Mount Greylock

Show detailed information about district and contract

DistrictMount Greylock
Shared Contract District
Org Code7150000
Type of DistrictRegional Secondary
Union AffiliationMTA
Most Recent DocumentMOA
Expiring Year2009
Expired Status
Superintendency Union
Regional HS MembersMount Greylock
Vocational HS Members
CountyBerkshire
ESE RegionBerkshires
Urban
Kind of Communityresort/retirement/artistic
Number of Schools1
Enrollment641
Percent Low Income Students13
Grade Start7
Grade End12
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AGREEMENT

AGREEMENT made as of the first day of September, 2013, pursuant to the provisions of Chapter 150E of the General Laws of the Commonwealth of Massachusetts, by and between the MOUNT GREYLOCK REGIONAL SCHOOL COMMITTEE (hereinafter referred to as the "Committee") and the MOUNT GREYLOCK EDUCATORS ASSOCIATION (hereinafter referred to as the "Association").

ARTICLE I

PREAMBLE

The Mount Greylock Regional School Committee and the Mount Greylock Educators Association cooperatively seek to provide education of the highest quality for the children of Lanesborough and Williamstown within that financial support provided, and to that end the following agreement is made.

ARTICLE II

RECOGNITION

The Committee does hereby, subject to the provisions of Chapter 150E of the General Laws of the Commonwealth of Massachusetts, recognize the Association for the purpose of collective bargaining as the exclusive representative of all professionals employed by the Committee as classroom teachers, guidance counselors, certified librarians, media specialists, technology coordinators, outreach counselors, speech pathologists and special needs teachers. The School Committee agrees to examine new and/or modified positions to see if they should be included in the bargaining unit.

Unless otherwise indicated, the employees in the above unit will be hereinafter referred to as "teachers."

ARTICLE III

PROFESSIONAL NEGOTIATIONS

1. In the event that either party to this Agreement desires to negotiate on matters subject to negotiations under Chapter 150E of the General Laws, such party shall so notify the other prior to midnight of January 10 of the year in which the Agreement expires. Such notice shall be in writing.

2. If notice shall have been given by one party to the other as provided in Paragraph 1 of this article, the parties shall begin to bargain no later than February 10.

3. If the parties reach an impasse in their negotiations, the procedure for the resolution of an impasse described in Chapter 150E will be followed.

4. Upon conclusion of negotiations, any Agreement so negotiated shall apply to all professional employees who are members of the unit defined in Article II. The Agreement will be reduced to writing, signed by representatives of the Committee and of the Association, and filed with the Labor Relations Commission.

5. Either party to negotiations may, if it so desires, utilize the services of outside consultants and may, if it so desires, call upon them to assist in negotiations.

6. The Committee agrees not to negotiate with any teachers' organization other than the organization designated as the representative pursuant to Chapter 150E of the General Laws.

ARTICLE IV

LEGAL CLARIFICATIONS

1. The Committee agrees that it must abide by the terms of this Agreement in fulfilling its obligation to provide for the education of the children of Lanesborough and Williamstown.

2. Recognizing that both teachers and administrators are professional educators possessing expertise, the utilization of which will foster the education of students, it is agreed the Board of Directors of the Educators Association and administration shall meet and confer, at least monthly. The purpose of such meetings is to enable both the faculty and administration to make constructive suggestions and contributions with regard to the implementation and administration of this Agreement and with regard to the conduct of educational affairs of this District. The object of such meetings is not to bargain collectively and so School Committee or administrative policies which might be continued or adopted as a result of such meetings or suggestions emanating therefrom shall be of no force and effect if they shall be contrary to the provisions of this Agreement.

3. The Association agrees that the Committee has complete authority over the policies and administration of the Mount Greylock Regional School District which it exercises under the provisions of law and that the Committee will continue to retain, whether exercised or not, the responsibility and prerogative to direct the operation of the said school District in all aspects except same shall not be exercised in violation of any of the express terms and provisions of this Agreement. The action of the Committee with respect to such retained rights and responsibilities shall be subject to grievance at Level Three but not subject to arbitration.

4. The Committee and the Association each acknowledge that during the negotiations which resulted in this Agreement each had the unlimited right and opportunity to make demands and proposals with respect to any subject or matter not removed by law from the area of collective bargaining, and the undertakings and agreements arrived at by the parties after the exercise of that right and opportunity are set forth in this writing. The Committee and the Association, for the life of this Agreement, each voluntarily and unqualifiedly waives the right and each agrees that the other shall not be obligated to bargain collectively with respect to any subject or matter referred to or covered in this Agreement, or with respect to any subject or matter not referred to specifically or not covered in this Agreement even though such subject or matter may not have been within the knowledge or contemplation of either or both of the parties at the time that they negotiated and signed this Agreement.

5. No agreement, alteration, understanding, variation, waiver or modification of any of the terms, conditions, undertakings, or covenants contained herein shall be binding upon the parties hereto unless agreement is made and executed in writing between the parties hereto.

6. The waiver of any breach or condition of this Agreement by either of the parties hereto shall not constitute precedent in the future enforcement of the terms of this Agreement.

7. If any provision of this Agreement or any application of the Agreement to any teacher or group of teachers shall be found contrary to law, then such provision or application shall be deemed invalid and nonsubsisting, except to the extent permitted by law, but all other provisions or applications will continue in full force and effect.

8. If either of the parties hereto shall during the life of this Agreement desire to make any proposal with respect to the modification or alteration of this Agreement or with respect to any matter not expressly covered by this Agreement, the said party may submit such proposal in writing to the other party and request a meeting. Within ten days of the submission of such proposal, the recipient thereof shall acknowledge the receipt thereof and indicate whether or not it wishes to discuss the same. The submission of such proposal and any subsequent discussion thereof shall not be construed by either of the parties as an agreement by the other that said proposal comes within the purview of this Agreement.

9. The Committee and/or its agents will provide the Association with copies of the minutes and addenda of official public school committee meetings.

10. The Committee will make available to the Association information relating to items under negotiation which are available to the public. Association requests for such records are to be in writing and will specify the records desired. Original records will be made available in the office of the Superintendent and will not be removed.

11. Each of the parties reserves the right to act hereunder by committee, subcommittee, or other designated representative, such action being subject to the approval of the parent group.

12. Copies of the Agreement and any successor Agreement will be printed at the expense of the Committee.

13. A copy of the current Agreement in force shall be given to each teacher at the beginning of the contract period and to each newly hired teacher at the time of employment.

14. The School District will notify the Association in advance of all fees, stipends, release time or other modified contracts awarded to faculty members.

ARTICLE V

NO REPRISALS

1. The exercise of Constitutionally protected rights of a teacher to pursue religious or political activity shall not be grounds for any discipline or discrimination with respect to the employment of said teacher.

2. The exercise by a teacher of those rights vested in teachers, individually or collectively, by Chapter 150E of the General Laws of the Commonwealth (the collective bargaining law) will not be grounds for any discipline or discrimination with respect to the employment of said teacher.

ARTICLE VI

GRIEVANCE PROCEDURE

1. A grievance is a dispute concerning the interpretation or application of this Agreement or any amendment or supplement thereto.

2. All time limits herein shall consist of consecutive school days.

3. Grievance Levels and Procedures

The four (4) levels of the grievance procedure are: (1) Principal, (2) Superintendent; (3) School Committee; (4) Arbitration. Grievance levels are to be pursued in the following sequence and in the manner described.

Level One: A grievant must present the written grievance to the Principal or other designee of the Superintendent within fifteen (15) days of the date the grievant knew or ought to have known of acts or omissions defined under Paragraph 1. The Principal shall, within five (5) days of the submission of the grievance, meet with the grievant, consider the issues and provide a response in writing. If the grievance is not resolved to the satisfaction of the grievant, the grievant may proceed to Level Two.

Level Two: The grievant will present the grievance in writing to the Superintendent within twenty-five (25) days of the date the grievant knew or ought to have known of acts or omissions defined under Paragraph 1. The Superintendent shall, within ten (10) days of the submission of the grievance, meet with the grievant, consider the issues and provide a response in writing. If the grievance is not resolved to the satisfaction of the grievant, the grievant may proceed to Level Three.

Level Three: The grievant will present the grievance in writing to the Committee within forty-five (45) days of the date the grievant knew or ought to have known of acts or omissions defined under Paragraph 1. At least a quorum of the Committee shall meet with the grievant, consider the issues and reach a decision on the grievance. This decision shall be reduced to writing and delivered to the grievant within twenty (20) days of the presentation of the grievance at Level Three.

Level Four: The Association with the permission of the grievant may, but need not, submit the grievance to arbitration. The submission to arbitration must be made within fifteen (15) days of the grievant's receipt of the Committee decision. A copy of the letter of submission to arbitration will be delivered promptly to the Committee.

4. The following general provisions shall pertain to arbitration:

a. Within ten (10) days after the copy of the letter of submission to arbitration has been delivered to the Committee, the Association will request of the American Arbitration Association a list of seven (7) potential arbitrators whereupon each of the parties shall alternately strike three (3) names from the list until but one (1) remains.

b. The said remaining name shall be designated as the arbitrator. Parties shall be bound by the rules and regulations of the American Arbitration Association.

c.   The cost of the services of the arbitrator, including per diem expenses, if any, and actual and necessary travel and subsistence expenses shall be borne equally by the Committee and Association.

d.   The arbitrator will confer with the representatives of the Committee and the Association and hold hearings and will issue a decision as soon as possible. The arbitrator's decision will be in writing and will set forth his/her findings of fact, reasoning and conclusions on issues submitted. Both parties reserve the right to contest the arbitrability of the issues involved. The decision of the arbitrator, other than the arbitrability of the issues involved, shall be final and binding upon the parties except that the arbitrator shall make no decision which alters, amends, adds to or detracts from this Agreement, or which modifies or abridges the rights of the Committee or the Association as set forth in this contract or as set forth in any provision of law or which is contrary to any pertinent provision of the law. The arbitrator may not recommend a right or relief for any period of time prior to the effective date of this Agreement.

e. The following shall be granted leave with pay to attend an arbitration hearing: (l) grievant; (2) one Association representative; (3) witnesses shall be granted release time to testify.

5. Summer Grievance: If the acts or omissions defined in Paragraph 1 occur during the period between the close of school on the last day of the school year and the first day of the next succeeding school year, such acts or omissions shall be deemed to have occurred on the second day of that school year and the time elements referred to in Paragraphs 3 and 4 shall commence on that day.

6. If the grievant shall so elect, the presentation of a grievance at any one or more of the levels defined in Paragraphs 3 and 4 may be made by the Association.

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

8. If the acts or omissions defined in Paragraph 1 shall have an impact upon the terms and conditions of several teachers, the Association may initiate such grievance at Level One, provided that such submission shall not deprive any one or more teachers of that right to pursue a grievance in accordance with Paragraphs 3 and 4 of this Article.

9. The submission of any grievance to arbitration shall constitute a waiver of all other rights and remedies which the said teacher or Association may have with respect to the matter submitted to said arbitration.

10. A grievance shall be deemed to have been waived if it is not presented and processed in the manner herein provided and within the time limits herein provided.

11. No matter delegated to the discretion of the principal or superintendent by the provisions of any section of Chapter 71 of the Acts of 1993 or by any provision of Chapter 71 of the General Laws of the Commonwealth of Massachusetts shall be submitted to a Level Three grievance hearing. Said matter shall proceed directly to arbitration from Level Two, either in accordance with the provisions of said Chapters 71, if applicable, and if same are not applicable, then in accordance with the provisions of this Agreement.

12. The Association and the Committee recognize the benefit of mutually resolving complaints before resorting to the grievance process.

ARTICLE VII

SALARIES

1. Salaries for each “work year” beginning on or about September 1 in the years 2013 to 2015 shall be paid to all personnel within the unit defined in Article II in accordance with and at the rate set forth in Appendix A.

Computing salaries for all cells throughout all the salary grids henceforth will be derived from the dollar value for Step 1 in the BA column by observing standard percentage increments between the Step 1 values for each column as follows:

BA to BA+9=2%                  MA to MA+15=2%

BA-9 to BA+18=2%             MA+15 to MA+30=2%

BA-18 to MA=3%                 MA+30 to MA+45/CAGS=2%

MA+45/CAGS to PhD=2%

Salaries above Step 1 for each column will observe the following standard percentage increments:

All steps in BA, BA+9, BA+18, and Steps 1-4 in all MA and PhD columns=2% Steps 5-17 in the MA, MA Plus, and PhD columns=3.5% Notwithstanding the standard percentage increments already listed, the increment from Step 4 to Step 5 in each column will be double the standard increment for that step in that column as recognition that the teacher has achieved professional status.

Computing all year-to-year changes in the salary grid will be implemented by changing only the value for Step 1 in the BA column and then using the standard percentage increment to calculate all other salaries. All additional negotiated salary agreements will be calculated for individual teachers and will not be entered to change the calculated values for any salaries in the salary grid.

2.  Each teacher shall be advised of his/her “vertical level,” “horizontal level,” and if applicable, the Master’s Degree Plus/PhD level by October 15 of each work year. A teacher first employed during the term of this Agreement shall be advised in writing of the vertical and horizontal levels at which he/she is first employed at the commencement of his/her employment.

3.  Vertical level movement on the salary schedule can only occur at the commencement of each work year. Vertical movement at that time is automatic, and the teacher will advance to the next higher vertical level until the highest vertical level in that salary column is reached.

4.  For each individual teacher, horizontal movement on the salary schedule is dependent on completing graduate level courses that earn credits toward either a master’s degree, a Certificate of Advanced Graduate Studies or a Doctor of Philosophy degree in both a program and a university that is accredited by the regional accrediting agency. Individual teachers need not pursue the degree in which the course occurs for the course to count for salary schedule advancement.

a. The following standards are criteria to be used by the School Committee when applying earned course credits by a teacher toward horizontal movement on the salary schedule beyond the master’s degree:

i.  Possession of a master’s degree that is accepted by the Commonwealth for professional licensure.

ii.  Completion of 15, 30, or 45 hours of graduate study in courses that are approved by both the Superintendent and the Committee or completion of a PhD degree that is in the teacher’s area of licensure.

iii.  No more than a total of 9 credit hours in the total of 45 credit hours included in the three Master’s Degree Plus columns may be earned in the area of teaching methods related to the teacher’s subjects of instruction.

iv.  Teachers with more than one area of licensure may earn graduate credits in courses in more than one area of licensure, and the combined total of those credits from the subject areas of licensure will be applicable for authorizing horizontal movement on the salary schedule.

v. Courses that substantially resemble either graduate or undergraduate courses previously taken by an individual teacher within the past five years will not receive approval.

vi. Courses in methods of teaching or content preparation related to the teacher’s specific assignment may be repeated every five years.

vii. If a teacher with a bachelor’s degree earns a master’s degree then only those courses obtained after receiving a master’s degree may be used for further horizontal movement.

viii. If a course is offered with the option of a pass/fail or a lettered grade, the teacher must choose the lettered grade in order to apply the course for horizontal movement.

ix. For an online course the school must offer the course as an accredited course, and the offered course must be such that the degree-granting school would accept the course for credit in their own institution.

b. Teachers intending to undertake graduate study beyond the master’s level will submit lists of courses from particular degree programs to the Superintendent for either September and/or January of the school year. In determining whether to grant such approval the Superintendent will decide whether or not the proposed courses will better prepare the teacher either for the teacher’s current assignment or for future assignments within the District. The Superintendent must grant such approval if both the proposed course of study and the degree program meets two conditions: 1: the subject area is regularly taught by the teacher or is a subject area that will be taught within two years and 2: the courses to be taken are graduate level courses that earn credits toward either a Certificate of Advanced Graduate Study or a Doctor of Philosophy degree in both a program and university that is accredited by the regional accrediting agency. Teachers whose credits are not approved may request a written statement setting forth the reasons for these actions.

c. Once a teacher has been authorized to move horizontally to the “PhD” column, he or she may apply for a one-time reimbursement of no more than $500 on submission of appropriate documentation for costs associated with submitting the dissertation or other capstone project for the degree. Reimbursement will be made for typing, printing, binding, and filing or degree application fees. There will be no reimbursement for costs that are otherwise covered by scholarships, grants, foundations, or other institutions.

d. Salary increments from horizontal movement for either the master’s degree, the Certificate of Advanced Graduate Study or the Doctor of Philosophy columns on the salary schedule will be authorized only after the degree has been granted.

e. Teachers without an earned master’s degree who have been placed by the Committee on the master’s degree column of the salary schedule with equivalent credits or with special standing will not be eligible for additional horizontal movement on the salary schedule until the master’s degree has been earned.

f. Teachers who have earned a master’s degree and who have been placed in a Masters Plus column for the 2013-2016 contracts will be eligible for further horizontal movement to higher columns on completion of 15 further credits of graduate work per column as defined in 4.a.ii above.

5. The Committee may, upon the recommendation of the Superintendent, grant a vertical increment to a teacher for each full year of government-sponsored public service which has clearly demonstrable value to the School District, provided however, that no teacher shall receive more than two such vertical increments for such service.

6. All salary adjustments will be effective in September of a school year. Salary adjustments will be made retroactive to the beginning of that school year if appropriate supporting transcripts for completed coursework are submitted on or before October 15th of that year.

7. Requests for horizontal advancement on the salary schedule must be made in writing to the Superintendent or his/her designated representative on or before January 15 to be effective in September. The initiative for requesting salary adjustments resides with the individual teacher.

8. All requests for salary adjustments must include necessary supporting information, such as transcripts, project descriptions, or suitable warrants from the degree-granting university that the work has been satisfactorily completed in its entirety.

9. The District and the Association believe in the value of professional development for teachers as essential in helping students to achieve high standards. The District and the Association recognize the National Board of Professional Teaching Standards certification process as a highly effective means for teachers to engage in this essential professional development.

a. The District and the Association will encourage teachers to voluntarily undertake the assessment process to become National Board Certified Teachers.

b. The District will budget $3,000 each year to help pay the application fee for teachers who wish to undertake the National Board Certification process. As long as the Massachusetts Department of Education provides subsidies for the application fee, candidates will seek the state subsidy, and the District will pay the difference. Teachers who complete the process, but who do not achieve certification, shall be responsible for National Board of certification application fees in future years.

c. The District will assist and support the efforts of the National Board certification candidates, by providing professional development leave days, and providing loaned materials and equipment such as video cameras, editing equipment and computers that the District owns.

d. For each of the years that certification is in effect teachers who receive National Board certification will receive an additional $3,000 to their annual rate of compensation as provided in the approved salary schedule. Teachers who receive National Board certification and wish to receive this increase in compensation, must submit a request in writing to the Superintendent or his/her designee representative on or before September 15 to be effective in September or on or before January 15 to be effective in February.

e. It is important for National Board certified teachers to continue to work with students in the District’s classrooms. The District and the Association will explore other possible roles that these teachers may play in the improvement of education provided to District students. Such other roles and activities may include, but not be limited to mentoring new teachers, monitoring, planning and delivering professional development, facilitating school change, and/or developing curriculum.

10. Longevity: Members represented by this agreement who have accumulated the equivalent of 15 years of active service in the District may elect to receive $2500 for each of three consecutive years by informing the Superintendent prior to December 12 of their intent to exercise this option commencing with September 1 of the following school year.

ARTICLE VIII

EXTENDED CONTRACT

1. The extended contract provision of this Agreement permits recognition of extra responsibilities assigned to a teacher which may exceed the duties normally expected of a teacher. In such cases, the Superintendent, may approve a temporary increase in salary based upon evaluation of these extra responsibilities. Extended contract recognition is only for the period during which these extra responsibilities are assigned.

2. A teacher may request that two administrators consider evidence that his/her total assigned duties are substantially in excess of what is normally expected of a teacher. Following an evaluation of evidence, the Superintendent will advise the teacher whether a salary adjustment will be recommended for consideration by the Committee.

3. The Association will be notified of all extended contracts, and whenever possible, notification will be prior to the issuance of such contracts.

4. Whenever possible extended contracts will be offered to certified teachers with professional status.

ARTICLE IX

RAPID ADVANCEMENT

It is a policy of the Mount Greylock Regional School District to encourage excellence in teaching and thus the Committee does hereby provide for rapid advancement through the vertical levels of the salary structure as a recognition of those exceptional cases of teaching excellence and high quality contributions to the District's program of studies.

Rapid advancement is based on the following criteria:

1. Consistent and exceptional excellence in the performance of all teaching responsibilities.

2. Significant contributions in curriculum-related improvement.

3. Recommendation by the Superintendent after consultation with the appropriate Curriculum Leader, Division Head or an administrator.

Since rapid advancement is a permanent advancement in salary position, it is expected that recommendations normally will be based on consistent demonstration of the above qualities over a period of at least three years in the Mount Greylock Regional School District.

ARTICLE X

INSURANCE AND ANNUITY PLAN

1. The Committee will pay 50% of the Master Medical Plan and 80% of all other medical plans and will continue to provide health insurance plans equivalent to those offered in 2005-2006 school year.

The Committee will pay 90% of an $8,000 group term insurance plan insuring the life of the teacher. Teachers may elect to increase their group term insurance to the maximum permitted by law at no expense to the Committee.

2. For retirees the new contribution amounts in paragraph 1 above will be effective no earlier than January 1, 2006. The District will offer a “special” enrollment period for any employee or retiree wishing to change plans in January of 2006.

3. The Committee will pay 65% of the cost of a dental protection plan equivalent to Dental Protection Plan II of Delta Dental.

4. Teachers shall be eligible to participate in a "tax-sheltered" annuity plan established pursuant to United States Public Law No. 87-370.

5.  The health insurance for any teacher retiring after September 1, 2005 will be subject to the provisions of M.G.L. c. 32B, § 18. The School District will provide a retiree supplemental plan as offered by the Berkshire Health Group, or its equivalent.

6. The School District will pay, only one time during employment, to each teacher who drops school health insurance, one half of the School District’s savings for the school year for which the drop is made. The teacher, in order to receive this benefit, must have been on a School District health insurance plan for at least nine (9) months of the prior school year. This provision shall also be applicable to any teacher who drops from a P.P.O. to a H.M.O. during the same time period. This benefit will be paid in each pay period where District savings are realized for up to one (1) calendar year.

Effective September 1, 2012, all teachers will be eligible to receive this benefit, whether or not they have exercised his/her right to do so in the past, under the same terms and conditions expressed in the above paragraph.

7. Beginning January 2002 the District will make available to teachers the opportunity to participate in a Section 125 Plan under the Internal Revenue Code, which provides for pre-tax deductions for specific purposes from the participants’ payroll checks. All participants in the plan will be required to pay a monthly administrative fee which will be determined by the plan administrator.

8.  Beginning September 1, 2012, the Health Insurance Co-Pay Reimbursement Agreement shall be null and void.

ARTICLE XI

INJURY IN THE COURSE OF EMPLOYMENT

1. If a teacher, because of illness or injury sustained in the course of and arising out of the teacher's employment by the Committee, is receiving benefits under Section 34 of Chapter 152 of the General Laws of the Commonwealth of Massachusetts (Workmen's Compensation Act), the Committee shall pay to such teacher each pay period so long as such teacher is receiving benefits under said Section 34, an amount equal to the difference between the teacher's salary at the time of such injury and the amount of weekly indemnity being received by the teacher. The total amount payable by the District under this Article because of any one illness or injury shall not exceed an amount obtained by multiplying the number of such teacher's accumulated sick leave days by such teacher's per diem rate. (Total amount payable by the District = number of teacher's accumulated sick leave days x teacher's per diem rate.) The number of accumulated sick leave days available to the teacher shall be reduced by an amount equal to the total sum paid to the teacher by the District under this Article divided by the teacher's per diem rate. (Number subtracted from accumulated sick days = total sum paid to teacher by the District/teacher's per diem rate.)

2. If the illness or injury of a teacher comes within the purview of both this Article and Article XVII, it shall be deemed to come within the purview of this Article, and such teacher shall not be paid any benefits pursuant to Article XVII for such illness or injury, except as provided in Paragraph 1.

ARTICLE XII

INDEMNITY

1. In the event that a complaint, claim, or other demand is lodged against a teacher by any person, firm, or entity other than the Committee because of an act or omission of the teacher, which act or omission occurs in the course of and arises out of the teacher's employment by the Committee, and which act or omission does not constitute gross negligence or willful misconduct, the Committee agrees that it shall indemnify and save harmless said teacher against any and all liability, loss, damages, costs, and expenses incurred by the teacher arising out of said act or omission.

2. Notwithstanding the provisions of Paragraph 1 of this Article, the Committee shall not indemnify and save harmless said teacher if the act or omission is alleged to have been committed upon a fellow employee or a member of the Committee.

ARTICLE XIII

TEACHING HOURS AND YEAR

1. The Committee and the Association recognize that the profession of teaching entails the performance of duties and expenditure of time beyond specific hours during which the students are in attendance, and thus it is agreed that the work day of the teacher shall not end until after the students have been dismissed and the teacher's professional duties have been fulfilled.

2. The District shall from time to time establish the starting and dismissal times for students provided that the time between starting and dismissal for students shall not exceed 410 minutes. The student day will start no earlier than 7:40 a.m. and end no later than 2:40 p.m.

3. All teachers shall be at their assigned stations no later than ten (10) minutes before the established starting time for students.

4. All teachers shall have a duty-free lunch period of thirty (30) consecutive minutes. The lunch period shall begin no earlier than 10:45 a.m. and no later than 1:30 p.m.

5. The "work year" of the teacher shall include days when pupils are in attendance, orientation days at the beginning of the school year, and any other days on which teacher attendance, in the opinion of the Superintendent, is essential to the fulfillment of the professional responsibilities of the teacher. The Committee shall identify day(s) added to the school year on the school calendar adopted in the spring of the preceding school year. The work year of the teacher (other than new personnel, Division Heads, and guidance counselors) will begin no earlier than September 1 and terminate no later than June 30. If the professional responsibilities of the teacher have been fulfilled, the work year of the teacher shall not exceed 182 days. Teachers required to work beyond the work year of 182 days will be compensated at the per diem rate as defined in Appendix B, Section 2.

Teachers new to the District may be required to attend no more than two additional days for orientation to the school. These additional days will be unpaid.

The District may require each guidance counselor to work eight (8) days beyond the "work year." These additional work days will be limited to the summer vacation period unless, by mutual consent, the administration and the affected guidance counselor agree to an alternative work schedule. A guidance counselor with the consent of the principal has the option to, but need not, take up to five days of vacation during the regular school year in exchange for five working days in the summer.

By May 1 of each year the administration will issue a calendar that sets forth the additional workdays and guidance staff assignments for the ensuing summer vacation period. Upon receipt of the calendar, guidance counselors may exchange and substitute assignments to accommodate individual preferences. These changes, if any, must be communicated to the administration thirty (30) days prior to the scheduled additional work days. Compensation will be made to the guidance counselor who performs extra work in accordance with the provisions of Appendix B, Paragraph 2.

6. Since extra-curricular and co-curricular activities are an essential part of the education of students, it is anticipated that teachers may from time to time be requested by the Committee to advise and supervise students with respect to such activities. Teachers serving in such advisory and supervisory positions referred to in Appendix B shall receive the stipend therein provided.

7. The assigned duties of teachers fall within the following seven categories:

a. Curriculum Instruction class time is regular assigned classroom instruction time for the various courses. Curriculum Instruction class periods will be no more than 48 minutes in length. A full-time teacher will be assigned no more than five curriculum instruction periods per day on average.

b. Directed Study is instructional support time for teachers to offer direct academic support and mentoring to students, to be scheduled optionally at the discretion of the administration. Teacher and student academic expectations during Directed Study are designed to meet state requirements for “time on learning”. The Directed Study time for teacher will not exceed 30 minutes per day.

If Directed Study is scheduled for teachers, an exception can exist so that some teachers may be relieved of all Directed Study responsibilities and instead be responsible for Curriculum Instruction during that period up to two times per week. If any teacher is responsible for more than two such periods in a week, the District will compensate that teacher with one equivalent preparation period for each Directed Study period taught beyond two, or the teacher will receive $25 for each such period when equivalent preparation time is not provided.

Any Curriculum Instruction period taught during Directed Study must fall immediately before or after, and be a part of, another period in that teacher’s regular Curriculum Instruction load. No such instruction offered during the Directed Study period can constitute a separate course.

c. Extended Learning is instructional support time for teachers to offer direct academic support to the students they have in their regular courses, to be scheduled optionally at the discretion of the administration. Teacher and student academic expectations during extended learning are designed to meet state requirements for “time on learning”. The Extended Learning time for teachers will not exceed 30 minutes per day. For a given teacher, Extended Learning time occurs no more than once per day and cycles to each of the seven periods in order.

d. Advisory is instructional time used to guarantee that each student is well known at school by at least one adult, to ensure that each student belongs to a peer group, to help students improve academic, organizational, and social skills, and to promote coordination between home and school. Advisory may be scheduled optionally at the discretion of the administration.

e. If teachers are organized by the administration into teams sharing common students, then Team Meeting time shall be provided for core teachers to meet as a team to discuss academic and behavioral student progress, curriculum coordination, and other common team issues for their common students. In order to have an effective team sharing common students, Team Meeting periods must occur a minimum of 2 times per week.

A teacher may be recruited by the Principal, if the teacher approves, during the school year to serve on other teams, and such a teacher may be assigned Team Meeting in order to accomplish specific tasks beyond professional responsibilities. The Principal will, as far as practicable, outline those tasks and propose a general meeting schedule when she or he recruits a teacher for such a team. Such a team cannot be required to meet more than 2 times per week.

If the scheduling constraints of the District require teachers to be assigned Team Meeting responsibilities during their preparation time, the District will compensate those teachers with one equivalent preparation period for each such period, or the teacher will receive $25 for each such period when equivalent preparation time is not provided.

f. Supervision is time assigned to monitor the behavior of students. Teachers, including part time teachers, may be assigned up to one supervision period, of up to 30 minutes, out of every five days. This supervisory time comes out of preparation time.

g. Preparation time is time that teachers are relieved of all other responsibilities in order to prepare for their classes. Teachers will receive a minimum of 2 full periods of individual preparation time per day on average.

The School is on a seven period day. The schedule may rotate or not rotate. Curriculum Instruction class periods will not be scheduled more than five periods per day on average per teacher, and be of no more than 48 minutes in length.

If there is no Extended Learning or Directed Study period, teachers will have, on average, a maximum of 240 minutes of Curriculum Instruction time and 96 minutes of Preparation time daily. If there is an Extended Learning or Directed Study period, teachers will have a daily maximum of 220 minutes of Curriculum Instruction time on average, 88 minutes of Preparation time, and 30 minutes of Extended Learning or Directed Study.

8. Part-time teachers will be compensated and scheduled in the above categories in proportion to that of a full-time teacher.

9. Teachers will not normally be required to teach in more than a total of two (2) disciplines and three (3) teaching subject areas within the two (2) disciplines during any one semester. For the purposes of this paragraph, each, but none other than the following, is a discipline: art and music, business, English, computer, foreign languages, home economics /health, technology education (formerly industrial arts), mathematics, physical education, science, and social studies. Subject areas of courses taught within a discipline which require separate class preparations.

Teachers who are required to teach more than three (3) subject areas shall receive a $1,000 stipend added to his/her regular salary in the year(s) such requirement is scheduled. This stipend will be pro-rated on a semester basis for teacher who do not teach a full year with more than three subject area preparations.

10. The normal criteria for determining the number of sections of pupils required in the following subject areas will be:

*An average of 25 pupils per class section in English, history, foreign language, mathematics, child growth and development, health, and middle school science.

*An average of 24 pupils per section in biology, earth science, physics, and global science.

*An average of 20 pupils per section in chemistry, drafting and studio art.

*A maximum of 16 pupils in industrial arts shops and home economics.

*An average of 16 pupils in special materials biology.

11. Exceptions to the above mentioned averages and maxima may be made if the administration determines that it is necessary to do so in the best interests of the educational process.

12. In establishing class size, the needs of the students, the methods of instruction, and the safety conditions existing in the school will be considered, and every effort will be made to achieve optimum class size.

13. When it is necessary for a teacher to leave the building during unassigned periods, the teacher will notify the Principal's Office in advance.

14.  Teachers whose responsibilities are not otherwise covered by a stipend and who travel overnight with students on field trips or other school-sponsored activities will receive a stipend of $100 per night.

ARTICLE XIV

PROFESSIONAL RESPONSIBILITIES

1. The Committee and the Association agree that the professional responsibilities of teachers extend beyond the specific hours during which students are in attendance.

2. The Association agrees that teachers have a professional responsibility beyond the dismissal time for students to attend meetings with colleagues. In addition, teachers will be available for students in need of assistance or for parent conferences. Teachers will encourage students with problems to seek extra help.

3. Every Wednesday afternoon during the school year all teachers, including part-time teachers, may be required to remain beyond the regular student dismissal time for administratively scheduled meetings. If no meeting is scheduled, teachers may use the time to meet with students and/or parents. The teacher’s responsibility will not exceed ninety (90) minutes beyond the regular student dismissal time. For purposes of this article “regular student dismissal time” shall mean the dismissal time of a normal “student day”, as defined in Article XIII, section 2. When a teacher’s responsibility under this paragraph is completed a teacher is free to leave the campus.

4. It is further understood that teachers will make no outside appointments on Wednesday afternoons except for emergencies that may arise.

ARTICLE XV

NON-TEACHING DUTIES

The Committee and the Association acknowledge that a teacher's principal responsibility is to teach and that his energies should be primarily utilized to this end. The Committee agrees that it will, to the extent practicable, relieve teachers of non-educational clerical or administrative duties by providing non-professional assistance in such areas.

ARTICLE XVI

TEACHER FACILITIES

The School District will provide the following facilities:

1. Space in each classroom in which teachers may safely store instructional supplies.

2. A desk or table and chair for the teacher in each classroom

3. A communications system to communicate between classrooms, division offices, guidance offices and administrative offices.

4. Male and female restrooms for professional employees.

5. A separate dining room for the use of the school staff and guests of the school.

6. A room reserved for the use of professional employees as a faculty lounge, which will include a limited service telephone.

7. Insofar as practicable, an office with supplies for the presentation of instructional materials for each of the following divisions: Humanities, Math/Science and Middle School.

8. Each teacher will during the school year have available keys to the building, teacher's classroom, teacher's office and desk/files and, where necessary, the appropriate bookroom.

ARTICLE XVII

SICK LEAVE

1. A teacher hired during the school year shall receive sick leave in the first year of employment on the basis of one and one half days per month. This leave shall be credited on the first day of employment.

2. Sick leave may be accumulated from year to year to a maximum of one hundred eighty (180) days.

3. Sick leave may be used for any one or more of the following reasons:

a. Because of illness or injury (pregnancy, child-bearing or delivery shall be deemed to be illness).

b. Because of the death of a member of the immediate family (said leave shall not exceed five (5) days and must be used within thirty (30) days of the death).

c. For rendering necessary care or comfort to an ill member of the teacher's family (said leave shall not exceed ten (10) days in any work year).

d. For reasons personal to the teacher and which require activities which cannot be performed outside the "regular work day" (said leave shall not exceed three (3) days in any work year).

e. Members of the “immediate family” shall include the faculty member and spouse or domestic partner, and the parents, children, siblings of the faculty member and of his/her spouse or domestic partner, or other members of the faculty member’s immediate household.

4. At the beginning of each school year, the Committee shall establish a fund of one hundred fifty (150) days to be a Sick Leave Bank. These sick leave days may be used to provide additional sick leave to any teacher who has exhausted his/her leave and is unable to perform his/her duties due to serious injury or illness.

5. When use of the Sick Leave Bank is requested of the Committee, satisfactory medical evidence in support of the request must be presented. The Committee's decision to grant or deny use of the Sick Leave Bank, as based on the adequacy of the medical evidence presented, is not subject to grievance or arbitration.

6. Each teacher will be provided with notice of accumulated sick leave by October 1 of each year.

7. Effective September 1, 2005, teachers who use no more than two (2) sick days per school year (for either themselves or an ill member of the teacher’s family) will receive a bonus payment of $200 at the completion of the school year.

8. The District deducts portions of sick days from teaches’ allowances whenever a teacher misses a class period, a duty or supervision period a team meeting or a required Wednesday after school meeting because of illness In each of these instances the District will deduct 1/7 of a sick day.

ARTICLE XVIII

CHILD-REARING LEAVE

1. The Committee shall grant temporary leave of absence to teachers for the purpose of rearing a child born of the teacher or of the spouse of the teacher or adopted by the teacher or the spouse of the teacher. The teacher shall request such leave, in writing, within the twenty (20) calendar days immediately following the day of the birth of the child or within the twenty (20) calendar days immediately following the placement of a child with the teacher or teacher's spouse for adoption.

2. The request for this leave shall include:

a.  the date of birth of the child or the date the child adopted.

b. the date that the leave is to begin.

c.  the date that the leave is to end.

d. an assurance that the teacher will immediately resume teaching within the District upon expiration of the leave.

3. The duration of the leave granted hereunder shall not exceed twelve (12) calendar months and shall expire on the tenth day of the February or September falling within the said twelve (12) calendar months. If leave granted hereunder shall begin after the first day of February, the teacher will be deemed to have served a full year for purposes of salary increment.

4.  The Committee will grant ten (10) days of paid leave, without any deduction from accumulated sick leave, for child rearing or adoption; provided that there was a timely request for child-rearing leave as specified in paragraph 1 above, and the paid leave is taken within thirty (30) calendar days immediately following the birth or arrival of the adopted child.

No more than one such paid leave may be received within a school year. Unused time may not be carried from one school year to the next school year. The time shall not be increased as a result of multiple births or adoptions. If both spouses are employed by the District, the total amount of paid time may be taken by one spouse or divided between the spouses.

ARTICLE XIX

DISCRETIONARY LEAVE

1. The Committee may grant temporary leave of absence to teachers for the following reasons and upon such further terms and conditions as the Committee may determine and the grant, denial and imposition of terms and conditions by the Committee with respect to such leave shall be conclusive and shall not be subject to grievance or arbitration.

a. to serve as an exchange teacher

b. to serve in public office

c. for such other purposes as the Association shall recommend in any given instance (the written recommendation of the Association shall be submitted to the Committee together with the request for leave) for such other purposes as the Committee shall deem to be appropriate in any given instance

e. for academic pursuits which require the attendance of the teacher prior to the conclusion of the District's academic year and which do not come within the purview of Article XX, Professional Development Assistance.

2. The Superintendent may but need not grant temporary leaves of absence without loss of pay for the following reasons and upon the following terms and conditions: (the grant or denial of leave by the Superintendent shall be conclusive and his decision shall not be subject to grievance or arbitration).

a. For the purposes of visiting other schools or attending meetings or conferences of an educational nature, provided the request is made to the Superintendent and then only for a period not in excess of three days.

b. For the purposes of attending conventions, seminars and conferences provided the request is made to the Superintendent in writing at least ten days before the commencement of the time of the requested absence.

c. For reasons approved by the administrator or the Committee, provided such leave shall not exceed three hours in a given day (leave granted pursuant to this provision shall not be charged against the leave provided for in Article XVII, Sick Leave).

ARTICLE XX

PROFESSIONAL DEVELOPMENT ASSISTANCE

1. Subject to the availability of funds as budgeted by the School Committee for this Article XX, financial assistance for the purpose of participating in approved programs for professional development will be available to any teacher who has attained professional teacher status in this School District in accordance with the provisions of this Article XX.

2. Professional Development Assistance ("PDA") will be available to pay or reimburse the teacher for all or a portion of such of the following expenses associated with his/her participation in a professional development program as shall be approved in accordance with this Article:

a.  Tuition

b.  Room and Board

c. Travel to and from program

d. Required books and supplies

3. When a teacher is to attend a program where a stipend or other reimbursement or assistance is to be received, the amount to be paid by the District together with the amount of the stipend or other reimbursement or assistance may not exceed the total cost of the program.

4. Teachers who receive PDA and do not successfully complete the program or resign their position prior to the end of the next school year shall be required to return to the District the amount of money paid by the District under this Article.

5. The PDA Committee shall consist of a member of the School Committee, an administrator, a Curriculum Leader, or a Division Head appointed by the Superintendent, and three teachers appointed by the Board of Directors of the Educators Association. No current applicants for PDA may serve on this Committee. Before December 1, the PDA Committee shall meet to consider any criteria in addition to those listed in Paragraph 7. All teachers shall receive a statement of the criteria from the PDA Committee by December 15.

6.  All applications for a PDA must be received, in writing, by the Superintendent no later than March 1.

7.  All such applications shall:

a.  Indicate the specific program for which PDA is being sought, including a brochure or syllabus if available;

b.  Include a description of the activities and objectives to be pursued in the program;

c. Clearly define the anticipated value of the program to the District;

d. Clearly define the anticipated value of the program to the teacher;

e.  Set forth the costs of the program, itemizing such costs by the categories set forth in paragraph 2 above or such greater detail as shall be requested by the PDA Committee;

f.  Set forth the stipend or other reimbursement or assistance, if any, for which the applicant has applied or intends to apply or which he/she expects to receive; and

g. Include such other information as the PDA Committee shall request.

8. The PDA Committee will read and review all applications, meet with the applicants as necessary, and submit a written recommendation to the Superintendent no later than March 20. This written recommendation must set forth the method used for reaching a decision and the basis for the recommendation, including its perceived value to the District.

9. Upon review, the Superintendent may recommend one or more applicant(s) for PDA to the Committee. The report of the PDA Committee will be available to the Committee and the Association. If the Superintendent's recommendation is contrary to the recommendation of the PDA Committee, a spokesperson for the PDA Committee will be given the opportunity to expand upon or elucidate the PDA Committee's recommendation at that School Committee meeting during which the Superintendent's recommendation is being acted upon.

10. The School Committee shall act on the recommendation of the Superintendent on or before April 15. All applicants for PDA will be notified of the School Committee's decision in writing.

11. The report of the PDA Committee and the recommendation of the Superintendent will be available to any applicant for PDA.

12. Compliance with the procedural provisions of this Article XX shall be subject to grievance at Level Three and to arbitration as provided in Article VI. However, the substantive decisions to grant or deny PDA to any one or more individuals shall not be subject to grievance or arbitration.

ARTICLE XXI

FORMAL TEACHER EVALUATION

See the attached Appendix C.

ARTICLE XXII

PRESIDENT OF THE EDUCATORS ASSOCIATION

In the academic year 2009-2010 and academic year 2010-2011 the President of the Educators Association will receive a reduced teaching load of one course per year. Beginning in September 2011 and thereafter the MGEA President will teach a standard course load. Beginning in September 2011, the MGEA President will not be subject to duty assignments.

The District will make a reasonable effort to provide the President of the Association with an effective work area to conduct Association business.

ARTICLE XXIII

PERSONNEL FILE

1. A Personnel File has been and shall be maintained with respect to each teacher.

2. Teachers will have the right, upon request, to review the contents of their personnel file. A teacher will be entitled to have a representative of the Association accompany the teacher during such a review.

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

4. If the Superintendent determines that a complaint made against a teacher by a student, parent or other relevant person is of a serious nature, the teacher will be notified and the complainant identified. The Superintendent will conduct an investigation during which the teacher will have an opportunity for defense. If the Superintendent concludes that said complaint is of sufficient veracity to record in the Personnel File, the teacher will be notified. The teacher will be given the opportunity to respond and rebut the complaint in writing. Both the Superintendent's findings and the teacher's statement shall be filed. It is understood that the Superintendent's report about the complaint and accompanying documents should not remain on file ad infinitum. After a reasonable time (not less than one year from the date of the filing) the teacher may request that the Superintendent expunge the records and findings of the complaint. The Superintendent will then act at discretion.

5. The Administration may act to update personnel files through the process of removing from those files materials that are, in the Administration's judgment, outdated. When the Administration takes such action, the teacher must be given the opportunity to view and reclaim such material.

6. If a teacher is to be disciplined or formally reprimanded by any member of the administration, he/she will be entitled to have a representative of the Association, as designated by the President, present. A formal reprimand is defined as any reprimand that is written and placed in the teacher's Personnel File.

ARTICLE XXIV

SUPERINTENDENT'S GRANTS

1. The Committee anticipates that it shall from time to time provide funds for projects that enhance the instructional program of the school or the professional development of teachers, or that contribute significantly to the life of the school. These Superintendent's Grants shall be for activities which are too large in scope to be accomplished as part of a teacher's regular professional duties. Such projects shall include, but are not restricted to, curriculum development, designing of professional workshops, preparation of in-service programs, professional research, and travel for the purpose of observing operating programs.

2. Proposals for projects, describing the project's goals and objectives, outlining the intended approach, estimating the time and expense (travel, materials, etc.) necessary to complete the work, describing the project's value to the District, and specifying a date of completion will be presented to the Superintendent by April 30.

3. Project proposals are to be evaluated by a committee of faculty, Curriculum Leaders or Division Heads (if relevant), and administrators appointed by the Superintendent. This committee will examine the proposal and recommend approval or disapproval of the work to the Superintendent in writing by May 30. This date will permit the Superintendent to notify in writing those proposing the project of approval or disapproval four weeks prior to the anticipated beginning date.

4. Notification of approval will specify the scope of the project, a date for project completion, the amount of the grant, and the timetable of payment.

5. The committee appointed under the provisions of Paragraph 3 will be responsible for evaluating all projects prior to payment.

ARTICLE XXV

IN-SERVICE EDUCATION

1. In order to foster continued proficiency in the education and training of the students within the District, the Committee anticipates that it may, from time to time, provide in-service education for teachers. Attendance at and participation in such programs shall be mandatory for all teachers who have not attained professional teacher status. Attendance at and participation in such programs which take place during student release time shall be mandatory for all teachers.

2. The expenditure of funds provided for in-service education for teachers will be determined by the Committee.

ARTICLE XXVI

DUES DEDUCTION

1. The Committee agrees to deduct from the salaries of its employees dues for the Association, the Massachusetts Teachers Association, and the National Education Association as said teachers individually and voluntarily authorize the Committee to deduct, and to transmit the monies promptly to the Association.

Teacher's authorization will be in writing on the form set forth in Appendix C.

Any such authorization for a subsequent school year may be withdrawn by such teachers by giving at least sixty (60) days notice in writing of such withdrawal to the Superintendent or his/her designee, who will promptly notify the Association.

2. The Association will certify annually and in writing to the Committee the current rate of its membership dues. The specific amount of the current dues of the Association shall be certified to the Committee by the Association treasurer on or before September 30 of each school year.

3. Deductions will be made in equal installments from the first and second paychecks in each month, beginning with the first paycheck in October and ending with the second paycheck in June.

ARTICLE XXVII

REDUCTION IN FORCE

1. If the Committee, in the exercise of its discretion, determines that it shall reduce the number of teachers employed by it, it shall, subject to the provisions of the General Laws of this Commonwealth, implement such reduction in the following manner:

(a)  It shall determine the position or positions to be eliminated and shall so advise the Association in writing (such writing shall be delivered to the President of the Educators Association within the ten days next ensuing the day of such determination).

(b)  The Superintendent shall terminate or not renew the employment of those teachers who have not attained professional teacher status with the least seniority, provided that such termination or non-renewal will permit the staffing of all anticipated positions by teachers qualified in accordance with Paragraph 3.

(c)  If implementation cannot be fully accomplished as provided in Paragraph (b) hereof, the Superintendent shall terminate the employment of those teachers who have attained professional teacher status with the least seniority and whose termination will permit the staffing of all anticipated positions by teachers qualified in accordance with Paragraph 3.

(d)  It is recognized that proceeding in accordance with sub-paragraphs (a), (b), and (c) may entail the transfer of teachers from one position to another. The nature and extent of such transfer shall be determined by the Administration.

(e)  The School Committee agrees that there will be no Reductions In Force based on the use of distance education in the school curriculum. This provision is operative for the life of the 2013-2016 contract and sunsets on August 31, 2016.

2. Seniority shall be measured in terms of a teacher's length of service in years, months and days from the initial date of appointment by the Committee or the Principal (seniority of part-time teachers shall be prorated). By October 1 of each year, the Committee shall publish a preliminary seniority list setting forth the seniority of each teacher in each subject area. The preliminary seniority list shall include the following:

1) Name

2) Appointment Date

3) Certification Field(s)

4) Certifiable Field(s)

5) Listed subject fields in which teacher has minimum of one full year full-time equivalent teaching experience at MGRHS

6)  Listed subject fields where there has been successful completion of eighteen (18) hours of college level course work, at least nine (9) of which have been completed within the past five (5) years

7)  Certification for which there is no Article XXVII protection.

By February 1 the Committee will post the updated seniority list with the above information. All errors and omissions in such list shall be called to the attention of the Committee within fifteen school days. By March 1 the Committee will publish a final seniority list, which list shall be final and binding upon all parties.

3. In the event that the Committee implements a reduction-in-force pursuant to Paragraph 1, teacher qualification means the following: A teacher is qualified to teach in a subject field if the teacher is certified or certifiable to teach in that subject field and

a. The teacher has one year full-time equivalent teaching experience in that subject area at Mt. Greylock, or

b. The teacher has successfully completed at least eighteen (18) credits of college level course work in that subject area, at least nine (9) of those credits having been completed in the preceding five (5) years. The Committee shall upon the recommendation of the Superintendent determine the applicability of specific courses for meeting this requirement. Upon the recommendation of the Superintendent, experience which is in the judgment of the Committee evidence for qualification may be substituted for some or all of the above college credit requirements.

Evidence of qualification to meet the requirements of the preceding Paragraph 3 must be presented by the teacher to the administration on or before March 1 of the year in which the appointment is made. The teacher may also present a written statement of qualifications to the Committee.

4. If the implementation of the reduction in force in accordance with Paragraph 1 of this article produces for termination two or more teachers with identical seniority, the Superintendent shall terminate the teacher with the lowest level of formal educational training.

5. Teachers who have been terminated in accordance with the provisions herein above set forth shall be entitled to recall rights for a period of two years from the effective date of termination. If a teaching vacancy shall occur during the said two-year period, such teacher shall be notified of such vacancy (such notice shall be delivered by certified mail, return receipt requested, and shall be addressed to the teacher involved at the address appearing in the records of the School District). If one or more of said teachers shall, within 14 days of the date of such notice, advise the Superintendent in writing that teacher is desirous of being appointed to such vacancy and said teacher is appropriately certified or certifiable, teacher with the most seniority at time of termination shall be granted preference with respect to filling such position. The re-employment of any such teacher shall immediately vest in such teacher such rights and benefits as shall have accrued to the teacher at the time of termination.

6. Teachers who have been terminated in accordance with the provisions of this Article shall be given preference on the substitute list during the two-year period next ensuing date of termination.

7. Any teacher who has been terminated as herein provided shall be permitted to continue the group life and health insurance coverage for that period allowed by COBRA provided that the teacher shall promptly reimburse the School District for the cost thereof.

8. Nothing herein shall be construed as precluding or inhibiting the exercise by the Committee and the Administration of its right to terminate any one or more teachers who have not attained professional teacher status for reasons other than a reduction in force. In the event that a teacher who has not attained professional teacher status is discharged or not renewed for reasons other than reduction in force and such discharge or non-renewal does coincidentally result in a reduction in force, it shall be the burden of teacher so discharged or not renewed to prove, by a fair preponderance of the evidence, that the discharge or non-renewal was due solely and exclusively for purpose of effecting a reduction in force.

9. When a teacher is recalled to a vacancy which is less than a full-time position, the teacher shall be paid a salary calculated by multiplying that rate set forth in Appendix A at such teacher's appropriate level by the said teacher's prorated portion of service. A teacher recalled to such a position is entitled to full insurance benefits as set forth in Article X. The recalled teacher may refuse appointment to a less than full-time position and retain recall rights.

ARTICLE XXVIII

SUBSTITUTE TEACHERS

1. It is agreed that substitute, night and summer school teachers are not members of the bargaining unit and do not come within the purview of this contract and are not entitled to the benefits of this contract.

2. If a teacher is ill or otherwise unavailable, the Committee shall diligently seek to provide a substitute teacher. If such substitute is not available, the administration may require a teacher from within the system to so substitute, provided, however, that such substitutions shall be distributed upon an equitable basis and no teacher shall be required to substitute more than two days in one week.

3. Teachers within the recognized unit who are assigned "substitute duty" under Paragraph 2 shall be paid $10 for each period taught. For the purposes of this Article, Advisory and Extended Learning are considered periods taught.

ARTICLE XXIX (A)

CURRICULUM LEADERS / TEAM LEADERS

1.  The Mount Greylock Regional School Committee has established Curriculum/Team Leader positions for the purpose of facilitating and coordinating the development, evaluation and improvement of curriculum. The Committee’s job description provides the scope for the Curriculum/Team Leader’s responsibility and authority. The Principal will recommend for the Superintendent’s approval teachers to serve as Curriculum/Team leaders. No teacher is obligated to accept an assignment as Curriculum/Team Leader.

2.  If a Curriculum/Team Leader and Superintendent agree that the demands of a particular Curriculum/Team Leader position require additional release time, the Superintendent may authorize such Curriculum/Team Leader to be assigned a reduced teaching load. Curriculum/Team leaders will not be assigned any supervisory duties but will be expected to fulfill extended learning assignments.

3.  A Curriculum/Team Leader will normally work two days more than required of teachers. These additional work days shall be planned in collaboration with District administration.

4.  Each person holding a position of Curriculum/Team Leader will receive a stipend of $3000 a year. Work days in excess of those enumerated in Section 3 of this article will be compensated at a per diem rate as stipulated in Appendix B, paragraph 2.

5.  Each Curriculum/Team Leader shall meet with the Principal at the beginning of each work year to discuss and establish goals relative to the needs of that curriculum area.

6. The School Committee may provide funds for special projects and project leaders as provided in Article VIII of the collective bargaining Agreement. Special projects must be recommended by the Curriculum/Team Leaders to the administration and approved by the Superintendent.

ARTICLE XXIX (B)

TECHNOLOGY COORDINATOR

The District has established the position of Technology Coordinator (TC) for the purpose of supporting and facilitating the use of information technology in the curriculum and instruction of all disciplines. The TC will oversee the functioning of the district computer network and associated technology, and will provide staff development in ways to integrate technology into the curriculum.

The TC will receive such salary as would be payable to him/her if employed as a full-time teacher. In order to fulfill the responsibilities, the Technology Coordinator will normally be released from five (5) teaching periods and all extra duty assignments during his/her term. The TC will normally work ten days more than what is required of teachers. For each day of work beyond that required of teachers the TC will be compensated at the per diem rate as defined in Appendix B, Section 2. These days will need to be approved in advance by the Principal.

The TC will be appointed by the Principal, subject to the approval of the Superintendent, and shall be evaluated annually by the District administration.

ARTICLE XXIX(C)

SENIOR PROJECT COORDINATOR

The District has established the position of Senior Project Coordinator for the purpose of overseeing the Senior Project. The Coordinator is responsible for updating and producing the Senior Project handbook; identifying, securing and educating the community members who serve as senior project mentor; facilitating the assessment of the senior project papers and presentations; working with the Senior Project advisors; and coordinating and collecting assessment data on the Senior Project program. The Principal will recommend for the Superintendent’s approval, teacher(s) to serve as Senior Project Coordinator(s). No teacher is obligated to accept an assignment as Senior Project Coordinator. The Senior Project Coordinator is a one-year position. Each person holding the position of Senior Project Coordinator will receive a stipend of $4000.

ARTICLE XXIX(D)

SENIOR PROJECT ADVISORS

The District has established the position of Senior Project Advisors for the purpose of providing each senior with a faculty member who will support them in the various steps of the Senior Project. The advisor will meet weekly with the seniors to assist in formulating an “Essential Question”, selecting a mentor, developing a plan for research, review the Senior Project Paper and Presentation. The Principal will recommend for the Superintendent’s approval, teachers to serve as Senior Project Advisors. No teacher is obligated to accept an assignment as Senior Project Advisor. The Senior Project Advisors will receive a stipend of $600.

ARTICLE XXIX(E)

MENTOR COORDINATOR

The District has established the position of Mentor Coordinator for the purpose of overseeing the New Teacher Mentor program. The Coordinator will meet and facilitate bi-monthly meetings with mentors and their protégés, will support the mentors in meeting their responsibilities and will serve as a liaison between new teachers and the administration. The Principal will recommend for the Superintendent’s approval, a teacher to serve as the Mentor Coordinator. No teacher is obligated to accept an assignment as Mentor Coordinator. The Mentor Coordinator will receive a stipend of $600.

ARTICLE XXIX(F)

NEW TEACHER MENTOR

The District has established the position of New Teacher Mentor to provide instructional support to teachers new to the teaching profession or new to the District. In addition, the New Teachers Mentors will be a resource to their protégés regarding District evaluation and professional practices. The New Teacher Mentor and their protégés will observe each others classes, at minimum, twice. The Principal will recommend for the Superintendent’s approval teachers to serve as the New Teacher Mentors. No teacher is obligated to accept an assignment as New Teacher Mentor. Mentors of protégés new to the teaching profession will receive a stipend of $600 and Mentors of protégés with teaching experience who are new to the District will receive a stipend of $400.

ARTICLE XXX

TUITION ASSISTANCE

The School Committee agrees to set aside ten thousand dollars ($10,000) in FY2014 and twelve thousand dollars ($12,000) in both FY2015 and FY2016 to assist teachers with tuition payments.

It will be necessary to apply for this assistance and preference will be given to teachers on the basis of need. At the discretion of the Superintendent, a portion of the available funds may be applied to expenses other than tuition when a teacher does not have a need for tuition assistance. The administration of this fund will be worked out with the Educators Association. A committee of teachers appointed by the Superintendent will recommend teachers to whom assistance should be given.

At the discretion of the Superintendent, teachers who receive tuition assistance during a school year and resign their position prior to the beginning of the next school year may be required to return to the District the amount of money received under this provision of the Agreement.

ARTICLE XXXI

DISCIPLINARY ACTIONS

The Association and each teacher recognize the power of the Administration to discharge or suspend a teacher for disciplinary reasons in accordance with Chapter 71 of the Acts of 1993 and Chapter 71 of the General Laws of the Commonwealth of Massachusetts, as same may from time to time be amended. The presence or absence of good cause or just cause (whichever standard shall apply) shall be subject to grievance and arbitration as provided in said Chapter 71 of the Acts of 1993, provided always the arbitrator shall sustain the action of the Administration unless the arbitrator finds that the Administration's determination of good cause or just cause (whichever standard shall apply) was arbitrary and capricious, and the arbitrator shall not modify the discharge or suspension given by the Administration.

In the event of alternative remedies, either statutory or grievance and arbitration, filing a grievance or initiating legal proceedings shall constitute an election to proceed with the remedy first initiated and a waiver of all other remedies and the teacher, the Association and other teachers shall not commence or pursue any other remedy.

The provisions of this article shall not apply to instances involving (a) the non-renewal of a teacher who has not attained professional teacher status, (b) the termination of employment of a teacher pursuant to Article XXVII Reduction in Force and (c) dismissal pursuant to M.G.L. c. 71, s. 42, of a teacher who has not attained professional teacher status who has not been teaching in the District more than 90 days. In circumstances involving teachers who have not attained professional teacher status, their due process rights, if any, will be governed by said Chapter 71.

ARTICLE XXXII

AGENCY FEE

This Provision will take effect in FY 2012.

(1) Effective thirty (30) days after the commencement of the 2011-2012 school year, or the commencement of employment, whichever comes later, each employee, in accordance with M.G.L., c.150E, §12, shall be required to pay the agency fee to the MGEA as a condition of his/her employment in the District.

(2) Any employee who fails to pay the agency fee, in lieu of membership dues to the exclusive bargaining agent, will be subject to legal action by the MGEA for collection of said fee. Any cost of collecting said fees will be added to the individual’s total agency fee due. The MGEA will be solely responsible for enforcing the provisions of this Section.

(3) The MGEA will indemnify, defend, and hold harmless the Committee against any and all claims, actions, or lawsuits of any kind or description, whether at law or in equity, and whether based on statute, constitution, or common law, made or instituted against the Committee, or its agents employees, or administrators resulting from this Section. Specifically, the MGEA will have no right of action by way of contribution, counterclaim, or other basis against the Committee. Should any administrative agency or court of competent jurisdiction find the Committee liable for any damages as a result of this Section, the MGEA will pay any and all of those damages, including interest and charges.

(4) If any court or competent jurisdiction determines any part of this Section 1, 2, 3 is unconstitutional, in violation of statute, or otherwise unenforceable, all of the other parts of this 1, 2, and 3 will be null and void.

(5) The agency fee shall be calculated in accordance with the provisions of M.G.L., c. 150E, §12 and applicable state and federal constitutional law. Payment of said fee will not entitle the fee payer to be a member in good standing with MGEA.

ARTICLE XXXIV COACHES

The hiring of coaches will be governed by M.G.L., c.71, §47A.

ARTICLE XXXIV

DURATION

This Agreement shall be effective as of September 1, 2013, and shall remain in full force and effect through August 31, 2016. It may not be extended in whole or in part other than by written agreement signed by the parties hereto.

IN WITNESS WHEREOF, we have hereunto affixed our hands and seals this _____ day of _____, 2013.

MOUNT GREYLOCK REGIONAL SCHOOL COMMITTEE

By______________________________________      _________________________________________

Its Chairman                                Date Signed

MOUNT GREYLOCK EDUCATORS ASSOCIATION

By______________________________________      _________________________________________

Its President                                 Date Signed

APPENDIX A

2013-2014 Salary Schedule

Steps

BA

BA 9

BA 18

MA

MA15

MA 30

MA45/CAGS

Ph.D.

1

42,866

43,723

44,597

45,935

46,854

47,791

48,747

49,722

2

43,723

44,597

45,489

46,854

47,791

48,747

49,722

50,716

3

44,597

45,489

46,399

47,791

48,747

49,722

50,716

51,730

4

45,489

46,399

47,327

48,747

49,722

50,716

51,730

52,765

5

47,309

48,255

49,220

52,159

53,202

54,266

55,352

56,459

6

48,255

49,220

50,204

53,985

55,064

56,166

57,289

58,435

7

49,220

50,204

51,209

55,874

56,992

58,131

59,294

60,480

8

 

 

52,233

57,830

58,986

60,166

61,369

62,597

9

 

 

53,277

59,854

61,051

62,272

63,517

64,788

10

 

 

54,343

61,949

63,188

64,451

65,740

67,055

11

 

 

 

64,117

65,399

66,707

68,041

69,402

12

 

 

 

66,361

67,688

69,042

70,423

71,831

13

 

 

 

68,684

70,057

71,458

72,888

74,345

14

 

 

 

71,087

72,509

73,959

75,439

76,947

15

 

 

 

73,576

75,047

76,548

78,079

79,640

16

 

 

 

76,151

77,674

79,227

80,812

82,428

17

 

 

 

78,816

80,392

82,000

83,640

85,313

2014-2015 Salary Schedule

Steps

BA

BA 9

BA 18

MA

MA15

MA 30

MA45/CAGS

Ph.D.

 

 

 

 

 

 

 

 

 

1

43,723

44,597

45,489

46,854

47,791

48,747

49,722

50,716

2

44,597

45,489

46,399

47,791

48,747

49,722

50,716

51,730

3

45,489

46,399

47,327

48,747

49,722

50,716

51,730

52,765

4

46,399

47,327

48,274

49,722

50,716

51,730

52,765

53,820

5

48,255

49,220

50,204

53,202

54,266

55,352

56,459

57,588

6

49,220

50,204

51,209

55,064

56,166

57,289

58,435

59,603

7

50,204

51,209

52,233

56,992

58,131

59,294

60,480

61,690

8

 

 

53,277

58,986

60,166

61,369

62,597

63,849

9

 

 

54,343

61,051

62,272

63,517

64,788

66,083

10

 

 

55,430

63,188

64,451

65,740

67,055

68,396

11

 

 

 

65,399

66,707

68,041

69,402

70,790

12

 

 

 

67,688

69,042

70,423

71,831

73,268

13

 

 

 

70,057

71,458

72,888

74,345

75,832

14

 

 

 

72,509

73,959

75,439

76,947

78,486

15

 

 

 

75,047

76,548

78,079

79,640

81,233

16

 

 

 

77,674

79,227

80,812

82,428

84,076

17

 

 

 

80,392

82,000

83,640

85,313

87,019

2015-2016 Salary Schedule

Steps

BA

BA 9

BA 18

MA

MA15

MA 30

MA45/CAGS

Ph.D.

1

44,597

45,489

46,399

47,791

48,747

49,722

50,716

51,730

2

45,489

46,399

47,327

48,747

49,722

50,716

51,730

52,765

3

46,399

47,327

48,274

49,722

50,716

51,730

52,765

53,820

4

47,327

48,274

49,239

50,716

51,730

52,765

53,820

54,897

5

49,220

50,204

51,209

54,266

55,352

56,459

57,588

58,740

6

50,204

51,209

52,233

56,166

57,289

58,435

59,603

60,795

7

51,209

52,233

53,277

58,131

59,294

60,480

61,690

62,923

8

 

 

54,343

60,166

61,369

62,597

63,849

65,126

9

 

 

55,430

62,272

63,517

64,788

66,083

67,405

10

 

 

56,538

64,451

65,740

67,055

68,396

69,764

11

 

 

 

66,707

68,041

69,402

70,790

72,206

12

 

 

 

69,042

70,423

71,831

73,268

74,733

13

 

 

 

71,458

72,888

74,345

75,832

77,349

14

 

 

 

73,959

75,439

76,947

78,486

80,056

15

 

 

 

76,548

78,079

79,640

81,233

82,858

16

 

 

 

79,227

80,812

82,428

84,076

85,758

17

 

 

 

82,000

83,640

85,313

87,019

88,760

APPENDIX B

STIPENDS

Teachers appointed by the Superintendent to positions of responsibility listed in this appendix shall receive an annual stipend for these positions. All appointments shall be made annually by the Superintendent.

1. Athletic Director: The Athletic Director’s salary is $9,000 per year, and includes the full year’s responsibility for the position. The Athletic Director is also entitled to two release periods per day.

2.  Summer Work: Summer work refers to the continuation of regular duties. As needed, compensation will be paid at the per diem rate of (1/number of contractual work days) of the individual's annual salary.

3. Co-Curricular Stipends: The maximum stipend for each co-curricular position for any school year is the amount determined by multiplying the salary at BA Step 1 for that year by the percentage listed below for that position.

Each Musical Assistant Director will receive 67% of the stipend scheduled for Musical Director on the step where the Assistant is placed.

4. Coaching Stipends: The maximum stipend for each coaching position for that school year is the amount determined by multiplying the salary at BA Step 1 for that year by the percentages listed below for that position.

There will be a four-step stipend schedule for each coaching and assistant coaching position

Step 1 70% of maximum stipend

Step 2 80% of maximum stipend

Step 3 90% of maximum stipend

Step 4 100% of maximum stipend

All assistant coaches shall receive 67% of the stipend scheduled for head coach on the step where the assistant coach is placed.

Initial placement will be recommended by the Athletic Director to the Superintendent and will take into consideration coaching experience at Mount Greylock or elsewhere. In the case of coaching experience in an activity other than the one in which the candidate is being recommended, two years will be equated to each step on the schedule. Notwithstanding the aforementioned, a coach shall not be placed initially at Step 4 unless said coach has had at least three years of previous coaching in that sport, and has coached at least one year of any sport at Mount Greylock.

5.  Teaching Hours and Work Load (See Art. XIII, s.9 for $1,000 stipend).

STIPENDS Co-Curricular Position

 

 

 

 

 

FY14

FY15

FY16

Percentage of BA-

Musical Director

$4,715

$4,810

$4,906

11.00%

Newspaper Advisor

$3,644

$3,716

$3,791

8.50%

Yearbook Advisor

$3,644

$3,716

$3,791

8.50%

Senior Class Advisor

$3,644

$3,716

$3,791

8.50%

Spring Drama

$2,572

$2,623

$2,676

6.00%

Middle School Musical

$2,572

$2,623

$2,676

6.00%

Junior Class Advisor

$2,358

$2,405

$2,453

5.50%

Junior Classical League

$2,358

$2,405

$2,453

5.50%

Student Council Advisor

$2,358

$2,405

$2,453

5.50%

Band Leader

$1,500

$1,530

$1,561

3.50%

Middle School Activities Dir.

$1,500

$1,530

$1,561

3.50%

IRIS (literary magazine)

$1,500

$1,530

$1,561

3.50%

National Honors Society

$1,072

$1,093

$1,115

2.50%

Pep Club Advisor

$1,072

$1,093

$1,115

2.50%

Freshman Class Advisor

$750

$765

$780

1.75%

Sophomore Class Advisor

$750

$765

$780

1.75%

Club Advisor

$579

$590

$602

1.35%

SMILE

$579

$590

$602

1.35%

Coaching Position

 

 

Step 1

Step 2

Step 3

Step 4

Percentage of BA-1

Head Coach:

 

 

 

 

 

 

Football, Nordic

FY14

$3,751

$4,287

$4,822

$5,358

 

Varsity (big), Track

FY15

$3,826

$4,372

$4,919

$5,465

12.50%

& Field, Wrestling

FY16

$3,903

$4,460

$5,018

$5,575

 

Assistant Coach:

 

 

 

 

 

 

Football, Nordic

FY14

$2,513

$2,872

$3,231

$3,590

 

Varsity (big), Track

FY15

$2,563

$2,929

$3,296

$3,662

 

& Field, Wrestling

FY16

$2,615

$2,988

$3,362

$3,735

 

Head Coach-

 

 

 

 

 

 

Varsity: Baseball,

 

 

 

 

 

 

Basketball (big),

 

 

 

 

 

 

Cross-Country

FY14

$3,301

$3,772

$4,244

$4,715

 

Running (big),

FY15

$3,367

$3,848

$4,329

$4,810

11%

Lacrosse (big),

FY16

$3,434

$3,925

$4,415

$4,906

 

Soccer (big),

 

 

 

 

 

 

Softball, Volleyball

 

 

 

 

 

 

Assistant Coach-

FY14

$2,211

$2,527

$2,843

$3,159

 

Varsity: Baseball,

FY15

$2,257

$2,578

$2,900

$3,223

 

Basketball (big)

FY16

$2,301

$2,630

$2,958

$3,287

 

Head Coach-Junior

 

 

 

 

 

 

Varsity: Baseball,

FY14

$2,211

$2,527

$2,843

$3,159

 

Basketball (big),

FY15

$2,257

$2,578

$2,900

$3,223

 

Soccer (big),

FY16

$2,301

$2,630

$2,958

$3,287

 

Softball, Volleyball

 

 

 

 

 

 

Head Coach-

 

 

 

 

 

 

Varsity:

FY14

$2,100

$2,400

$2,701

$3,001

 

Alpine Ski, Golf,

FY15

$2,143

$2,449

$2,755

$3,061

7%

Tennis (big)

FY16

$2,185

$2,498

$2,810

$3,122

 

Assistant Coach-

FY14

$1,407

$1,608

$1,809

$2,010

 

Varsity: Alpine Ski,

FY15

$1,437

$1,642

$1,846

$2,051

 

Golf, Tennis (big)

FY16

$1,464

$1,674

$1,883

$2,092

 

Appendix C. Mt. Greylock Teacher and Caseload Educator Evaluation

Table of Contents

(1)  Purpose of Educator Evaluation

(2)  Definitions

(3)  Evidence Used in Evaluation

(4)  Rubric

(5)  Evaluation Cycle: Training

(6)  Evaluation Cycle:   Annual Orientation

(7)  Evaluation Cycle:   Self-Assessment

(8)  Evaluation Cycle:   Goal Setting and Educator Plan Development

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

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

(11) Observations

(12) Evaluation Cycle: Formative Assessment

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

(14) Evaluation Cycle: Summative Evaluation

(15) Educator Plans : General

(16) Educator Plans: Developing Educator Plan

(17) Educator Plans: Self-Directed Growth Plan

(18) Educator Plans: Directed Growth Plan

(19) Educator Plans: Improvement Plan

(20) Timelines

(21) Career Advancement

(22) Rating Impact on Student Learning Growth

(23) Using Student feedback in Educator Evaluation

(24) Using Staff feedback in Educator Evaluation

(25) Transition from Existing Evaluation System

(26) General Provisions

1)   Purpose of Educator Evaluation

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

B)        The regulatory purposes of evaluation are:

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

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

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

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

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

A)        *Artifacts of Professional Practice: Products of an Educator’s work and student work samples that demonstrate the Educator’s knowledge and skills with respect to specific performance standards.

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

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

D)        Categories of Evidence: Multiple measures of student learning, growth, and achievement, judgments based on observations and artifacts of professional practice, including unannounced observations of practice of any duration, but not less than ten (10) minutes; and additional evidence relevant to one or more Standards of Effective Teaching Practice (603 CMR 35.03).

E)        *District-determined Measures: Measures of student learning, growth and achievement related to the Massachusetts Curriculum Frameworks, Massachusetts Vocational Technical Education Frameworks, or other relevant frameworks, that are comparable across grade or subject level district-wide. These measures may include, but shall not be limited to: portfolios approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects. The parties will meet to discuss district determined measures when guidance is released by the State. If DESE releases new regulations or guidelines concerning District Determined Measures that are intended to be subject to collective bargaining, than neither party waives their bargaining rights.

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

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

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

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

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

iv)       Improvement Plan shall mean a plan developed by the Evaluator of a time period sufficient to achieve the goals in the improvement plan, of at least 30 instructional days and no more than one calendar year for Educators with PTS who are rated unsatisfactory with goals specific to improving the Educator’s unsatisfactory performance. During the first two full school years of this instrument only (2013-2014, 2014-2015), the time period shall be at least 60 instructional days.

In the unusual circumstance where an Educator with PTS moves directly from a self-directed growth plan to an improvement plan, the improvement plan shall be a time period sufficient to achieve the goals in the improvement plan of at least 60 instructional days in duration and no more than one calendar year beginning on the next instructional day. During the first two full school years of this instrument only (2013-2014, 2014-2015) an Educator with PTS who moves directly from a self-directed growth plan to an Improvement Plan shall be placed on an Improvement Plan of at least 90 instructional days in duration and no more than one calendar year in duration. In those cases where an Educator is rated unsatisfactory near the close of a school year, the plan may include suggested activities during the summer preceding the next school year. The Evaluator may not require the Educator to engage in the suggested summer activities.

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

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

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

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

ii)        Supervising Evaluator shall be the person responsible for developing the Educator Plan, supervising the Educator’s progress through formative assessments, evaluating the Educator’s progress toward attaining the Educator Plan goals, and making recommendations about the evaluation ratings to the primary Evaluator at the end of the Educator Plan. The Supervising Evaluator may be the primary Evaluator or his/her designee.

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

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

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

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

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

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

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

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

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

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

S)        *Observation: A data gathering process that includes notes and judgments made during one or more classroom or worksite visits(s) of any duration, but not less than ten (10) minutes by the Evaluator and may include examination of artifacts of practice including student work. Classroom or worksite observations conducted pursuant to this article must result in feedback to the Educator. Normal supervisory responsibilities of department, building and district administrators will also cause administrators to drop in on classes and other activities in the worksite at various times as deemed necessary by the administrator. Carrying out these supervisory responsibilities, when they do not result in targeted and constructive feedback to the Educator, are not observations as defined in this Article.

T)        Parties: The parties to this agreement are the Mount Greylock School Committee and MGEA.

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

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

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

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

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

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

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

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

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

i)         Standard 1: Curriculum, Planning and Assessment

ii)        Standard 2: Teaching All Students

iii)       Standard 3: Family and Community Engagement

iv)       Standard 4: Professional Culture

v)        Attainment of Professional Practice Goal(s)

vi)       Attainment of Student Learning Goal(s)

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

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

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

iii)       Elements: Defines the individual components under each indicator

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

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

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

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

DD)     *Trends in student learning: At least two years of data from the district-determined measures and state assessments used in determining the Educator’s rating on impact on student learning as high, moderate or low.

3)        Evidence Used In Evaluation

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

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

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

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

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

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

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

i)         Unannounced observations of practice of any duration, but not less than ten (10) minutes.

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

iii)       Examination of Educator work products.

iv)       Examination of student work samples.

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

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

iv)        Student and Staff Feedback – see # 23-24, below; and

v)        Any other relevant evidence from any source that the Evaluator shares with the Educator.   Other relevant evidence could include information provided by other administrators such as the superintendent.

4)         Rubric

The rubrics are a scoring tool used for the Educator’s self-assessment, the formative assessment, the formative evaluation and the summative evaluation.   The Mt. Greylock Regional School District adopts the DESE created rubrics.

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 ESE.

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

6)         Evaluation Cycle: Annual Orientation

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

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

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

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

7)         Evaluation Cycle: Self-Assessment

A)        Completing the Self-Assessment

i)         The evaluation cycle begins with the Educator completing and submitting to the Primary or Supervising Evaluator a self-assessment by October 1st or within four weeks of the start of their employment at the school.

ii)        The self-assessment includes:

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

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

(c)        Proposed goals to pursue:

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

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

B)        Proposing the goals

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

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

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

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

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

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

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

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 ESE issues guidance on this matter. See #22, below.

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

i)         Educators in the same school may meet with the 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

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 address shared grade level or subject matter goals.

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

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

A)        Non-PTS Educator:

i)         The Educator shall have at least one announced observation during the school year using the protocol described in section 11B, below.

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

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

A)        The Educator whose overall rating is proficient or exemplary on a two year cycle must have at least three unannounced observation during the evaluation cycle. An Educator on a one year self-directed plan for 2013-2014 school year only must have at least two unannounced observations during the evaluation cycle,

B)        The Educator whose overall rating is needs improvement must be observed according to the Directed Growth Plan.

C)        The Educator whose overall rating is unsatisfactory must be observed according to the Improvement Plan.

11)       Observations

The Evaluator’s first observation of the Educator should take place by November 15. Observations required by the Educator Plan should be completed by May 15th. The Evaluator may conduct additional observations after this date. The Evaluator is not required nor expected to review all the indicators in a rubric during an observation.

A)        Unannounced Observations

i)         Unannounced observations may be in the form of partial or full-period classroom visitations of any duration, but not less than ten (10) minutes.

ii)        The Educator will be provided with at least brief written feedback from the Evaluator within 5 school days of the observation. The written feedback shall be delivered to the Educator in person, by email, placed in the Educator’s mailbox or mailed to the Educator’s home.

iii)       The Evaluator will carry a colored index card, which the evaluator will attempt to bring to the educator’s attention upon entering the class room in order to signal that an unannounced observation is taking place. The Evaluator will also leave a colored index card behind when leaving the classroom. Within twenty four (24) hours following the observation the evaluator will send an email confirming that a observation has taken place. The purpose of the index card is for notification, and the issue of whether the Educator in fact saw or received the notification shall not be subject to grievance or arbitration.

B)        Announced Observations

i)         All non-PTS Educators in their first year in the school, PTS Educators on Improvement Plans and other educators at the discretion of the evaluator shall have at least one Announced Observation.

ii)        Announced observation(s) shall be at least thirty (30) minutes in duration.

(a)        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.

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

(1st)     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.

(2nd)   The Educator will be notified as soon as possible if the Evaluator will not be able to attend the scheduled observation. The observation will be rescheduled with the Educator as soon as reasonably practical.

(c)        Within 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.

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

(1st)     Describe the basis for the Evaluator’s judgment.

(2nd)   Describe actions the Educator should take to improve his/her performance.

(3rd)    Identify support and/or resources the Educator may use in his/her improvement.

(4th)    State that the Educator is responsible for addressing the need for improvement.

C)        Follow up observation

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 30 school days.

12)      Evaluation Cycle: Formative Assessment

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

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

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

D)        No less than ten (10) school days before the due date for the Formative Assessment report, which due date shall be established by the Evaluator with written notice to the Educator, the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may provide to the evaluator additional evidence of the educator’s performances against the four Performance Standards.

E)        Upon the request of either the Evaluator or the Educator, the Evaluator and the Educator will meet either before or after completion of the Formative Assessment Report. In the event that the Evaluator knows before the completion of the Formative Assessment Report that he/she intends on changing the activities in the Educator Plan, the Evaluator shall meet with the educator before the completion of the Formative Assessment Report to discuss.

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

G)        The Educator may reply in writing to the Formative Assessment report within five (5) school days of receiving 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)        If the rating in the Formative Assessment report differs from the last summative rating the Educator received, the Evaluator may place the Educator on a different Educator Plan, appropriate to the new rating.

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

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

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

C)        No less than ten (10) school day before the due date for the Formative Evaluation report, which due date shall be established by the Evaluator with written notice provided to the Educator, the Educator shall provide to the Evaluator evidence of family outreach and engagement, fulfillment of professional responsibility and growth, and progress on attaining professional practice and student learning goals. The educator may also provide to the evaluator additional evidence of the educator’s performance against the four Performance Standards.

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

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

F)         The Educator may reply in writing to the Formative Evaluation report within five (5) school days of receiving the report.

G)        The Educator shall sign the Formative Evaluation report by 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 in the Formative Evaluation report differs from the last summative rating the Educator received, the Evaluator may place the Educator on a different Educator Plan, appropriate to the new rating.

14)      Evaluation Cycle: Summative Evaluation

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

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

C)        The professional judgment of the primary evaluator shall determine the overall summative rating that the Educator receives. In the event that the Evaluator knows before the completion of the Summative Evaluation Report that he/she intends on changing the Educator’s rating to a lower rating, the Evaluator shall meet with the Educator before the completion of the Summative Evaluation Report to discuss.

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

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

F)         To be rated proficient overall, the Educator shall, at a minimum, have been rated proficient on the Curriculum, Planning and Assessment and the Teaching All Students Standards of Effective Teaching Practice.

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

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

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

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

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

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

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

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

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

15)       Educator Plans – General

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

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

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

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

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

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 assignments.

B)        The Educator shall be evaluated at least annually.

17)       Educator Plans: Self-Directed Growth Plan

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

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

18)       Educator Plans: Directed Growth Plan

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

B)        A Directed Growth Plan shall be one calendar year in duration.

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

D)        The Evaluator shall complete a summative evaluation for the Educator at the end of the period determined by the Plan, but at least annually, and in no case later than May 15th.

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

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

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. The Improvement plan shall be a plan developed by the Evaluator of a time period sufficient to achieve the goals in the improvement plan, of at least 30 instructional days and no more than one calendar year for Educators with PTS who are rated unsatisfactory with goals specific to improving the Educator’s unsatisfactory performance. During the first two full school years of this instrument only (2013-2014, 2014-2015), the time period shall be at least 60 instructional days.

In the unusual circumstance where an Educator with PTS moves directly from a self-directed growth plan to an improvement plan, the improvement plan shall be a time period sufficient to achieve the goals in the improvement plan of at least 60 instructional days in duration and no more than one calendar year beginning on the next instructional day. During the first two full school years of this instrument only (2013-2014, 2014-2015) an Educator with PTS who moves directly from a self-directed growth plan to an Improvement Plan shall be placed on an Improvement Plan of at least 90 instructional days in duration and no more than one calendar year in duration. In those cases where an Educator is rated unsatisfactory near the close of a school year, the plan may include suggested activities during the summer preceding the next school year. The Evaluator may not require the Educator to engage in the suggested summer activities.

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 a Supervising Evaluator (see definitions). The Supervising Evaluator is responsible for providing the Educator with guidance and assistance in accessing the resources and professional development outlined in the Improvement Plan. The primary evaluator may be the Supervising Evaluator.

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

F)         The Improvement Plan process shall include:

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

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

iii)       If the Educator consents, the Employee Organization/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) 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 Supervising Evaluator; and,

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

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

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

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

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

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

(c)        In those cases where the Educator was placed on an Improvement Plan as a result of his/her Summative rating at the end of his/her Directed Growth Plan, if the Evaluator determines that the Educator is not making substantial progress toward proficiency, the Evaluator may recommend to the superintendent that the Educator be dismissed.

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

20.       Timelines (Dates in italics are provided as guidance

Activity:

Completed By:

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

September 15

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

October 1

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

October 15

Evaluator completes Educator Plans

November 1

Evaluator should complete first observation of each Educator

November 15

Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired) * or four weeks before Formative Assessment Report date established by Evaluator

January 5*

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

February 1

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

February 15

Educator submits evidence on parent outreach, professional growth, progress on goals (and other standards, if desired) *or 4 weeks prior to Summative Evaluation Report date established by evaluator

April 20*

Evaluator completes Summative Evaluation Report

May 15

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

June 1

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

June 10

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

June 15

A)       Educators with PTS on Two Year Plans

Activity:

Completed By:

Evaluator completes unannounced observation(s)

Any time during the 2-year evaluation cycle

Evaluator completes Formative Evaluation Report

June 1 of Year 1

Evaluator conducts Formative Evaluation Meeting, if any

June 1 of Year 1

Evaluator completes Summative Evaluation Report

May 15 of Year 2

Evaluator conducts Summative Evaluation Meeting, if any

June 10 of Year 2

Evaluator and Educator sign Summative Evaluation Report

June 15 of Year 2

B)        Educators on Plans of Less than One Year

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

21.       Career Advancement

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

B)        In order to qualify to apply for a teacher leader position, the Educator must have had a Summative Evaluation performance rating of proficient or exemplary for at least the previous two years.

C)        Educators with PTS whose summative performance rating is exemplary and, after 2013-14 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 acknowledgement as determined by the district through collective bargaining where applicable.

22.       Rating Impact on Student Learning Growth

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

23.       Using Student feedback in Educator Evaluation

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

24.       Using Staff feedback in Administrator Evaluation

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

25.       Transition from Existing Evaluation System

All Non-PTS educators shall be placed on a Developing Educator plan. 50% of the PTS Educators who have not received a summative evaluation in the 2012-2013 school year shall be placed on the 1-year Self-Directed plan. These Educators shall be chosen by a random drawing. For the 2013-2014 school year only, the 1-year Self-Directed plan shall consist of a minimum of two (2) observations.

All other PTS educators shall be placed on a 2-year Self-Directed plan.

Any educator on a corrective action plan shall be placed on a 1-year Directed plan.

26.       General Provisions

A)        Only Educators who are licensed may serve as primary 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 circumstance where the Evaluator concludes that s/he must immediately and directly intervene. Nothing in this paragraph is intended to limit an administrator’s ability to investigate a complaint, or secure assistance to support an Educator.

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

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

E)        The parties agree to establish a joint labor-management evaluation team which shall review the evaluation processes and procedures annually through the first three years of implementation and recommend adjustments to the parties. The review shall include, but not be limited to, the parties amending by mutual consent, collectively bargained issues relating to the evaluation instrument, and adding any other aspect needed to implement and utilize the Evaluation Procedure.

F)         Violations of this article are subject to the grievance and arbitration procedures. The arbitrator shall determine whether there was substantial compliance with the totality of the evaluation process. Where personnel actions are involved, the arbitrator will conclude that the District has substantially complied with the evaluation process only if 1) the educator was adequately and fairly notified of each deficit in his or her performance upon which the Principal and/or the District has made a personnel decision, and 2) the Educator was given access to sufficient resources and time to improve according to the evaluation instrument. If there was substantial compliance regarding the termination or non-renewal of the Educator, then reinstatement will not issue.

APPENDIX D

D1    Educator Evaluation Forms (See attached evaluation forms)

D2    Educator Performance Rubrics (See attached DESE created performance rubric)

Massachusetts Departments of

ELEMENTARY & SECONDARY

EDUCATION

Artifact Cover Page

Educator—Name/Title:___________________________________________________________________

Evaluator—Name/Title: __________________________________________________________________

School(s):    Mount Greylock Regional School District

Educator Plan:   [   ]  Self-Directed Growth Plan          [   ]  Directed Growth Plan

 [   ]   Developing Educator Plan          [   ]  Improvement Plan*

Plan Duration:    [   ]  Two-Year    [   ]  One-Year        [   ]  Less than a year

Artifact Title/Name:______________________________________________________________________

Submission Date:________________________________________________________________________

______________________________________________________________________________________

Artifact Evidence What aspects of educator performance does this artifact illustrate?

Aligned Indicator

______________________________________________________________

____________________

______________________________________________________________

____________________

______________________________________________________________

____________________

______________________________________________________________

____________________

______________________________________________________________

____________________

______________________________________________________________

____________________

______________________________________________________________

____________________

___________________________________________________________

__________________

___________________________________________________________

__________________

Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).

Standards and Indicators for Effective Teaching Practice: Rubric Outline

I. Curriculum, Planning, & Assessment

II. Teaching All Students

III. Family & Community Engagement

IV. Professional Culture

I-A. Curriculum and

II-A. Instruction

III-A. Engagement

IV-A. Reflection

Planning

II-B. Learning Environment

III-B. Collaboration

IV-B. Professional Growth

I-B. Assessment

II-C. Cultural Proficiency

III-C. Communication

IV-C. Collaboration

I-C. Analysis

II-D. Expectations

 

IV-D. Decision-making

 

 

 

IV-E. Shared Responsibility

 

 

 

IV-F . Professional Responsibilities

Massachusetts Departments of

ELTMFNTARY & SECONDARY

EDUCATION

Educator Plan Form

Educator—Name/Title:___________________________________________________________________

Primary Evaluator—Name/Title: ___________________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:    See above ________________________

______________________________________________________________________________________

School(s):      Mount Greylock Regional School District ______________________________________

Educator Plan: [   ]  Self-Directed Growth Plan    [   ] Directed Growth Plan

  [   ] Developing Educator Plan   [   ] Improvement Plan (Additional detail may be attached if needed)

Plan Duration:     [   ] 2-Year      [   ]  One-Year     [   ]  Less than a year_____________________

Start Date:______________________________       End Date:_________________________________

[   ]  Goal Setting Form with final goals is attached to the Educator Plan. Some activities may apply to the pursuit of multiple goals or types of goals (student learning or professional practice). Attach additional pages as necessary.

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

Signature of Evaluator___________________________       Date___________________________

Signature of Evaluator___________________________       Date___________________________

* As the evaluator retains final authority over goals to be included in an educator’s plan (see 603 CMR 35.06(3)(c)), the signature of the educator indicates that he or she has received the Goal Setting Form with the “Final Goal” box checked, indicating the evaluator’s approval of the goals. The educator’s signature does not necessarily denote agreement with the goals. Regardless of agreement with the final goals, signature indicates recognition that “It is the educator’s responsibility to attain the goals in the plan and to participate in any trainings and professional development provided through the state, district, or other providers in accordance with the Educator Plan.” (see 603 CMR 35.06(4))

Educator—Name/Title:_______________________________________________________________

Student Learning Goal(s): Planned Activities

Describe actions the educator will take to attain the student learning goal(s). Activities may apply to individual and/or team. Attach additional pages as needed.

Action

Supports/Resources from School/District1

Timeline or Frequency

Eligible for PDPs2

• Number• Content/Pedagogy/Other

__________

___________________________________

__________

_________________________

__________

___________________________________

__________

_________________________

__________

___________________________________

__________

_________________________

__________

___________________________________

__________

_________________________

Professional Practice Goal(s): Planned Activities

Describe actions the educator will take to attain the professional practice goal(s). Activities may apply to individual and/or team. Attach additional pages as needed.

Action

Supports/Resources from School/District1

Timeline or Frequency

Eligible for PDPs2

• Number• Content/Pedagogy/Other

__________

___________________________________

__________

_________________________

__________

___________________________________

__________

_________________________

__________

___________________________________

__________

_________________________

__________

___________________________________

__________

_________________________

________________________________________________________________________________

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

2 Intended for planning purposes and recommended for educators seeking professional license renewal per 603 CMR 44. The Evaluator’s signature does not represent initial approval or final endorsement for the Individual Professional Development Plan.

___________________________________________________________________________________

Massachusetts Department of

ELEMENTARY & SECONDARY education

Educator Response Form

Educator—Name/Title: ________________________________________________________________

Primary Evaluator—Name/Title: ________________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

See above___________________________________________________________________________

School(s):    Mount Greylock Regional School District_____________________________________

Response to: (check all that apply)

[   ]   Educator Plan, including goals and activities

[   ]   Evaluator collection and/or analysis of evidence

[   ]   Formative Assessment or Evaluation Report

[   ]   Summative Evaluation Report

[   ]   Other: _________________________________________________________________________

Educator Response

Attach additional pages as needed.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Signature of Educator ______________________________________           Date: ___________________

Signature of Evaluator ______________________________________           Date: ___________________

[   ]  Attachment(s) included

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Evaluator Record of Evidence Form

Educator—Name/Title: ______________________________________________________________

Primary Evaluator—Name/Title: _______________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

See above ____________________________________________________________________________

School(s):     Mount Greylock Regional School District ______________________________________

Academic Year: ________________________     Educator Plan and Duration:_____________________

Standards and Indicators for Effective Teaching Practice: Rubric Outline*

as per 603 CMR 35.03

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

I. Curriculum, Planning, & Assessment

II. Teaching All Students

III. Family & Community Engagement

IV. Professional Culture

[   ]   I-A. Curriculum and

[   ]   II-A. Instruction

[   ]   III-A. Engagement

[   ]    IV-A. Reflection

Planning

[   ]   II-B. Learning Environment

[   ]     III-B. Collaboration

[   ]    IV-B. Professional Growth

[   ]  I-B. Assessment

[   ]   II-C. Cultural Proficiency

[   ]    III-C. Communication

[   ]     IV-C. Collaboration

[   ]  I-C. Analysis

[   ]   II-D. Expectations

 

[   ]     IV-D. Decision-making

 

 

 

[   ]   IV-E. Shared Responsibility

 

 

 

[   ]    IV-F. Professional Responsibilities

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

Educator:________________________________          Evaluator:______________________________

Date

Source of Evidence*

Standard(s)/ Indicator(s)

Analysis of Evidence

Feedback Provided

(Record date of collection, duration if applicable)

(e.g., parent conference, observation)

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

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

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

EX: 11/8/11

EX: unit plans, benchmark data

EX: I-B

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

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

_________

________

____________

__________________________

______________________

_________

________

____________

__________________________

______________________

_________

________

____________

__________________________

______________________

_________

________

____________

__________________________

______________________

_________

________

____________

__________________________

______________________

_________

________

____________

__________________________

______________________

_________

________

____________

__________________________

______________________

*Note if classroom observations are announced or unannounced.

Massachusetts Department of

ELEMENTARY & SECONDARY

education

Evaluation Tracking Sheet

Educator—Name/Title:   __________________________________________________________

Primary Evaluator—Name/Title: ___________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

See above_____________________________________________________________________

School(s):    Mount Greylock Regional School District________________________________

Educator Plan:            [   ]  Self-Directed Growth Plan            [   ]  Directed Growth Plan

                                     [   ]  Developing Educator Plan            [   ]  Improvement Plan

Plan Duration:             [   ]  Two-Year           [   ]  One-Year       [   ]  Less than a year______________

Evaluation Step

Date(s)

Educator Initials

Evaluator(s) Initials

Self-Assessment received by evaluator

___________

___________

___________

Educator Plan development completed

___________

___________

___________

[   ] Formative Assessment conference, if any1

___________

___________

___________

[   ] Formative Evaluation conference, if any 2

___________

___________

___________

[   ] Formative Assessment Report completed

___________

___________

___________

[   ] Formative Evaluation Report completed 3

___________

___________

___________

Educator response, if any, received by evaluator4

___________

___________

___________

Summative Evaluation conference, if any

___________

___________

___________

Summative Evaluation Report completed

___________

___________

___________

Educator response, if any, received by evaluator

___________

___________

___________

____________________________________________________________________________________

1 As per the Massachusetts Model System for Educator Evaluation Contract Language, evaluation conferences are required for ratings of Needs Improvement and Unsatisfactory, but conferences may be requested by either the educator or evaluator for any Educator Plan. The professional judgment of the primary evaluator shall determine the overall summative rating that the Educator receives. In the event that the Evaluator knows before the completion of the Summative Evaluation Report that he/she intends on changing the rating to a lower rating, the Evaluator shall meet with the Educator before completion of the Summative Evaluation Report to discuss. The sequence in the above table does not denote required chronological order.

2 Formative Evaluation only occurs at the end of the first year of a two-year Self-Directed Growth Plan.

3 The educator’s formative evaluation rating at the end of the first year of the two-year cycle shall be the same as the previous summative rating unless evidence demonstrates a significant change in performance. In such a case, the rating on the formative evaluation may change. Assigning ratings is optional during Formative Assessment.

4 An educator may provide written comments to the evaluator at any time using the Educator Response Form, but 603 CMR 35.06 ensures that educators have an opportunity to respond to the Formative Assessment, Formative Evaluation, and Summative Evaluation in writing.

_________________________________________________________________________________

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Observation Evidence Collection Tool

Educator—Name/Title:_______________________________________________________________

Evaluator—Name/Title: ______________________________________________________________

School(s):    Mount Greylock Regional School District

Educator Plan:        [   ]  Self-Directed Growth Plan        [   ]   Directed Growth Plan

[   ]   Developing Educator Plan         [   ]  Improvement Plan*

Plan Duration:   [   ]  Two-Year        [   ]  One-Year            [   ]  Less than a year

Observation Number:  [   ]        Observation Date: [   ]             Observation Time Period:  [   ]

Observation Location (e.g., classroom, grade-level meeting, etc.): [   ]

Observation Evidence What did the educator and students say and do?

Aligned Indicator

_________________________________________________________

__________________

_________________________________________________________

___________________

__________________________________________________________

__________________

___________________________________________________________

__________________

___________________________________________________________

__________________

Feedback to the Educator

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Observation Evidence pertains to (check any that apply):

Progress toward attaining student learning goal(s)       [   ]  Progress toward attaining professional practice goal(s)

Standards and Indicators for Effective Teaching Practice: Rubric Outline

I. Curriculum, Planning, & Assessment

II. Teaching All Students

III. Family & Community Engagement

IV. Professional Culture

I-A. Curriculum and Planning

II-A. Instruction

III-A. Engagement

IV-A. Reflection

I-B. Assessment

II-B. Learning Environment

III-B. Collaboration

IV-B. Professional Growth

I-C. Analysis

II-C. Cultural Proficiency

III-C. Communication

IV-C. Collaboration

 

II-D. Expectations

 

IV-D. Decision-making

 

 

 

IV-E. Shared Responsibility

 

 

 

IV-F. Prof. Responsibilities

Massachusetts Department of

ELEMENTARY &. SECONDARY

EDUCATION

Formative Assessment Report Form

Educator—Name/Title:_________________________________________________________________

Primary Evaluator—Name/Title: __________________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

See above ____________________________________________________________________________

School(s):    Mount Greylock Regional School District ______________________________________

Assessing1:

[   ]  Progress toward attaining goals         [   ]  Performance on Standards                 [   ]  Both

Progress Toward Student Learning Goal(s)

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

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Progress Toward Professional Practice Goal(s)

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

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

1 As per 603 CMR 35.02 and 603 CMR 35.06(5), formative assessment shall mean the process used to assess progress toward attaining goals set forth in Educator Plans, performance on Performance Standards, or both.

_____________________________________________________________________________________

Educator—Name/Title: _________________________________________________________________

Performance on Each Standard

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

I: Curriculum, Planning, & Assessment

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

II: Teaching All Students

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

III: Family & Community Engagement

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

IV: Professional Culture

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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

Signature of Evaluator ___________________________     Date Completed: _____________________

Signature of Educator* ________________________       Date Received: ________________________

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

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Formative Evaluation Report Form

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

Educator—Name/Title: ___________________________________________________________

Primary Evaluator—Name/Title: ____________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

See above ___________________________________________________________________________

School(s):    Mount Greylock Regional School District

Assessing1:

[   ]  Progress toward attaining goals          [   ] Performance on Standards        [   ] Both

Progress Toward Student Learning Goal(s)

Attach additional pages as needed.

[   ]  Did not meet      [   ] Some progress       [   ] Significant Progress      [   ]  Met        [   ]  Exceeded

Rationale, evidence, and feedback for improvement:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Progress Toward Professional Practice Goal(s)

Attach additional pages as needed.

[   ]  Did not meet      [   ] Some progress       [   ] Significant Progress      [   ]  Met        [   ]  Exceeded

Rationale, evidence, and feedback for improvement:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

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

___________________________________________________________________________________

Educator—Name/Title: _______________________________________________________________

[   ]  Evaluator is assigning same ratings as prior Summative Evaluation; no comments needed.

[   ]  Evaluator is assigning ratings that differ from prior Summative Evaluation; comments are required

Rating on Each Standard

I: Curriculum, Planning, & Assessment

[   ]   Unsatisfactory   [   ]  Needs Improvement   [   ]  Proficient   [   ]  Exemplary

Rationale, evidence, and feedback for improvement:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

II: Teaching All Students

[   ]   Unsatisfactory   [   ]  Needs Improvement   [   ]  Proficient   [   ]  Exemplary

Rationale, evidence, and feedback for improvement:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

III: Family & Community Engagement

[   ]   Unsatisfactory   [   ]  Needs Improvement   [   ]  Proficient   [   ]  Exemplary

Rationale, evidence, and feedback for improvement:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

IV: Professional Culture

[   ]   Unsatisfactory   [   ]  Needs Improvement   [   ]  Proficient   [   ]  Exemplary

Rationale, evidence, and feedback for improvement:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Educator—Name/Title: _______________________________________________________________

Evaluator is assigning same ratings as prior Summative Evaluation; no comments needed Evaluator is assigning ratings that differ from prior Summative Evaluation; comments required

Overall Performance Rating

Unsatisfactory                 Needs Improvement                 Proficient              Exemplary

Rationale, evidence, and feedback for improvement:

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Plan Moving Forward

[   ]  Self-Directed Growth Plan             

[   ] Directed Growth Plan                

[   ]  Improvement Plan             

 [   ] Developing Educator Plan      

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

Signature of Evaluator __________________________     Date Completed: ______________________

Signature of Educator*  ______________________      Date Received: ______________________

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

Goal Setting Form

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Educator—Name/Title: ______________________________________________________________

Primary Evaluator—Name/Title: _________________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

See above ____________________________________________________________________________

School(s):    Mount Greylock Regional School District

Check all that apply1:          [   ]  Proposed Goals       [   ]  Final Goals     Date:__________________

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

Student Learning S.M.A.R.T. Goal

 

Professional Practice S.M.A.R.T. Goal

Check whether goal is individual or team; write team name if applicable.

Check whether goal is individual or team; write team name if applicable.

[   ]   Individual

[   ]   Individual

[   ]   Team:

[   ]   Team:

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

S.M.A.R.T.: S=Specific and Strategic; M=Measurable; A=Action Oriented;

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

____________________________________________________________________________________

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

____________________________________________________________________________________

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Mount Greylock Regional School District ~ Suggested for Teachers

Running Record of Evidence

Aligned to the Standards and Indicators of Effective Teaching Practice

Date

Source of Evidence

Standard-Indicator

Evidence (e.g. statement, description of action or artifact)

Feedback Provided (req'd for observations)

_____

_________

________

_______________________________

_______________________

_____

_________

________

_______________________________

_______________________

_____

_________

________

_______________________________

_______________________

_____

_________

________

_______________________________

_______________________

_____

_________

________

_______________________________

_______________________

_____

_________

________

_______________________________

_______________________

_____

_________

________

_______________________________

_______________________

_____

_________

________

_______________________________

_______________________

_____

_________

________

_______________________________

_______________________

_____

_________

________

_______________________________

_______________________

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Self-Assessment Form

Educator—Name/Title:____________________________________________________________

Primary Evaluator—Name/Title:_______________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

See above ___________________________________________________________________________

School(s):    Mount Greylock Regional School District _______________________________________

Part 1: Analysis of Student Learning, Growth, and Achievement

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

603 CMR 35.06 (2)(a)1

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Team, if applicable: _________________________________________________________________

List Team Members below:

____________________________                            ____________________________

____________________________                            ____________________________

____________________________                            ____________________________

Educator—Name/Title: _____________________________________________________________

Part 2: Assessment of Practice Against Performance Standards

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

603 CMR 35.06 (2)(a)2

Team, if applicable: __________________________________________________________________

List Team Members below:

____________________________                            ____________________________

____________________________                            ____________________________

____________________________                            ____________________________

Signature of Educator  _______________________             Date____________________________

Signature of Evaluator* _______________________             Date____________________________

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

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Summative Evaluation Report Form

Educator—Name/Title:   __________________________________________________________

Primary Evaluator—Name/Title: ___________________________________________________

Supervising Evaluator, if any—Name/Title/Role in evaluation:

See above_____________________________________________________________________

School(s):    Mount Greylock Regional School District________________________________

Current Plan:   [   ]    Self-Directed Growth Plan    [   ]   Directed Growth Plan

[   ]    Developing Educator Plan    [   ]   Improvement Plan

Progress Toward Student Learning Goal(s)

Attach additional pages as needed.

[   ]  Did not meet    [   ]  Some progress     [   ]  Significant Progress   [   ]  Met       [   ]  Exceeded

Rationale, evidence, and feedback for improvement:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Progress Toward Professional Practice Goal(s)

Attach additional pages as needed.

[   ]  Did not meet    [   ]  Some progress     [   ]  Significant Progress   [   ]  Met       [   ]  Exceeded

Rationale, evidence, and feedback for improvement:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Educator—Name/Title: __________________________________________________________________

Rating on Each Standard

I: Curriculum, Planning, & Assessment

[   ]   Unsatisfactory   [   ]  Needs Improvement   [   ]  Proficient   [   ]  Exemplary

Rationale, evidence, and feedback for improvement:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

II: Teaching All Students

[   ]   Unsatisfactory   [   ]  Needs Improvement   [   ]  Proficient   [   ]  Exemplary

Rationale, evidence, and feedback for improvement:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

III: Family & Community Engagement

[   ]   Unsatisfactory   [   ]  Needs Improvement   [   ]  Proficient   [   ]  Exemplary

Rationale, evidence, and feedback for improvement:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

IV: Professional Culture

[   ]   Unsatisfactory   [   ]  Needs Improvement   [   ]  Proficient   [   ]  Exemplary

Rationale, evidence, and feedback for improvement:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Educator—Name/Title:___________________________________________________________________

Overall Performance Rating

[   ]   Unsatisfactory   [   ]  Needs Improvement   [   ]  Proficient   [   ]  Exemplary

Rationale, evidence, and feedback for improvement:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Plan Moving Forward

[   ]  Self-Directed            [   ]   Directed          [   ]  Improvement        [   ]  Developing Educator

Growth Plan                   Growth Plan            Plan                    Plan

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

Signature of Evaluator _____________________        Date Completed: ______________________

Signature of Educator*  ____________________        Date Received: ____________________

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

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Massachusetts Model System for Educator Evaluation

Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher

Teacher Rubric

_____________________________________________________________________

January 2012

Massachusetts Department of Elementary and Secondary Education

75 Pleasant Street, Maiden, MA02148-4906

Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370

www.doe.mass.edu

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Guide to Teacher Rubric

Rubrics – defined in the regulations as “scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance” (603 CMR 35.02) – are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and summative performance ratings on each Standard and overall. This appendix contains the ESE Model Teacher Rubric.

Structure of the Teacher Rubric

•   Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice detailed in the regulations. There are four Standards for teachers: Curriculum, Planning, and Assessment; Teaching All Students; Family and Community Engagement; and Professional Culture.

•   Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. For example, there are three Indicators in Standard I of the teacher rubric: Curriculum and Planning; Assessment; and Analysis.

•   Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements further break down the Indicators into more specific aspects of educator practice and provide an opportunity for evaluators to offer detailed feedback that serves as a roadmap for improvement.

•   Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to each element and serve as the basis for identifying the level of teaching or administrative performance in one of four categories: Unsatisfactory, Needs Improvement, Proficient, or Exemplary.

Use of the Teacher Rubric

This rubric describes teaching practice. It is intended to be used throughout the 5 step evaluation cycle for all teachers, including teachers of whole classrooms, small groups, individual students, or any combination of the above. The rubric is designed to be applicable to general education teachers from pre-K through Advanced Placement, as well as teachers with specialized classes or knowledge, including teachers of English Language Learners, and special education teachers; districts may also choose to use this rubric for educators in other roles such as specialists.

The responsibilities of teachers to whom this rubric will be applied may vary. ESE encourages educators and evaluators to use the rubric strategically by discussing and agreeing upon certain Indicators and Elements that should be high priorities according to that educator’s role and responsibilities as well as his/her professional practice and student learning needs. There are a variety of ways to emphasize these components throughout the evaluation cycle. For example, high priority Indicators and/or elements can be analyzed in greater depth during self-assessment, targeted during goal setting, a focus for more comprehensive evidence collection, or all of the above. However, the expectation is that by the end of the evaluation cycle, educators and evaluators have gathered and shared a reasonable amount of evidence on every Indicator to support a rating for each Standard.

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Teacher Rubric At-A-Glance

Standard I:

Standard II:

Standard III:

Standard IV:

Curriculum, Planning, and Assessment

Teaching All Students

Family and Community Engagement

Professional Culture

A. Curriculum and Planning Indicator

A. Instruction Indicator

A. Engagement Indicator

A. Reflection Indicator

1. Subject Matter Knowledge

1. Quality of Effort and Work

1. Parent/Family Engagement

1. Reflective Practice

2. Child and Adolescent Development

2. Student Engagement

 

2. Goal Setting

3. Rigorous Standards-Based Unit Design

3. Meeting Diverse Needs

 

 

4. Well-Structured Lessons

 

 

 

B. Assessment Indicator

B. Learning Environment Indicator

B. Collaboration Indicator

B. Professional Growth Indicator

1. Variety of Assessment Methods

1. Safe Learning Environment

1. Learning Expectations

1. Professional Learning and Growth

2. Adjustments to Practice

2. Collaborative Learning Environment

2. Curriculum Support

 

 

3. Student Motivation

 

 

C. Analysis Indicator

C. Cultural Proficiency Indicator

C. Communication Indicator

C. Collaboration Indicator

1. Analysis and Conclusions

1. Respects Differences

1. Two-Way Communication

1. Professional Collaboration

2. Sharing Conclusions With Colleagues

2. Maintains Respectful Environment

2. Culturally Proficient Communication

 

3. Sharing Conclusions With Students

 

 

 

 

D. Expectations Indicator

 

D. Decision-Making Indicator

 

1. Clear Expectations

 

1. Decision-making

 

2. High Expectations

 

 

 

3. Access to Knowledge

 

E. Shared Responsibility Indicator

 

 

 

1. Shared Responsibility

 

 

 

F. Professional Responsibilities Indicator

 

 

 

1. Judgment

 

 

 

2. Reliability and Responsibility

How to reference parts of the rubric:

Indicator terminology: under the “Teaching All Students” Standard (II), the "Instruction Indicator” (A) can be referred to as Indicator II-A

Element terminology: under the Instruction Indicator (A), the Student Engagement Element (2) can be referred to as Element II-A-2

Standards and Indicators of Effective Teaching Practice:

Teacher Rubric

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.

Indicator I-A. Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and how students learn, and designs effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes.

I-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-A-1. Subject Matter Knowledge

Demonstrates limited knowledge of the subject matter and/or its pedagogy; relies heavily on textbooks or resources for development of the factual content. Rarely engages students in learning experiences focused on complex knowledge or skills in the subject.

Demonstrates factual knowledge of subject matter and the pedagogy it requires by sometimes engaging students in learning experiences around complex knowledge and skills in the subject.

Demonstrates sound knowledge and understanding of the subject matter and the pedagogy it requires by consistently engaging students in learning experiences that enable them to acquire complex knowledge and skills in the subject.

Demonstrates expertise in subject matter and the pedagogy it requires by engaging all students in learning experiences that enable them to synthesize complex knowledge and skills in the subject. Is able to model this element.

I-A-2. Child and Adolescent Development

Demonstrates little or no knowledge of developmental levels of students this age or differences in how students learn. Typically develops one learning experience for all students that does not enable most students to meet the intended outcomes.

Demonstrates knowledge of developmental levels of students this age but does not identify developmental levels and ways of learning among the students in the class and/or develops learning experiences that enable some, but not all, students to move toward meeting intended outcomes.

Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes.

Demonstrates expert knowledge of the developmental levels of the teacher’s own students and students in this grade or subject more generally and uses this knowledge to differentiate and expand learning experiences that enable all students to make significant progress toward meeting stated outcomes. Is able to model this element.

I-A-3. Rigorous Standards-Based Unit Design

Plans individual lessons rather than units of instruction, or designs units of instruction that are not aligned with state standards/ local curricula, lack measurable outcomes, and/or include tasks that mostly rely on lower level thinking skills.

Designs units of instruction that address some knowledge and skills defined in state standards/local curricula, but some student outcomes are poorly defined and/or tasks rarely require higher-order thinking skills.

Designs units of instruction with measurable outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn the knowledge and skills defined in state standards/local curricula.

Designs integrated units of instruction with measurable, accessible outcomes and challenging tasks requiring higher-order thinking skills that enable students to learn and apply the knowledge and skills defined in state standards/local curricula. Is able to model this element.

I-A-4. Well-Structured Lessons

Develops lessons with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping for the intended outcome or for the students in the class.

Develops lessons with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.

Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Develops well-structured and highly engaging lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend

to every student’s needs. Is able to

model this element.

 

Indicator I-B.

Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction.

I-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-B-1. Variety of Assessment Methods

Administers only the assessments required by the school and/or measures only point-in-time student achievement.

May administer some informal and/or formal assessments to measure student learning but rarely measures student progress toward achieving state/local standards.

Designs and administers a variety of informal and formal methods and assessments, including common interim assessments, to measure each student’s learning, growth, and progress toward achieving state/local standards.

Uses an integrated, comprehensive system of informal and formal assessments, including common interim assessments, to measure student learning, growth, and progress toward achieving state/local standards. Is able to model this element.

I-B-2. Adjustment to Practice

Makes few adjustments to practice based on formal and informal assessments.

May organize and analyze some assessment results but only occasionally adjusts practice or modifies future instruction based on the findings.

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.

Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for individuals and groups of students and appropriate modifications of lessons and units. Is able to model this element.

 

Indicator I-C Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately.

I-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-C-1. Analysis and Conclusions

Does not draw conclusions from student data beyond completing minimal requirements such as grading for report cards.

Draws conclusions from a limited analysis of student data to inform student grading and promotion decisions.

Individually and with colleagues, draws appropriate conclusions from a thorough analysis of a wide range of assessment data to improve student learning.

Individually and with colleagues, draws appropriate, actionable conclusions from a thorough analysis of a wide range of assessment data that improve short-and long-term instructional decisions. Is able to model this element.

I-C-2. Sharing Conclusions With Colleagues

Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback.

Only occasionally shares with colleagues conclusions about student progress and/or only occasionally seeks feedback from them about practices that will support improved student learning.

Regularly shares with appropriate colleagues (e.g., general education, special education, and English learner staff) conclusions about student progress and seeks feedback from them about instructional or assessment practices that will support improved student learning.

Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning. Is able to model this element.

I-C-3. Sharing Conclusions With Students

Provides little or no feedback on student performance except through grades or report of task completion, or provides inappropriate feedback that does not support students to improve their performance.

Provides some feedback about performance beyond grades but rarely shares strategies for students to improve their performance toward objectives.

Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.

Establishes early, constructive feedback loops with students and families that create a dialogue about performance, progress, and improvement. Is able to model this element.

Standards and Indicators of Effective Teaching Practice:

Teacher Rubric

Standard II: Teaching All Students. The teacher promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.

Indicator II-A.

Instruction: Uses instructional practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

II-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-A-1. Quality of Effort and Work

Establishes no or low expectations around quality of work and effort and/or offers few supports for students to produce quality work or effort.

May states high expectations for quality and effort, but provides few exemplars and rubrics, limited guided practice, and/or few other supports to help students know what is expected of them; may establish inappropriately low expectations for quality and effort.

Consistently defines high expectations for the quality of student work and the perseverance and effort required to produce it; often provides exemplars, rubrics, and guided practice.

Consistently defines high expectations for quality work and effort and effectively supports students to set high expectations for each other to persevere and produce high-quality work. Is able to model this element.

II-A-2. Student Engagement

Uses instructional practices that leave most students uninvolved and/or passive participants.

Uses instructional practices that motivate and engage some students but leave others uninvolved and/or passive participants.

Consistently uses instructional practices that are likely to motivate and engage most students during the lesson.

Consistently uses instructional practices that typically motivate and engage most students both during the lesson and during independent work and home work. Is able to model this element.

II-A-3. Meeting Diverse Needs

Uses limited and/or inappropriate practices to accommodate differences.

May use some appropriate practices to accommodate differences, but fails to address an adequate range of differences.

Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

Uses a varied repertoire of practices to create structured opportunities for each student to meet or exceed state standards/local curriculum and behavioral expectations. Is able to model this element.

 

Indicator II-B.

Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.

II-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-B-1. Safe Learning Environment

Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning.

May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning.

Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning. Is able to model this element.

II-B-2. Collaborative Learning Environment

Makes little effort to teach interpersonal, group, and communication skills or facilitate student work in groups, or such attempts are ineffective.

Teaches some interpersonal, group, and communication skills and provides some opportunities for students to work in groups.

Develops students’ interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.

Teaches and reinforces interpersonal, group, and communication skills so that students seek out their peers as resources. Is able to model this practice.

II-B-3. Student Motivation

Directs all learning experiences, providing few, if any, opportunities for students to take academic risks or challenge themselves to learn.

Creates some learning experiences that guide students to identify needs, ask for support, and challenge themselves to take academic risks.

Consistently creates learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take academic risks; and challenge themselves to learn.

Consistently supports students to identify strengths, interests, and needs; ask for support; take risks; challenge themselves; set learning goals; and monitor their own progress. Models these skills for colleagues.

 

Indicator II-C.

Cultural Proficiency: Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.

 

 

 

 

II-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-C-1. Respects Differences

Establishes an environment in which students demonstrate limited respect for individual differences.

Establishes an environment in which students generally demonstrate respect for individual differences

Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.

Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this practice.

II-C-2. Maintains Respectful Environment

Minimizes or ignores conflicts and/or responds in inappropriate ways.

Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others.

Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.

Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this practice.

 

Indicator II-D.

Expectations: Plans and implements lessons that set clear and high expectations and also make knowledge accessible for all students.

II-D. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-D-1. Clear Expectations

Does not make specific academic and behavior expectations clear to students.

May announce and post classroom academic and behavior rules and consequences, but inconsistently or ineffectively enforces them.

Clearly communicates and consistently enforces specific standards for student work, effort, and behavior.

Clearly communicates and consistently enforces specific standards for student work, effort, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element.

II-D-2. High Expectations

Gives up on some students or communicates that some cannot master challenging material.

May tell students that the subject or assignment is challenging and that they need to work hard but does little to counteract student misconceptions about innate ability.

Effectively models and reinforces ways that students can master challenging material through effective effort, rather than having to depend on innate ability.

Effectively models and reinforces ways that students can consistently master challenging material through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element.

II-D-3. Access to Knowledge

Rarely adapts instruction, materials, and assessments to make challenging material accessible to all students.

Occasionally adapts instruction, materials, and assessments to make challenging material accessible to all students.

Consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities.

Individually and with colleagues, consistently adapts instruction, materials, and assessments to make challenging material accessible to all students, including English learners and students with disabilities. Is able to model this element.

Standard III: Family and Community Engagement. The teacher promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.

Indicator III-A.

Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.

III-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-A-1. Parent/Family Engagement

Does not welcome families to become participants in the classroom and school community or actively discourages their participation.

Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning.

Uses a variety of strategies to support every family to participate actively and appropriately in the classroom and school community.

Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element.

 

Indicator III-B

. Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school.

III-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-B-1. Learning Expectations

Does not inform parents about learning or behavior expectations.

Sends home only a list of classroom rules and the learning outline or syllabus for the year.

Consistently provides parents with clear, user-friendly expectations for student learning and behavior.

Successfully conveys to most parents student learning and behavior expectations. Is able to model this element.

III-B-2. Curriculum Support

Rarely, if ever, communicates with parents on ways to support children at home or at school.

Sends home occasional suggestions on how parents can support children at home or at school.

Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.

Successfully prompts most families to use one or more of the strategies suggested for supporting learning at school and home and seeks out evidence of their impact. Is able to model this element.

 

Indicator III-C

Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning and performance.

III-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

Two-Way Communication

Rarely communicates with families except through report cards; rarely solicits or responds promptly and carefully to communications from families.

Relies primarily on newsletters and other one-way media and usually responds promptly to communications from families.

Regularly uses two-way communication with families about student performance and learning and responds promptly and carefully to communications from families.

Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about student performance and learning. Is able to model this element.

III-C-2. Culturally Proficient Communication

Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully.

May communicate respectfully and make efforts to take into account different families' home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences.

Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families' home language, culture, and values.

Always communicates respectfully with families and demonstrates understanding and appreciation of different families' home language, culture, and values. Is able to model this element.

Standard IV: Professional Culture. The teacher promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

Indicator IV-A

Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.

IV-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-A-1. Reflective Practice

Demonstrates limited reflection on practice and/or use of insights gained to improve practice.

May reflect on the effectiveness of lessons/ units and interactions with students but not with colleagues and/or rarely uses insights to improve practice.

Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning.

Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues; and uses and shares with colleagues, insights gained to improve practice and student learning. Is able to model this element.

IV-A-2. Goal Setting

Generally, participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach.

Proposes goals that are sometimes vague or easy to achieve and/or bases goals on a limited self-assessment and analysis of student learning data.

Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student learning data.

Individually and with colleagues builds capacity to propose and monitor challenging, measurable goals based on thorough self-assessment and analysis of student learning data. Is able to model this element.

 

Indicator IV-B

Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles.

IV-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-B-1. Professional Learning and Growth

Participates in few, if any, professional development and learning opportunities to improve practice and/or applies little new learning to practice.

Participates only in required professional development activities and/or inconsistently or inappropriately applies new learning to improve practice.

Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.

Consistently seeks out professional development and learning opportunities that improve practice and build expertise of self and other educators in instruction and leadership. Is able to model this element.

 

Indicator IV-C

Collaboration: Collaborates effectively with colleagues on a wide range of tasks.

IV-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-C-1. Professional Collaboration

Rarely and/or ineffectively collaborates with colleagues; conversations often lack focus on improving student learning.

Does not consistently collaborate with colleagues in ways that support productive team effort.

Consistently and effectively collaborates with colleagues in such work as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention.

Supports colleagues to collaborate in areas such as developing standards-based units, examining student work, analyzing student performance, and planning appropriate intervention. Is able to model this element.

 

Indicator IV-D

Decision-Making: Becomes involved in school wide decision making, and takes an active role in school improvement planning.

IV-D. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-D-1. Decision-Making

Participates in planning and decision making at the school, department, and/or grade level only when asked and rarely contributes relevant ideas or expertise.

May participate in planning and decision making at the school, department, and/or grade level but rarely contributes relevant ideas or expertise.

Consistently contributes relevant ideas and expertise to planning and decision making at the school, department, and/or grade level.

In planning and decision-making at the school, department, and/or grade level, consistently contributes ideas and expertise that are critical to school improvement efforts. Is able to model this element.

 

Indicator IV-E

.   Shared Responsibility: Shares responsibility for the performance of all students within the school.

IV-E. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-E-1. Shared Responsibility

Rarely reinforces school wide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs.

Within and beyond the classroom, inconsistently reinforces school wide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs.

Within and beyond the classroom, consistently reinforces school wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs.

Individually and with colleagues develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element.

Standards and Indicators of Effective Teaching Practice:

Teacher Rubric

Indicator IV-F.

Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently.

IV-F. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-F-1. Judgment

Demonstrates poor judgment and/or discloses confidential student information inappropriately.

Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information.

Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.

Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element.

IV-F-2. Reliability & Responsibility

Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent.

Occasionally misses or is late to assignments, completes work late, and/or makes errors in records.

Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school.

Consistently fulfills all professional responsibilities to high standards. Is able to model this element.

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Massachusetts Model System for Educator Evaluation

Part III: Guide to Rubrics and Model Rubrics for Superintendent, Administrator, and Teacher

Specialized Instructional Support Personnel Rubric

March 2012

Massachusetts Department of Elementary and Secondary Education

75 Pleasant Street, Maiden, MA 02148-4906

Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370

www.doe.mass.edu

Massachusetts Department of ELEMENTARY & SECONDARY

EDUCATION

Guide to Specialized Instructional Support Personnel (SISP) Rubric

Rubrics - defined in the regulations as “scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance” (603 CMR 35.02) - are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2) develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and summative performance ratings on each Standard and overall. This appendix contains the ESE Model “SISP” Rubric.

Structure of the Specialized Instructional Support Personnel (SISP) Rubric

•      Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice detailed in the regulations. There are four Standards for teachers: Curriculum, Planning, and Assessment; Teaching All Students; Family and Community Engagement; and Professional Culture.

•     Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. For example, there are three Indicators in Standard I of the SISP rubric: Curriculum and Planning; Assessment; and Analysis.

•     Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements further break down the Indicators into more specific aspects of educator practice and provide an opportunity for evaluators to offer detailed feedback that serves as a roadmap for improvement.

•     Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to each element and serve as the basis for identifying the level of teaching or administrative performance in one of four categories: Unsatisfactory, Needs Improvement, Proficient, or Exemplary.

Use of the Specialized Instructional Support Personnel (SISP) Rubric

This rubric describes practice that is common across educators in professional support roles such as school counselors, school psychologists, school nurses, and others defined in the recognition clause of the appropriate collective bargaining agreement. It is intended to be used throughout the 5 step evaluation cycle for educators who provide direct services such as education, therapy, counseling, assessment, and diagnosis to a caseload of students, as well as educators who may provide indirect support to students through consultation to and collaboration with teachers, administrators, and other colleagues.

The roles and responsibilities of educators to whom this rubric will be applied will vary. ESE encourages educators and evaluators to use the rubric strategically by discussing and agreeing upon certain Indicators and Elements that should be high priorities according to that educator’s role and responsibilities as well as his/her professional practice and student learning needs. There are a variety of ways to emphasize these components throughout the evaluation cycle. For example, high priority Indicators and/or elements can be analyzed in greater depth during self-assessment, targeted during goal setting, a focus for more comprehensive evidence collection, or all of the above. However, the expectation is that by the end of the evaluation cycle, educators and evaluators have gathered and shared a reasonable amount of evidence on every Indicator to support a rating for each Standard.

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Specialized Instructional Support Personnel (SISP) Rubric At-A-Glance

Standard I:

Curriculum, Planning, and Assessment

Standard II: Teaching All Students

Standard III: Family and Community Engagement

Standard IV: Professional Culture

A. Curriculum and Planning Indicator

A. Instruction Indicator

A. Engagement Indicator

A. Reflection Indicator

1. Professional Knowledge

1. Quality of Effort and Work

1. Parent/Family Engagement

1. Reflective Practice

2. Child and Adolescent Development

2. Student Engagement

 

2. Goal Setting

3. Plan Development

3. Meeting Diverse Needs

 

 

4. Well-Structured Lessons

 

 

 

B. Assessment Indicator

B. Learning Environment Indicator

B. Collaboration Indicator

B. Professional Growth Indicator

1. Variety of Assessment Methods

1. Safe Learning Environment

1. Learning Expectations

1. Professional Learning and Growth

2. Adjustments to Practice

2. Collaborative Learning Environment

2. Student Support

 

 

3. Student Motivation

 

 

C. Analysis Indicator

C. Cultural Proficiency Indicator

C. Communication Indicator

C. Collaboration Indicator

1. Analysis and Conclusions

1. Respects Differences

1. Two-Way Communication

1. Professional Collaboration

2. Sharing Conclusions With Colleagues

2. Maintains Respectful Environment

2. Culturally Proficient Communication

2. Consultation

3. Sharing Conclusions With Students and Families

 

 

 

 

 

 

 

 

D. Expectations Indicator

 

D. Decision-Making Indicator

 

1. Clear Expectations

 

1. Decision-making

 

2. High Expectations

 

 

 

3. Access to Knowledge

 

 

 

 

 

E. Shared Responsibility Indicator

 

 

 

1. Shared Responsibility

 

 

 

F. Professional Responsibilities Indicator

 

 

 

1. Judgment

 

 

 

2. Reliability and Responsibility

Note: The SISP rubric is designed to have close alignment with the teacher rubric to emphasize commonalities across educators. Please see Appendix E addressing “Role-Specific Indicators” for additional guidance and samples of how to strategically supplement this rubric to further differentiate by role.

How to reference parts of the rubric:

Indicator terminology: under the “Teaching All Students” Standard (II), the” Instruction Indicator” (A) can be referred to as Indicator II-A Element terminology: under the Instruction Indicator (A), the Student Engagement Element (2) can be referred to as Element II-A-2

Standards and Indicators of Effective Teaching Practice:

Specialized Instructional Support Personnel Rubric

Massachusetts Department of

ELEMENTARY & SECONDARY

EDUCATION

Standard I: Curriculum, Planning, and Assessment. promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.

Indicator I-A.

Curriculum and Planning: Has strong knowledge specific to subject matter and/or professional responsibility, has a good grasp of child development and how students learn, and designs effective and rigorous plans for support consisting of well-structured lessons with measurable outcomes.

I-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-A-1. Professional Knowledge

Demonstrates limited professional knowledge; relies heavily on outdated practices as opposed to current practices supported by research. Rarely engages students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices.

Demonstrates factual knowledge of the professional content and delivery and sometimes applies it to engage students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices.

Demonstrates sound knowledge and understanding of professional content and delivery by consistently engaging students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices that enable students to acquire knowledge and skills.

Demonstrates mastery of professional content and its delivery by engaging all students in academic, behavioral, and social/emotional learning experiences, through the use of educational and/or clinical practices, that enable students to synthesize knowledge and skills. Is able to model this element.

I-A-2. Child and Adolescent Development

Demonstrates little or no knowledge of child and adolescent development; typically develops one learning experience, and/or type of support or assistance for all students that does not adequately address intended outcomes.

Demonstrates general knowledge of child and adolescent development but does not apply this knowledge when providing differentiated learning experiences, support, and/or assistance that would enable all students—as opposed to just some— to move toward meeting intended outcomes.

Demonstrates knowledge of students’ developmental levels and the different ways these students learn or behave by providing differentiated learning experiences, support, and/or assistance that enable all students to progress toward meeting intended outcomes.

Demonstrates expert knowledge of the developmental levels of individual students and students in the grade or subject more generally and uses this knowledge to differentiate and expand learning experiences, supports, and/or types of assistance, enabling all students to make significant progress toward meeting stated outcomes. Is able to model this element.

1-A-3 Plan Development1

Develops or contributes to the development of plans that are not timely and/or not tailored to the needs of individual students; or, plans do not include appropriate supports or measurable outcomes that would enable students to meet the goals and objectives of the plan.

Develops or contributes to the timely development of plans that respond to some but not all relevant individual student needs, and/or plans that lack sufficient measurable outcomes or supports that enable students to meet all goals and objectives of the plan.

Develops or contributes to the timely development of well-structured plans with measurable outcomes that respond to all relevant individual student needs, and include supports that enable students to meet the goals or objectives of the plan.

Develops or contributes to the timely development of comprehensive, well-structured plans with measurable outcomes that respond to all relevant individual student needs, are coordinated with other plans relevant to those students, and include supports that enable students to meet all goals or objectives of the plan. Is able to model this element.

I-A-4. Well-Structured Lessons

Develops lessons (which may include individual and group activities or sessions) with inappropriate student engagement strategies, pacing, sequence, activities, materials, resources, and/or grouping.

Develops lessons (which may include individual and group activities or sessions) with only some elements of appropriate student engagement strategies, pacing, sequence, activities, materials, resources, and grouping.

Develops well-structured lessons (which may include individual and group activities or sessions) with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.

Develops well-structured and highly engaging lessons (which may include individual and group activities and sessions) with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping to attend to every student’s needs. Is able to model this element.

__________________________________________________________________________________________________________________________________

1 “Plan” is used throughout this document to refer to a variety of plans, including but not limited to: lesson plans, unit plans, Individualized Education Programs (IEPs), Individualized Health Care Plans (IHCPs), Career Plans, and 504 Plans. The type of plan that an educator is responsible for depends on the educator being evaluated; both the educator and evaluator should understand and agree upon the definition relevant to the educator’s role.

__________________________________________________________________________________________________________________________________

Indicator I-B.

Assessment: Uses a variety of informal and formal methods of assessments to measure student learning, growth, and understanding to develop differentiated and enhanced learning experiences and improve future instruction.

I-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-B-1. Variety of Assessment Methods

Administers assessments and/or collects only the data required by the school and/or measures only point-in-time student achievement or development.

May design and administer assessments and/or collect some data to measure student learning, growth, or development, but uses a limited range of methods.

Designs and administers assessments and/or collects data to measure student learning, growth, and/or development through a variety of methods, including informal and formal assessments and common interim assessments where applicable.

Uses an integrated, comprehensive assessment system, including informal and formal assessment methods and common interim assessments where applicable, to measure student learning, growth, and development. Is able to model this element.

I-B-2. Adjustment to Practice

Makes few adjustments to practice by identifying and/or implementing appropriate differentiated interventions, supports, and programs based on formal and informal assessments.

May organize and analyze some assessment results but only occasionally adjusts practice and identifies and/or implements appropriate differentiated interventions, supports, and programs for students.

Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions, supports, and programs for students.

Organizes and analyzes results from a comprehensive system of assessments to determine progress toward intended outcomes and frequently uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions, supports, or programs for individuals and groups of students and appropriate modifications of plans. Is able to model this element.

 

Indicator I-C

Analysis: Analyzes data from assessments, draws conclusions, and shares them appropriately.

 

 

 

I-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

I-C-1. Analysis and Conclusions

Does not analyze data and/or draw conclusions from data beyond completing minimal requirements

Draws conclusions from a limited analysis of data to inform student learning, growth, and development.

Individually and with colleagues, draws appropriate conclusions about programs, plans, and practices from a thorough analysis of a wide range of data to improve student learning, growth, and development.

Individually and with colleagues, draws appropriate, actionable conclusions about programs, plans, and practices from a thorough analysis of a wide range of data that improve short-and long-term planning decisions. Is able to model this element.

I-C-2. Sharing Conclusions With Colleagues

Rarely shares with colleagues conclusions about student progress and/or rarely seeks feedback from them about practices that will support improved student learning and/or development.

Only occasionally shares with colleagues conclusions about student progress and/or seeks feedback from them about practices that will support improved student learning and/or development.

Regularly shares with appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions about student progress and seeks feedback from them about practices that will support improved student learning and/or development.

Establishes and implements a schedule and plan for regularly sharing with all appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions and insights about student progress. Seeks and applies feedback from them about practices that will support improved student learning and/or development. Is able to model this element.

I-C-3. Sharing Conclusions With Students and Families

Provides little or no feedback on student growth or progress except through minimally required reporting or provides inappropriate feedback that does not support students to grow and improve.

Provides some feedback about student growth or progress beyond required reports but rarely shares strategies for students to grow and improve.

Based on assessment results and/or other data, provides descriptive feedback and engages students and families in constructive conversation that focuses on student growth and improvement.

Establishes early, constructive feedback loops with students and families that create a dialogue about student growth, progress, and improvement. Is able to model this element.

Standard II: Teaching All Students. Promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.

Indicator II-A.

Instruction: Uses instructional and clinical practices that reflect high expectations regarding content and quality of effort and work; engage all students; and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

II-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-A-1. Quality of Effort and Work

Establishes no or low expectations for student work and behavior and/or offers few supports to help students know what is expected of them.

May state high expectations for student work and behavior, but provides few exemplars and rubrics, or limited guided practice, and/or few other supports to help students know what is expected of them.

Consistently defines high expectations for student work and behavior, and the perseverance and effort required to produce it; often provides exemplars, rubrics, or guided practice, and/or models appropriate behaviors.

Consistently defines high expectations for student work and behavior and effectively supports students to set high expectations for each other to persevere and produce high-quality work. Is able to model this element.

II-A-2. Student Engagement

Uses instructional and/or clinical practices that leave most students uninvolved and/or passive.

Uses instructional and/or clinical practices that motivate and engage some students but leave others uninvolved and/or passive.

Consistently uses instructional and clinical practices that are likely to motivate and engage most students during the lesson, activity, or session.

Consistently uses instructional and clinical practices that typically motivate and engage most students during the lesson, activity, or session, and during independent work. Is able to model this element.

II-A-3. Meeting Diverse Needs

Uses limited and/or inappropriate practices and/or supports to accommodate differences.

May use some appropriate practices and/or supports to accommodate differences, but fails to address an adequate range of differences.

Uses appropriate practices, including tiered instruction, scaffolds, and other supports, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.

Uses a varied repertoire of practices and/or supports to create structured opportunities for each student to meet or exceed expectations for growth and development. Is able to model this element.

 

Indicator II-B.

Learning Environment: Creates and maintains a safe and collaborative learning environment that motivates students to take academic risks, challenge themselves, and claim ownership of their learning.

II-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-B-1. Safe Learning Environment

Maintains a physical environment that is unsafe or does not support student learning. Uses inappropriate or ineffective rituals, routines, and/or responses to reinforce positive behavior or respond to behaviors that interfere with students’ learning.

May create and maintain a safe physical environment but inconsistently maintains rituals, routines, and responses needed to prevent and/or stop behaviors that interfere with all students’ learning.

Uses rituals, routines, and appropriate responses that create and maintain a safe physical and intellectual environment where students take academic risks and most behaviors that interfere with learning are prevented.

Uses rituals, routines, and proactive responses that create and maintain a safe physical and intellectual environment where students take academic risks and play an active role—individually and collectively—in preventing behaviors that interfere with learning. Is able to model this element.

II-B-2. Collaborative Learning Environment

Makes little effort to teach interpersonal, group, and communication skills or facilitate student work in groups, or such attempts are ineffective.

Teaches some interpersonal, group, and communication skills and provides some opportunities for students to work in groups.

Develops students’ interpersonal, group, and communication skills and provides opportunities for students to learn in groups with diverse peers.

Teaches and reinforces interpersonal, group, and communication skills so that students seek out their peers as resources. Is able to model this practice.

II-B-2. Student Motivation

Directs all learning experiences, providing few, if any, opportunities for students to take risks or challenge themselves.

Creates some learning experiences that guide students to identify needs, ask for support, and challenge themselves to take risks.

Consistently creates learning experiences that guide students to identify their strengths, interests, and needs; ask for support when appropriate; take risks; and challenge themselves to succeed.

Consistently supports students to identify their strengths, interests, and needs; ask for support; take risks; challenge themselves; set learning goals; and monitor their own progress. Is able to model this element.

 

Indicator II-C.

Cultural Proficiency: Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected.

II-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-C-1. Respects Differences

Establishes an environment in which students demonstrate limited respect for individual differences.

Establishes an environment in which students generally demonstrate respect for individual differences.

Consistently uses strategies and practices that are likely to enable students to demonstrate respect for and affirm their own and others’ differences related to background, identity, language, strengths, and challenges.

Establishes an environment in which students respect and affirm their own and others’ differences and are supported to share and explore differences and similarities related to background, identity, language, strengths, and challenges. Is able to model this element.

II-C-2. Maintains Respectful Environment

Minimizes or ignores conflicts and/or responds in inappropriate ways.

Anticipates and responds appropriately to some conflicts or misunderstandings but ignores and/or minimizes others.

Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities.

Anticipates and responds appropriately to conflicts or misunderstandings arising from differences in backgrounds, languages, and identities in ways that lead students to be able to do the same independently. Is able to model this element.

 

Indicator II-D.

Expectations: Plans and implements lessons and/or supports that set clear and high expectations and also make knowledge, information, and/or supports accessible for all students.

II-D. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

II-D-1. Clear Expectations

Does not make specific standards for student work, effort, interactions, and behavior clear to students.

May communicate specific standards for student work, effort, interactions, and behavior, but inconsistently or ineffectively enforces them.

Clearly communicates and consistently enforces specific standards for student work, effort, and behavior.

Clearly communicates and consistently enforces specific standards for student work, effort, interactions, and behavior so that most students are able to describe them and take ownership of meeting them. Is able to model this element.

II-D-2. High Expectations

Gives up on some students or communicates that some cannot accomplish challenging goals. .

May tell students that a goal is challenging and that they need to work hard but does not model ways students can accomplish the goal through effective effort. .

Effectively models and reinforces ways that students can set and accomplish challenging goals through effective effort, rather than having to depend on innate ability.

Effectively models and reinforces ways that students can consistently accomplish challenging goals through effective effort. Successfully challenges students’ misconceptions about innate ability. Is able to model this element.

II-D-3. Access to Knowledge

Rarely adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility.

Occasionally adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility.

Consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/ supports accessible to all students for whom the educator has responsibility, including English learners and students with disabilities.

Individually and with colleagues, consistently adapts instruction, services, plans, communication, and/or assessments to make curriculum/supports accessible to all students for whom the educator has responsibility, including English learners and students with disabilities. Is able to model this element.

Standard III: Family and Community Engagement. Promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.

Indicator III-A.

Engagement: Welcomes and encourages every family to become active participants in the classroom and school community.

III-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-A-1. Parent/Family Engagement

Does not welcome families to become participants in the classroom and school community or actively discourages their participation.

Makes limited attempts to involve families in school and/or classroom activities, meetings, and planning.

Uses a variety of strategies to support families to participate actively and appropriately in the classroom and school community.

Successfully engages most families and sustains their active and appropriate participation in the classroom and school community. Is able to model this element.

 

Indicator III-B

Collaboration: Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school.

III-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-B-1. Learning Expectations

Does not inform parents about learning, behavior, and/or wellness expectations.

Sends home only a list of rules/expectations and an outline of the student learning, behavior, or wellness plan for the year.

Consistently provides parents with clear, user-friendly expectations for student learning, behavior, and/or wellness.

Successfully conveys to most parents clear, user-friendly student learning, behavior, and wellness expectations. Is able to model this element.

III-B-2. Student Support

Rarely, if ever, communicates with parents on ways to support learning and development at home or at school.

Sends home occasional suggestions on how parents can support learning and development at home or at school.

Regularly communicates with parents to create, share, and/or identify strategies for supporting learning and development at school and home.

Regularly communicates with parents to share and/or identify strategies for supporting learning and development at school and home, successfully encourages most families to use at least one of these strategies, and seeks out evidence of their impact. Is able to model this element.

 

Indicator III-C.

Communication: Engages in regular, two-way, and culturally proficient communication with families about student learning, behavior and wellness.

III-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

III-C-1. Two-Way Communication

Rarely communicates with families except through required reports; rarely solicits or responds promptly to communications from families.

Relies primarily on sharing general information and announcements with families through one-way media and usually responds promptly to communications from families.

Regularly uses two-way communication with families about student learning, behavior, and wellness; responds promptly and carefully to communications from families.

Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families about individual student learning, behavior, and wellness. Is able to model this element.

III-C-2. Culturally Proficient Communication

Makes few attempts to respond to different family cultural norms and/or responds inappropriately or disrespectfully.

May communicate respectfully and make efforts to take into account different families’ home language, culture, and values, but does so inconsistently or does not demonstrate understanding and sensitivity to the differences.

Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values.

Always communicates respectfully with families and demonstrates understanding and appreciation of different families’ home language, culture, and values. Is able to model this element.

Standard IV: Professional Culture. Promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

Indicator IV-A

Reflection: Demonstrates the capacity to reflect on and improve the educator’s own practice, using informal means as well as meetings with teams and work groups to gather information, analyze data, examine issues, set meaningful goals, and develop new approaches in order to improve teaching and learning.

IV-A. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-A-1. Reflective Practice

Demonstrates limited reflection on practice and/or use of insights gained to improve practice.

May reflect on the effectiveness of instruction, supports, and interactions with students but not with colleagues and/or rarely uses insights gained to improve practice.

Regularly reflects on the effectiveness of instruction, supports, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student outcomes.

Regularly reflects on the effectiveness of instruction, supports, and interactions with students, both individually and with colleagues; and uses and shares with colleagues insights gained to improve practice and student outcomes. Is able to model this element.

IV-A-2. Goal Setting

Participates passively in the goal-setting process and/or proposes goals that are vague or easy to reach.

Proposes one goal that is vague or easy to achieve and/or bases goals on a limited self-assessment and analysis of student data.

Proposes challenging, measurable professional practice, team, and student learning goals that are based on thorough self-assessment and analysis of student data.

Individually and with colleagues builds capacity to propose and monitor challenging, measurable goals based on thorough self-assessment and analysis of student data. Is able to model this element.

 

Indicator IV-B.

Professional Growth: Actively pursues professional development and learning opportunities to improve quality of practice or build the expertise and experience to assume different instructional and leadership roles.

IV-B. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-B-1. Professional Learning and Growth

Participates in few, if any, professional development and learning opportunities to improve practice and/or applies little new learning to practice.

Participates only in required professional development and learning activities and/or inconsistently or inappropriately applies new learning to improve practice.

Consistently seeks out and applies, when appropriate, ideas for improving practice from supervisors, colleagues, professional development activities, and other resources to gain expertise and/or assume different instruction and leadership responsibilities.

Consistently seeks out professional development and learning opportunities that improve practice and build expertise of self and other educators in instruction, academic support, and leadership. Is able to model this element.

 

Indicator IV-C.

Collaboration: Collaborates effectively with colleagues on a wide range of tasks.

IV-C. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-C-1. Professional Collaboration

Rarely and/or ineffectively collaborates with colleagues; conversations often lack focus on student performance and/or development.

Does not consistently collaborate with colleagues in ways that support productive team effort.

Consistently and effectively collaborates with colleagues through shared planning and/or informal conversation in such work as: analyzing student performance and development and planning appropriate interventions at the classroom or school level.

Facilitates effective collaboration among colleagues through shared planning and/or informal conversation in such work as analyzing student performance and development and planning appropriate, comprehensive interventions at the classroom and school level. Is able to model this element.

IV-C-2. Consultation

Regularly provides inappropriate advice; does not provide advice and expertise to general education teachers or other colleagues unless prompted to do so; and/or fails to offer advice when appropriate.

Provides advice and expertise to support general education teachers and other colleagues to create appropriate and effective academic, behavioral, and social/emotional learning experiences for only some students for whom responsibility is shared, or sometimes provides advice that is inappropriate or poorly customized.

Regularly provides appropriate advice and expertise that is customized to support general education teachers and other colleagues to create appropriate and effective academic, behavioral, and social/emotional learning experiences for students for whom responsibility is shared.

Utilizes a variety of means to regularly provide advice and expertise that is customized to support general education teachers and other colleagues to successfully create appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Is able to model this element.

 

Indicator IV-D

.   Decision-Making: Becomes involved in schoolwide decision making, and takes an active role in school improvement planning.

IV-D. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-D-1. Decision-Making

Participates in planning and decision making at the school, department, and/or grade level only when asked and rarely contributes relevant ideas or expertise.

May participate in planning and decision making at the school, department, and/or grade level but rarely contributes relevant ideas or expertise.

Consistently contributes relevant ideas and expertise to planning and decision making at the school, department, and/or grade level.

In planning and decision-making at the school, department, and/or grade level, consistently contributes ideas and expertise that are critical to school improvement efforts. Is able to model this element.

 

Indicator IV-E

Shared Responsibility: Shares responsibility for the performance of all students within the school.

IV-E. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-E-1.

Shared Responsibility

Rarely reinforces schoolwide behavior and learning expectations for all students and/or makes a limited contribution to their learning by rarely sharing responsibility for meeting their needs.

Within and beyond the classroom, inconsistently reinforces schoolwide behavior and learning expectations for all students, and/or makes a limited contribution to their learning by inconsistently sharing responsibility for meeting their needs.

Within and beyond the classroom, consistently reinforces school-wide behavior and learning expectations for all students, and contributes to their learning by sharing responsibility for meeting their needs.

Individually and with colleagues, develops strategies and actions that contribute to the learning and productive behavior of all students at the school. Is able to model this element.

 

Indicator IV-F.

Professional Responsibilities: Is ethical and reliable, and meets routine responsibilities consistently.

IV-F. Elements

Unsatisfactory

Needs Improvement

Proficient

Exemplary

IV-F-1. Judgment

Demonstrates poor judgment and/or discloses confidential student information inappropriately.

Sometimes demonstrates questionable judgment and/or inadvertently shares confidential information.

Demonstrates sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.

Demonstrates sound judgment and acts appropriately to protect student confidentiality, rights and safety. Is able to model this element.

IV-F-2. Reliability & Responsibility

Frequently misses or is late to assignments, makes errors in records, and/or misses paperwork deadlines; frequently late or absent.

Occasionally misses or is late to assignments, completes work late, and/or makes errors in records.

Consistently fulfills professional responsibilities; is consistently punctual and reliable with paperwork, duties, and assignments; and is rarely late or absent from school.

Consistently fulfills all professional responsibilities to high standards. Is able to model this element.

APPENDIX E

E1 Notification of Appointment

MOUNT GREYLOCK REGIONAL SCHOOL DISTRICT

1781 COLD SPRING ROAD

WILLIAMSTOWN, MASSACHUSETTS 01267

NOTICE OF APPOINTMENT

The Principal of the Mount Greylock Regional School District   has appointed you as a teacher serving under the direction of the Superintendent and Principal within the schools of the District.

This is a ______________________ appointment. During the year 20__ - 20__, you shall serve as a teacher who has not attained professional teacher status.

Your appointment during the school year 20__- 20___ shall be subject to the provisions of Chapter 71 of the General Laws of the Commonwealth of Massachusetts, Chapter 71 of the Acts of 1993, and the terms of the collective bargaining agreement entered into by and between the Mount Greylock Educators Association and the Mount Greylock Regional School Committee. A teacher who has not attained professional teacher status shall not be dismissed other than in accord with the provisions of said Chapter 71.

Our records indicate you will serve at Step    of the ____________  Column of the salary schedule which is part of the mentioned collective bargaining agreement. This placement provides a salary of $ ______

Very truly yours,

_______________________________________

Rose P. Ellis, Ed. D. Superintendent of Schools

_______________________________________

Teacher’s Signature

Please sign and return one copy to the Office of the Superintendent.

E2 Notification of Placement in Salary Schedule

MOUNT GREYLOCK REGIONAL SCHOOL DISTRICT

1781 COLD SPRING ROAD

WILLIAMSTOWN, MASSACHUSETTS 01267

NOTICE OF SALARY PLACEMENT

Article VII, Paragraph 2, of the collective bargaining agreement entered into by and between the Mount Greylock Regional School Committee and the Mount Greylock Educators Association provides for notification for each teacher of their placement on the salary schedule prior to October 15 of each work year.

The records of the Regional School District indicate you will serve at Step ___________ of the Column of the 20___ - 20___ salary schedule which is part of the mentioned collective bargaining agreement. This placement provides a salary of $ ___________________

Procedures for seeking a salary adjustment are found in Article VII of the collective bargaining agreement.

Very truly yours.

_______________________________________

Rose P. Ellis, Ed. D. Superintendent of Schools

_______________________________________

Teacher’s Signature

Please sign and return one copy to the Office of the Superintendent.

E3 Educators Association Dues Authorization

DUES AUTHORIZATION FORM

Teacher’s authorization will be in the format set forth below:

"Dues Authorization"

Name _________________________________________________________________________

Address_________________________________________________________________________

_______________________________________________________________________________

I hereby request and authorize the Mount Greylock Regional School District Committee to deduct from my earnings and transmit to the Mount Greylock Educators Association an amount sufficient to provide for the regular payment of membership dues as certified by the Mount Greylock Educators Association.

I hereby waive all rights and claims for said monies to be deducted and transmitted in accordance with this authorization, and relieve the Mount Greylock Regional School District Committee and all its officers from any liability whatsoever.

Teacher’s Signature _____________________________________________________________________

Dated_________________________________________________________________________________

Any such authorization for a subsequent school year may be withdrawn by such teachers by giving at least sixty (60) days’ notice in writing of such withdrawal to the Superintendent or his/her designee, who will promptly notify the Association.

The Association will certify annually and in writing to the Committee the current rate of its membership dues. The specific amount of the current dues of the Association shall be certified to the Committee by the Association treasurer on or before September 30th of each school year.

Deductions will be made in equal installments from the first and second paychecks in each month, beginning with the first paycheck in October and ending with the second paycheck in June.

E4 Salary Adjustment Request Form

Mount Greylock Regional School District

SALARY ADJUSTMENT REQUEST

Date: _____________________________________________________________________________

Dear Superintendent: __________________________________________________________________

I am writing to request horizontal movement on the salary schedule for a salary adjustment

FROM: Step _________ Column __________ TO:    Step __________ Column _____________

I ask that this be effective _________________________ based upon successful completion of the professional activities noted below.*

Course/Workshop Title:           Credit Awarded:

1.  ___________________________                                          1.______________________________

2.  ___________________________                                            2. _____________________________

3.   ___________________________                                          3. _____________________________

Documentation supporting this request, including copies of letters granting advance approval for the awarding credit, should already be contained in my personnel file. I have attached final grade reports and/or certificates of completion for identified activities. Please let me know of any questions or concerns regarding this request. Thank you for your assistance.

________________________________               __________________________________

Teacher’s Signature                                  Date

Superintendent’s Comments:_________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________               __________________________________

Superintendent’s Signature                              Date