Monson

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DistrictMonson
Shared Contract District
Org Code1910000
Type of DistrictMunicipal K12
Union AffiliationMTA
Most Recent DocumentContract
Expiring Year2015
Expired Status
Superintendency Union
Regional HS Members
Vocational HS MembersPathfinder RVTSD
CountyHampden
ESE RegionPioneer Valley
Urban
Kind of Communityrural economic centers
Number of Schools3
Enrollment1419
Percent Low Income Students22
Grade StartPK or K
Grade End12
download pdf version of this document view accessible version of this document Monomoy

AGREEMENT BETWEEN

THE MONOMOY REGIONAL

SCHOOL COMMITTEE

AND THE

MONOMOY REGIONAL

EDUCATION ASSOCIATION

2012 – 2015

Article 1 - Recognition

For purposes of collective bargaining on matters pertaining to wages, hours and conditions of employment, the School Committee recognizes the Monomoy Regional Education Association as the exclusive bargaining agent and representative of all full-time and part-time professional staff who are employed by the Monomoy Regional School District in positions requiring a license by the Department of Elementary and Secondary Education or a license by the Commonwealth of Massachusetts Division of Professional Licensure but excluding the following: all administrators; all supervisors, by whatever title they are known, who are the primary evaluators for members of this bargaining unit; all per diem substitute teachers and substitute nurses; and all other employees of the Monomoy Regional School District. The only terms of the eventual collective bargaining agreement that will apply to coaches and advisors of extracurricular activities will be the wage scales that appear in appendices to the agreement. Nurses, except for substitute nurses, will be included in the bargaining unit, but will only be covered by those portions of the eventual collective bargaining agreement that the School Committee agrees will be applied to nurses.

Article 2 - Negotiation Procedure

A.        Not later than November 1 of the calendar year preceding the calendar year in which this Agreement expires, the Committee agrees to enter into negotiations with the Association, over a successor Agreement. Either party may, if it so desires, utilize the services of outside consultants and may call upon professional and lay representatives to assist in the negotiations at the expense of the party utilizing such services or representatives.

B.         This Agreement incorporates the entire understanding of the parties on all issues which were or could have been the subject of negotiations. The Association and the Committee acknowledge that during the negotiations which resulted in the Agreement, each had the unlimited right and opportunity to make demands and proposals with respect to all proper subjects of collective bargaining, that all subjects have been discussed and negotiated, and that the agreements contained in this Agreement were arrived at after free exercise of such rights and opportunities. The Association and the Committee therefore, voluntarily and without qualifications, waive any rights each may have had in this respect and agree that each party shall not be obligated to bargain collectively with regard to any subject or matter referred to or covered by this Agreement or with regard to any subject or matter not covered or referred to in this Agreement, whether or not within the knowledge of the parties at the time they negotiated or signed this Agreement.

Article 3 - Committee and Superintendent Prerogatives

The Committee is a public body established under and with powers provided by statutes of the Commonwealth of Massachusetts and nothing in this Agreement shall be deemed to derogate from or impair any power, right or duty conferred upon the Committee by statute or any rule or regulation or any agency of the Commonwealth. As to every matter not specifically mentioned or provided for in this Agreement the Committee retains all of the powers, rights and duties that it has by law and may exercise the same at its discretion without any such exercise being made subject of a grievance proceeding hereunder.

Subject only to the express provisions of this Agreement, the right and responsibility to operate, manage and control the public schools and educational activities and the right to direct and control the work of the employees and the use of its properties and facilities are vested exclusively in the Committee and/or Superintendent. These rights whether exercised or not, include without being limited to, all the rights and powers given to the Committee and/or Superintendent by law, the right to select, employ, test, train, assign, transfer, promote and direct the work of the teachers and to periodically evaluate and determine their qualifications; to organize the supervisory and teaching staff and to establish, change and discontinue their duties including the right to introduce, change and discontinue improved and experimental methods, facilities, operations, processes, services and techniques; to discipline, suspend or dismiss teachers in the manner provided by law; to obtain from any source and to contract and subcontract for materials, services, supplies and equipment; to establish and change any form of employee benefits in excess of or in addition to those provided in this Agreement; to establish modify and enforce policies and regulations regarding studies, curriculum, conduct, library and reference facilities, textbooks, discipline, schedules and safety regulations; to control, direct and change facilities and services for the use or benefit of the employees and all other rights pertaining to the operation and management of the schools and the establishment and change of conditions of employment not specifically given in this Agreement to the Association or to the teachers provided, however, that none of the rights shall be exercised by the Committee or Superintendent contrary to any express provision of this Agreement. The failure by the Committee and/or Superintendent to exercise any of the rights as provided in this paragraph shall not be construed as a waiver of these rights. The exercise by the Committee and/or Superintendent of any of the rights as provided in this paragraph shall not be subject to the grievance procedure or to arbitration as provided in Article III.

The parties are agreed that the relations between them shall be governed by the terms of this Agreement only. No prior agreements or understandings, oral or written shall be controlling or in any way affect the relations between the parties unless and until such agreements or understandings have been reduced to writing and duly executed by both parties. No change or modifications of this Agreement shall be binding on either the Association or the Committee unless reduced to writing as executed by the respective duly authorized representative. Nothing that occurred prior to July 1, 2012 will be regarded as a past practice that will bind the Committee or the District unless it is included in this agreement.

Article 4 - Grievance Procedure

Section 1

Definition of a grievance

"The term 'grievance' shall include only those claims or disputes which allege a specific and direct violation of the express language of a specific provision of this Agreement. The purpose of the grievance procedure is to produce prompt and equitable solutions in an atmosphere of informality and confidentiality. Persons covered by this Agreement as well as the Association shall have the right to present a grievance."

Section 2

Grievances shall be presented in writing by the aggrieved party within fifteen (15) school days of the event or events giving rise to the grievance, or within fifteen (15) school days from the date the aggrieved party had knowledge or reasonably should have had knowledge of the event or the events giving rise to the grievance. For purposes of this Article, the term "school days" shall be defined as those days when school is actually in session. During the summer months the term "school days" will mean "business days".

A grievance shall be deemed waived if not presented in writing within the time limits specified in Section 2 or Section 3 of this Article unless such time limits are extended by mutual agreement.

An employee with a grievance shall with or without a representative of the Association present it in writing to his immediate supervisor and/or the principal within fifteen (15) school days of the event on which the grievance is based. The grievance at any level will be in writing and signed and shall set forth the precise date, time and place of the grievance and shall set forth the facts giving rise to the grievance and the section of this Agreement that is believed to be violated. In the event that a grievance affects a group or class of employees, the group or class of employees may request the Association to submit the grievance on their behalf commencing at Level One.

The Association may process such a grievance through all levels of the grievance procedure, even though the aggrieved person does not wish to do so.

Section 3

Level One:      The aggrieved employee, with or without the Association representative, shall present the written grievance to the building principal or his/her designee provided the designee is not from Unit A, within the fifteen (15) school days referred to in Section 2 for purposes of discussion.

Level Two:     If the grievance is not disposed of at Level One to the employee's satisfaction, or if no decision has been rendered at Level One, the grievance shall be presented to the Superintendent of Schools or his/her designee within five (5) school days of the Level One answer or the date on which said answer is due. Where a grievance is not the responsibility of the building principal, it may be initiated at Level Two with the Superintendent.

Level Three:   If the grievance is not satisfactorily disposed of by the Superintendent or his/her designee, or if no written decision has been rendered within ten (10) school days following presentation of the grievance to the Superintendent or his/her designee, the grievance shall be presented to the Committee within five (5) school days of the Level two answer or the date on which said answer is due.

A grievance that pertains to the discipline, dismissal, assignment or evaluation of a teacher cannot be processed to the School Committee at Level Three. If the Association desires to appeal to the Superintendent's decision on a grievance pertaining to such matters, the grievance may be pursued to arbitration from Level Two.

The Committee will meet with the Association within ten (10) school days following receipt of the written grievance.

Level Four:     Arbitration

If at the end of fifteen (15) school days following the meeting with the Committee the grievance has not been disposed of to the satisfaction of the Association, the Association may submit the grievance to arbitration. Submission shall be to the American Arbitration Association, with a copy to the Superintendent. Such submission must be postmarked no later than twenty (20) school days following the date of the meeting with the Committee. The arbitration shall be conducted in accordance with the rules of the American Arbitration Association, and the cost shall be shared equally by the Committee and the Association.

Section 4

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 be bound by the provisions of this Agreement and he/she shall not have any authority to establish salaries or other forms of compensation. The arbitrator shall not have any authority to change the established salary schedule or other forms of compensation as provided in this Agreement, to add to, subtract from, modify or otherwise change any of the terms or provisions of this Agreement. The arbitrator shall have no authority to make any decisions or award retroactive beyond the date on which the grievance was first filed at Level One.

Section 5

The arbitrator shall issue his/her written decision consistent with AAA rules to the Committee, and to the Association within thirty (30) days after the final submission. The decision shall be final and binding upon all parties.

Section 6

The costs for the services of the arbitrator shall be borne equally by the Committee and the Association. Each party shall pay its own expenses for the presentation of its case to the arbitrator.

Section 7

By mutual consent of the parties involved in the grievance procedure, the time schedule may be shortened or lengthened.

Section 8

All documents, communications and records dealing with the processing of a grievance will be kept in the strictest confidence and will not be made available to potential employers or others inquiring about said employee.

No written communication, other document, or record relating to any grievance shall be filed in the personnel file maintained by the School Department for any employee involved in presenting such grievance.

Article 5 - Salaries and Payments

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

B.         The annual salary shall begin with the first day of a normal school year. A normal school year shall begin no earlier than the Wednesday prior to Labor Day and shall not include that Friday before Labor Day and shall end no later than June 30.

C.         A teacher's annual salary will be divided into twenty-six equal payments. With adequate written notice by August 1st a teacher may elect to receive the summer payments at the end of the following June or will otherwise receive them biweekly over the summer. So long as the School Department is able to identify at least one bank that will provide free checking, all teachers will receive salary payments via direct deposit.

A teacher must notify the Superintendent no later than March 1,2013, if he/she wishes to receive at the end of June, his/her payments for the summer of 2013.   If a teacher wishes to change the payment schedule for future payments, notice must be provided by August 1st to receive a payment at the end of the following June, as stated above.

D.        Annual increments shall become effective with the first payment period of each contract year unless otherwise stated in Appendix A. They are approved annually on the basis of continued service. For purposes of this paragraph, the phrase "annual increment" shall include the step increases and/or increases resulting from revised salary schedules. The exception to this will be that if a teacher is placed on an "Improvement Plan" as defined in DESE regulations, that teacher will not receive an annual increment, as defined above, during the period of time that s/he is on the Plan. Once the teacher is no longer on the "Improvement Plan", s/he will be placed on the salary scale s/he would have been had the "Improvement Plan" never occurred, but s/he will receive no retroactive payments.

E.         Movement from one salary column to another will become effective either at the start of the contract year or at the salary mid-point of the year. In order to advance at the start of the contract year, an employee must notify the Superintendent in writing prior to June 15 that she/he is likely to be advancing at the start of the new contract year, and she/he must submit transcripts (when available) or grade reports or supporting documentation of all completed course work relative to this advancement on or prior to August 31. In order to advance at the salary mid-point, an employee must notify the Superintendent in writing prior to September 15 that she/he is likely to be advancing at the salary mid-point, and she/he must submit transcripts (when available) or grade reports or supporting documentation of all completed course work relative to this advancement on or prior to January 15.

F.         Newly hired teachers may, by agreement between the teacher and Superintendent, be placed on a salary step lower than the one which would normally correspond to that teacher's training and experience. After the teacher's fourth full year of service, the teacher shall be placed on the salary scale commensurate with his/her training and experience.

G.        Stipends

1.         The salary schedule for Extra Curricular Activities Stipends shall be Appendix C. Stipends for activities that run for one semester or less will be paid as part of regular salary at the conclusion of the activity. Stipends for activities that run for a full year will be paid one half at the end of the first semester, and one half at the end of the year, as part of regular salary.

2.         The salary schedule for Athletic stipends shall be Appendix B. These stipends shall be paid as part of the regular salary upon completion of the particular season and the completion of all related responsibilities as determined by the Athletic Director.

Retirement Benefits

A.        Upon the death or retirement (i.e., under the MTRS) of teachers who have been in the system (Chatham, Harwich or Monomoy) at least fifteen (15) years, payment shall be made to the teacher (or the teacher's estate) of twenty-five percent (25%) of accumulated sick leave at one hundred dollars ($100) per day.

B.        If a teacher agrees to retire at the end of the school year, under criteria otherwise consistent with paragraph A above, she/he will receive one hundred and fifty dollars ($150.00) per day.

Article 6 - Professional Development and Course Reimbursement

1.        Teachers shall be reimbursed for tuition, fees and required materials related to courses of at least two (2) credits, which are satisfactorily completed with a grade of B or better (minimum grade of 80), approved in advance by the superintendent. Such reimbursement shall be up to a total of fifteen hundred dollars ($1,500) annually. "Annually" is defined as meaning the period July 1 to June 30, although teachers new to the system shall not receive reimbursement for courses taken prior to the school year in which they began their employment.

2.         To receive credit and reimbursement for such courses, professional employees must promptly submit an official transcript, including the grade received in the course, and a copy of the receipted bill for the cost of the course. Payment will be made to the employee within thirty (30) calendar days following submission of the transcript.

3.         Separate from the course reimbursements spoken of in paragraphs one and two, the school department will provide the amount of $15,000 annually for employee costs associated with workshops on other professional development pursuits approved by the Superintendent.

4.         It is intended by the Parties that input by the professional staff relating to district-sponsored professional development shall be seriously considered.

5.         A Professional Development Committee comprised of the Superintendent, Director of Curriculum, Instruction and Assessment, Business Manager, a minimum of two administrators, and a minimum of six (6) teachers designated annually by the Association will be established to act as the vehicle for the development and coordination of professional development activities and for the development of a plan for the allocation of financial resources budgeted for system-wide staff development. PDPs shall be issued to all participating employees for all in-service activities and school-sponsored professional development. PDPs shall be credited to employees within ten (10) school days of the activity.

6.         To be eligible for a reimbursement, a teacher must submit to the Superintendent in waiting an explanation of the workshop or other PDP professional pursuit that the teacher proposes to take, a written explanation of where and when the workshop or other PDP professional pursuit activity will be taken and any other relevant information that the Superintendent may request. In addition, the teacher will submit a statement of all expenses (including tuition costs, activity fees, and other expenses). Such information will be provided to the Superintendent as far as possible in advance of the commencement of the workshop or other PDP professional pursuit. The decision as to whether or not to grant a reimbursement, as well as the decision as to the size of the reimbursement, is subject to the complete discretion of the Superintendent. The Superintendent shall notify the individual of his/her decision in regard to the requested reimbursement prior to the commencement of the workshop or other PDP professional pursuit unless the lateness of the teacher's request and/or presentation of supporting information makes this impractical. The workshop or other PDP professional pursuit reimbursement which has been approved by the Superintendent shall be made to the teacher after evidence of successful completion of the workshop or other PDP professional pursuit has been presented and reviewed. It is expressly understood that decisions made by the Superintendent are not subject to the grievance and/or arbitration sections of this contract.

7.         Licensed employees shall continue to file graduate credits, which are to be applied to salary columns beyond Bachelor's degree in their personnel folders. Such credits shall be from institutions accredited by: New England Association of Colleges and Secondary Schools; Middle States Association of Colleges and Secondary Schools; Southern Association of Colleges and Secondary Schools; North Central Association of Colleges and Secondary Schools; Northwest Association of Colleges and Secondary Schools; Western Association of Colleges and Secondary Schools. Distant learning may be included with approval of Administration. Credits to count toward a specific salary column (e.g. M+30) must be earned subsequent to attainment of the immediately prior salary column.

8.         The Superintendent shall evaluate applications for course reimbursement or salary schedule advancement. Requests for approval are to be made in advance in duplicate on forms provided for this purpose. An exception may be made by the Superintendent in a case in which enrollment in the previously approved course has been closed. In such cases, application for alternative courses shall be filed with the Superintendent within seven (7) days after the applicant receives notification that the previously approved course has been closed. All applications for course reimbursement and salary schedule advancement shall be submitted to the Principal of the building with a final approval by the Superintendent.

The decision of the Superintendent shall be final.

9.         "Flex Day" - Professional Development Activities

              Professional Development "Flex Day "

1.        Effective on the first workday of the 2013-2014 school year, one day or the equivalent thereof will be scheduled and planned individually by teachers at their discretion for any combination of the following( see list of sample flex day opportunities).

One or more approved teacher proposals relating to at least one of these areas:

a.         Licensure

b.         School/District/State goals

c.         Content

d.         Pedagogy

e.         Research

Prior approval by the principal is required for all Flex Day projects. In the event that a principal disapproves of a teacher's Flex Day proposal, the teacher may appeal that decision to the Superintendent.

Normally, teachers will submit Flex Day proposals 30 days prior to the beginning of the project. Principals will act upon and return Flex Day proposals within 14 school days. This timeline may be modified with administrative approval.

All individually designed projects must be judged by the principal to be equivalent to at least 6.5 hours. Activities sponsored by external professional development providers must be completed as designed to quality for approval (e.g., graduate courses will require a passing grade).

2.         District-sponsored activities (e.g., summer workshops) will qualify as Flex Day activities. The successful completion of a graduate course will satisfy the Flex Day requirement.

3.         Work for a given year may begin the day after school closes the previous year and must be completed no later than July 15 of the next calendar year.

4.         Each Flex Day will earn .75 credit toward salary lane changes not associated with attainment of a higher degree (e.g., Bachelors to Bachelors + 30; Masters to Masters +15). PDPs will be awarded at the rate of 6.5 per day for work that meets DOE standards for recertification. If teachers receive salary credits, they may not also receive graduate credits.

5.         Professional Development Presenters

Workshops must be a minimum of 6.5 working hours. Presenters will be paid at the hourly rate which is expressed in Appendix E for preparation time, up to 50% of the workshop length. Presenters will earn two (2) PDPs for each hour of presentation.

6.         Teachers with professional teacher status who have reached the Masters + 75 column will be exempt from this Flex Day requirement in every other year.

Sample Flex Day Opportunities

Flex Days are intended to provide individualized professional development opportunities that support the goals of the teacher, the school, and the district. Although some examples are more obvious than others, the intent of the Flex Day proposal is to encourage relevant projects and inspire innovation. The teacher's selection may include one more of the following, or s/he may develop an original proposal.

1.         Graduate course work

2.         District sponsored courses/institutes

a.         Reading Academy

b.         Studying Skillful Teaching

c.         Math Institute

d.         Writing Across the Curriculum

3.         Summer/Vacation workshop or conference participation

a.         District sponsored

i.         Professional Associations

ii.        Museums

iii.       Massachusetts DESE Summer Institutes

iv.       Woods Hole

4.         Curriculum development Projects

a.         Curriculum guides/outlines

b.         Unit development

i.         work at historic locations to develop lessons and materials.

ii.        Team/grade development of unit

5.         Technology integration development projects

a.         Teacher web pages

b.         Web quests to support curriculum units

c.         Research internet resources for instructional use

d.         Classroom technology using Microsoft Office

6.         Development of support materials and programs

a.          Study skills guide/program

b.         Courtyard garden

c.         Weather station

d.         Learning centers

7.         Study Group

a.         Brain research

b.         Assessment and Learning

c.         Habits of mind

d.         Differential instruction

e.         Professional learning communities

f.          Project-based learning

g.         Literacy

h.        Using rubrics to enhance learning.

8.        Action research

9.        Conference/workshop presentation

Article 7 - Work Day, Work Year, Working Conditions

Work Year

The work year of employees covered by this Agreement (other than new personnel who may be required to attend additional orientations sessions) will begin no earlier than the Wednesday before Labor Day and end no later than June 30. The Friday before the Labor Day weekend shall be a non-work day for all employees. The number of days in the work year shall be 180 days of instruction and three professional development days scheduled as stated herein for the 2012-2013 and 2013-2014 school years:

•    180 days of instruction;

•     One (1) day between the two semesters or in the mid-year for elementary professional development and grading preparation at the middle and high schools;

•    One (1) day prior to the start of the instructional year with one-half of that day set aside for elementary teachers to prepare their classrooms and administrative time for other levels;

•    One (1) full day of professional development.

The parties agree to discuss the scheduling of the professional development days, to be effective for the 2014-2015 school year, during their discussions during the 2013-2014 school year.

Work Day

The provisions of the Chatham-Teacher Work Day and the Harwich Teaching Hours and Teaching Load shall remain in effect for 2012-2013 and 2013-2014 according to the Amendment to the Agreement.

The parties agree to a joint committee to begin work during 2013-2014 school year, on a new schedule for the Monomoy Regional School System to be effective in 2014-2015. These negotiations may require discussions of other sections of the Agreement in addition to the schedule.

Article 8 - Teacher Employment, Assignments and Evaluation

A.        The Committee will not discriminate against any teacher on the basis of race, creed, color, religion, nationality, sex, marital status, or membership or participation in, or association with the activities of any teachers' organization.

B.         The Association will admit persons to membership without discrimination on the basis of race, creed, color, religion, nationality, sex, or marital status and to represent equally all teachers without regard to membership or participation in, or association with the activities of any teachers' organization.

C.         Teachers will be notified in writing of their programs for the coming school year, including the schools to which they will be assigned, the grade and/or subjects that they will teach, and any special or unusual classes that they will have, as soon as practicable and under normal circumstances not later than July 1. Such notification shall not preclude changes in the program for any teacher if such changes shall be deemed by the administration to be necessary. When such changes are made, the teacher affected shall be notified as soon as practicable.

D.        Whenever any vacancy in a professional position or extracurricular position is to be filled, it will be adequately publicized by the Superintendent by means of a notice placed on the Association bulletin board in each school on the District website and by letters to the president of the Association and Association building representatives as far in advance of the appointment as possible and in no case less than five (5) calendar days. In both situations the minimum requirement for the position, its duties and the rate of compensation will be clearly set forth. In filling such vacancies, full consideration will be given to qualified applicants already employed by the School Department. Upon request all current employees shall be granted an interview. But nothing in this section shall be construed so as to infringe upon the Superintendent's prerogative to fill the vacancy with the applicant of his/her choice. Nothing in this agreement shall restrict the Superintendent from hiring outside the school system. If a person outside of Unit A is awarded the position, the Superintendent, if requested by the unit member, will meet with the member and explain the reasons for the selection.

E.         All monitoring or observation of the work performance of a teacher will be conducted openly and with full knowledge of the teacher. However, this does not preclude the Administration from taking action based upon something the administrator hears or observes himself/herself.

F.         Any complaints upon which action may be taken, regarding a teacher made to any member of the administration by any parent, student, or other person will be promptly called to the attention of the teacher. Except in cases when it is necessary for the administrator to bring the complaint to the attention of another administrator in his/her chain of command for the purpose of clarification of policy, no member of the administration will discuss the compliant with any other person until the complaint has been brought to the attention of the teacher. Except in emergency situations, the teacher will be given an opportunity to meet with the complainant to resolve such complaints before any administrative action is taken in reference to the teacher. In any case, the teacher will be notified at the earliest possible time.

G.        No material derogatory to a teacher's conduct, services, character, or personality will be placed in the personnel file unless the teacher has had an opportunity to review such material by affixing his signature to the copy to be filed with the express understanding that such signature in no way indicates agreement with the contents thereof. The teacher will also have the right to submit a written answer to such material and his/her answer shall be reviewed by the Superintendent and attached to the file copy. Employees will have the right to inspect by appointment the contents of their personnel file and to make photocopies at the employee's personal expense.

H.       No teacher will be dismissed, suspended or reprimanded in writing without just cause. This clause does not apply to decisions not to renew a non-professional status teacher, nor does it apply to a decision to terminate a probationary teacher within his/her first ninety days of employment, nor does it apply to decisions not to employ or reemploy a teacher in any extracurricular, coaching, or hourly-compensated capacity.

Article 9 - Paid Leaves of Absence

1.        Sick Leave

A.        Each teacher who works at least one day in the school year shall be credited with fifteen (15) days annual sick leave, plus such leave as he/she has accumulated since the date of employment in the Chatham School system or the Harwich School system. Sick leave may be accumulated from year to year up to a maximum of one hundred eighty (180) days. Sick leave may be used for personal illness, incapacity, or medical treatment required by such illness or incapacity. Up to fifteen (15) days per year of one's sick leave may be used for illness of an immediate family member, or a domestic partner, although no more than five (5) consecutive days may be used for this purpose at any one time unless additional days are approved by the Superintendent who may require medical documentation. The Superintendent may request that a teacher absent for seven (7) consecutive days or with repeated unexplained absences or a pattern of abuse provide a doctor's certification that illness, incapacity or medical treatment prevents the teacher from working and an estimate of the duration of disability. The Superintendent may also request a certificate of fitness to return as a condition of return to work.

B.         After accrued sick leave days have been exhausted, and unless the sick leave bank grants additional days, one (1) full day's pay shall be deducted for each school day for which the teacher is absent.

C.         Whenever a teacher is absent from school as a result of personal injury caused by an accident or an assault occurring in the course of his/her employment, he/she will be paid his/her full salary (less the amount of any worker's compensation award made for temporary disability because of said injury) for the period of such absence.

D.        Part-time teachers who work five (5) days per week will receive the same number of sick days and personal days per year as full time teachers. Part-time teachers who work less than five (5) days per week will receive prorated sick days and personal days.

E.         A leave of absence without pay of up to one (1) year may be granted to teachers with professional teacher status whose personal illness extends beyond the period compensated by sick leave. Requests for such leave will be supported by appropriate medical evidence.

2.        Personal Leave

A.        Teachers may take up to two (2) days of compensated personal leave per year. Such personal leave shall be taken only for urgent personal business that cannot be conducted on non-school hours. Employees shall be entitled to carry over one (1) unused personal day to the next school year.

B.        Written application for all personal leave will be made at least 24 hours before taking such leave except in cases of emergency.

3.         Bereavement Leave

Teachers will be entitled to bereavement leave of up to five (5) days at any one time in the event of a death of a teacher's spouse, child, parent, parent-in-law, daughter-in-law, son-in-law, sibling, grandparent or domestic partner. In addition, at the Superintendent's discretion, bereavement leave of up to five (5) days may be granted in the event of a death not included in the above categories. Additional days may be granted at the Superintendent's discretion. A teacher shall apply for bereavement leave as soon as possible.

4.         Sick Leave Bank

A.        Upon the effective date of this agreement, a Sick Leave Bank shall be established for use by staff members defined below who have exhausted their own sick leave. The Sick Leave Bank may be utilized for personal illness and illness of a family household member or domestic partner.

Staff Members who are eligible to participate in the bank are as follows:

1.         All staff members covered by the recognition clause of this contract (exclusive of coaches and extracurricular advisors who are not otherwise employed by the school department).

2.         All members of Unit B and Unit C.

B.        Effective September 1,2012, the days currently in the Bank in Chatham and Harwich will be carried over to the Monomoy system Sick Leave Bank. In addition, each member of all bargaining units shall be assessed one (1) day of their annual fifteen (15) days of sick leave.

Effective September 1, 2013, all new staff members defined above shall have one (1) of their annual sick days automatically deducted no later than October 1 of the present school year. If the Sick Leave Bank Committee determines that the sick leave bank is exhausted, the bank shall be renewed by contributions from each staff member's total sick leave days as of the date of contribution.

C.         The initial grant of sick leave by the Sick Leave Bank Committee, as established in Section 4, to an eligible employee shall not exceed thirty (30) days.

Upon completion of the thirty (30) day period, the period of entitlement shall be extended by the sick leave bank committee upon demonstration of need by the applicant.

Any sick leave granted any individual under the provisions of this Article shall expire at the end of the applicable school year.

D.        A six-person Sick Leave Bank Committee consisting of three teachers appointed to the Bank Committee by the Association, one administrator (exclusive of the Superintendent), one secretary or assistant appointed by the Association, and the Superintendent of School shall administer the bank. If a tie in voting occurs relative to the use of the Sick Leave Bank, the decision shall be in favor of the applicant.

E.         The Sick Leave Bank Committee shall determine the eligibility for use of the plan and the amount of leave to be granted. The following criteria may be used by the Committee in administering the bank and determining the eligibility and amount of leave:

1.         Adequate medical evidence of illness or incapacitation

2.         Prior utilization of all eligible sick leave

3.         Length of service in Chatham, Harwich and Monomoy systems

4.         Propriety of use of previous sick leave.

F.         A written request for sick leave bank days shall be submitted to the Committee by an applicant or his/her designee. Such a request shall be accompanied by whatever medical evidence is required by the Committee to substantiate the request.

G.        The applicant will not repay the Sick Leave Bank for the first thirty (30) total day allotment. Thereafter, the applicant shall repay the Sick Bank for the days granted, after the first thirty days, at the rate of five (5) days per school year until such time as the total number of days repaid, minus the first thirty days, equals those granted from the Sick Leave Bank.

Article 10 - Maternity, FMLA, Child Care and Adoption Leave

Maternity

A.       A teacher who becomes pregnant or adopts a child will notify the Superintendent, in wilting, as soon as possible, stating the anticipated date of departure and return. Such notification shall provide the administration with as much opportunity as possible to secure a replacement teacher and insure continuity of assignments.

B.         At the commencement of such leave, the teacher will advise the administration whether she will return the September immediately following the commencement of her leave, or the following September, after a school vacation or at the beginning of a school term. Exceptions to this are that teachers who are eligible for leave under the Massachusetts Maternity Leave Act are able to return during or at the end of an eight (8) week leave period, and teachers who are eligible for and who have not yet exhausted their annual FMLA entitlement can return during or at the end of the twelve (12) week leave period.

C.         The teacher shall be entitled to take paid sick leave for the period of the maternity leave during which she was physically disabled due to the pregnancy, childbirth and recovery therefrom.

Child Care

1.         In the case of a birth or adoption of a child, any teacher shall have the right to apply for a leave, without pay, for child-caring purposes.

2.         In cases where both parents may be teachers in the school system, only one (1) of said persons shall be entitled to such leave at the same time.

3.         In the case of female teachers, the application for child-caring leave may be made to become effective immediately upon the termination of the maternity leave.

4.         Child-caring leave may be granted for a period of up to the end of the school year in which the birth or adoption of the child occurs; but such leave may, at the discretion of the Superintendent, upon the request of the teacher, be extended for one (1) additional school year. Requests for extensions of such leave must be made at least three (3) months prior to the expiration of the first period thereof.

5.         Where the birth of a child is anticipated during the first month of a school year and child-caring leave is being requested, the child-caring leave must commence at the start of the school year.

6.         Where a child-caring leave is requested, a teacher taking such leave shall not be permitted to return to the school system following such leave, between April 1 and June 30.

7.         Applications for child-caring leave shall be filed at least three (3) months before the leave is desired or not later than one (1) month after the date of an adoption.

8.         Anything to the contrary notwithstanding, a child-caring leave granted to a teacher without professional teacher status need not be extended beyond the end of the contract school year in which the leave is obtained.

9.         Upon return from a child-caring leave, the teacher shall be placed on the next highest step on the salary schedule from that at the time of the leave-taking, provided, however, that during the school year in which the leave was taken the teacher shall have actually worked more than ninety (90) days in the school year of service. In the event that the teacher shall have served less than ninety (90) days in the school year of leave-taking, the teacher shall be placed on the same step at which the teacher left.

10.       The dates for the commencement and termination of child-caring leaves shall, in all cases, be subject to and based upon a finding and determination by the District that such leave will not substantially interfere with the administration of the school or with the education of the pupils.

It is recognized that no specific position can he held open during any leave, but in all instances, reasonable efforts will be made to assign the employee to the same position which the employee held at the time the leave commenced. If the position is not available, then reasonable efforts will be made to assign the teacher to a substantially equivalent position.

Adoption

Regardless of whether the teacher is otherwise entitled to a leave under the Massachusetts Maternity Leave statute, or the Family Medical Leave Act (FMLA) a teacher with professional teacher status who is adopting a child shall be entitled to up to two weeks of paid leave of absence by using accumulated sick leave and the remainder of the leave will be unpaid.

Article 11 - Other Leaves

Section 1

A leave of absence without pay may be granted to any teacher with professional teacher status for up to one (1) full term of the elected office (political or Association); but on return from such leave the teacher will be placed on the salary schedule at the level he/she would have achieved if he/she had not been absent.

Section 1 A

A leave of absence without pay for up to two (2) years may be granted to any teacher with professional teacher status who joins the Peace Corps, Vista, serves as a foreign or domestic exchange teacher. A leave of absence of one year may be granted to a teachers who enrolls as a full-time student in an accredited college or university in a program which is related to his/her teaching. Upon return from such leave, the teacher will be considered as if he/she were actively employed by the Committee during the leave, and he/she had not been absent, subject to the recommendation of the Superintendent and approval of the School Committee. Such recommendation and approval shall not be subject to grievance and arbitration.

Section 2

Military leave will be granted in accordance with applicable Federal or State law.

Extended Leaves of Absence - The Superintendent may grant a leave of absence without pay or increment to any teacher upon written request stating the reason for such absence. It is understood that such requests will be presented to the Superintendent as soon as possible, if the leave is to become effective at the start of the school year.

F.         Unused accumulated sick leave will be restored to a teacher upon his return.

G.        All requests for extensions or renewals of leaves will be applied for and granted in writing.

H.       Association Leave

Subject to the advance approval by the Superintendent, up to fifteen (15) school days each year in the aggregate may be requested by officers or designees of the Association for purposes of attending regional or state Association conferences, activities etc. Adequate advance notice and an explanation of the request will be given to the Superintendent

Article 12 - Sabbatical Leave

A.        Purpose: The purpose of Sabbatical Leave Policy is:

1.         Recognition of professional excellence as a teacher, supervisor, director, or administrator.

2.         Encouragement of professional growth.

3.         Improvement of the Monomoy Regional Public School District.

B.        Upon recommendation of the Superintendent and at the discretion of the Committee, sabbatical leave for approved study and research, including travel and/or other professional activities considered to be in the interest of the school system, if applied for, may be granted by the Committee as follows:

(1)       After seven (7) years' service in the Monomoy Schools, a teacher may apply for the sabbatical leave with one-half (1/2) pay for a maximum of one (1) school year.

(2)       After fourteen (14) years' service in the Monomoy schools, a teacher may apply for sabbatical leave with full pay for a maximum of one (1) school year.

C.         The granting of sabbatical leave shall be dependent on the teacher signing a contract to serve the school system for a period of two (2) years upon return from sabbatical leave. Upon return from such leave, the teacher will be considered as if he/she were actively employed by the Committee during the leave and he/she will be placed on the salary schedule at the level he/she would have achieved if he/she had not been absent. In default of completing such service, the employee will refund to the Committee an amount equal to such proportion of salary received by him/her while on leave as the amount of service not actually rendered as agreed bears to the whole amount of service agreed to be rendered. The employee may be released from such payment if his/her failure to serve the time as stipulated be due to his/her illness, disability, or death, or if he/she be discharged from his/her position by the Committee.

D.        Written request for sabbatical leave shall be submitted to the Committee for approval on forms provided by October 15th. Applications may not be made more than two (2) years in advance. An application may be made for only one (1) year and must be renewed in order to apply to another year.

E.         Each applicant for sabbatical leave will have an opportunity to present his/her case (request) before the Committee within forty-five (45) days after receipt of his/her written application. The Committee will make its decision, reserving the right to reject any leave request, within ninety (90) days after receipt of the application,

F.         In considering sabbatical leave, the Committee expects the candidate to show direct, identifiable benefit to the school district, to submit a definite schedule of activities - where and when - for the year. He/she is also asked to present evidence of the sabbatical plan, and to commit himself/herself to furnishing a mid-year report of his/her progress as the Committee may require. If possible, on returning to Monomoy District, a teacher shall be assigned to the position that was held prior to Sabbatical Leave, or to a substantially equivalent position.

G.        Where multiple applications are received the Committee's decision will be based on which sabbatical leave program will most benefit the school system, irrespective of whether the request is based on one-half (1/2) pay or full pay.

H.       In the event of the receipt of more than one application, the following factors will be taken into account in assigning Sabbatical Leave. These factors are not listed in order of importance.

1.         Educational value of the proposed project to the Monomoy Regional School District.

2.         Length of service in the Monomoy Regional Public School District.

3.         Representation of areas of teaching in the system (i.e., elementary school, middle school, high school).

4.         Priority of application (date).

5.         Awarding of scholarships, fellowships, or grants.

6.         Participation in an approved program of advanced study.

7.         Available financial resources.

I.        Letters of recommendation from individuals familiar with the applicant and/or the program of study/project to be completed during the proposed sabbatical.

J.        Decisions made by the Committee and/or by the Superintendent regarding the approval or disapproval of sabbaticals will not be subject to the grievance or arbitration procedure.

Article 13 - General

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

B.        This report will be forwarded to the Principal/Immediate Supervisor. The District will comply with any reasonable request from the teacher for any non-privileged information in its possession relating to the incident or the persons involved.

C.        If civil proceedings are brought against a teacher alleging that he/she committed an assault in connection with his employment, the Committee may furnish legal counsel to defend him in such proceeding if he/she requests such assistance consistent with M.G.L. ch.258.

D.        If any provisions or clause of the Agreement or application thereof to any person or circumstance is held invalid, such invalidity shall not affect the other provisions or applications of the Agreement which can be given effect without the invalid provision or application.

E.        Neither the Association nor any teacher or teachers, either individually or collectively, shall engage in, induce or encourage any strike, work stoppage, slowdown, or withholding of services of any teacher or teachers, either collectively or individually.

F.        Individuals who are required to travel between schools as part of their work shall be compensated, with appropriate documentation, at the per mile rate currently approved by the IRS at the start of the contract year.

G.       A teacher who is resigning is to submit his notice of resignation to the School Committee at least forty-five (45) days prior to the effective date of resignation.

H.       The Association will have the right to use school buildings without cost and at reasonable times for meetings, subject to safety requirements and availability, and required to pay for any additional custodial costs involved by reason of said meetings. The principal of the building in question and the Superintendent will be advised, sufficiently in advance, of the time and place of all such meetings. Notification shall be by submission of Use of Building Form.

I.         Teachers shall be allowed to leave the building with the approval of the principal or principal's designee.

J.         Employees covered by this contract will not be required to drive pupils to activities which take place away from the school building, except in the Developmental Disability Program where they are required to drive the Special Education van. Employees covered by this contract may do so voluntarily, however, with the advance approval of the principal.

K.       The parties agree to meet and to negotiate over any impacts resulting from the opening and/or closing of schools.

L.        The President of the Monomoy Regional Education Association will not be assigned any supervisory duties.

Article 14 - Payroll Deductions and Agency Fee

A.        Payroll deductions will be made from the salary of a teacher when said teacher authorizes the District in writing to make such deductions in accordance with the provisions of General Laws, Chapter 180, Section 17C.

B.         Every employee covered by this Agreement, if and when not a member in good standing of the Association shall pay or by payroll deduction shall have paid to the Association by January 1 an agency service fee equal to eighty (80) percent of the combined dues for full membership in the Monomoy Regional Education Association, and the National Education Association. If the eighty (80) percent figure exceeds that portion of the combined dues which is permissible under the regulations and decisions of the Massachusetts Labor Relations Commission, the fee shall be limited to the permissible amount.

In the event that an employee covered by this Agreement fails to comply with the preceding paragraphs, s/he shall be sent a written demand by the Association with a copy to the Superintendent. If the individual does not comply, and the Association sends a request calling for the suspension of the individual to the Superintendent, the Superintendent shall meet with the individual. If the individual still does not comply, s/he will be suspended without pay for five (5) days by the Superintendent with the School Committee retaining the unpaid money. Such suspension will not be grievable nor arbitrable. No further action will be taken against that individual on the basis of that contract year.

The Association agrees to indemnify and hold harmless the School committee for any action that the Committee or the Association takes pursuant to this article, and the Association will indemnify and hold harmless the Committee for any claims made against or legal actions taken against the committee or the Association by any employee(s).

Article 15 - Reduction In Force

A.        The District retains the right to determine the number of teaching positions and other professional positions which are needed. Subject to this Article, the Committee also retains the right to determine the employees to be laid off and recalled.

B.        A teacher with professional teacher status shall not be laid off if there is a teacher without professional teacher status whose position the teacher with professional teacher status is certified/licensed to fill. Layoff shall include both reduction from full-time to part-time status and termination of a teacher because of reduction in force. This entire Article refers to teachers with professional teacher status only.

C.         Seniority within the Harwich, Chatham or Monomoy School Systems will be used in determining the order in which teachers are laid off within affected groups as defined in Section D of this Article. Certification/license for the position in which one is teaching is a prerequisite to having any seniority in the affected group containing that position.

A list specifying the seniority of each member of the bargaining unit shall be prepared by the District and forwarded to the Association President by November 1 of each school year.

Seniority is defined as the length of continuous service from date of regular full-time or part-time employment as a teacher in either the Chatham, Harwich or Monomoy School Systems. Authorized leaves of absence up to eight weeks and sabbatical leaves shall be considered time worked for the purposes of seniority. Authorized leaves of absence without pay of longer than 8 weeks shall be considered as continuous service but will not be considered as time worked for purposes of seniority. In cases involving identical seniority as herein defined, preference for retention or recall shall be given to the employee with the earlier date (and time, if necessary) of appointment by the District

D.         1.        In the event that the District determines that a position is to be eliminated or reduced from full-time to part-time status, the following procedure will be followed. All teachers teaching within areas of certification/license which include the position to be eliminated or reduced will be considered as belonging to the affected group. Within this group, the teacher having the least seniority within the Monomoy Regional School District will be reduced.

2.        Each teacher's "area(s) of certification/license" is (are) determined by the terms of the teaching certificate/license issued by the Massachusetts Department of Education, Bureau of Certification, for that teacher.

E.         1.        A teacher identified under D(l) above shall have the right to take the position of another teacher in the system having less seniority provided:

a.         The teacher identified under D(l) above is certified/licensed for the position held by the less senior teacher, and

b.         The teacher identified under D(l) above has taught at least one full year within an area of certification/license containing this position in either the Chatham, Harwich or Monomoy School Districts.

2.        In the event that the teacher identified under D(l) above has the right under E(l) to take the positions of more than one less senior teachers, then the teacher identified under D(l) above will take the position of the teacher having the least seniority in the Monomoy Regional School System, and shall be given preference in the filling of such positions.

F.         Employees laid off under this Article shall be considered for recall in the inverse order of their lay off for a period of twenty-four months from the effective date of their layoff. Such employees shall be notified by the Superintendent concerning any open positions in the system for which they are certified/licensed. Failure to accept such offering within ten (10) days of such offering will result in the teacher forfeiting his recall rights. The Superintendent will make every reasonable effort to give priority on the substitute list to teachers on recall, providing such teachers indicate their desire to be placed on the substitute list.

Employees serving a recall period may continue group health and life insurance coverage as provided at their expense during such recall period if permitted by the insurance company.

Teachers recalled after layoff shall be placed on that step of the salary schedule which is one higher than the one on which they were at the time of layoff. The request of a teacher for a hearing under Chapter 71, Section 42, in the event of a layoff, if applicable under law, shall be an automatic waiver of his/her recall right. The request must be made of the Superintendent within ten (10) days of notification of intended layoff.

Article 16 - Mentoring

A.       There shall be a mentoring program for all teachers new to teaching during their first three years of employment and for experienced teachers new to the District during their first year of employment by the District.

B.         All potential new mentors will be trained in a district-provided or district-approved training program. Professional Development Points will be awarded for successful completion of approved mentor training.

C.        A teacher who has completed mentor training as defined in Section B and who wishes to serve as a mentor may apply to become a mentor and be placed on the mentor list by completing an application and indicating interest in the mentor program and the background and experience s/he would bring to the position. Two protégés at any one time will be the maximum for any mentor with full-time teaching responsibility.

D.        Each mentor will receive a stipend to mentor a person who is new to teaching. New to teaching is defined as three (3) or fewer years of teaching experience. This position shall be carried in Appendix D of the Collective Bargaining Agreement.

E.         Each mentor shall receive a stipend to mentor a person who is new to the District but who has more than three (3) years of teaching experience. This position shall be carried in Appendix D of the Collective Bargaining Agreement. At the Superintendent's discretion, a mentor will be provided to a person who is new to the District but who has more than three (3) years of teaching experience.

F.         Mentors will be required to attend two (2) mentor program meetings per year. These meetings will be held after school hours and will be scheduled for no longer than one and one-half (1.5) hours. Mentors will receive three (3) Professional Development Points for attendance at these meetings.

G.        A Mentor Coordinator will be appointed by the Superintendent from the administrative staff to oversee the mentoring program in all schools. The Mentor Coordinator will coordinate all mentor/protégé training, meetings, professional development activities, and problem-solving, etc. for the mentor program.

H.       All mentors will receive one dedicated mentor professional day during the school year to participate in programs relevant to the mentoring role.

I.         All mentors will receive fifteen (15) Professional Development Points (PDPs) for their mentoring work during the school year subject to any maximum that the Department of Elementary and Secondary Education applies.

J.         For new teachers and their mentors, there will be release time once per month, with substitute coverage provided, to facilitate a required monthly observation. This time will be documented and the documentation will be submitted to the Mentor Coordinator at the end of the school year. Mentors of teachers new to the district but with more than three (3) years of teaching experience will not be required to schedule formal observations, but they may do so if the parties feel it would be helpful to the teacher new to the district.

K.       Mentors shall be matched as closely as possible with their protégés according to grade level and discipline by a team consisting of the Building Principal, the Mentor Coordinator, and a teacher representative from the building approved by the President of the Association or her/his designee.

L.        Retirees who have met the district mentor criteria may be asked to mentor in their discipline area. However, current employees will be given first consideration.

M.       Mentors will keep logs of their meetings times with their protégés on a form provided electronically or as hard copy by the Mentor Coordinator. Mentors of teachers with less than four (4) years of teaching experience are expected to meet with their protégés for a minimum of two (2) hours per month, including any monthly observations. Mentors of teachers with more than three (3) years of experience but new to the District are expected to meet with their protégés a minimum of one (1) hour per month. Logs shall be returned to the mentor Coordinator at the end of the school year either electronically or as hard copy. The journal of notes of observations or other professional conversations between mentor and protégé will be absolutely confidential to the mentor and protégé and, at the conclusion of said school year, will become the exclusive property of the protégé.

N.        Mentors and protégés will provide feedback to the Mentor Coordinator concerning their mentoring experiences.

O.        Mentors and protégés will be required to attend an orientation session to be held during the summer months for up to a half day.

P.        If the mentor and/or protégé deem the relationship incompatible and/or ineffective, the following steps will be implemented:

1.         The Mentor Coordinator will be notified;

2.         The mentor and the protégé" will discuss the relationship with the Mentor Coordinator;

3.         If, after meeting with the Mentor Coordinator, it is still deemed to be an ineffective relationship, either party or both parties should request of the Superintendent in writing that s/he terminate the relationship;

4.         The mentor may be reassigned, and the protégé" will be assigned another mentor.

Article 17 - Health Insurance

1.         The District's contribution to the health, vision and dental plans shall be seventy (70) percent and the employee shall pay thirty (30) percent effective July 1,2013. Any unit member who chooses to take the Master Health Plus Plan offered through the Cape Cod Municipal Health Group (CCMHG) shall pay fifty (50) percent of the premium and the District shall pay fifty (50) percent. Prior to that date, unit members who had been employed in Chatham will pay the percentage rates that have been in effect in Chatham, while unit members who had been employed in Harwich, as well as members hired after July 1, 2012, will pay the percentage rates that had been in effect in Harwich.

2.        Effective on January 1, 2013, upon retirement from the Monomoy Regional School District, a bargaining unit member may, at his/her option, be included in the health, vision and dental plans of the District. The District shall pay seventy (70) percent and the unit member shall pay thirty (30) percent. Any retiree who chooses to take the Master Health Plus Plan offered through the Cape Cod Municipal Health Group (CCMHG) shall pay fifty (50) percent of the premium and the District shall pay fifty (50) percent.

Article 18 - Duration

This Agreement shall become effective July 1,2012 and shall expire on June 30, 2015. On or before October 1, 2014, either party may notify the other of its desire to negotiate a successor Agreement, whereupon negotiations shall commence within thirty (30) days.

Monomoy Regional School Committee              Monomoy Regional Education Association

______________________________                __________________________________

Date:_________________________                 Date:______________________________   

Amendment to the Agreement

in effect for 2012-2013 and 2013-2014

Chatham

Teacher Work Day

Section 1

The starting and dismissal times for students shall be established by the School Committee. Any change in the length of the school day shall be negotiated with the Association before any such change is initiated. The school day shall be as follows:

High School                7:40 a.m. to 2:05 p.m.

Middle School             7:40 a.m. to 2:05 p.m.

Elementary School       8:30 a.m. to 2:40 p.m.

Section 2

Teachers are expected to be present fifteen (15) minutes before the beginning of the school day and to remain a reasonable time in the afternoon to perform necessary professional tasks, including dismissal duties, extra help, make-up work, evaluation of students and other teachers, and to meet with parents.

A reasonable time in the afternoon shall be defined as no less than fifteen (15) minutes per day and no less than 150 minutes in the aggregate for a five (5) day work week.

Individual teacher's schedules in the areas of Visual and Performing Arts and Allied and Culinary Arts may differ from that of the general student body. Schedules for these teachers will be established by Administration and will be voluntary for teachers with professional teacher status.

Teachers are expected to attend after-school meetings called by their supervisor or building principal. A good faith effort will be made to restrict such meetings to a maximum of one hour.

The parties agree that the scheduled professional development day in January shall continue to be a building-based day for 2012-2013 and 2013-2014.

Section 3

A teacher's basic workload shall include classroom teaching and all related activity which must be carried out to insure a quality educational experience for the students, but such duties not to include custodial and food service duties. Where a principal has made reasonable effort to obtain a qualified substitute for an absent teacher, teachers are expected to cover the absent teacher's classes at the request of the principal if efforts to find a qualified substitute fail

Section 4

All teachers will be guaranteed one (1) preparation period per day consisting of forty-five (45) consecutive minutes at the elementary and middle school levels and eighty-five (85) minutes at the high school level. No high school or middle school teacher will be required to teach more than the equivalent of five (5) academic courses per school year; except teachers who teach shop, physical education, home economics, band, music, technology, and/or art may be required to teach a sixth course in lieu of a supervisory period. Teachers required to teach a sixth period will not be given any additional supervisory responsibility. For those teachers with more than one non-instructional period, the principal, with a minimum of two weeks' advance notice, may designate one of the non-instructional periods for administrative assignment during which he/she may direct the teacher to duties, class coverage, and professional related activities such as curriculum development, analysis of student work, or any other work as defined in section three above. No more than one of these administrative assignments per week per teacher may be used to substitute teach an absent teacher's class. The principal and teacher will meet at the beginning of each semester to agree on an equitable time allotment for independent study, including the number of students and minutes per day.

Section 5

As much as possible, an advance schedule of meetings which require teachers to remain after school longer than one hour should be developed. Each building faculty is required to hold at least one (1) professional planned meeting per month at the close of the pupil scheduled day. Except in unusual circumstances, there shall be no more than two (2) such building faculty meetings in any one (1) month.

Section 6

Kindergarten classes with a minimum of 18 students will be assigned one full-time aide, except one part-time, 50% aide will be assigned if there is no grant for the full-time position.

Section 7

Schools may be dismissed early one day per month for such purposes as (by example, and not limitation) parent conferences, curriculum meetings, in-service education programs and other professional related activities. Early dismissal days may vary from school to school, with dates to be determined by the principals.

Section .8

Services required of a teacher beyond the work year specified in Section 1 of this Article will be compensated at the per diem rate.

Section 9

The building principal shall make a reasonable effort to assign non-teaching duties in an equitable fashion.

Section 10

The High School Guidance Counselor shall be paid on a per diem basis for work beyond the school day.

Harwich

Teaching Hours and Teaching Load

A.        The workday of teachers shall not exceed seven (7) hours and fifteen (15) minutes at the high school and seven (7) hours at the middle school and elementary school, worked consecutively. The specific beginning and ending times of the teacher workday for the subsequent school year for each school will be established, by written or emailed notification, by June 15 each year. Teachers will not be required to remain after the dismissal time of students if excused by the principal or on any day preceding a day when school is not in session.

B.         Teachers may be required to remain at the end of the regular workday, without additional compensation, for:

1.         Faculty Meetings

2.         Parental Conferences

3.         Faculty Council Meetings

4.         Detention Duty

5.         Assistance of students in classes

6.         Assistance to clubs, organizations and classes (This pertains to advisors only)

7.         Such other educational reasons as the principal or Superintendent deems necessary

8.         In-service workshops required because of state or federal programs.

Under normal circumstances, meetings called under (1) and (7) above shall not exceed eighteen (18) meetings per year in the aggregate. Such meetings shall normally be no more than one hour in length. Under normal circumstances twenty-four (24) hours' notice shall be given. Under unusual circumstances additional meetings may be scheduled.

Required after school meetings held under this article will start no later than 15 minutes after the dismissal time for students, and the meetings themselves will extend for no more than 60 minutes each. Additionally, required after school meetings, held under this article, will total no more than 990 minutes over the course of the year. The schedule of after school meetings will be distributed to teachers by September 15 of each school year. If changes in the schedule need to occur, as much notice as possible will be given to the teachers.

With the exception of faculty meetings called due to an emergency, meetings will normally entail necessary administrator/principal business and necessary instructional/curriculum business. A teacher committee, formed each year of not more than 3 members, will be given the option to plan with the principal that portion of the faculty meeting that has to do with instructional/curriculum business. The three (3) members will be selected by the principal from six (6) names chosen by the faculty.

C.        Academic subject area teachers in grades 9-12 will not be assigned more than thirty-five (35) periods, per week, consisting of at least five (5) preparation periods and not more than thirty (30) teaching periods, including student supervision periods.

Teachers in grades K-8 shall receive forty-five (45) consecutive minutes or the equivalent of one period of planning time per day. Any period of 45 consecutive minutes or the equivalent of one period of unassigned time during the student day shall be considered to fulfill this requirement.

It is understood that preparation time is to be utilized for teaching-related tasks, and it is further understood that teachers who need to leave the building for teaching-related tasks shall sign out with destination noted and sign in upon return.

With the new rotating schedule to be implemented at the high school in 1995, when a teacher's preparation period falls during the last period of the day, which shall be once during a six-day cycle, the teacher may leave for the day, except that the teacher shall remain or return to attend a scheduled after school meeting which the teacher is required to attend. It is further understood that if a teacher is required to give up more than three (3) early release periods per year for purposes of attending faculty meetings (Article V, Section B-l) or meetings for such other educational reasons as the principal or superintendent deems necessary (Article V, Section B-7), then the teacher will notify the principal that coverage is needed for a last period duty which falls within the current or following six-day rotation.

Specific accommodations for unusual cases of teachers needing to leave the building during planning time will require prior administrator approval with a stated reason and anticipated duration. Teachers will sign out indicating destination and sign in upon return. In the case of a long-term accommodation, the teacher will need annual prior administrative approval and shall submit a written request stating the anticipated duration, and stating the reason for the request. Teachers will sign out indicating destination and sign in upon return.

D.        Exceptions to the provisions of Section C above may be made only if the Superintendent (or his/her designee) determines that it is necessary to do so in the best interests of the educational process. A disagreement over whether an exception is justified will be subject to the grievance procedure.

E.         Teacher participation in extracurricular activities will be strictly voluntary.

F.         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.

G.        The Committee and the Association recognize that class size is an important factor in good education and will strive whenever possible to limit class size, subject to space availability and other educational considerations.

H.       Each teacher in grades K-12 will be afforded a daily duty-free lunch period of at least twenty-five (25) minutes, exclusive of passing time and supervision.

I.         In schools where parent conferences are required in conjunction with report cards or in lieu of report cards, two one-half days of release time will be granted at times scheduled by the building principals. This provision is not intended to preclude evening parental conferences where required by the building principal.

J.         In the event of extraordinary circumstances, exceptions to the provisions as to the length of the work year and planning time may be made by the Committee after consultation with the Association. Such exceptions shall not increase the total length of the work year. Every effort shall be made to remedy promptly such extraordinary circumstances should they occur.

K.       Teachers shall continue to make every reasonable effort to provide special help in consultations to pupils as requested by pupils, parent or administrators.

L.        All teachers may be required to share equally in extra duty assignments not pertaining to their particular class. Such assignments will be. made in an equitable fashion.

M.       Individuals who teach only a fraction of each day or a fraction of each work week and who are compensated on the basis of a multiple of 1/6 of a full-time teacher's salary, shall be compensated for preparation time as follows. They will receive one preparation period each week for each "sixth" of a full-time teacher's salary which they receive. These preparation periods will be converted to minutes, and the individual will be compensated at the Appendix F hourly rate for each sixty (60) minutes of preparation time. The individual will be required to remain in the school building during these preparation periods. This compensation does not apply to part-time teachers who already have preparation time factored into their workday for which they are already being compensated.

N. Pupil Personnel Services teachers will be afforded two "testing" periods per week over and above their usual preparation periods for purposes of testing or evaluating students and/or conferencing with parents or students.

O.       It is understood that workshop days should be considered as any other workday, with attendance by teachers in workshops expected, except at the direction of the Superintendent, building principal, or Pupil Personnel Services Director. It is understood that personal days will not be taken on workshop days.

P.        When, at the request of the administration, a nurse works on days during the summer, the nurse will be allowed compensatory time off with pay during the school year. The days on which such compensatory time will be taken will be at the choice of the nurse, subject to the advance approval of the building principal. Such approval by the principal will not be unreasonably withheld.

Q.        The School Committee has the right to schedule staggered working days for teachers within the 6:30 A.M. to 6:30 P.M. time period. The length of such staggered days shall not exceed the length of the regular work day as set forth in this article.

No teacher employed by the Harwich School committee as of 9/1/98 shall have his/her job eliminated, or reduced, or transformed into a staggered workday position as a consequence of the introduction of a staggered day schedule.

No teacher employed by the Harwich School Committee as of 9/1/98 shall be transferred from a regular day schedule to a staggered day schedule without his/her annual consent.

The School Committee reserves the right to place teachers hired after 9/1/98 on the regular day schedule or a staggered day schedule. The individual contract shall specify the hours if a staggered work day schedule is required. For teachers hired on a staggered work day schedule or for teachers hired prior to 9/1/98 who opt to take on an annual staggered work day schedule, subsequent yearly contracts will adhere to the original staggered work day schedule with a maximum adjustment of plus or minus one hour in starting and finishing times or will revert to the standard work day hours.

For teachers hired after 9/1/98 initially to work the regular-work day schedule, the initial contract will specify a specific staggered work day schedule option which the School Committee may exercise in future years. This alternative staggered work day option will also be subject to a plus or minus one hour adjustment in the starting and finishing times.

R.        The President of the Monomoy Regional Education Association will not be assigned any supervisory duties.

APPENDIX E

Lunchroom and Recess Duty K-4

It is understood that teachers who are employed by the Harwich School Committee as of May 1, 1990, will not be utilized for lunchroom or recess duty while they teach in Grades K-4. This agreement will extend for three (3) years, and it is the intent of the parties that it will be renewed thereafter. Individuals who are hired after May 1, 1990, who teach in Grades K-4 may be used for recess duty.

Appendix A

Compensation and Salary Schedules

Year One: 2012-2013

A.        Effective September 1, 2012:

All teachers will advance on steps and columns on the Harwich and Chatham schedules effective September 1, 2012.

B.         Effective on the 91st day of the 2012-2013 school year:

1.)       Increase Chatham Step 13 by 1.0%;

2.)       Increase Chatham Step 16 by 1.0%;

3.)       Move all Harwich Step 12 teachers to the nearest step on the Chatham schedule;

4.)       Move all Harwich Step 13 teachers to the nearest step on the Chatham Schedule that has already been increased by 1.0%;

5.)       A one-time payment of $250.00 will be made to 18 teachers on Harwich Step 13 - Masters, Masters + 15 and Masters + 30.

Year Two: 2013-2014

A.        Effective on the 91st day of the 2013-2014 school year:

1.)       All teachers will advance steps and columns on the Harwich and Chatham schedules.

2.)       Harwich teachers moved to Chatham Step 12 in Year One will now move to Chatham Step 13;

3.)       Harwich teachers on Step 13 who moved to Chatham Step 13 will move to Chatham Step 16, if eligible (years of service);

4.)       All Harwich teachers on Steps 1-12 after being advanced on the 91st day on the Harwich schedule will be placed on the Chatham schedule in the column commensurate with their degree status, and at a step which is higher than, but nearest to the wage on the Harwich schedule after being advanced on the 91st day.

5.)       Effective on the 91st day, anyone who is not moving on Steps and who does not receive a Longevity payment, will receive a $250.00 one-time payment.

Year Three: 2014-2015:

A.       All teachers will advance on steps and columns on the Monomoy salary schedule effective on the first work day 2014-2015.

B.        Effective on the first work day of 2014-2015, add a new Step 14 to the Monomoy salary schedule which is $1,000 higher than the Step 13 on the schedule.

C.        Effective on the first work day of 2014-2015, increase Step 16 so that it will be $1,500 higher than the new Step 14.

D.        Effective on June 30, 2015, move the Harwich Step 1-12 teachers who were placed on the Chatham schedule as stated in E. above, to the correct step on the Monomoy schedule.

Longevity:

1.         Effective on the first day of 2012-2013 school year and through the 90th day of the 2013-2014 school year, teachers will receive their current Longevity payment:

Harwich                                                                      Chatham

After 20 years of service - $  400.00            For years 16 through 20 - $600.00

After 25 years of service - $   900.00            For years 21 through 25 - $800.00

After 30 years of service - $1,400.00            For years 26 and over - $1,000.00

2.         On the 91st day of the 2013-2014 school year, Longevity shall be:

For years 16 through 20 years:         $   600.00

For years 21 through 25 years:         $  800.00

For years 26 through 30 years:         $1,000.00

Over 30 years:                         $1,400.00

3.         Effective on the first workday of the 2014-2015 school year, increase all Longevity steps by $100.00 to:

For years 16 through 20 years:     $ 700.00

For years 21 through 25 years:     $ 900.00

For years 26 through 30 years:     $1,100.00

Over 30 years:                     $1,500.00

Chatham

2012-2013

Day 1-Day 90

STEP

B

B+15

M

M+15

M+30

M+45

M+60 CAGS

Doctoral

1

43,394

44,262

45,590

46,958

48,366

49,817

51,311

52,851

2

45,130

46,033

47,414

48,836

50,300

51,810

53,364

54,965

3

46,935

47,874

49,310

50,789

52,313

53,883

55,498

57,164

4

48,812

49,788

51,283

52,821

54,406

56,038

57,719

59,450

5

50,764

51,780

53,334

54,933

56,581

58,279

60,027

61,828

6

52,795

53,851

55,467

57,131

58,845

60,610

62,428

64,301

7

54,908

56,005

57,685

59,416

61,199

63,035

64,925

66,873

8

57,104

58,245

59,993

61,793

63,647

65,555

67,523

69,549

9

59,387

60,576

62,392

64,264

66,192

68,178

70,224

72,330

10

61,763

62,998

64,888

66,834

68,840

70,905

73,032

75,223

11

64,233

65,519

67,484

69,508

71,594

73,742

75,953

78,232

12

66,803

68,139

70,183

72,288

74,457

76,691

78,992

81,361

13

69,475

70,865

72,990

75,180

77,435

79,759

82,152

84,616

16

 

 

74,581

76,771

79,027

81,350

83,743

86,207

Harwich (& New Employees)

2012-2013

Day 1-Day 90

STEP

B

B+30

M

M+15

M+30

M+45

M+60

M+75

1

37,601

40,828

42,339

42,634

43,428

44,454

45,979

47,073

2

38,772

41,678

43,394

44,164

45,433

46,246

47,559

48,693

3

40,386

42,431

44,355

45,662

47,469

48,278

49,586

50,771

4

42,418

44,035

46,157

47,382

49,108

50,011

51,413

52,644

5

44,440

46,266

48,584

49,598

51,112

52,126

53,640

54,926

6

46,469

48,498

51,020

52,234

53,949

55,163

56,878

58,245

7

48,490

50,721

53,449

54,865

56,781

58,198

60,116

61,564

8

50,922

53,147

55,877

57,497

59,617

61,235

63,353

64,882

9

53,356

55,579

58,308

60,131

62,454

64,275

66,596

68,206

10

56,588

58,617

61,134

62,958

65,282

67,107

69,432

71,113

11

60,237

62,058

64,384

66,206

68,528

70,353

72,678

74,440

12

64,974

66,818

69,158

70,995

73,333

75,172

77,511

79,381

13

69,437

71,296

73,655

75,510

77,865

79,720

82,075

84,059

Transitional Monomoy Phase I

2012-2013

Effective Day 91

STEP

B

B+15

M

M+15

M+30

M+45

M+60

M+75

1

43,394

44,262

45,590

46,958

48,366

49,817

51,311

52,851

2

45,130

46,033

47,414

48,836

50,300

51,810

53,364

54,965

3

46,935

47,874

49,310

50,789

52,313

53,883

55,498

57,164

4

48,812

49,788

51,283

52,821

54,406

56,038

57,719

59,450

5

50,764

51,780

53,334

54,933

56,581

58,279

60,027

61,828

6

52,795

53,851

55,467

57,131

58,845

60,610

62,428

64,301

7

54,908

56,005

57,685

59,416

61,199

63,035

64,925

66,873

8

57,104

58,245

59,993

61,793

63,647

65,555

67,523

69,549

9

59,387

60,576

62,392

64,264

66,192

68,178

70,224

72,330

10

61,763

62,998

64,888

66,834

68,840

70,905

73,032

75,223

11

64,233

65,519

67,484

69,508

71,594

73,742

75,953

78,232

12

66,803

68,139

70,183

72,288

74,457

76,691

78,992

81,361

13

70,170

71,574

73,720

75,932

78,209

80,557

82,974

85,462

16*

 

 

75,327

77,539

79,817

82,164

84,580

87,069

* After 15 years of service in Chatham/Harwich/Monomoy

Harwich (& New Employees) Transitional Phase I

2012-2013

Effective Day 91

STEP

B

B+30

M

M+15

M+30

M+45

M+60

M+75

1

37,601

40,828

42,339

42,634

43,428

44,454

45,979

47,073

2

38,772

41,678

43,394

44,164

45,433

46,246

47,559

48,693

3

40,386

42,431

44,355

45,662

47,469

48,278

49,586

50,771

4

42,418

44,035

46,157

47,382

49,108

50,011

51,413

52,644

5

44,440

46,266

48,584

49,598

51,112

52,126

53,640

54,926

6

46,469

48,498

51,020

52,234

53,949

55,163

56,878

58,245

7

48,490

50,721

53,449

54,865

56,781

58,198

60,116

61,564

8

50,922

53,147

55,877

57,497

59,617

61,235

63,353

64,882

9

53,356

55,579

58,308

60,131

62,454

64,275

66,596

68,206

10

56,588

58,617

61,134

62,958

65,282

67,107

69,432

71,113

11

60,237

62,058

64,384

66,206

68,528

70,353

72,678

74,440

12

C12

C12

C12

C12

C12

C12

C12

C12

13

C13

C13

C13*

C13*

C13*

C13

C13

C13

*including a one-time payment of $250

Year 2013-2014

Day 91

•    All teachers will now advance on their respective pay scale to the next step.

•     Longevity payments will increase

•   Any teacher who does not advance to a new step and does not receive a longevity payment will receive a one-time payment of $250.00.

•   After having advanced to the next step on the Harwich pay scale, these members will now move into the Transitional Monomoy Phase II Schedule at a step that is nearest to but not any less than the Harwich step.

Transitional Monomoy Phase II

2013-2014

STEP

B

B+15

M

M+15

M+30

M+45

M+60

M+75

1

43,394

44,262

45,590

46,958

48,366

49,817

51,311

52,851

2

45,130

46,033

47,414

48,836

50,300

51,810

53,364

54,965

3

46,935

47,874

49,310

50,789

52,313

53,883

55,498

57,164

4

48,812

49,788

51,283

52,821

54,406

56,038

57,719

59,450

5

50,764

51,780

53,334

54,933

56,581

58,279

60,027

61,828

6

52,795

53,851

55,467

57,131

58,845

60,610

62,428

64,301

7

54,908

56,005

57,685

59,416

61,199

63,035

64,925

66,873

8

57,104

58,245

59,993

61,793

63,647

65,555

67,523

69,549

9

59,387

60,576

62,392

64,264

66,192

68,178

70,224

72,330

10

61,763

62,998

64,888

66,834

68,840

70,905

73,032

75,223

11

64,233

65,519

67,484

69,508

71,594

73,742

75,953

78,232

12

66,803

68,139

70,183

72,288

74,457

76,691

78,992

81,361

13

70,170

71,574

73,720

75,932

78,209

80,557

82,974

85,462

16*

 

 

75,327

77.539

79.817

82,164

84,580

87.069

* After 15 years of service in Chatham/Harwich/Monomoy

Migration of Harwich & New Employees on the 91st Day

of 2013-2014 onto the Transitional Monomoy Phase II Schedule

Steps

B

B+30

M

M+15

M+30

M+45

M+60

M+75

1

1

1

1

1

1

1

1

1

2

1

1

1

1

1

1

1

1

3

1

1

1

1

1

1

1

1

4

1

1

2

2

2

2

2

1

5

2

3

3

3

3

3

3

1

6

3

4

4

4

4

4

4

4

7

4

5

6

5

6

5

6

5

8

6

6

7

7

7

7

7

7

9

7

7

8

8

8

8

8

8

10

8

9

9

9

9

9

9

9

11

10

10

10

10

10

10

10

10

12

12

12

12

12

12

12

12

12

13

 

 

 

 

 

 

 

 

Transitional Phase III Monomoy

2014-2015

STEP

B

B+15

M

M+15

M+30

M+45

M+60

M+75

1

43,394

44,262

45,590

46,958

48,366

49,817

51,311

52,851

2

45,130

46,033

47,414

48,836

50,300

51,810

53,364

54,965

3

46,935

47,874

49,310

50,789

52,313

53,883

55,498

57,164

4

48,812

49,788

51,283

52,821

54,406

56,038

57,719

59,450

5

50,764

51,780

53,334

54,933

56,581

58,279

60,027

61,828

6

52,795

53,851

55,467

57,131

58,845

60,610

62,428

64,301

7

54,908

56,005

57,685

59,416

61,199

63,035

64,925

66,873

8

57,104

58,245

59,993

61,793

63,647

65,555

67,523

69,549

9

59,387

60,576

62,392

64,264

66,192

68,178

70,224

72,330

10

61,763

62,998

64,888

66,834

68,840

70,905

73,032

75,223

11

64,233

65,519

67,484

69,508

71,594

73,742

75,953

78,232

12

66,803

68,139

70,183

72,288

74,457

76,691

78,992

81,361

13

70,170

71,574

73,720

75,932

78,209

80,557

82,974

85,462

14

71,170

72,574

74,720

76,932

79,209

81,557

83,974

86,462

16*

 

 

76,220

78,432

80,709

83,057

85,474

87,962

* After 15 years of service in Chatham/Harwich/Monomoy

Appendix B Athletic Coach Salary Schedules

Appendix B and C - Joint Committee

A Joint Committee will be convened during the 2013-2014 school year to review the positions in Appendix B, Athletic Coaches Salary Schedules and Appendix C, Extracurricular positions. Any agreements to change positions or payments will be reduced to writing in a Memorandum of Agreement.

Appendix B - Monomoy Athletic Coaches Salary Schedule

Effective for 2012-2013 and 2013-2014 school years:

Athletic Director - $11,470

Assistant Athletic Director - $5,745

Category A

Step l

Step 2

Step 3

Step 4

Step 5

Boy's Varsity Soccer

4,399

4,600

4,796

5,274

5,745

Girl's Varsity Soccer

4,399

4,600

4,796

5,274

5,745

Varsity Field Hockey

4,399

4,600

4,796

5,274

5,745

Boys' Varsity Basketball

4,399

4,600

4,796

5,274

5,745

Girls' Varsity Basketball

4,399

4,600

4,796

5,274

5,745

Ice Hockey

4,399

4,600

4,796

5,274

5,745

Varsity Baseball

4,399

4,600

4,796

5,274

5,745

Varsity Softball

4,399

4,600

4,796

5,274

5,745

Boys' Track

4,399

4,600

4,796

5,274

5,745

Girls' Track

4,399

4,600

4,796

5,274

5,745

Boys' Golf

4,399

4,600

4,796

5,274

5,745

Girls' Golf

4,399

4,600

4,796

5,274

5,745

Boys' Tennis

4,399

4,600

4,796

5,274

5,745

Girl's Tennis

4,399

4,600

4,796

5,274

5,745

Cross Country

4,399

4,600

4,796

5,274

5,745

Sailing

4,399

4,600

4,796

5,274

5,745

Head Football Coach

4,399

4,600

4,796

5,274

5,745

Cheerleading

4,399

4,600

4,796

5,274

5,745

 

Category B

Step l

Step 2

Step 3

Step 4

Step 5

JV Field Hockey

3,197

3,402

3,597

3,950

4,317

Girls' JV Soccer

3,197

3,402

3,597

3,950

4,317

Boys' JV Soccer

3,197

3,402

3,597

3,950

4,317

JV Boys' Basketball

3,197

3,402

3,597

3,950

4,317

JV Girls' Basketball

3,197

3,402

3,597

3,950

4,317

JV Softball

3,197

3,402

3,597

3,950

4,317

JV Baseball

3,197

3,402

3,597

3,950

4,317

JV Golf

3,197

3,402

3,597

3,950

4,317

JV Ice Hockey

3,197

3,402

3,597

3,950

4,317

Asst. Football Coach

3,197

3,402

3,597

3,950

4,317

Cheerleading (Fall and Winter)

3,197

3,402

3,597

3,950

4,317

 

Category D

Step l

Step 2

Step 3

Step 4

Step 5

Asst. Coach Boys' Basketball

1,597

1,802

1,996

2,212

2,405

Asst. Coach Girls' Basketball

1,597

1,802

1,996

2,212

2,405

Asst. Coach Track

1,597

1,802

1,996

2,212

2,405

Asst. Coach Ice Hockey

1,597

1,802

1,996

2,212

2,405

Asst Coach Field Hockey

1 597

1,802

1,996

7 71?.

2,405

Intramural per hour: $14.10

Step 4: After 5 years coaching in sport

Step 5: After 10 years coaching in sport

Harwich Middle School

Category C

Step l

Step 2

Step 3

Step 4

Step 5

Intra/Extra Mural Coord.

2,330

2,535

2,730

3,071

3,135

Intra/Extra Mural Field Hockey

2,330

2,535

2,730

3,071

3,135

Intra/Extra Mural Soccer

2,330

2,535

2,730

3,071

3,135

Intra/Extra Mural Boys' Basketball

2,330

2,535

2,730

3,071

3,135

Intra/Extra Mural Girls' Basketball

2,330

2,535

2,730

3,071

3,135

Intra/Extra Mural Softball

2,330

2,535

2,730

3,071

3,135

Intra/Extra Mural Baseball

2,330

2,535

2,730

3,071

3,135     -

Intra/Extra Mural Track

2,330

2,535

2,730

3,071

3,135

Chatham Middle School

Field Hockey

$2,639

Soccer B/G

$2,639

Basketball B/G

$2,829

Baseball

$2,157

Softball

$2,157

Tennis

$2,037

Appendix C -1 - Chatham Extracurricular Positions-the current positions shall remain in effect for 2012-2013 and 2013-2014

Extra Curricular Positions

 

NEAS&C Chairperson

4,229.04

Drama Coach

3,183.62

Yearbook Advisor

3,830.96

Class Advisor Senior

3,284.44

Class Advisor Junior

3,284.44

Computer Coordinator

3,066.89

Newspaper Advisor

3,066.89

Instructional Leader

2,931.06

Instructional Leader

2,931.06

Instructional Leader

2,931.06

Audio Visual Club Advisor

1,952.62

Instrumental Music

1,916.54

Bell Director

1,916.54

Literary Guild

1,916.54

Student Council

1,916.54

Fitness Room Coordinator

3,833.08

Class Advisor Sophomore

1,443.24

Class Advisor Freshman

1,443.24

SADD Coordinator

1,443.24

Animal Welfare Club

1,443.24

We The People-State

882.93

We The People - National

2,870.57

Young Womens' Club

767.25

Young Gentlemans' Club

767.25

Diversity Club

767.25

Debate/Model UN Club

767.25

Interact Supervisor

767.25

Chess Club

767.25

Art Club

767.25

Recycling Club

767.25

Senior National Honor

 

Society

767.25

GSA

767.25

French Club

767.25

Spanish Club

767.25

Middle School

 

Drama Coach

3,065.83

Computer Coordinator

3,065.83

Instructional Leader

2,931.06

Instructional Leader

2,931.06

After School Coord.

1,987.64

Yearbook

1,929.28

Computer Club

767.25

Student Council

1,149.29

Elementary School

 

Instrumental Music

3,530.64

Computer Coordinator

3,065.83

Instructional Leader

2,931.06

Instructional Leader

2,931.06

After School Coordinator

1,987.64

Chorus

1,149.29

Yearbook

0.00

Literacy Tutor Coordinator

1,655.48

Enrichment Advisor

767.25

Courtyard Garden Club

767.25

After School Clubs (per meeting)

25.00

Jump Rope Club

2,735.00

Districtwide

 

Coordinator of Developmental

 

Disabilities Programs*

3,532.76

School Emergency Management

 

Liaison

2,846.16

Webmaster

1,655.48

Curriculum Writing/ per unit

636.72

Camera Man Hours (per night)

141.14

Appendix C - Harwich Extracurricular Positions-the current positions shall remain in effect for 2012-2013 and 2013-2014

Band Director

2,993

Yearbook Advisor, High School

3,596

Yearbook Advisor, Middle School

1,597

Fall Director, High School

3,571

Fall Technical Director, High School

1,597

Spring Director, High School

5,365

Spring Music Director, High School

2,330

Spring Technical Director, High School

1,597

Drama, Middle School

2,993

Newspaper Advisor, High School

3,502

Newspaper Advisor, Middle School

1,216

Student Council Advisor, High School

1,802

Student Association Advisor High School

1,000

Student Association Advisor Middle School

1,000

School Store

1,000

Senior Class Advisor (2)

1,749

Junior Class Advisor (2)

1,749

Sophomore Class Advisor (2)

1,166

Freshman Class Advisor (2)

1,166

Channel 19 Advisor

3,502

Mock Trial Advisor

3,502

HUGS

1,436

Best Buddies Advisor

1,436

Spirit

1,116

National Honor Society

1,135

Advisor to Gay Straight Alliance

767

Elementary/Middle School After School

500

Activities

 

If one Class Advisor serves alone, the salary will he 150% of the specified stipend of the single Class Advisor.

Appendix D

Department Heads, Coordinators, Mentors, Director of Guidance

Harwich

Department Chairpersons: Stipend - $5,200

High School (9-12)

Humanities (English, Foreign Language & Social Studies)

STEM (Science, Technology, Engineering & Mathematics)

Unified Arts (Art, Health, Library/Media, Music & Physical Education)

Middle School (5-8)

Humanities (English, Foreign Language & Social Studies)

STEM (Science, Technology, Engineering & Mathematics)

Unified Arts (Art, Health/Nutrition, Library/Media, Music & Physical Education)

Elementary School (Prek-4)

Literacy (Reading, Writing, Social Studies)

STEM (Science, Technology, Engineering & Mathematics)

Unified Arts (Art, Foreign Language, Library/Media, Music & Physical Education)

Special Education (PreK-12)

NEED Coordinator: Stipend -- $1,468

NEED Coordinator (5-12)

Mentors:

For New Teacher (0-3 years experience) - $851

For New to Harwich Teacher (3+ years experience) - $564

High School Director of Guidance:

Compensated at a per diem rate, up to 20 days per year, at the discretion of the building principal.

Early Childhood Coordinator - $1,468

Three department heads each school level:

Humanities (HHS, HMS) or Literacy (HES)

Science, Technology, Engineering and Mathematics (STEM)

Unified Arts

One PreK-12 department head:

Special Education

Purpose:

•    Establish ongoing vertical teams to provide instructional leadership and classroom representation in decision making

•    Address student achievement goals and performance data

•    Establish and maintain focused, aligned district curricula

Time:

To provide time for department work, at the middle and high schools, department heads will be scheduled with no duty assignments. At the elementary school, the department head job description will reflect the need for the supervisor of curriculum and instruction to manage communication tasks.

Job Description:

Middle and High School

1.         Work in collaboration with central office and building administrators responsible for supervising curriculum.

2.         Attend district curriculum meetings.

3.         Assist in the selection of personnel for content areas; may offer recommendations for the retention or dismissal of teachers without professional status.

4.         Plan and carry out a regular schedule of department meetings to discuss and work on curriculum and instruction.

5.         Supervise the coordination of:

a.         Purchase orders

b.         Selection, distribution, and inventory of all textbooks and departmental instruction materials.

c.         Recommendations regarding the above listed items

6.         Facilitate the development of written courses of study or guides. Note: the production of curriculum documents shall be considered a separate assignment, either scheduled through release time or compensated at the contractual rate.

7.         Actively participate in periodic preK-12 curriculum review committees with additional compensation based on the hourly posted rate or released time.

8.         Facilitate communication among assigned teaching staff including dissemination of recent curriculum information.

9.         Clear all major matters affecting the department with the principal(s).

10.       Attend department head meetings in each respective school as directed by the principals.

11.       Perform other duties and responsibilities related to the assigned department as delegated by the principal.

Elementary School

1.         Work in collaboration with central office and building administrators responsible for supervising curriculum.

2.         Attend district curriculum meetings.

3.         Assist in the selection of personnel for content areas; may offer recommendations for the retention or dismissal of teachers without professional status.

4.         Facilitate the development of written courses of study or guides. Note: the production of curriculum documents shall be considered a separate assignment, either scheduled through release time or compensated at the contractual rate.

5.         Actively participate in periodic preK-12 curriculum review committees with additional compensation based on the hourly posted rate or released time.

6.         Clear all major matters affecting the department with building administration.

7.         Perform other duties and responsibilities related to the assigned department as delegated by the principal.

Appendix E

Posted hourly work will be paid at the rate of $30.00 per hour for the school year. This would exclude summer school, multi-town programs, extended day, adult education and grant programs.

Posted teacher-to-teacher instruction will be compensated at the above rates plus an additional twenty-five percent (25%) per instructional hour for planning time.

Teachers who are specifically requested in writing by building administrators or the Superintendent to work beyond the contractual 183 days will be paid per diem.

Teacher and Caseload Educator Monomoy Evaluation Process

Preamble

This evaluation tool represents a joint effort between Educators and Administrators to propose a Monomoy Regional School District evaluation tool that is in accordance with Massachusetts State Laws.   Our joint labor-management team will evaluate the practice and efficiency of this tool mid-year and at year’s end, and moving forward, in a collaborative effort and commitment to work to create for our district the most effective and helpful evaluation tool possible.

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; and the Educator Evaluation regulations, 603 CMR 35.00 et seq.

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).

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, artifacts of professional 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 evaluator and subject to the evaluator’s final approval with goals specific to improving the educator’s unsatisfactory performance.   35.02.

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 principal 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, analysis 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 scores. This definition may be revised as required by regulations or agreement of the parties upon issuance of DESE 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 10 minutes in duration by the Evaluator and may include examination of artifacts of practice (see Artifacts of Professional Practice) with teacher knowledge   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 written Teach Point template.

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

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

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

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

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

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

U.        *Performance Standards: Locally developed standards and indicators pursuant to M.G.L. c.71 §38 and consistent with, and/or supplemental 603 CMR 35.00.

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 of student learning, growth and achievement (See Section 3A).

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

i.         Standard 1:     Curriculum, Planning and Assessment

ii.        Standard 2:     Teaching All Students

iii.       Standard 3:     Family and Community Engagement

iv.       Standard 4:      Professional Culture

v.        Attainment of Professional Practice goal(s)

vi.       Attainment of Student Learning Goal(s)

Y.       Rubric:   In rating educators on Performance Standards for the purpose of formative assessments, formative evaluations, or summative evaluations, a rubric must be used.   A scoring tool used to judge the educator’s practice at the four levels of performance.   The rubric consists of:

i.         Standards and indicators of Effective Teaching Practice:   Defined in 603 CMR 35.03.   These standards and indicators are used in the rubrics incorporated into this evaluation system.   Standards and indicators of Effective Administrative Leadership Practice:   Defined in 603 CMR 35.04.   These standards and indicators are used in the rubrics incorporated into this evaluation system.

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

iii.       Benchmarks:   Benchmarks describe the acceptable demonstration of knowledge, skill or behavior necessary to achieve that performance rating. For each indicator, there are four benchmarks – one describing performance at each performance rating – Exemplary, Proficient, Needs Improvement and Unsatisfactory.

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 evaluator at the point of goal setting and plan development 35.03(2)(b).   Evaluators shall use evidence of educator performance and impact on student learning, growth and achievement in goal setting with the educator based on the educator’s self-assessment and other sources that the evaluator shares with the educator 35.06(3)(a).

AA.     Summative Evaluation:   An evaluation used to arrive at a rating on each standard, an overall rating, and as a basis to make personnel decisions.   The summative evaluation includes the Evaluator’s judgments of the Educator’s performance against Performance Standards and the Educator’s attainment of goals set forth in the Educator’s Plan.   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).   Evaluations used to make the educator’s overall performance rating and the rating on each of the four standards which may inform personnel decisions such as assignments, transfers, PTS or dismissal pursuant to Massachusetts general laws.

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 three (3) 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.

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.        Statewide growth measure(s) where available, including the MCAS Student Growth Percentile and the Massachusetts English Proficiency Assessment (MEPA); and District-determined Measure(s) of student learning comparable across grade or subject district-wide.

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

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

B.        Observations and artifacts of practice including unannounced observations of practice (see Artifacts of Professional Practice in section 2 Definitions).

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.

iii.     Other relevant, factual evidence from a valid source that the Evaluator shares with the Educator.

4.         Rubric

The rubrics are a scoring tool used for the Educator’s self-assessment, the formative assessment, the formative evaluation and the summative evaluation.   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 20th 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.   By October 7th in the second and third year of this agreement, all Educators in a one year plan or year 1 of a 2 year plan, shall complete a professional learning activity about self-assessment and goal-setting satisfactory to the superintendent or principal.   Any Educator hired after the October 7th 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 Evaluator a self-assessment by October 7th or within four weeks of the start of their employment at the school, whichever is later.

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 should meet with teams to consider establishing team goals. Evaluators may participate in such meetings.

ii.        For Educators in their first year of practice, the Evaluator or his/her designee will meet with Educator by October 1st (or within four weeks of the Educator’s first day of employment, whichever date is later) 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 Evaluator indicates that an Educator in his/her second or third years of practice should continue to address induction and mentoring goals pursuant to 603 CMR 7.12, the Educator may propose 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 be 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.

B.        To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed in the Self-Assessment, using evidence of Educator performance and impact on student learning, growth and achievement based on the Educator’s self-assessment and other sources that Evaluator shares with the Educator.   The 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)

Evaluators and Educators shall consider team goals.   The evaluator retains final authority over goals to be included in an educator’s plan.

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

i.         Educators in the same school may meet with the Evaluator 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 six weeks of the start of their assignment in that school, whichever date is later.

iii.       The Evaluator shall meet individually with Educators with PTS and ratings of needs improvement or unsatisfactory to develop professional practice goal(s) that must address specific standards and indicators identified for improvement.

In addition, the goals may be 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 evaluator 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 Evaluator completes and approves 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

A.        In the first year of practice or first year in a new position (under a new license):

i.         The Educator shall have at least one (1) announced observations during the school year.

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

B.        In their second year of practice:

i.         The Educator shall have at least three (3) unannounced observations during the school year.   This does not preclude mutually agreed upon announced observations.

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

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

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

11.      Observations

The Evaluator’s first observation of the Educator should take place by November 15th. Observations required by the Educator Plan should be completed by May 15th (for Educators on a two year plan) and May 31st (for Educators on a one year plan).

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 (a minimum of 10 minutes) sufficient to observe as many indicators as possible.

A.        Unannounced Observations

i.         See definition of observations in the definition section.

a.         Any unannounced observation, which may result in disciplinary action, shall be brought to the attention of the educator as soon as possible, but no later than two school days, 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 electronically through email using agreed-upon Teach Point template.

iii.       Any observation or series of observations resulting in one or more standards judged to be 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.       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 electronically through email using agreed-upon Teach Point template.

iv.       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.

v.        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, usually for less than five (5) minutes each.   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 unannounced observations as defined in this evaluation system.   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.

D.        Evaluators will use agreed-upon Teach Point template to gather and share data from classroom observations.

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 Evaluator, the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals.   The educator may provide to the evaluator additional evidence of the educator’s performances against the four Performance Standards.

E.         The Evaluator and the Educator will meet either before and/or after completion of the Formative Assessment Report.

F.         The Evaluator shall complete the Formative Assessment report and provide a copy to the Educator.   All Formative Assessment reports must be signed by the Evaluator and delivered face to face.

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 rating 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 2nd of the first year of the two year cycle. The Educator’s performance rating for that year shall be assumed to be the same as the previous summative rating unless evidence demonstrates a significant change in performance in which case the rating on the performance standards may change, and the Evaluator may place the Educator on a different Educator plan, appropriate to the new rating.

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

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

D.        The Evaluator shall complete the Formative Evaluation report and provide a copy to the Educator.   All Formative Evaluation reports must be signed by the Evaluator and delivered face to face.

E.         Upon the request of either the Evaluator or the Educator, the Evaluator and the Educator will meet either 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 Evaluator may change the activities in the Educator Plan.

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

14.      Evaluation Cycle:   Summative Evaluation

A.        The evaluation cycle concludes with a summative evaluation report.   For Educators on a one year Educator Plan, the summative report must be written and provided to the educator by May 16th.   For Educators on a two year Educator Plan, the summative report must be written and provided to the educator by May 16th of year two.

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

C.        The evaluator 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 evaluator’s supervisor shall discuss and review the rating with the evaluator 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.         No less than four weeks before the due date for the Summative Evaluation report, which due date shall be established by the Evaluator with written notice provided to the Educator, the Educator will provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on to the evaluator 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 Evaluator shall deliver a signed copy of the Summative Evaluation report no later than May 16th (for Educators on a one year plan) and May 16th of year two (for Educators on a two year plan) to the Educator and prior to the face to face meeting.

I.         The Evaluator shall meet with the Educator rated needs improvement or unsatisfactory to discuss the summative evaluation.   The meeting shall occur by May 30th.

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

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

L.        The Educator shall sign the final Summative Evaluation report by June 16th. 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.

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

N.       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 that include specified professional development, self-study and coursework, as well as other support that may be suggested by the Evaluator or provided by the school or district. Examples may include but are not limited to coursework, self-study, action research, curriculum development, study groups with peers, and implementing new programs.

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 Evaluator, Educators with PTS in new positions.

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 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 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 Evaluator shall complete a summative evaluation for the Educator at the end of the period determined by the Plan, but at least annually, and in no case later than May 16th.

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

D.        An Educator on an Improvement Plan shall be assigned an Evaluator 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 Evaluator shall schedule a meeting with the Educator to discuss the Improvement Plan. The Evaluator will develop the Improvement Plan, which will include the provision of specific assistance to the Educator.

ii.        The Educator 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 Evaluator; and,

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

viii.     If there is no agreement on the contents of the plan, the Association or the Administrative Team may submit the issue to expedited mediation and arbitration through the American Arbitration Association.

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 1.   One of three decisions must be made at the conclusion of the Improvement Plan;

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

b.         If the Evaluator determines that the Educator is making substantial progress toward proficiency, the Evaluator shall place the Educator on a Directed Growth Plan.

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

20.      Timeline

A.   Timeline

Activity:

Educator on one year cycle

PTS Educator in YEAR ONE of Two-Year Cycle

PTS Educator in YEAR TWO of Two-Year Cycle

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

September 16

September 16

September 16

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

October 1

N/A

N/A

Educator submits self-assessment and proposed goals (Forms 1 and 2)

October 7

October 7

October 7 (Optional)

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

October 15

October 15

N/A

Educator completes and submits Educator Plans (Form 2B-1)

November 1

November 1

N/A

Evaluator completes Educator Plans

November 15

November 15

N/A

Evaluator should complete first observation of each Educator

November 15

November 15

November 15

Educator submits evidence on parent outreach and professional growth (indicators 3 and 4B required), progress on goals (and other standards, if desired)

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

January 15*

N/A

N/A

Evaluator should complete mid-cycle Formative Assessment Reports for Educators on one-year Educator Plans (Form 4A)

February 3

N/A

N/A

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

February 14

June 9

N/A

Educator submits evidence on parent outreach and professional growth (indicators 3 and 4B required), progress on goals (and other standards, if desired)

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

April 18*

April 18*

April 18*

Evaluator completes required observations

May 31

May 15

May 15

Evaluator completes Summative Evaluation Report (Form 5)

May 16

N/A

May 16

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

May 30

N/A

May 30

Evaluator completes Formative Evaluation Report (Form 4B)

N/A

June 2

N/A

Evaluator conducts Formative Evaluation Meeting, if any

N/A

June 9

N/A

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

June 10

N/A

June 10

Educator signs Summative Evaluation Report within 5 school days of receipt

Written response, if any due in 10 days

June 16

N/A

June 16

Educators with PTS on Two Year Plans

Activity:

Completed By:

Evaluator completes unannounced observation(s)

Any time during the 2-year evaluation cycle

Evaluator completes Formative Evaluation Report

June 2 of Year 1

Evaluator conducts Formative Evaluation Meeting, if any

June 9 of Year 1

Evaluator completes Summative Evaluation Report

May 16 of Year 2

Evaluator conducts Summative Evaluation Meeting, if any

June 10 of Year 2

Evaluator and Educator sign Summative Evaluation Report

June 16 of Year 2

B.   2012-2013 Educators on One Year Plans

Activity:

Completed By:

Superintendent, principal or designee meets with evaluators and

a.     September 4

educators to explain evaluation process

b.     November 6

a.     Overview                        b. Training

 

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

Educator submits self-assessment and proposed goals

November 20

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

December 11

Evaluator completes Educator Plans

January 3

Evaluator should complete first observation of each Educator

January 25

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

February 15*

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

 

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

March 15

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

March 28

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

May 1*

*or four (4) weeks prior to Summative Evaluation Report date established by Evaluator

 

Evaluator completes Summative Evaluation Report

May 31

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

June 7

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

June 10

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

June 15

C.       2012-2013 Educators with PTS on Two Year Plans

Activity:

Completed By:

Evaluator completes unannounced observation(s)

Any time during the 2-year evaluation cycle

Evaluator completes Formative Evaluation Report

June 1 of Year 1

Evaluator conducts Formative Evaluation Meeting, if any

June 1 of Year 1

Evaluator completes Summative Evaluation Report

May 15 of Year 2

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

June 7 of Year 2

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

June 10 Of Year 2

Evaluator and Educator sign Summative Evaluation Report

June 15 of Year 2

D.       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.       Educators whose summative performance rating is exemplary and, after 2013-2014 whose impact on student learning is rated moderate or high, shall be recognized and rewarded with leadership roles, promotions, additional compensation, public commendation or other acknowledged as determined through collective bargaining.

22.       Rating Impact on Student Learning Growth

DESE will provide model contract language and guidance on rating educator impact on student learning growth based on state and district-determined measures of student learning by July 15, 2012.   Upon receiving this model contract language and guidance, the parties agree to bargain with respect to this matter, provided that educators will not be assessed using student data until the measures are identified and data is available for three (3) years.

23.       Using Student Feedback in Educator Evaluation

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

24.       Using Staff Feedback in Educator Evaluation

DESE will provide model contract language, direction and guidance on using staff feedback in 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.

25.       Transition from Existing Evaluation System

A.        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 shall be on a one year Self-Directed Growth Plan and the second fifty (50) percent shall be on a two year Plan.

B.        The existing evaluation system will remain in effect until the provisions set forth in this Article are implemented.   The relevant timeframe for adopting and implementing new systems is set forth in 603 CMR 35.11(1).

26.       General Provisions

A.        Only those who are licensed may serve as evaluators of Educators.

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

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

D.        The parties agree to establish a joint labor-management evaluation team which shall review the evaluation processes and procedures semi-annually through the first three years of implementation and recommend adjustments to the parties, as well as discuss other parts of this evaluation noted as needing further negotiations, including components scheduled to be implemented at later dates. Recommendations from this team shall be forwarded to the parties for negotiations and ratification.

E.         Violations of this article are subject to the grievance and arbitration procedures.

F.         All evaluation templates will be available electronically on Teach Point.

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.

Self-Assessment Form

Completed by All Educators on a 1 year plan or in year 1 of a 2 year plan

Due October 7th

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.   Evaluators 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.   Included is a worksheet to support Educators with Self-Assessment.

Goal-Setting Form

Completed by All Educators on a 1 year plan or in year 1 of a 2 year plan

Due by October 7th

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.   Included is a worksheet for Educators to support creating SMART goals.

If the goals are approved as written, the Evaluator 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

Draft completed by Educator and/or Evaluator on a 1 year plan or in year 1 of a 2 year plan by November 1st

Final Plan completed by Evaluator and Provided to Educator by November 15.

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 evaluator together for a Directed Growth Plan and a Developing Educator Plan, and by the evaluator for an Improvement Plan.

Evaluator Record of Evidence Form

It will be completed by the evaluator and may be reviewed by the educator at any time.

This form is intended to be used by the evaluator in gathering evidence of an educator’s practice during Step 3:   Implementation of the Plan.

Collection of Evidence Form Educator and/or Evaluator

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

January 15 (Educators on a 1 year plan only) April 18th All Educators

Educator submits evidence on parent outreach (Standard 3, Indicators A-C), professional growth (Standard 4, Indicator B) and progress on goals

Evidence Collection Worksheets

Educator

Ongoing

Professional Development Log, Family Contact Log, and Community Engagement Log are designed to support Educators organize evidence of Standard 3 and any professional development that supports any other Standards.

Evidence Collection Log

Educator

Ongoing

Designed to support Educator in organizing and/or recording evidence or articles of professional practice provided to or taken by Evaluator.   This is for the informal use of the educator and is not part of the required paperwork.   Nor does it imply that evidence will be expected or provided to Evaluator for each performance standard.   The worksheet contains a checklist of suggested examples of evidence and is not a comprehensive list nor are they all required.

Formative Assessment Report Form

Evaluator

February 14th (1 yr. plan)

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 evaluator.   Evaluators 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

Evaluator

June 9th of year 1 (2 yr. plan)

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 evaluator.   Evaluators 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.   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, evaluators 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 (evaluators 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

Evaluator

May 16th (1 year plan)

May 16th      of year 2 (2 year plan)

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 evaluator.   The evaluator 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”.   Evaluators 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.