the employee's pay and paid by the Town Treasurer to the investment companies.  Any Professional Employee who desires to purchase such an investment must notify the Superintendent of Schools of his/her intention to do so prior to September 30th, to take effect in the first pay period in October, or by February 1, to take effect in the first pay period in March.

 

There shall be a maximum of ten (10) different companies from which employees may purchase tax sheltered investments.  Such companies shall be those from which employees are, as of such above date, purchasing tax sheltered investments.  Hereafter, any listed company which has no employee purchasers shall be dropped from the list.

 

Effective when the number of different companies from which employee’s purchase tax sheltered investments reaches nine (9) or less, a company (companies) shall be added provided at least five (5) employees agree to purchase investments from any one such company and further provided that number of different companies from which employees may purchase such investments shall not exceed ten (10).

 

Employees who participate in the investment program will be entitled to the following contributions from the school committee to their tax sheltered investments.

 

The School Committee will annually contribute eight percent (8 %) of an individual’s total contribution, not to exceed $1,700.00 per year.

 

Employees choosing to discontinue contributing to the tax sheltered

investment should notify the Director of Finance and Operations by March 1st of the preceding year.

 

All contributions by the School Committee will be made in June of each fiscal year.

 

Section 2.  The Committee authorizes the Superintendent of Schools to act as purchasing agent to carry out the desires of the teachers in purchasing such tax sheltered investments.

 

 

ARTICLE XXIV

DEDUCTIONS FOR DUES

 

Section l.  The Committee will, upon the written authorization of a Professional Employee, make deductions from his compensation for the current dues of the Association.  Any such authorization may be withdrawn by the Professional Employee by giving at least sixty (60) days’ notice in writing of such withdrawal to the Committee.

 

Section 2.  The specific amount of the current dues of the Association shall be certified to the Committee by the Treasurer of the Association on or before September 15th of each school year.

 

Section 3.  The Committee will, upon the written authorization of a Professional Employee, make deductions from his compensation for the Massachusetts Teachers Association Credit Union and/or the Rockland Credit Union.

 

ARTICLE XXV

TEACHER TRAINING

 

Section l.  Professional Employees will be encouraged to attend any or all in‑service or curriculum workshops which are scheduled after the regular school day.

 

Section 2.  Such workshops shall be organized through the joint efforts of teachers and administrators and shall be consistent with the philosophy that all teachers and administrators must continually update their teaching practices and procedures in order that the education of youth will not be confined to the limitations of a static environment.

 

Section 3.  The Superintendent of Schools, through the building administrators, will involve teachers in the planning of all in‑service programs authorized by the School Committee.

 

 

ARTICLE XXVI

USE OF PRIVATE VEHICLE FOR OFFICIAL SCHOOL BUSINESS

 

Professional Employees who use their private vehicles on official school business, all of which has been approved in advance by the Superintendent of Schools, shall be reimbursed at the rate established for town employees.

 

 

 

 

ARTICLE XXVII

COMMUNICATIONS

 

Section l.  The Committee recognizes the need for effective communications between it and the Association.  Accordingly, the Association shall, upon its written request to the Superintendent of Schools, be placed on the agenda of any regular meeting of the Committee.

 

 

Section 2.  Consultation Process

The consultation process will provide an on‑going vehicle for the representatives of the Association and school administration to permit a free exchange of ideas and discussion of working conditions not covered by the present contract.  In addition, this consultation process will provide for information to and opinions from the Association as to educational goals and methods of accomplishment.

 

The meetings will be scheduled by the President of the Association through the Superintendent of Schools as the need may arise.  Time of meetings shall be determined by agreement between the Superintendent of Schools and the President of the Association.

Representatives from the administration and the Association may attend as the need may arise.

 

 

ARTICLE XXVIII

REGISTERS OF DAILY ATTENDANCE OF PUPILS

 

Daily attendance of pupils will be taken by teachers and reported to the principal, who will be responsible for keeping the school register.

 

 

ARTICLE XXIX

PRINTING AND DISTRIBUTING AGREEMENT

 

This Agreement shall be printed in booklet form under the supervision of the Superintendent of Schools.  The cost of such printing shall be shared equally by the Committee and the Association.  Each Professional Employee and each member of the School Committee shall receive one (l) copy and the remaining copies shall be held by the Superintendent for distribution as requested by the Committee or the Association.

 

 

ARTICLE XXX

REDUCTION IN FORCE (LAYOFF)

 

The School Committee retains the right to determine the number of professional positions which are needed in the school system.  In the event that financial limitations, pupil enrollments, curriculum changes or similar considerations cause the Committee to eliminate any positions covered by this Agreement, the following lay‑off procedure shall apply.

 

Section l.  The Committee shall make every effort to accomplish said reductions by attrition.

Section 2.  A teacher with professional status shall not be laid off if there is a  teacher without professional status whose position the  teacher with professional status is qualified to fill.

 

Section 3.  In case of a layoff within specific areas of certification, the least senior certified teacher shall be laid off first, except that the Committee may retain a less senior teacher where such teacher is demonstrably superior in performance and/or qualifications, or when the demonstrated needs of the system so require.  When performance, qualifications and the demonstrated needs of the system are substantially equal with respect to more than one teacher, the least senior teacher shall be laid off first.  An arbitrator shall allow for reasonable judgments by the School Committee under this section.

 

Determinations as to qualifications shall be based only upon materials in the teacher's personnel file as of April l immediately preceding the layoff.  Determinations as to performance shall not be based on evaluations conducted in the school year in which the layoff takes place.

 

Section 4.  A teacher to be laid off in one certification under Section 3, who is certified in another area of certification shall have the right to replace a less senior teacher in such other certification, except that the Committee may retain the less senior teacher where such teacher is demonstrably superior in performance or qualifications or when the demonstrated needs of the system so require.  When performance, qualifications (which for purposes of this section only, shall not include length of time teaching within the certification) and the demonstrated needs of the system are substantially equal with respect to more than one teacher, the least senior teacher shall be laid off first.  An arbitrator shall allow for reasonable judgments by the School Committee under this section.

 

Determinations as to qualifications shall be based only upon materials in the teacher's personnel file as of April l immediately preceding the layoff.  Determinations as to performance shall not be based on evaluations conducted in the school year in which the layoff takes place.

 

Section 5.  Teachers who receive a new assignment under Section 4 may be required at the School Committee's expense to take three credits of course work to update skills where such action is deemed appropriate by the Superintendent.  Notification will be made by the Superintendent by December 15th and the course will be completed by the following September 1st.

 

Section 6.  "Certification" shall mean that the employee has on file with the Office of the Superintendent, evidence that (s)he possesses certification from the State Department of Education.  Such evidence must be on file by April 1st of each school year.

 

"Seniority" shall mean the Professional Employee's length of continuous service in years, months, and days in the bargaining unit (date of assumption of duties).  In cases of identical date of entry into the bargaining unit, seniority shall be determined by the drawing of lots by such employees or their designees.  Employees shall be credited for seniority purposes up to a maximum of one (l) year for time spent on any leave of absence provided in this Agreement.  Any time spent beyond one (l) year on leave(s) of absence under Article IX, X, and/or XI by any employee shall be construed to be non‑active service and will not be included in determining the total length of service.  However, such leaves shall not be construed to break active service; and seniority will mean the total  number of years, months, and days preceding the leave, added to the total number of years, months, and days after resuming active duty after such leave(s) of absence.  Service of part-time employees after September l, 1989 shall be pro-rated for the purpose of the calculation of seniority.

 

Section 7.  Employees to be laid off shall be notified, in writing, of such layoff as soon as possible, but in no event later than the May 15 immediately preceding the end of the school year in which the layoff will take effect.  Such notice will include the specific reasons for the layoff.

 

Section 8.  Employees who have been laid off shall be entitled to recall rights for a period of two (2) years from the effective date of their respective layoffs.  During the recall period, employees shall have preference for any vacancy or new position for which they are qualified in the inverse order of their layoff subject to the same criteria set forth in Section 3 hereof for layoff.

 

Section 9.  Employees laid off under this paragraph shall be given priority on the substitute list during said recall period if they so indicate, in writing, to the Superintendent.

 

Section 10.  Employees laid off under this paragraph may continue all insurance coverages provided by the Town of Mansfield during said recall period at their own expense.  Failure to forward full premium payments to the Town Treasurer shall terminate this option.

 

Section 11.  Employees on recall shall be notified by the Superintendent by certified mail of any open positions within their area of certification in the School System.  Failure to apply for an open full‑time, permanent position within his/her area of certification within fifteen (15) workdays following such notification by the Superintendent shall terminate all rights under this Article.

 

Section 12.  All benefits, including salary and professional status, to which an employee was entitled at the time of layoff shall be restored in full upon re‑employment within the recall period.

 

Section 13.  A list specifying the seniority of each member of the bargaining unit shall be prepared by the Committee and forwarded to the President of the Association within ninety (90) days following execution of this Agreement.  An updated list will be supplied by October 15th each year thereafter.  If no challenge to the list is made by the Association within thirty (30) days of receipt of the list, the list stands as written.

 

Section 14.  Nothing in this Article shall affect the right of the School Committee to refuse to renew the contract of a  teacher without professional status.

 

Section 15.  (a)  In those cases where, under Section 3 or 4, a junior teacher is retained over a senior teacher within a certification, the notice of layoff to the senior teacher shall contain a statement detailing the basis upon which each such junior teacher was judged demonstrably superior to the senior teacher.  Such notice shall be provided at the time of notice of reduction in force.

 

(b)  Such notice of reasons shall also be provided when a

junior teacher is recalled in preference to a senior teacher.

 

ARTICLE XXXI

SCOPE OF AGREEMENT

 

Section l.  The Committee and the Association agree that during the term of this Agreement all matters and issues pertaining to wages, hours, and conditions of employment of Professional Employees shall be governed exclusively by and limited to the terms and provisions of this Agreement.

 

Section 2.  All terms and conditions of employment of said Professional Employees not covered by this Agreement shall continue to be subject to the Committee's and/or Superintendent's direction and control and shall not be the subject of negotiations until the commencement of negotiations for a successor agreement.

 

Section 3.  No addition to, alteration, modification, or waiver of any of the terms or provisions of this Agreement shall be valid, binding or of any force or effect unless it is made in writing and executed by the Committee and the Association.

 

Section 4.  The failure by the Committee or by the Association in one or more instances to observe or enforce any provisions of this Agreement shall not be construed to be a waiver of said provisions.

 

Section 5.  If any provisions of this Agreement or any application of the Agreement to any employee or group of employees shall be found contrary to the law, then such  provision or application shall not be deemed valid and subsisting, except to the extent permitted by law, but all other provisions or applications shall continue in full force and effect.

 

 

ARTICLE XXXII

AGENCY FEE

 

The Committee agrees to require as a condition of employment that all employees, except those employees certified as members to the Committee by the Association, pay annually or by dues deduction to the Association, as of the thirtieth (30th) day of such employment, or thirty (30) days subsequent to the effective date of this Agreement, whichever is later, an Agency Service Fee equal to the amount required to become a member and remain a member in good standing of the exclusive bargaining agent and its affiliates to or from which membership dues are paid.  Said amount shall be certified annually to the Committee by the Association.

 

 

 

ARTICLE XXXIII

EARLY RETIREMENT INCENTIVE PLAN

 

Section 1.  The intent of this provision is to provide a financial incentive for a teacher to retire earlier than might otherwise be the case.  Such incentive can provide a benefit to the teacher, a long term financial saving to the town and an opportunity for employment and/or career advancement for other teachers.

 

Section 2.  Teachers eligible to participate in this plan are those who have been employed in Mansfield for ten or more consecutive years, have achieved the maximum step of the teacher's salary schedule, and have filed a binding declaration to resign or retire as set forth below.

 

Section 3.  A declaration of intent to resign or retire must be filed with the Superintendent no later than November 15 of the school year in which the retirement/resignation is to occur.  Such declaration shall be binding and irrevocable.

 

Section 4.  A teacher filing the declaration shall be entitled to receive an amount as set forth below:

 

 

Age at date of retirement                                            Amount

 

55 or Younger                                                               $12,000

56 – 57                       $6,000

58 - 60                        $4,000

Over 60                     $2,000

 

 

Payment of said amount shall be made by August 31 of the fiscal year following that in which the declaration of intent is filed.

 

 


 

ARTICLE XXXIV

COURSE REIMBURSEMENT

 

Effective September 1, 2007 the Committee shall reimburse a professional employee in an amount not to exceed five hundred twenty-five ($525.00) for a course approved in advance by the Superintendent and which, at the discretion of the Superintendent, is directly related to the employee's area of teaching responsibility.  Reimbursement shall be contingent upon the employees obtaining a satisfactory grade in any such course according to the standards of the institution, and submitting evidence of satisfactory completion to the Superintendent.  Effective September 1, 2008, the Committee shall reimburse a professional employee in an amount not to exceed five hundred seventy-five dollars ($575.00) contingent upon the employee satisfying the requirements set forth above. Effective September 1, 2009, the Committee shall reimburse a professional employee in an amount not to exceed six hundred and twenty-five dollars ($625.00) contingent upon the employee satisfying the requirements set forth above.  Nurses, orientation and mobility specialists, hearing impaired specialists, speech pathologists, occupational therapists, and physical therapists shall be allowed to access the total annual course reimbursement allocation set forth in this Article for conferences and workshops directly related to the member’s area of responsibility in the same dollar amount as professional employees.  The process for applying for and receiving approval shall be the same as set forth for professional employees.  Notwithstanding the foregoing provisions, the maximum amount to be expended by the Committee for such course reimbursement effective September 1, 2007 shall not exceed one hundred and six thousand five hundred dollars ($106,500.00); effective September 1, 2008 shall not exceed one hundred and twenty one thousand five hundred dollars ($121,500.00); and effective September 1, 2009 shall not exceed one hundred thirty six thousand five hundred dollars ($136,500.00). Professional employees shall apply for course reimbursement on a first-come, first-serve basis.  In the event that the number of professional employees applying for course reimbursement exceeds the available financial resources for that year, those professional employees who do not receive course reimbursement shall be placed at the top of the list for the immediate subsequent year for purposes of eligibility.  The Superintendent shall maintain a list of those employees who have made application for and have been granted such reimbursement.

 

 

ARTICLE XXXV

HEALTH AND SAFETY

 

Section 1.  Alcohol and drug dependency are recognized by the parties to be treatable illnesses.  Management and the Union agree to cooperate in encouraging employees subject to these dependencies to undergo a rehabilitation treatment program.  Employees may be offered a referral to a professional treatment facility for purposes of diagnosis and/or treatment.  If an employee is found to be alcohol or drug dependent, (s)he must agree to follow a prescribed course of treatment and notify the Employer of his/her participation and progress.  An employee otherwise subject to discipline under this Agreement who refuses to avail himself of assistance shall be subject to the normal contractual disciplinary procedures.  Nothing in this provision shall impair or expand the existing rights and obligations of the parties set forth elsewhere in the Agreement.

Section 2.  The School Committee will use all reasonable efforts to maintain heating temperatures, air quality, and other working environmental conditions at a state that is conducive to the health and safety of the professional employees.

 

Section 3.  The Director of Buildings and Grounds will meet on a monthly basis with the MEA Health and Safety Committee made up of a representative from each school building, to listen to health and safety concerns.  Meetings shall be scheduled at a mutually convenient time such that it does not conflict with school hours.  If they wish, members of the MEA Health and Safety Committee may offer suggestions to address their concerns.

 

 

ARTICLE XXXVI

LONGEVITY

Section 1.    Regular Longevity

 

Effective September 1, 2016, all professional employees who are at Steps 10-13 of the contract shall receive an annual payment of Five Hundred Thirty Dollars ($530.00).  Employees who are at Step 13 but not yet eligible for the longevity shall continue to receive the $530.00 longevity until such time as they are eligible for longevity set forth in Paragraph II.  It is expressly understood that once an employee becomes eligible for longevity in Paragraph II, the employee is no longer eligible for the $530.00 longevity payment.

 

All Professional Employees with at least two years at the maximum step of the salary schedule and at least six (6) years as a Professional Employee in Mansfield shall receive an annual payment of Seven Hundred Dollars ($700.00).

 

All Professional Employees with at least six (6) years at the maximum step of the salary schedule and at least thirteen (13) years as a Professional Employee in Mansfield shall receive an annual payment of an additional Seven Hundred Dollars ($700.00).

 

All Professional Employees who have completed twenty-nine (29) years of service in the Mansfield Public School system shall receive an additional annual payment of fifteen hundred dollars ($1,500.00).

 

 

Longevity payments will be paid as follows:

 

One‑half to be paid in the first pay period in December and the remainder in first pay period in June.

 

 

ARTICLE XXXVII

HEALTH SERVICE PERSONNEL

 

It is understood that the Nurses will perform duties as assigned by the

building principal, which are consistent with the terms of the collective

bargaining agreement and regulations of the Massachusetts Department of

Education.

 

 

It is understood that the Nurses will participate in parent conferences and

curriculum nights.

 

Effective September 2007, Mansfield School Nurses will be eligible for all

steps and lanes of the Professional employee’s pay scale.

 

Mansfield School Nurses will participate in after-school and evening

community health promotion events under the direction of the Nurse Leader and

administrators.  These programs will include but are not limited to, multiple

Influenza Clinics, Alcohol and Drug Awareness presentation, Health Education

Programs and Growth and Development programs.  In addition, a nurse will be

available to work in the summer to provide nursing coverage for students

attending the Extended Year Program.  Mansfield School Nurses will serve as

advisors for the Health Professionals Club.  Nurses will serve as mentors for

Career Pathways students, students participating in a Senior Project or

nursing students from schools of higher education, if the placement is

appropriate.

 

 

ARTICLE XXXVIII

RESIGNATIONS

 

In order for a professional employee to leave the District in good standing, the professional employee shall provide the Superintendent’s office with thirty (30) days’ written notification of his/her intent to resign.

 


 

CRIMINAL OFFENDER RECORDS INFORMATION

 

CORI

 

CORI POLICY / PROCEDURES FOR EMPLOYEES

 

BACKGROUND:  Chapter 385 of the Acts of 2002, an Act Further Protecting Children, requires school systems to obtain criminal offender records information ("CORI") on all current employees, applicants for employment, volunteers, individuals who provide transportation services to students on a regular basis, and independent contractors and laborers hired to perform work on school grounds.

SCHOOL SYSTEM APPROVAL PROCESS:  Even though a school system has been authorized to receive CORI data on new employees, it must resubmit a certification application with the Criminal History Systems Board ("the Board"). Upon re-approval by the Board, the school system will be assigned a CORI code which allows the Board to track CORI requests and deliver information efficiently and accurately.

AUTHORIZED DISTRICT EMPLOYEES: The School system must identify the individuals who will be authorized to receive CORI data, and include this information as part of the application process. As part of an Agreement of Non- Disclosure, each person who is identified by the school system to receive CORI data must sign and submit an agreement that CORI information will not be released to any individual other that the Superintendent of Schools, and the individual for whom the CORI was sought.

CENTRALIZED STORAGE LOCATION:  Copies of the CORI request forms, and all CORI data that is received from the Board will be stored in a locked file cabinet in the office of the Assistant Superintendent for Finance. Copies will not be included in Personnel Files, nor will anyone other than the Superintendent, Principal, and the individual himself/herself will have access to the information,

CONDITION OF EMPLOYMENT:  It is a condition of continued employment that an employee, upon request, sign the CORI form that alloivs the school district to receive the CORI data from the Criminal History Systems Board pursuant to Massachusetts law (Chapter 385 of the Acts of 2002).

FREQUENCY OF CORI SUBMISSIONS:  CORI checks for individual employees will be conducted not more than every three years (3) without good cause during an individual's term of employment. Upon the receipt of the CORI data, the previous CORI data will be destroyed.

 

 

 

 

 

 

USE OF CORI INFORMATION:  Each CORI case is different, and determinations will therefore be made on a case-by-case basis. Among the factors to be considered will include, but be limited to when the conduct occurred, the type or nature of the conduct, the relationship of the conduct to the employee's present position, the penalty imposed, whether the charge resulted in a conviction, when the individual has been arrested subsequently, and post-conviction conduct.

 

COMMUNICATION WITH EMPLOYEE:  Once the CORI data has been received by the school system, it will be filed in the office of the Assistant Superintendent for finance. A determination will also be made whether or not the information delineated necessitates a meeting between the employee and the Superintendent. If such a meeting is indicated, the employee has the right to be represented by counsel and/or union representation.

DUE PROCESS: Any and all personnel actions resulting from a CORI report shall be conducted pursuant to the provisions of the respective collective bargaining agreement and the General Laws of the Commonwealth.

 


 

ARTICLE XXXIX

DURATION

 

This Agreement shall take effect on September 1, 2014, and shall continue in full force and effect to and including August 31, 2017, and from year to year thereafter unless either party indicates its intention to modify or terminate the Agreement by written notice to the other by November 1, 2016 or November 1st of any subsequent year.

 

The parties shall meet within thirty (30) days next following notification of intent to modify or terminate as provided above, for the purpose of commencing negotiations for a successor agreement.  The parties shall trade proposals at such mutually acceptable date.

 

 

IN WITNESS WHEREOF, the Committee has caused this Agreement to be signed in its name and behalf by its Chairman, hereto duly authorized, and the Association has caused this Agreement to be signed in its name and behalf by its President, hereto duly authorized, on the date and year first above written.

 

 

 

 

 

________________________________                             MANSFIELD SCHOOL COMMITTEE      MANSFIELD EDUCATORS' ASSOCIATION

Michael Trowbridge                                                  Shelley King

Chairman                                                                     Negotiations Chairperson

 

 

 

Dated:                           Dated: ______________________

 


 

year 1

2014 -  2015

Increase - 1.25%

Bachelors

Bachelors + 15

Masters or Bachelors plus 30

Masters + 15

Masters + 30

Masters + 45

Masters + 60

CAGS* Masters + 75  Doctorate

Step

A

B

C

D

E

F

G

H

1

41,747

43,418

45,151

46,959

48,841

50,790

52,824

54,937

2

43,209

44,936

46,734

48,605

50,550

52,573

54,676

56,863

3

45,588

47,411

49,309

51,280

53,332

55,464

57,683

59,990

4

47,819

49,731

51,722

53,789

55,941

58,178

60,504

62,925

5

50,293

52,303

54,394

56,569

58,830

61,185

63,633

66,178

6

52,699

54,805

56,997

59,277

61,646

64,113

66,675

69,344

7

54,911

57,108

59,391

61,768

64,238

66,808

69,479

72,256

8

57,425

59,721

62,111

64,593

67,177

69,867

72,660

75,569

9

59,669

62,056

64,539

67,119

69,805

72,595

75,502

78,520

10

62,183

64,672

67,259

69,948

72,746

75,654

78,681

81,829

11

65,358

67,972

70,691

73,520

76,458

79,517

82,699

86,006

12

73,211

76,106

79,114

82,245

85,498

88,882

92,404

96,066


 

year 2

2015 -  2016

Increase - 2.0%

Bachelors

Bachelors + 15

Masters or Bachelors plus 30

Masters + 15

Masters + 30

Masters + 45

Masters + 60

CAGS*

Masters + 75  Doctorate

Step

A

B

C

D

E

F

G

H

1

42,582

44,286

46,054

47,898

49,818

51,806

53,880

56,036

2

44,073

45,835

47,669

49,577

51,561

53,624

55,770

58,000

3

46,500

48,359

50,295

52,306

54,399

56,573

58,837

61,190

4

48,775

50,726

52,756

54,865

57,060

59,342

61,714

64,184

5

51,299

53,349

55,482

57,700

60,007

62,409

64,906

67,502

6

53,753

55,901

58,137

60,463

62,879

65,395

68,009

70,731

7

56,009

58,250

60,579

63,003

65,523

68,144

70,869

73,701

8

58,574

60,915

63,353

65,885

68,521

71,264

74,113

77,080

9

60,862

63,297

65,830

68,461

71,201

74,047

77,012

80,090

10

63,427

65,965

68,604

71,347

74,201

77,167

80,255

83,466

11

66,665

69,331

72,105

74,990

77,987

81,107

84,353

87,726

12

74,675

77,628

80,696

83,890

87,208

90,660

94,252

97,987


 

year 3

2016 -  2017

Increase - 2.0%  ( FY16 step 12 becomes step 13 in FY17 and a new step 12 is established.)

Bachelors

Bachelors + 15

Masters or Bachelors plus 30

Masters + 15

Masters + 30

Masters + 45

Masters + 60

CAGS*

Masters + 75  Doctorate

Step

A

B

C

D

E

F

G

H

1

43,434

45,172

46,975

48,856

50,814

52,842

54,958

57,157

2

44,954

46,752

48,622

50,569

52,592

54,696

56,885

59,160

3

47,430

49,326

51,301

53,352

55,487

57,704

60,014

62,414

4

49,751

51,741

53,811

55,962

58,201

60,529

62,948

65,468

5

52,325

54,416

56,592

58,854

61,207

63,657

66,204

68,852

6

54,828

57,019

59,300

61,672

64,137

66,703

69,369

72,146

7

57,129

59,415

61,791

64,263

66,833

69,507

72,286

75,175

8

59,745

62,133

64,620

67,203

69,891

72,689

75,595

78,622

9

62,079

64,563

67,147

69,830

72,625

75,528

78,552

81,692

10

64,696

67,284

69,976

72,774

75,685

78,710

81,860

85,135

11

67,998

70,718

73,547

76,490

79,547

82,729

86,040

89,481

12

72,084

74,950

77,929

81,029

84,250

87,601

91,089

94,714

13

76,169

79,181

82,310

85,568

88,952

92,473

96,137

99,947

 

*The following language shall be effective September 1, 2013.  CAGS Programs shall be deemed to encompass other programs with comparable requirements such as Educational Specialist programs provided that the program has been approved by the Superintendent.

The CAGS designation shall be removed from the M+75 lane and will not be available for any employee starting a CAGS Program after September 1, 2013.  Educators in a CAGS Program may only move one lane in each contract year.

A CAGS Program must consist of at least 30 credits and include a practicum or require a practicum in addition to the 30 credit program.  When the practicum is in addition to the 30-credit program, upon completion of the practicum, the educator will be awarded an additional six (6) credits towards a lane change.

Upon satisfactory completion of a CAGS Program and a practicum, an educator will receive six (6) additional credits towards movement on the salary schedule.

SCHEDULE OF SUPPLEMENTARY COMPENSATION

 

2014-2015                   2015-2016        2016-2017

A.            Coordinator of Unified Media Services                       6,084               6,084               6,084                          Band Director                                                 12,438             12,438               12,438

Coordinator Health & Physical Education                   6,537               6,537               6,537

Employees in the above positions will be placed on the appropriate step of the salary schedule based on years of service and education and then will receive the stipend listed above.

 

B.         Supervisory Positions

Title One Coordinator                                      3,410               3,410               3,410

Little Hornets Coordinator                               8,526               8,526               8,526

Academic Learning Center Coordinator                       8,526               8,526               8,526

Base for Dept. Heads                                       1,930               1,930               1,930

Coordinator of Visual Performing Arts                           965                  965                  965

Coordinator of Performing Arts                                      965                  965                  965

Stipend per Teacher including Supervisor                       456                  456                  456

Team Leaders                                                  1,824               1,824               1,824

Curriculum Associates, Team Leaders                         1,824               1,824               1,824

& Liaisons, Teacher Mentors, Curr. Spec.

Curriculum/Instruction Spec/Enrichment Teacher        Ten (10) days pay pro rated at 1/182 of annual pay for each year of the contract

C.        Advisory Positions

I.  High School Yearbook                                3,082               3,082               3,082

**Student Council Co-Advisor                                    1,291               1,291               1,291

Student Newspaper Advisor                            1,546               1,546               1,546

Literary Magazine Advisor                              1,065               1,065               1,065

Dramatic Director                                            4,084               4,084               4,084

**Academic Decathlon Co-Advisor                1,688               1,688               1,688

Tatler                                                               1,515               1,515               1,515

**Senior Class Co-Advisor                              1,217               1,217               1,217

**Junior Class Co-Advisor                              1,081               1,081               1,081

**Sophomore Class Co-Advisor                                     532                  532                  532

**Freshman Class Co-Advisor                           381                 381                  381

French Club Advisor                                          773                  773                  773

2014-2015       2015-2016       2016-2017                   Gay Straight Alliance Advisor                              773                773                  773

Mock Trial Advisor                                              773                773                  773

World Travel Club Advisor                                   773                           773                  733

Foreign Language Honor Society Advisor                         799                           799                 799

Foreign Exchange Program Advisor                       799                           799                  799

Anime Club Director                                             773                           773                  773

Model Senate Advisor                                           248                           248                  248

The Scoop Advisor                                              1,546                       1,546               1,546

QMS Ski Club Advisor                                                      248                           248                  248

The High School Dance Club Advisor                   773                           773                  773

Robotics Advisor                                                 3,378                       3,378               3,378

Math League Advisor                                          1,688                       1,688               1,688

Ski Club Advisor                                                    248                          248                  248

Ski Club Advisor (Ass’t)                                                     220                          220                  220

Spanish Club Advisor                                             773                          773                  773

Science Club Advisor                                             773                          773                  773

National Honor Society           Advisor                                        1,065                       1,065               1,065

SADD Advisor                                                       773                          773                  773

Technology Leaders (3)                                                   3,378                       3,378               3,378

 

**If one person occupies the role, that personal will receive a double stipend.

 

II.  Middle School

Memory Book Advisor                                                    1,151                       1,151               1,151

Student Council Co-Advisor                                1,439                       1,439               1,439

Drama Club Director                                           4,084                       4,084               4,084

Literacy magazine Advisor                                  1,034                       1,034               1,034

Middle Ski Club Advisor                                                    248                          248                  248

 

III.  Elementary

Building Technology Assistants                                       3,278                       3,278               3,278

Diversity Club Advisor                                                    1,065                       1,065               1,065

 

 

2014-2015               2015-2016                   2016-2017

D.        Coaching Salaries

Athletic Trainer                                                           12,141              12,141           12,141

 

I. High School

Football Head Coach                                      10,091             10,091              10,091

Football Varsity Assistant Coach                                 5,433               5,433               5,433

Football Varsity Assistant Coach                                 5,433               5,433               5,433

Football Varsity Assistant Coach                                 5,433               5,433               5,433

Football Head Freshman Coach                                   4,659               4,659               4,659

Football Freshman Assistant Coach                 3,724               3,724               3,724

 

Boys Basketball Head Coach                           6,790               6,790               6,790

Girls Basketball Head Coach                           6,790               6,790               6,790

Boys Basketball Varsity Assistant Coach                     4,270               4,270               4,270

Girls Basketball Varsity Assistant Coach                     4,270               4,270               4,270

Girls Basketball Freshman Coach                                3,357               3,357               3,357

Boys Basketball Freshman Coach                                3,357               3,357               3,357

 

Baseball Head Coach                                       5,586               5,586               5,586

Baseball Assistant Coach                                             3,297               3,297               3,297

Baseball Freshman Coach                                2,302               2,302               2,302

 

Boys Soccer Head Coach                                            5,433               5,433               5,433

Girls Soccer Head Coach                                             5,433               5,433               5,433

Boys Soccer Varsity Assistant Coach              3,288               3,288               3,288

Girls Soccer Varsity Assistant Coach               3,288               3,288               3.288

Boys Soccer Freshman Coach                         2,347               2,347               2,347

Girls Soccer Freshman Coach                          2,347               2,347               2,347

 

Softball Head Coach                                        5,586               5,586               5,586

Softball Varsity Assistant Coach                                  3,297               3,297               3,297

Softball Freshman Coach                                 2,302               2,302               2,302

 

 

2014-2015              2015-2016                    2016-2017

Golf Head Coach                                             3,286               3,286               3,286

Golf Assistant Coach                                       1,835               1,835               1,835

 

Gymnastics Head Coach                                              4,069               4,069               4,069

 

Cross Country Head Coach                             5,433               5,433               5,433

Cross Country Assistant Coach                                    1,835               1,835               1,835

Girls Track Winter Head Coach                                   5,433               5,433               5,433

Boys Track Winter Head Coach                                  5,433               5,433               5,433

B/G Track Winter Assistant Coach                  2,522               2,522               2,522

Boys Track Spring Head Coach                                   5,433               5,433               5,433

Girls Track Spring Head Coach                                   5,433               5,433               5,433

Girls Track Spring Assistant Coach                  3,492               3,492               3,492

Boys Track Spring Assistant Coach                 3,492               3,492               3,492

**B/G Track Spring Assistant Coach               3,492               3,492               3,492

 

Boys Tennis Head Coach                                5,433               5,433               5,433

Girls Tennis Head Coach                                 5,433               5,433               5,433

 

Fall Cheerleader Head Coach                          2,685               2,685               2,685

Fall Cheerleader Assistant Coach                                 1,133               1,133               1,133

Winter Cheerleader Head Coach                                  2,685               2,685               2,685

Winter Cheerleader Assistant Coach                1,133               1,133               1,133

 

Field Hockey Head Coach                               6,201               6,201               6,201

Field Hockey Varsity Assistant Coach             3,288               3,288               3,288

Field Hockey Freshman Coach                                    2,347               2,347               2,347

 

Weight Room CF Fall                                      1,835               1,835               1,835

Weight Room CM Winter                                1,835               1,835               1,835

Weight Room CS Spring                                              1,835               1,835               1,835

 

Ice Hockey Head Coach                                              5,716               5,716               5,716

Ice Hockey Assistant Coach                            4,014               4,014               4,014

2014-2015               2015-2016                  2016-2017

Open Gym Coordinator                                               2,533               2,533               2,533

 

Volleyball Head Coach                                                5,433               5,433               5,433

Volleyball Assistant Coach                              3,288               3,288               3,288

Volleyball Freshman Coach                             2,269               2,269               2,269

 

Boys Lacrosse Head Coach                             5,433               5,433               5,433

Girls Lacrosse Head Coach                              5,433               5,433               5,433

Boys Lacrosse Assistant Coach                                   3,288               3,288               3,288

Girls Lacrosse Assistant Coach                                    3,288               3,288               3,288

 

Wrestling Head Coach                                     4,606               4,606               4,606

Wrestling Assistant Coach                               3,068               3,068               3,068

 

Boys Head Swim Coach                                              5,433               5,433               5,433

Boys Swim Varsity Assistant Coach                2,522               2,522               2,522

Girls Head Swim Coach                                               5,433               5,433               5,433

Girls Swim Varsity Assistant Coach                 2,522               2,522               2,522

 

Band:

Fall Color Guard                                                 831                  831                  831

Fall Color Guard Assistant                                  461                  461                  461

Winter Color Guard                                            831                  831                  831

Winter Color Guard Assistant                             461                  461                  461

Percussion’s                                                        922                  922                  922

Percussion Assistant (2)                                                  922                  922                  922

Field Coordinator                                             2,558               2,558               2,558

Music Arranger                                                            1,535               1,535               1,535

 

II.  Middle School

Intramural Fall QMS Coach (2)                                    1,835               1,835               1,835

Intramural Winter QMS Coach (2)                   1,835               1,835               1,835

Intramural Spring QMS Coach (2)                   1,835               1,835               1,835


 

APPENDIX C

 

Teacher and Caseload Educator Model Contract Language

 

The parties to this Agreement hereby incorporate by reference the teacher evaluation contract previously agreed to by the parties, as well as all agreed-upon forms and rubrics.

 

APPENDIX C

 

Teacher and Caseload Educator Model Contract Language

 

 

1.             Purpose of Educator Evaluation

 

A.            This contract language is locally negotiated and based on M.G.L. c.71, §38; M.G.L. c. 150E; the Educator Evaluation regulations, 603 CMR 35.00 et seq.: and the Model System for Educator Evaluation developed and which may be updated from time to time by the Department of Elementary and Secondary Education.  See 603 CMR 25.02 (definition of model system).  In the event of a conflict between this collective bargaining agreement and the governing laws and regulations, the laws and regulations will prevail.

 

B.            The purposes of evaluation are:

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

D.            Categories of Evidence:  Multiple measures of student learning, growth and achievement, observations, artifacts of professional practice (including unannounced observations of practice), and additional evidence relevant to one or more Standards of Effective Teaching Practice.

 

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

 

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

 

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

 

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

 

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

 

a.             For educators whose impact on student learning is either moderate or high, the Educator Plan may be for up to two years.  35.06 (7)(a)(1).

 

b.             For educators whose impact on student learning is low, the Educator plan shall be for one year.  The Plan shall include a goal related to examining elements of practice that may be contributing to low impact, 35.07(a)(2).

 

iii.            Directed Growth Plan shall mean a plan of one school year or less for educators with PTS who are in need of improvement, developed by the educator and the evaluator, 35.02.  There shall be a summative evaluation at the end of the period determined by the plan and if the educator does not receive a proficient rating he or she shall be rated unsatisfactory and shall be placed on an improvement plan.  35.06(7)(b).

 

iv.            Improvement Plan shall mean a plan of at least thirty school days and no more than one school year for educators with PTS who are rated unsatisfactory, developed by the educator and administrator and subject to the administrator’s final approval with goals specific to improving the educator’s unsatisfactory performance.  35.02. In those cases where an Educator is rated unsatisfactory near the close of a school year, the plan may include activities during the summer.

 

*ESE  The Massachusetts Department of Elementary and Secondary Education.

 

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

 

I.             Evaluator: Any person designated by a superintendent who has responsibility for observation or evaluation and who has successfully completed a professional learning program (see 603 CMR 35.11(7)) and is responsible for judging professional practice.  The superintendent is responsible for ensuring that all evaluators have training in the principles of supervision and evaluation.  Each classroom teacher and caseload educator will have one evaluator responsible for determining performance ratings.  The classroom teacher and caseload educator shall be apprised of his/her evaluator at the beginning of the academic year.  Each classroom teacher and caseload educator who is assigned to more than one building will be evaluated by the appropriate licensed administrator where the individual is primarily assigned most of the time.  The administrator, assistant Principal or Director of each building in which the classroom teacher and caseload educator serves must review and sign the evaluation.

 

J.             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; (5) Summative Evaluation.

 

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

 

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

 

M.           *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.

 

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

 

O.            *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 a team of Educators.  Team Goals can be developed by grade-level or subject area teams, departments, or other groups of Educators who have the same role.

 

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

 

Q.            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 growth scores.  This definition may be revised as required by regulations or agreement of the parties upon issuance of ESE guidance expected by July 2012.

 

R.            *Observation:  A data gathering process specifically undertaken pursuant to this agreement that includes notes and judgments made during one or more classroom or worksite visit(s) of at least 5 minutes in duration by the Evaluator and may include examination of artifacts of practice.  An observation shall occur in person.  All observations will be done openly and with knowledge of the Educator.  Classroom or worksite observations conducted pursuant to this article must result in feedback to the Educator using agreed-upon verbal or written protocols.

 

S.             Parties:  The Association and the Committee are the parties to this agreement.

 

T.            *Performance Rating:  Describes the Educator’s performance on each performance.  There shall be four performance ratings:

 

v  Exemplary:  The Educator’s performance consistently and significantly exceeds the requirements of a standard or overall.

 

v  Proficient:  The Educator’s performance fully and consistently meets the requirements of a standard or overall.

 

v  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.

 

v  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.

 

U.            *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 CMR35.03.

 

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

 

W.           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 measure to arrive at an Educator’s rating of impact on student learning, growth and achievement, using guidance and model contract language from ESE.

 

 

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

 

i.              Standard 1: Curriculum, Planning and Assessment

 

ii.             Standard 2: Teaching All Students

 

iii.            Standard 3: Family and Community Engagement

 

iv.            Standard 4: Professional Culture

 

v.             Attainment of Professional Practice Goal(s)

 

vi.            Attainment of Student Learning Goal(s)

 

 

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

 

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

 

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

 

iii.            Elements: Defines the individual components under each indicator

 

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

 

 

Z.            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 administrator at the point of goal setting and plan development 35.03(2)(b).  Administrators 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 administrator shares with the educator 35.06(3)(a).

 

AA.         *Summative Evaluation:  An evaluation used to arrive at a rating on each standard, an overall rating, and as a basis to make personnel decisions.  The summative evaluation includes the Administrator judgments of the Educator’s performance against Performance Standards and the Educator’s attainment of goals set forth in the Educator’s Plan.  The summative evaluation rating must be based on evidence from multiple categories of evidence.  MCAS growth scores cannot be the sole basis for a summative evaluation rating 603 CMR 35.08(3).  To be rated Proficient overall, a teacher shall, at a minimum, have been rated Proficient on the Curriculum, Planning and Assessment and the Teaching all Students standards for teachers 603CMR 35.03(1) and 35.03 (2).

 

BB.         *Superintendent:  The person employed by the school committee pursuant to M.G.L. c.71, §59 or §59A.  The superintendent is responsible for the implementation of 603 CMR 35.00.  The superintendent shall be evaluated by the school committee pursuant to 603 CMR 35.00 and such other standards as may be established by the school committee.

 

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

 

DD.         *Trends in student learning:  At least two (2) years of data from locally bargained, measures and state assessments used in determining the Educator’s rating on impact on student learning as high, moderate or low in collaboration with the Administration and Educators.

 

EE.          *Walkthroughs: Walkthroughs, Learning Walks, Instructional Rounds and other like procedures by any other name (herein called “walkthroughs”) are intended to gauge the overall climate, culture and instruction within a school, program or department, and entail walking into multiple classrooms, for five (5) minutes or less.  Observations from walkthroughs summarize the aggregate climate, culture and instruction rather than commenting on individual teachers, and are used to talk about observed patterns and trends across classrooms.  Walkthroughs are not observations for the sake of this evaluation system but may result in feedback to individual educators.  A walkthrough can be announced or unannounced.  There are no limits on the number of walkthroughs that can be conducted, provided that all educators in a school shall have a similar number of such visits.

 

 

3.             Evidence Used In Evaluation

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

 

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

 

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

 

ii.             At least two district determined measures of student learning related to the Massachusetts Curriculum Frameworks or other relevant frameworks that are comparable across grades and/or subjects district wide.  These measures many 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 Percentiles (SGP) or Massachusetts English Proficiency Assessment gain scores, if applicable, in which case at least two years of data is required.

 

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

 

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

 

B.            Observations and artifacts of practice including unannounced observations of practice.

 

C.            Evidence relevant to one or more Performance Standards, including but not limited to:

 

i.              Evidence compiled and presented by the Educator, including:

 

a.             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;

 

b.             Evidence of active outreach to and engagement with families.

 

ii.             Student feedback collected by the district, starting in the 2013-2014 school year, on or before July 1, 2013, DESE shall identify one or more instruments for collecting student feedback and shall publish protocols for administering the instrument(s), protecting student confidentiality, and analyzing student feedback.

 

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.  Those rubrics are attached to this agreement.

 

5.             Evaluation Cycle:  Training

 

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

 

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

 

6.             Evaluation Cycle:  Annual Orientation

 

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

 

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

 

ii.             Provide District and School goals and priorities, as well as professional development opportunities related to those goals and priorities.

 

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

 

iv.            The faculty meeting may be digitally recorded to facilitate orientation of Educators hired after the beginning of the school year, provided that an announcement is made at the beginning of the meeting that it is being recorded and no one objects.

 

7.             Evaluation Cycle:  Self-Assessment

 

A.            Completing the Self-Assessment

 

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

 

ii.             The self-assessment includes:

 

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

 

b.             An assessment of practice against each of the four Performance Standards of effective practice using the 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 directly related to improving student learning.

 

B.            Proposing the goals

 

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

 

ii.             For Educators in their first year of practice, the Administrator will meet with Educator by October 1st or within four weeks of the Educator’s first day of employment to assist the Educator in completing the self-assessment and drafting the professional practice and student learning goals which must include induction and mentoring activities and may be a team goal.

 

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

 

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

 

v.             For Educators with PTS and ratings of needs improvement or unsatisfactory, the professional practice goal(s) must address specific standards and indicators identified for improvement.  In addition, the goals may address shared grade level, subject area, or 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 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 Administrator or by teams, departments, or groups of Educators who have the similar roles and or responsibilities.

 

B.            To determine the goals to be included in the Educator Plan, the Administrator 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 Administrator shares with the Educator.  The process for determining the Educator’s impact on student learning, growth and achievement will be determined after DESE issues guidance on this matter.  (See #22 below)

 

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

 

i.              Educators in the same school may meet with the Administrator in teams and/or individually at the end of the previous evaluation cycle or by October 15th of the next academic year to develop their Educator Plan.  Educators shall not be expected to meet during the summer hiatus.

 

ii.             For those Educators new to the school, the meeting with the Evaluator to establish the Educator Plan must occur by October 15th or within four weeks of the start of their assignment in that school.

 

iii.            The Administrator 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 or team goals.

 

iv.            For educators with Professional Teacher Status with ratings of Proficient and Exemplary, the professional practice goal may be team goals.  In addition, these educators may include professional practice goals that address enhancing skills that enable the educator to share proficient practices with colleagues or develop leadership skills.

 

v.             Unless the Administrator indicates that educators in their second and third years of practice should continue to address induction and mentoring goals as outlined in 603 CMR 7.12 for teachers, the educator may propose team goals.

 

D.            The Administrator completes the Educator Plan by November 15th.  The Educator shall sign the Educator Plan within five (5) school days of its receipt and may include a written response.  The Educator’s signature indicates that the Educator received the plan in a timely fashion.  The signature does not indicate agreement or disagreement with its contents.  The Evaluator retains final authority over the content of the Educator’s Plan.

 

9.             Evaluation Cycle:  Observation of Practice and Examination of Artifacts – Educators without PTS or the first year of a new position.

 

A.            In the first three years of practice or first year in a new position:

 

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

 

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

 

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

 

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

 

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

 

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

 

11.          Observations

 

The Evaluator’s first observation of the Educator should take place by November 30th.  Observations required by the Educator Plan should be completed by May 15th.

 

The Evaluator is not required nor expected to review all the indicators in a rubric during an observation.  However, every effort will be made to observe for a period of time sufficient to observe as many indicators as possible.

 

A.            Unannounced Observations

 

i.  Observation:  A data gathering process specifically undertaken pursuant to this agreement that includes notes and judgments made during one or more classroom or worksite visit(s) of at least 5 minutes in duration by the Evaluator and may include examination of artifacts of practice.  An observation shall occur in person.  All observations will be done openly and with knowledge of the Educator.  Classroom or worksite observations conducted pursuant to this article must result in feedback to the Educator using agreed-upon verbal or written protocols.

 

a.             Any unannounced observation, which may result in disciplinary action, shall be brought to the attention of the educator within 48 hours at a post-observation conference where both educator and evaluator can be present.

 

b.             The educator shall be given a written document that summarizes the issue, the action(s) to be taken to correct it, and a time frame for completion of such action(s).

 

ii.             The Educator will be provided with at least brief written feedback from the Evaluator within five (5) school days of the observation.  The written feedback shall be delivered to the Educator in person.

 

iii.            Any observation or series of observations resulting in one or more standards judged to be unsatisfactory or needs improvement, based upon the majority of the indicators rated as unsatisfactory or needs improvement for the first time, must be followed by at least one observation of at least 30 minutes in duration within 20 school days.

 

iv.            No other observations may take place until the day after the feedback has been provided.  The teacher and administrator are encouraged to have conversations on feedback.

 

B.            Announced Observations

 

Announced observations shall be conducted according to the following:

 

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

 

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

 

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

 

b.             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.

 

iii.            Within five (5) school days of the observation, the Evaluator and Educator shall meet for a post-observation conference.  This timeframe may be extended due to unavailability on the part of either the Evaluator or the Educator, but shall be rescheduled within 24 hours, if possible.

 

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

 

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

 

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

 

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

 

d.             State that the Educator is responsible for addressing the need for improvement.

 

e.             The parties agree that individual teaching styles vary and not all of the indicators on the rubric may be observed during any one class or lesson.

 

C.            Walkthroughs, Learning Walks, Instructional Rounds and other like procedures by any other name (herein called “walkthroughs”) are intended to gauge the overall climate, culture and instruction within a school, program or department, and entail walking into multiple classrooms, for five (5) minutes or less.  Observations from walkthroughs summarize the aggregate climate, culture and instruction rather than commenting on individual teachers, and are used to talk about observed patterns and trends across classrooms.  Walkthroughs are not observations for the sake of this evaluation system but may result in feedback to individual educators.  A walkthrough can be announced or unannounced.  There are no limits on the number of walkthroughs that can be conducted, provided that all educators in a school shall have a similar number of such visits.

 

12.          Evaluation Cycle:  Formative Assessment

 

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

 

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

 

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

 

D.            No less than two weeks before the due date for the Formative Assessment report, which due date shall be collaboratively agreed upon by the Educator and Administrator, the Educator shall provide to the Administrator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals.  The educator may provide to the Administrator additional evidence of the educator’s performances against the four Performance Standards.

 

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

 

F.             The Administrator shall complete the Formative Assessment report and provide a copy to the Educator.  All Formative Assessment reports must be signed by the Administrator and delivered face to face, Educator’s school mailbox, or at home when Educator has an extended absence.

 

G.            The Educator may reply in writing to the Formative Assessment report within ten (10) school days of receiving the report.  The Educator’s reply shall be attached to the report.

 

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

 

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

 

J.             The educator’s performance for this report shall be assumed to be the same as the previous summative evaluation unless evidence demonstrates a significant change in performance.

 

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

 

A.            Educators on two year Self-Directed Plans receive a Formative Evaluation report no later than June 1st of the first year of the two year cycle. In unexpected cases in which an employee is on a leave towards the end of the school year, an alternate date will be established.  If an employee cannot complete the evaluation cycle for unexpected reasons, he/she will remain in the same evaluation cycle for the following year. The Educator’s performance rating for that year shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance in which case the rating on the performance standards may change, and the Evaluator may place the Educator on a different Educator plan, appropriate to the new rating.

 

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

 

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

 

D.            The Administrator shall complete the Formative Evaluation report and provide a copy to the Educator.  All Formative Evaluation reports must be signed by the Administrator and delivered face to face, Educator’s school mailbox, or at home when Educator has an extended absence.

 

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

 

F.             The Educator may reply in writing to the Formative Evaluation report within ten (10) school days of receiving the report.  The Educator’s reply shall be attached to the report.

 

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

 

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

 

I.             The educator’s performance rating for that year shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance in which the Administrator 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 June 1st.

 

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

 

C.            The Administrator shall determine the summative rating that the Educator receives.  For an educator whose overall performance rating is exemplary or proficient and whose impact on student learning is low, the administrator’s supervisor shall discuss and review the rating with the administrator and the supervisor shall confirm or revise the educator’s rating.

 

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

 

E.            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.

 

F.             By April 1st the Educator will provide to the Administrator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals.  The Educator many also provide to the Administrator additional evidence of the Educator’s performance against the four Performance Standards.

 

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

 

H.            The Administrator shall deliver a signed copy of the Summative Evaluation report to the Educator in person, school mailbox, or at home when Educator has an extended absence prior to the face to face meeting which shall occur no later than June 1st.

 

I.             The Administrator shall meet with the Educator to discuss the summative evaluation.  The meeting shall occur by June 10th.

 

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

 

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

 

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

 

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

 

15.          Educator Plans – General

 

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

 

B.            The Educator Plan shall include:

 

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

 

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

 

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

 

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:  Developing Educator Plan

 

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

 

B.            The Educator shall be evaluated at least annually.

 

17.          Educator Plans:  Self-Directed Growth Plan

 

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

 

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

 

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

 

C.            The Administrator 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 Administrator 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 Administrator will rate the Educator as unsatisfactory and will pace the Educator on an Improvement Plan for the next Evaluation Cycle or up to 12 months.

 

19.          Educator Plans:  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.

 

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

 

D.            An Educator on an Improvement Plan shall be assigned an Administrator who is responsible for providing the Educator with guidance and assistance in accessing the resources and professional development outlined in the Improvement Plan.

 

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

 

F.             The Improvement Plan shall include:

 

i.              Within ten (10) school days of notification to the Educator that the Educator is being placed on an Improvement Plan, the Administrator shall schedule a meeting with the Educator to discuss the Improvement Plan.  The Administrator will develop the Improvement Plan, which will include the provision of specific assistance to the Educator.

 

ii.             The Educator may request that a representative of the Association attend the meeting(s).

 

iii.            If the Educator consents, the Association will be informed that an Educator has been placed on an Improvement Plan.

 

G.            The Improvement Plan shall:

 

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

 

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

 

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

 

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

 

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

 

vi.            Identify the individuals assigned to assist the Educator which must include minimally the Administrator and,

 

vii.           Include the signatures of the Educator and the Administrator.

 

 

viii.          If there is no agreement on the contents of the plan, the Educator may follow initiate the local grievance process.

 

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

 

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

 

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

 

a.             If the Administrator 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.

 

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 Administrator determines that the Educator is making substantial progress toward proficiency, the Administrator 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 Administrator determines that the Educator is not making substantial progress towards proficiency, the Administrator shall recommend to the superintendent that the Educator be dismissed.

 

d.             If the Administrator determines that the Educator’s practice remains at the level of unsatisfactory, the Evaluator shall recommend to the Superintendent that the Educator be dismissed.

 

20.          Timelines

 

Activity:

Completed By:

Superintendent, principal or designee meets with Administrator and educators to explain evaluation process

 

September 15

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

October 1

 

 

Educator submits self-assessment and proposed goals

 

October 15

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

 

October 15

Administrator completes Educator Plans

 

November 15

Administrator should complete first observation of each Educator

 

November 30

 

Educator on a 1 year plan submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired)

 

*or two (2) weeks before Formative Assessment Report date established by Administrator

 

January 5*

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

 

February 1

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

 

February 15

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

 

*or two (2) weeks prior to Summative Evaluation Report date established by Evaluator

 

April 1*

Administrator completes Summative Evaluation Report

June 1

 

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

 

June 1

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

June 1

 

 

Educator signs Summative Evaluation Report and adds response, if any within ten (10) school days of receipt

 

June 15

 

 

A.            Educators with PTS on Two Year Plans

 

Activity:

Completed By:

Administrator completes unannounced observation(s)

 

Any time during the 2-year evaluation cycle

Administrator completes Formative Evaluation Report

June 1 of Year 1

 

Administrator conducts Formative Evaluation Meeting

June 1 of Year 1

 

Administrator completes Summative Evaluation Report

June 1 of Year 2

 

Administrator conducts Summative Evaluation Meeting

June 10 of Year 2

 

Administrator and Educator sign Summative Evaluation Report

June 15 of Year 2

 

 

B.            Educators on Plans of Less than One Year

 

i.              The timeline for Educators on Plans of less than one (1) year shall be established in the Educator Plan.

 

21.          Career Advancement

 

A.      In order to attain Professional Teacher Status, the Educator should achieve rating 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 administrator’s decision is subject to review and approval by the superintendent.

 

22.          Rating Impact on Student Learning Growth

 

ESE will provide model contract language and guidance on rating educator impact on student learning growth based on state and district-determined measures of student learning by July 15, 2012.  Upon receiving this model contract language and guidance, the parties agree to bargain with respect to this matter, provided that educators will not be assessed using student data until the measures are identified and data is available for two (2) years.

 

23.          Using Student Feedback in Educator Evaluation

 

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

 

24.          Using Staff Feedback in Educator Evaluation

 

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

 

25.          Transition from Existing Evaluation System

 

A.      The parties agree that all Educators in the district will be evaluated under the procedures at the outset of this Agreement.

 

 

B.      Educators will be placed on Educator Plans during their first year being evaluated under the new procedures as follows:

 

i.                     Educators without PTS and Educators with PTS in a new assignment

will be placed on Developing Educator Plans.

 

ii.                    All other Educators will be placed on Self-Directed Growth Plans.

 

 

C.            The parties agree that to address the workload issues of Evaluators, during the first evaluation cycle under this Agreement in every school or department, the names of the Educators who are being placed on Self-Directed Growth Plans shall be literally or figuratively “put into a hat”.  The first fifty (50) percent drawn in each building shall be on a one year Self-Directed Growth Plan and the second fifty (50) percent drawn in each building shall be on a two year Plan.

 

 

26.          General Provisions

 

 

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

 

B.            The Superintendent shall ensure that Administrators have initial and ongoing training in supervision and evaluation, including the regulations and standards and indicators of effective teaching practice promulgated by ESE (35.03), and the evaluation Standards and Procedures established in the Agreement.

 

C.            The parties agree that the Professional Development Committee shall review the evaluation processes and procedures as needed through the first three years of implementation and recommend adjustments.  Recommendations from the Committee shall be forwarded for negotiations and ratification.

 

D.            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 be issued if there was substantial compliance.

 


Overview of Forms

 

The forms included in the Appendix are suggested templates, provided as tools to support educators and evaluators as they implement the new educator evaluation framework.  For all of these forms, additional pages may be attached as needed.

 

Educator Tracking Sheet

This form is intended to be used to track the completion of each step throughout the educator’s evaluation process.  It will be completed by the educator in conjunction with his/her Administrator.

 

Self-Assessment Form

This form is intended to be used in support of Step 1:  Self-Assessment, the educator’s initial step of the cycle.  The form can be used by individuals or teams; however, each individual will need to submit a self-assessment.  Administrators sign the form to indicate receipt.  The form includes sections for the educator to complete an analysis of student learning, growth and achievement and an assessment of practice against performance standards.

 

Goal-Setting Form

This form is intended to be used in support of Step 1:  Self-Assessment and Step 2:  Goal-Setting and Plan Development.  Individuals and teams may use this form to propose goals (a minimum of one student learning goal and one professional practice goal).  The form should initially be submitted with the Self-Assessment Form with the box “Proposed Goals” checked.  If the goals are approved as written, the Administrator will check the box “Final Goals” and include a copy of the form with the Educator Plan Form.  If the goals undergo further refinement, edits may be made to the original, or the form may be rewritten.  If the form is redone, the new form should have the box “Final Goals” checked and should then be attached to the Educator Plan Form.

 

Educator Plan Form

This form is intended to be used in support of Step 2:  Goal Setting and Plan Development.  It will either be completed by the educator for a Self-Directed Growth Plan, by the educator and the administrator together for a Directed Growth Plan and a Developing Educator Plan, and by the administrator for an Improvement Plan.

 

Evaluator Record of Evidence Form

This form is intended to be used by the administrator in gathering evidence of an educator’s practice during Step 3:  Implementation of the Plan.  It will be completed by the administrator and may be reviewed by the educator at any time.

 

Collection of Evidence Form

This form is intended to be used to support the educator and administrator in collecting evidence of his/her practice.  It will be completed by the educator and administrator and shared with others prior to Formative Assessment/Evaluation and Summative Evaluation.

 

Formative Assessment Report Form

This form is intended to be used in support of an educator’s formative assessment (Step 4) at the mid-point of the evaluation cycle, at minimum; it can be used multiple times as Formative Assessment can be ongoing.  It will be completed by the administrator.  Administrators are not required to assess both progress toward goals and performance on Standards; they will check off whether they are evaluating “Progress toward Attaining Goals”, “Performance on each Standard”, or both.  Evaluators will provide a brief narrative of progress that includes feedback for improvement.  Educators sign off to indicate that they have received a copy of the report and may provide a written response.

 

Formative Evaluation Report Form

This form is intended to be used in support of an educator’s formative evaluation at the end of year one of a two-year Self-Directed Growth Plan.  It will be completed by the administrator.  Administrators are not required to assess both progress toward goals and performance on Standards; they will check off whether they are evaluating “Progress toward Attaining Goals”, “Performance on each Standard”, or both.  Administrators will provide a brief narrative of progress that includes feedback for improvement.  At the point of Formative Evaluation, the overall rating is assumed to be the same as the prior summative evaluation unless evidence demonstrates a significant change in performance leading to a change in Overall Rating and, possibly, Educator Plan.  If there is a change in rating, administrators must provide comments on each of the four (4) Standards briefly describing why the rating has changed, the evidence that led to a change in rating, and offering feedback for improvement (administrators are encouraged to provide comments even if there is no change to ensure that educators have a clear sense of their progress and performance and receive feedback for improvement).  Educators sign off to indicate that they have received a copy of the report and may provide a written response.

 

Summative Evaluation Report Form

This form is intended to be used for Step 5:  Summative Evaluation.  This form applies to all Educator Plans.  It will be completed by the administrator.  The administrator must complete all sections, which are:  “Attainment of Student Learning Goal(s)”, “Attainment of Professional Practice Goal(s)”, “Rating on each Standard”, “Overall Performance Rating”, and “Plan Moving Forward”.  Administrators must provide comments on the student learning goal(s), professional practice goal(s), each of the four (4) Standards, and the overall rating briefly describing the level of attainment or performance rating, the evidence that led to the level of attainment/rating, and offering feedback for improvement.  Educators sign off to indicate that they have received a copy of the report and may provide a written response.

 

Educator Response Form

This form is intended to be used in support of the educator should he/she want to have a formal response to any part of the evaluation process kept on record.  It will be completed by the educator; the administrator will sign to acknowledge receipt.

 


Self-Assessment Form, page 1 of 2

 

Educator-Name/Title:                        ________________________________________________

 

Administrator – Name/Title:             ________________________________________________

 

School(s):              ____________________________________________________________

 

 

Part 1:  Analysis of Student Learning, Growth and Achievement

Briefly summarize areas of strength and high-priority concerns for students under your responsibility for the upcoming school year.  Cite evidence such as results from available assessments.  This form should be individually submitted by educator, but Part 1 can also be used by individuals and/or teams who jointly review and analyze student data.

603 CMR 35.06 (2)(a) 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Team, if applicable:            ______________________________________________________

 

List Team Members below:

 

________________________        ________________________

 

________________________        ________________________

 

________________________        ________________________

 

 

 

Self-Assessment Form, page 2 of 2

 

Educator-Name/Title:                        ________________________________________________

 

 

Part 2:  Assessment of Practice Against Performance Standards

Citing your district’s performance rubric, briefly summarize areas of strength and high-priority areas for growth.  Areas may target specific Standards, Indicators, or Elements, or span multiple indicators or Elements within or across Standards.  The form should be individually submitted by the educator, but Part 2 can also be used by teams in preparation for proposing team goals.

603 CMR 35.06 (2)(a) 2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Team, if applicable:            ______________________________________________________

 

List Team Members below:

 

________________________        ________________________

 

________________________        ________________________

 

________________________        ________________________

 

Signature of Educator:       _____________________________            Date:      ____________

 

Signature of Administrator:               _____________________________            Date:      ____________

 

*The administrator’s signature indicates that he or she has received a copy of the self-assessment form and the goal setting form with proposed goals.  It does not denote approval of the goals.

 

Goal Setting Form

 

Educator-Name/Title:                        ________________________________________________

 

Administrator – Name/Title:             ________________________________________________

 

School(s):              ____________________________________________________________

 

Check all that apply:            Proposed Goals                Final Goals                       Date:  ____________

 

A minimum of one student learning goal and one professional practice goal are required.  Team goals must be considered per ­603 CMR 35.06 (3)(b).  Attach pages as needed for additional goals or revisions made to proposed goals during the development of the Educator Plan.

 

 

Student Learning SMART Goal

Check whether goal is individual or team;

write team name if applicable

Professional Practice SMART Goal

Check whether goal is individual or team;

write team name if applicable

 

 

  Individual

  Team:___________________________

 

Goal Name:_________________________

 

 

 

 

 

 

 

 

 

 

 

 

  Individual

  Team:___________________________

 

Goal Name:_________________________

 

 

SMART:  S=Specific and Strategic; M=Measurable; A=Action Oriented;

R=Rigorous, Realistic and Results-Focused; T=Timed and Tracked

 

 

5 If proposed goals change during Plan Development, edits may be recorded directly on original sheet or revised goal may be recorded on a new sheet.  If proposed goals are approved as written, a separate sheet is not required.

 

Educator Plan Form, page 1 of 2

 

Educator-Name/Title:                        ________________________________________________

 

Administrator – Name/Title:             ________________________________________________

 

________________________________________________________________________

________________________________________________________________________

 

School(s):              ____________________________________________________________

 

Educator Plan:                       Self-Directed Growth Plan                              Directed Growth Plan

  Developing Educator Plan                              Improvement Plan*

 

Plan Duration:                        2-Year                One-Year                           Less than a year __________

 

Start Date:  ________________________                  End Date:              __________________

 

  Goal Setting Form with final goals is attached to the Educator Plan

Some activities may apply to the pursuit of multiple goals or types of goals (student learning or professional practice).  Attach additional page as necessary.

 

Student Learning Goal(s):  Planned Activities

Describe actions the educator will take to attain the student learning goal(s).

Activities may apply to individual and/or team.  Attach additional pages as needed.

Action

Supports/Resources

From School/District

Timeline or Frequency

Evidence

Expected

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Additional detail may be attached if needed

 

Educator Plan Form, page 2 of 2

 

Educator-Name/Title:                        ________________________________________________

 

Professional Practice Goal(s):  Planned Activities

Describe actions the educator will take to attain the professional practice goal(s).

Activities may apply to individual and/or team.  Attach additional pages as needed.

Action

Supports/Resources

From School/District 6

Timeline or Frequency

Evidence

Expected

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This Educator Plan is “designed to provide educators with feedback for improvement, professional growth, and leadership”, is “aligned to statewide Standards and Indicators in 603 CMR 35.00 and local Performance Standards”, and “is consistent with district and school goals”.  (see 603 CMR 35.06(3)(d) and 603 CMR 35.06(f).

 

Signature of Administrator:               _____________________________            Date:      ____________

 

Signature of Educator:       _____________________________            Date:      ____________

 

*As the administrator retains final authority over goals to be included in an educator’s plan (see 603 CMR 35.06(3)(c), the signature of the educator indicates that he or she has received the Goal Setting Form with the “Final Goal” box checked, indicating the administrator’s approval of the goals.  The educator’s signature does not necessarily denote agreement with the goals.  Regardless of agreement with the final goals, signature indicates recognition that “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”.  (see 603 CMR 35.06 (4) )

6 Must identify means for educator to receive feedback for improvement per 603 CMR 35.06 (3)(d)

Evaluator Record of Evidence Form, page 1 of 2

 

Educator-Name/Title:                        ________________________________________________

 

Administrator-Name/Title:                ________________________________________________

 

 

School(s):              ____________________________________________________________

 

Academic Year:   ______     Educator Plan and Duration:         __________________

 

Standards and Indicators for Effective Teaching Practice:  Rubric Outline

as per 603 CMR 35.03

The administrator should track collection to ensure that sufficient evidence has been gathered.

I.  Curriculum, Planning & Assessment

II.  Teaching All Students

III.  Family & Community Engagement

IV.  Professional

Culture

 

  I-A, Curriculum and                             Planning

 

  I-B, Assessment

 

  I-C, Analysis

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  II-A, Instruction

 

  II-B, Learning Environment

 

  II-C, Cultural Proficiency

 

  II-D, Expectations

 

 

  III-A Engagement

 

  III -B, Collaboration

 

  III-C, Communication

 

  IV-A Reflection

 

  IV-B, Professional Growth

 

  IV-C, Collaboration

 

  IV-D, Decision-making

 

  IV-E, Shared Responsibility

 

  IV-F, Professional Responsibilities

 

*The Rubric Outline is intended to be used for citing Standards and Indicators, Administrators should review the full rubric for analysis of evidence and determination of ratings.

 

 

 

 

 

Evaluator Record of Evidence Form, page 2 of 2

 

Educator:  _______________________    Administrator:__________________________

 

Date

(Record date of collection, duration if applicable)

Source of Evidence

(e.g. parent conference, observation)

Standard(s)/Indicator(s)

Note Standard(s) and Indicator(s) to which evidence is tied

Analysis of Evidence

Record notes of “based on observations and artifacts of professional practice, including unannounced observations of practice of any duration” or other forms of evidence to support determining ratings on Standards as per 603 CMR 35.07

Feedback Provided

Briefly record feedback given to educator (e.g. strengths recognized, suggestions for improvement)

EX:  11/8/11

EX:  unit plans, benchmark data

EX:  I-B

EX:  unit plans were appropriately modified after analysis of benchmark data to better reflect student performance at mid-point of semester.

EX:  recognized strong adjustment to practice, suggested teacher collaborate with team on backward curriculum mapping.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

*note if classroom observations are announced or unannounced


Collection of Evidence Form

 

Educator-Name/Title:                        ________________________________________________

 

Administrator-Name/Title:                ________________________________________________

 

Person Collecting Evidence:              ____________________ Date Submitted:  _________

 

Label

Date

Source of Evidence

e.g. parent conference, observation

Indicator(s) and/or Goals

Notes

Optional.  Explain why included,

ex .1

11/8/11

Unit plans, benchmark data

I.A, Student Goal #1

Unit plans modification reflect student data at semester mid-point

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attach more sheets, if needed

Attach overview comments (optional)

 

 

*Per 603 CMR 35.07(1)(c)1,”Evidence complied and presented by the educator include[s]:  1.  Evidence of fulfillment of professional responsibilities and growth, such as:  self-assessments:  peer collaboration; professional development linked to goals and or educator plans; contributions to the school community and professional culture; 2.  Evidence of active outreach to and ongoing engagement with families.”  However, educator collection of evidence is not limited to these areas.

 


Formative Assessment Report Form, page 1 of 3

 

Educator-Name/Title:                        ________________________________________________

 

Administrators-Name/Title:              ________________________________________________

 

School(s):              ____________________________________________________________

 

Evidence pertains to (check all that apply):

 

             Fulfillment of professional responsibilities and growth

             Evidence of outreach to and ongoing engagement with families

             Progress toward attaining student learning goal(s)

             Progress toward attaining professional practice goal(s)

             Other:     _________________________________________________________________

 

Summary of Evidence

Summarize the evidence compiled to be presented to evaluator with a brief analysis.

Attach additional pages as needed.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Signature of Educator:       _____________________________            Date:      ____________

 

Signature of Administrator:               _____________________________            Date:      ____________

 

             Attachment(s) included

 

Per 603 CMR 35.07(1)(c)1, “Evidence compiled and presented by the educator include(s):  1.  Evidence of fulfillment of professional responsibilities and growth, such as:  self-assessments; peer collaboration; professional development linked to goals and or educator plans; contributions to the school community and professional culture.  2.  Evidence of active outreach to and ongoing engagement with families.”  However, educator collection of evidence is not limited to these areas.


Formative Assessment Report Form, page 2 of 3

 

Educator-Name/Title:                        ________________________________________________

 

Administrator-Name/Title:                ________________________________________________

 

School(s):              ____________________________________________________________

 

Assessing:

             Progress toward attaining goals                                     Performance on Standards                  Both

 

Progress Toward Student Learning Goal(s)

Describe current level of progress and feedback for improvement.  Attach additional pages as needed.

 

 

 

 

 

 

 

 

 

 

Progress Toward Professional Practice Goal(s)

Describe current level of progress.  Attach additional pages as needed.

 

 

 

 

 

 

 

 

 

 

__________________

 

As per 603 CMR 35.02 and 603 CMR 35.06 (5) formative assessment shall mean the process used to assess progress towards attaining goals set forth in educator plans, performance on performance standards, or both.


Formative Assessment Report Form, page 3 of 3

Educator-Name/Title:                        ________________________________________________

 

 

Performance on Each Standard

Describe performance and feedback for improvement.  Attach additional pages as needed.

I.  Curriculum, Planning & Assessment

 

 

 

 

 

II.  Teaching All Students

 

 

 

 

 

III.  Family & Community Engagement

 

 

 

 

 

IV.  Professional Culture

 

 

 

 

 

 

The educator shall have the opportunity to respond in writing to the formative assessment as per 603 CMR 35.06(5)(c) on the Educator Response Form.

 

Signature of Administrator:               _____________________  Date Completed:              ____________

 

Signature of Educator:       ______________________Date Received: _____________

 

*Signature of the educator indicates acknowledgment of this report; it does not necessarily denote agreement with the contents of the report.  Educators have the opportunity to respond to this report in writing and may use the Educator Report Form.


Formative Evaluation Report Form, page 1 of 3

 

* For educators on two-year Self-Directed Growth Plans at the end of Year One of the cycle.

 

Educator-Name/Title:                        ________________________________________________

 

Administrator-Name/Title:                ________________________________________________

 

School(s):              ____________________________________________________________

 

Assessing:

             Progress toward attaining goals                                     Performance on Standards                  Both

 

Progress Toward Student Learning Goal(s)

Attach additional pages as needed.

 

  Did not meet       Some progress       Significant progress       Met       Exceeded

 

Rationale, evidence and feedback for improvement

 

 

 

 

 

 

Progress Toward Professional Practice Goal(s)

Attach additional pages as needed.

 

 

  Did not meet       Some progress       Significant progress       Met       Exceeded

 

Rationale, evidence and feedback for improvement

 

 

 

 

 

 

 

 

As per 603 CMR 35.02 and 603 CMR 35.06(5), formative evaluation shall mean the process used to progress towards attaining goals set forth in educator plans, performance on performance standards, or both.

Formative Evaluation Report Form, page 2 of 3

 

Educator-Name/Title:                        ________________________________________________

 

  Administrator is assigning same ratings as prior Summative Evaluation; no comments needed

 

  Administrator is assigning ratings that differ from prior Summative Evaluation; comments are required

 

Rating on Each Standard

 

I.  Curriculum Planning & Assessment

 

  Unsatisfactory       Needs Improvement       Proficient       Exemplary

Rationale, evidence and feedback for improvement

 

 

 

 

II.  Teaching All Students

 

  Unsatisfactory       Needs Improvement       Proficient       Exemplary

Rationale, evidence and feedback for improvement

 

 

 

 

 

III.  Family/Community Engagement

 

  Unsatisfactory       Needs Improvement       Proficient       Exemplary

Rationale, evidence and feedback for improvement

 

 

 

 

 

IV.  Professional Culture

 

  Unsatisfactory       Needs Improvement       Proficient       Exemplary

Rationale, evidence and feedback for improvement

 

 

 

 

Formative Evaluation Report Form, page 3 of 3

 

Educator-Name/Title:                        ________________________________________________

 

  Administrator is assigning same ratings as prior Summative Evaluation; no comments needed

 

  Administrator is assigning ratings that differ from prior Summative Evaluation; comments are required

 

 

Overall Performance Rating

 

  Unsatisfactory       Needs Improvement       Proficient       Exemplary

Rationale, evidence and feedback for improvement

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Plan Moving Forward

 

    Self-Directed Growth Plan        Improvement Plan

     Directed Growth Plan               Developing Educator Plan

 

The educator shall have the opportunity to respond in writing to the formative evaluation as per 603 CMR 35.06(5)(c) on the Educator Response Form.

 

Signature of Administrator:               ______________________Date Completed:              ____________

 

Signature of Educator:       ______________________Date Received: ____________

 

*Signature of the educator indicates acknowledgment of this report; it does not necessarily denote agreement with the contents of the report.  Educators have the opportunity to respond to this report in writing and may use the Educator Report Form.

Summative Evaluation Report Form, page 1 of 3

 

Educator-Name/Title:                        ________________________________________________

 

Administrator – Name/Title:             ________________________________________________

 

School(s):              ____________________________________________________________

 

Current Plan:                          Self-Directed Growth Plan                              Directed Growth Plan

  Developing Educator Plan                              Improvement Plan

 

Progress Toward Student Learning Goal(s)

Attach additional pages as needed.

 

  Did not meet       Some progress       Significant progress       Met       Exceeded

 

Rationale, evidence and feedback for improvement

 

 

 

 

 

 

Progress Toward Professional Practice Goal(s)

Attach additional pages as needed.

 

 

  Did not meet       Some progress       Significant progress       Met       Exceeded

 

Rationale, evidence and feedback for improvement

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Summative Evaluation Report Form, page 2 of 3

 

Educator-Name/Title:                        ________________________________________________

 

 

Rating on Each Standard

 

I.  Curriculum Planning & Assessment

 

  Unsatisfactory       Needs Improvement       Proficient       Exemplary

Rationale, evidence and feedback for improvement

 

 

 

 

II.  Teaching All Students

 

  Unsatisfactory       Needs Improvement       Proficient       Exemplary

Rationale, evidence and feedback for improvement

 

 

 

 

 

III.  Family/Community Engagement

 

  Unsatisfactory       Needs Improvement       Proficient       Exemplary

Rationale, evidence and feedback for improvement

 

 

 

 

 

IV.  Professional Culture

 

  Unsatisfactory       Needs Improvement       Proficient       Exemplary

Rationale, evidence and feedback for improvement

 

 

 

 

 

 


Summative Evaluation Report Form, page 3 of 3

 

Educator-Name/Title:                        ________________________________________________

 

 

Overall Performance Rating

 

  Unsatisfactory       Needs Improvement       Proficient       Exemplary

Rationale, evidence and feedback for improvement

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Plan Moving Forward

 

    Self-Directed Growth Plan        Improvement Plan

     Directed Growth Plan               Developing Educator Plan

 

The educator shall have the opportunity to respond in writing to the formative evaluation as per 603 CMR 35.06(5)(6) on the Educator Response Form.

 

Signature of Administrator:               _____________________ Date Completed:               ____________

 

Signature of Educator:       _____________________ Date Received:  ____________

 

*Signature of the educator indicates acknowledgment of this report; it does not necessarily denote agreement with the contents of the report.  Educators have the opportunity to respond to this report in writing and may use the Educator Report Form.

 

 

 

 

 

 

Educator Response Form

Educator—Name/Title:  _________________________________________________________________

Administrator—Name/Title: ______________________________________________________________

School(s): ________________________________________________________________________

Response to: (check all that apply)

 

Educator Response

Attach additional pages as needed

 

 

 

 

 

 

 

 

 

 

Signature of Educator ___________________________   Date _____________________

Signature of Administrator ________________________ Date _____________________

Attachment(s) included

 

Setting SMART Goals

Good goals help educators, schools and districts improve.  That is why the educator evaluation regulations require educators to develop goals that are specific, actionable and measurable.  They require too, that goals be accompanied by action plans with benchmarks to assess progress.

 

This “SMART” Goal framework is a useful tool that individuals and teams can use to craft effective goals and action plans:

 

S              =              Specific and Strategic

M            =              Measurable

A             =              Action oriented

R             =              Rigorous, Realistic and Results-focused (the 3 R’s)

T             =              Timed and Tracked

 

Goals with an action plan and benchmarks that have these characteristics are “SMART”.

 

A practical example some of us have experienced in our personal lives can make clear how this SMART goal framework can help turn hopes into actions that have results.

 

First, an example of not being SMART with goals:  I will lose weight and get in condition.

 

Getting SMARTer: Between March 15 and Memorial Day, I will lose 10 pounds and be able to run 1 mile nonstop.

 

The hope is now a goal, that meets most of the SMART Framework criteria:

 

                It’s Specific and Strategic  =              10 pounds, 1 mile

                It’s Measurable                    =              pounds, miles

                It’s Action-oriented                             =              lose, run

                It’s got the 3 R’s                  =              weight loss and running distance

                It’s Timed                                             =              10 weeks

 

 
 

 

 

 

 

 

 

 

 

 


SMART enough:  To make the goal really “SMART”, though, we need to add an action plan and benchmarks.  They make sure the goal meets that final criteria, “Tracked”.  They also strengthen the other criteria, especially when the benchmarks include “process” benchmarks for tracking progress on the key actions and “outcome” benchmarks that track early evidence of change and/or progress toward the ultimate goal.

__________

 

The SMART goal concept was introduced by G.T. Doran, A. Miller and J. Cunningham in There’s a S.M.A.R.T. way to write management’s goals and objectives, Management Review 70 (11), AMA Forum, pp. 35-36, What Makes a Goal “SMART”? also draws from the work of Ed Costa, Superintendent of Schools in Lenox; John D’Auria, Teachers 21; and Mike Gilbert, Northeast Field Director for MASC.


Setting SMART Goals

 

Key Actions

 

§  Reduce my daily calorie intake to fewer than 1,200 calories for each of 10 weeks.

§  Walk 15 minutes per day; increase my time by 5 minutes per week for the next 4 weeks

§  Starting in week 5, run and walk in intervals for 30 minutes, increasing the proportion of time spent running instead of walking until I can run a mile, non-stop, by the end of week 10.

Benchmarks:

 

§  For process, maintaining a daily record of calorie intake and exercise

§  For outcome, biweekly weight loss and running distance targets (e.g., after 2 weeks:  2 pounds/0 miles; 4 weeks:  4 pounds/0 miles; 6 weeks:  6 pounds/.2 mi; 8 weeks:  8 pounds/.4 miles).

 

S=Specific and Strategic

Goals need to be straightforward and clearly written, with sufficient specificity to determine whether or not they have been achieved.  A goal is strategic when it serves an important purpose of the school or district as a whole and addresses something that is likely to have a big impact on our overall vision.

 

M=Measurable

If we can’t measure it, we can’t manage it.  What measures of quantity, quality, and/or impact will we use to determine that we’ve achieved the goal?  And how will we measure progress along the way?  Progress toward achieving the goal is typically measured through “benchmarks”.  Some benchmarks focus on the process:  are we doing what we said we were going to do?  Other benchmarks focus on the outcome:  are we seeing early signs of progress toward the results?

 

A=Action Oriented

Goals have active, not passive verbs.  And the action steps attached to them tell us “who” is doing “what”.  Without clarity about what we’re actually going to do to achieve the goal,, a goal is only a hope with little chance of being achieved.  Making clear the key actions required to achieve a goal helps everyone see how their part of the work is connected – to other parts of the work and to a larger purpose.  Knowing that helps people stay focused and energized, rather than fragmented and uncertain.

 

R=Rigorous, Realistic and Results-Focused (the 3 R’s)

A goal is not an activity; a goal makes clear what will be different as a result of achieving the goal.  A goal needs to describe a realistic, yet ambitious result.  It needs to stretch the educator, team, school, or district toward improvement but not be out of reach.  The focus and effort required to achieve a rigorous but realistic goal should be challenging but not exhausting.  Goals set too high will discourage us, whereas goals set too low will leave us feeling “empty” when it is accomplished and won’t serve our students well.

 

T=Timed

A goal needs to have a deadline.  Deadlines help all of us take action.  For a goal to be accomplished, definite times need to be established when key actions will be completed and benchmarks achieved.  Tracking the progress we’re making on our action steps (process benchmarks) is essential; if we fall behind on doing something we said we were going to do, we’ll need to accelerate the pace on something else.  But tracking progress on process outcomes isn’t enough.  Our outcome benchmarks help us know whether we’re on track to achieve our goal and/or whether we’ve reached our goal.  Benchmarks give us a way to see our progress and celebrate it.  They also give us information we need to make mid-course corrections.